Schooling challenges of high talented and gifted children: a case study

Abstract

The study investigates self development aspects of a high talented/gifted child in school. It aims at analyzing the meaning about school processes by this child giving priority to the socio-affective self positions’ dynamics and the self conception emerging through the transition to the first grade. It conducts a case study with a six years old gifted boy that also attends a special education program by the Education State Secretary of Federal District, Brazil. The empirical work consisted of observation and interviews with the child, family members and teachers. The analysis design considered dialogical self positions within narratives and discursive interactions. Results show that a high talented/gifted child’s self development goes through shared social experiences and individual meaning in school and family contexts. The child is fascinated by the knowledge construction, enjoys interdisciplinary and multidisciplinary activities. The transition to the elementary school increased the interests in content, but also shows frustration and confusing moods while facing schooling processes. There is a need for integrating projects that acknowledge and fulfill knowledge in its multiplicity in a playful way and by the promotion of social interactions.