Searching for evidence-based practice

A review of the research on educational interventions for intellectually gifted children in the early childhood years

Rosalind L. Walsh*, Coral R. Kemp, Kerry A. Hodge, Jennifer M. Bowes

*Corresponding author for this work

Research output: Contribution to journalArticle

17 Citations (Scopus)

Abstract

A search of the literature from the past 30 years reveals that there is a dearth of research surrounding effective interventions for intellectually gifted children in the early childhood years. The findings of 11 empirical studies of educational provisions for young gifted children were located and the methodological rigor of the studies examined. Aspects problematic to research with young gifted children are discussed, including issues relating to sample sizes, definitions of giftedness, difficulties in conducting experimental studies, finding appropriate standardized measures for use with gifted children, and measurement of program outcomes. Suggestions are made for strengthening future research in the field of early childhood gifted education.

Original languageEnglish
Pages (from-to)103-128
Number of pages26
JournalJournal for the Education of the Gifted
Volume35
Issue number2
DOIs
Publication statusPublished - Jun 2012

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