Precocious students in Elementary Education I: who are these children?

Abstract

The term high ability encompasses the concept of precocity, then early students also needs of Special Education. However, little knowledge of society, and especially of the educators, about the high ability/giftedness theme causes the spread of myths and stereotypes that hinder the recognition of students with higher potential. Deprived of adequate educational conditions, these students may be discouraged and leave satisfactorily develop their skills, but proper education initially depends, of identification. Thus, the objective was to identify indicative behaviors and performances of precocity presented in the everyday classroom. For the development of this research, we attended three early students in reading and writing. Data were collected through non-participant observation and qualitatively analyzed. The results point us to differences between early student and the others as a result of the precocity indicators that result in their detachment in the age group, but the students early participants differ significantly from each other, making it impossible to establish a profile that defining they. Thus, it is necessary that teachers pay attention to students who demonstrate superior skills in order to provide them with an education that leverages its ability, without ignoring their needs and difficulties.