Early intervention is essential in the development of intellectual, emotional, social, oral, and spiritual development of gifted and talented children (Bloom,1985). In order to provide these children with beneficent early intervention so as to help these children realize their potential, it is critical that their giftedness and talents be identified as early as possible. Such an early identification is a pivotal issue amongst other pertinent issues in educating the gifted and talented. Early and timely intervention is likely to offer young gifted children more opportunities towards fulfilling their perceived potential. This paper begins by reflecting on the current literature to identification of gifted and talented children. The paper continues by examining and comparing two most used means for assessing and identifying gifted children, screening procedures and nominations. Students’ general abilities tests and academic and non-academic performances are discussed in the screening section, whilst teacher; parent, peer and self nominations are addressed in the nomination section. The paper concludes by highlighting the implications of employing various tools appropriately for identifying gifted and talented children at an early age in Hong Kong. Copyright © 2009 The Hong Kong Institute of Education.
|Journal||Hong Kong Journal of Early Childhood|
|Publication status||Published - Jun 2009|