{"id":{"repo_id":"unt","oai_identifier":"info:ark/67531/metadc3029"},"canonical_url":"https://search.dev.ndltd.org/etd/unt/info:ark/67531/metadc3029","repository":{"repo_id":"unt","name":"University of North Texas","base_url":"https://digital.library.unt.edu/oai/"},"display":{"title":"Attitudes of American and Korean Early Childhood Educators Regarding Programs for Gifted/Talented Young Children.","abstract":"The purpose of this research was to study the attitudes of Korean and American early childhood educators concerning gifted children and programs aimed specifically at meeting their needs. The study examined general attitudes towards giftedness and gifted education programs and factors that might affect those attitudes. The study also examined desirable environments for young gifted children. Twenty-item questionnaires were developed and logically divided into six sections (identification, teacher environment, classroom environment, parent environment, educational rights, and program). A systematic process of development, analysis, and refinement of the questionnaire was done. The questionnaires were given randomly to American educators attending the 1996 National Association for the Education of Young Children (NAEYC) conference. A random Korean sample included early childhood educators listed in the Korean Association for Early Childhood Education Directory (1995-1996) and the Korean Association for Child Care Directory (1995-1996). All subjects were members of one of three groups: (a) teacher educators, (b) teachers, and (c) administrators/directors. The surveys found agreement between Korean and American early childhood educators on the importance of knowing the strengths of individual gifted children, the need to stimulate higher order thinking skills, the rights of gifted children to an appropriate education, a perception of more work for the teacher to add these options, and a feeling that gifted programs would be difficult because of the large number of children in classes. The teachers also agreed that it is not difficult to assess or identify gifted preschoolers and having programs for the gifted is not elitist, but that parents should have the main responsibility for meeting the needs of gifted preschoolers and that many gifted strategies are good for all children.","abstract_html":"The purpose of this research was to study the attitudes of Korean and American early childhood educators concerning gifted children and programs aimed specifically at meeting their needs. The study examined general attitudes towards giftedness and gifted education programs and factors that might affect those attitudes. The study also examined desirable environments for young gifted children. Twenty-item questionnaires were developed and logically divided into six sections (identification, teacher environment, classroom environment, parent environment, educational rights, and program). A systematic process of development, analysis, and refinement of the questionnaire was done. The questionnaires were given randomly to American educators attending the 1996 National Association for the Education of Young Children (NAEYC) conference. A random Korean sample included early childhood educators listed in the Korean Association for Early Childhood Education Directory (1995-1996) and the Korean Association for Child Care Directory (1995-1996). All subjects were members of one of three groups: (a) teacher educators, (b) teachers, and (c) administrators/directors. The surveys found agreement between Korean and American early childhood educators on the importance of knowing the strengths of individual gifted children, the need to stimulate higher order thinking skills, the rights of gifted children to an appropriate education, a perception of more work for the teacher to add these options, and a feeling that gifted programs would be difficult because of the large number of children in classes. The teachers also agreed that it is not difficult to assess or identify gifted preschoolers and having programs for the gifted is not elitist, but that parents should have the main responsibility for meeting the needs of gifted preschoolers and that many gifted strategies are good for all children.","abstract_has_math":false,"creators":["Song, Kyu-Woon"],"institution":"University of North Texas","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Lundsteen, Sara W.","Sayler, Michael","Lazarus, Peggy","Glover, Rebecca"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2001,"date_issued":"2001-12","date_published":"2001-12","updated_at":"2026-07-24T05:34:52Z","subjects":["Early childhood teachers -- United States -- Attitudes.","Early childhood teachers -- Korea -- Attitudes.","Gifted children -- Education -- United States.","Gifted children -- Education -- Korea.","early childhood","gifted","talented","Korean","American","attitudes"],"languages":["English"],"rights":["Public","Copyright","Song, Kyu-Woon","Copyright is held by the author, unless otherwise noted. All rights reserved."],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["oclc: 51959477","https://digital.library.unt.edu/ark:/67531/metadc3029/","ark: ark:/67531/metadc3029"],"render_values":[{"text":"oclc: 51959477","href":null,"code":true},{"text":"https://digital.library.unt.edu/ark:/67531/metadc3029/","href":"https://digital.library.unt.edu/ark:/67531/metadc3029/","code":true},{"text":"ark: