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• W88535921 abstract "This paper discusses the results of a study that explored the influence of two major external factors on children's potential giftedness before the identification process is initiated. The study involved 13 children (ages 4-6) and investigated parental perceptions of the influence of internal and/or external factors on their child's cognitive development, whether these parental perceptions of the children's cognitive development are predictive of five home environmental factors (socioeconomic status, time parents spend with their child, parents' work hours, parents' educational level, and number of siblings in the home), and whether these same five home environmental factors are predictive of the child's performance on two cognitive development measures. Parents' perceptions about giftedness were present before the children were identified as gifted and were influenced primarily by one home environmental factor: the level of the father's education. Other factors in the home environment also were shown to have a secondary effect on children's cognitive abilities: the mother's work hours, time parents spent with their child, and the number of siblings in the home. The results indicate both indirect and direct relationships among the physical and psychological home environment, the parental perceptions about giftedness, and the child's cognitive abilities. (CR) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** 1 Identification of Giftedness in Preschoolers: Are Parents' Perceptions Related to Home Environmental Factors and Cognitive Assessments? PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Objectives Nina Williams, M.A. & Virginia Gonzalez, Ph. D. The University of Arizona Round Table Paper presented at the AERA 98 Annual Meeting 1 U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION . CENTER (ERIC) 11/T.his document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. The purpose of this study is to explore the influence of two major external factors, parental perceptions about cognitive development and home environment, on children's potential giftedness before the identification process is initiated. Within a qualitative research design, this study had the objective of identifying and describing parental perceptions about: (1) the meaning of giftedness, and (2) the influence of internal and/or external factors on the development of cognitive giftedness in preschool children. Within a statistical research design, this study had the objective of testing the predictive power of: (1) parental perceptions on five home environmental factors (i.e., SES, time parents spend with their child, parents' work hours, parental level of education, and the number of siblings living in the home); (2) these same five environmental factors on children's performance on two cognitive developmental measures (the Kaufman Assessment Battery for Children, K-ABC, Kaufman & Kaufman, 1983; and the Qualitative Use of Spanish awl English Tasks, QUEST, Gonzalez, 1991, 1994, 1995), and on the overall home environment. Finally, these same five home environmental factors were correlated with the children's performance on the same two cognitive developmental measures." @default.
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• W88535921 title "Identification of Giftedness in Preschoolers: Are Parents' Perceptions Related to Home Environment Factors and Cognitive Assessments?." @default.
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