ark:/67531/metadc3029","href":null,"code":true}]}]},"links":{"outbound_url":"https://doi.org/10.12794/metadc3029","outbound_label":"DOI","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Lundsteen, Sara W.","Sayler, Michael","Lazarus, Peggy","Glover, Rebecca"]},{"key":"dc:creator","label":"Author","values":["Song, Kyu-Woon"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2001-12"]},{"key":"dc:publisher","label":"Institution","values":["University of North Texas"]},{"key":"dc:type","label":"Dc Type","values":["Thesis or Dissertation"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Early childhood teachers -- United States -- Attitudes.","Early childhood teachers -- Korea -- Attitudes.","Gifted children -- Education -- United States.","Gifted children -- Education -- Korea.","early childhood","gifted","talented","Korean","American","attitudes"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]},{"key":"dc:rights","label":"Dc Rights","values":["Public","Copyright","Song, Kyu-Woon","Copyright is held by the author, unless otherwise noted. 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A systematic process of development, analysis, and refinement of the questionnaire was done. The questionnaires were given randomly to American educators attending the 1996 National Association for the Education of Young Children (NAEYC) conference. A random Korean sample included early childhood educators listed in the Korean Association for Early Childhood Education Directory (1995-1996) and the Korean Association for Child Care Directory (1995-1996). All subjects were members of one of three groups: (a) teacher educators, (b) teachers, and (c) administrators/directors. The surveys found agreement between Korean and American early childhood educators on the importance of knowing the strengths of individual gifted children, the need to stimulate higher order thinking skills, the rights of gifted children to an appropriate education, a perception of more work for the teacher to add these options, and a feeling that gifted programs would be difficult because of the large number of children in classes. The teachers also agreed that it is not difficult to assess or identify gifted preschoolers and having programs for the gifted is not elitist, but that parents should have the main responsibility for meeting the needs of gifted preschoolers and that many gifted strategies are good for all children."]},{"key":"dc:format","label":"Dc Format","values":["Text"]},{"key":"dc:title","label":"Title","values":["Attitudes of American and Korean Early Childhood Educators Regarding Programs for Gifted/Talented Young Children."]}]}],"canonical_facts":{"dc:contributor":["Lundsteen, Sara W.","Sayler, Michael","Lazarus, Peggy","Glover, Rebecca"],"dc:creator":["Song, Kyu-Woon"],"dc:date":["2001-12"],"dc:description":["The purpose of this research was to study the attitudes of Korean and American early childhood educators concerning gifted children and programs aimed specifically at meeting their needs. The study examined general attitudes towards giftedness and gifted education programs and factors that might affect those attitudes. The study also examined desirable environments for young gifted children. Twenty-item questionnaires were developed and logically divided into six sections (identification, teacher environment, classroom environment, parent environment, educational rights, and program). A systematic process of development, analysis, and refinement of the questionnaire was done. The questionnaires were given randomly to American educators attending the 1996 National Association for the Education of Young Children (NAEYC) conference. A random Korean sample included early childhood educators listed in the Korean Association for Early Childhood Education Directory (1995-1996) and the Korean Association for Child Care Directory (1995-1996). All subjects were members of one of three groups: (a) teacher educators, (b) teachers, and (c) administrators/directors. The surveys found agreement between Korean and American early childhood educators on the importance of knowing the strengths of individual gifted children, the need to stimulate higher order thinking skills, the rights of gifted children to an appropriate education, a perception of more work for the teacher to add these options, and a feeling that gifted programs would be difficult because of the large number of children in classes. The teachers also agreed that it is not difficult to assess or identify gifted preschoolers and having programs for the gifted is not elitist, but that parents should have the main responsibility for meeting the needs of gifted preschoolers and that many gifted strategies are good for all children."],"dc:format":["Text"],"dc:identifier":["oclc: 51959477","doi: 10.12794/metadc3029","https://digital.library.unt.edu/ark:/67531/metadc3029/","ark: ark:/67531/metadc3029"],"dc:language":["English"],"dc:publisher":["University of North Texas"],"dc:rights":["Public","Copyright","Song, Kyu-Woon","Copyright is held by the author, unless otherwise noted. All rights reserved."],"dc:subject":["Early childhood teachers -- United States -- Attitudes.","Early childhood teachers -- Korea -- Attitudes.","Gifted children -- Education -- United States.","Gifted children -- Education -- Korea.","early childhood","gifted","talented","Korean","American","attitudes"],"dc:title":["Attitudes of American and Korean Early Childhood Educators Regarding Programs for Gifted/Talented Young Children."],"dc:type":["Thesis or Dissertation"]},"updated_at":"2026-07-24T05:34:52Z"}