AD ALTA
JOURNAL OF INTERDISCIPLINARY RESEARCH
the golden cup award in gymnastics” or (Child 19; 6 y/o) “...very
happy that I have the first gold medal” or also (Child 20; 6 y/o)
“...normally, however” and so on. In the category other, we
included the statements of children, in which the participants
spontaneously answered (Child 34; 6 y/o) “...I don't know” or
did not say anything. This category also includes statements, in
which a child answered the first question “Do you like losing?”
with “don't know”, but expressed certain feelings, such as good,
very good, rich, happy, and other synonyms, concerning the
second question “How do you feel when you lose?”. This
category is more represented by the UC group. For a better
depiction, these data were processed into the following Graphs 5
and 6.
Graph 5: Data on the Question Asked in Kindergartens: Do you
like success?
Graph 6: Data on the Question Asked in Kindergartens: How do
you feel when you are successful?
Based on Table 11, and Graphs 5 and 6, we state that the PGC
like success and want to be successful. The UC group shows a
similar trend, but these children are more represented in the
category other – they could not comment or answered with
“don't know”, up to 70%. This may be due to the fact that they
do not yet have sufficient experience with this phenomenon or
have insufficient knowledge about the phenomenon of success.
This was observed in the previous components of the
preconceptions of UC about the phenomenon of success, and in
these components, the category with no comment prevailed.
Therefore, we state that the affective component of the
preconceptions of PGC on the phenomenon of success is slightly
different, but this difference is not significant.
Based on the processing of the obtained data, we came to the
conclusion regarding the children 's preconceptions about the
selected phenomenon of success, what meaning they give to this
phenomenon, and what is their relation and attitude to it. To
compare the indicator in terms of giftedness, we summarise the
following conclusion.
6 Conclusion
Based on the processing and analysis of the data acquired by the
projective techniques (free association) and flexible semi-
structured micro-interview, we state that the cognitive and
structural component of preconceptions of pre-primary children
about a selected phenomenon from the emotional area (success)
differ in terms of intellectual skills – there are differences
between children identified as gifted and ungifted children
(children that were not identified as gifted based on a
psychological examination). However, the difference in the
affective component of children's preconceptions about the
selected phenomenon of success in terms of intellectual skills
has not been proven. The ranking of participants according to the
number of free associations also showed that the PGC (children
that were later identified by a psychologist as gifted) were
mostly in the group with the largest number of free associations.
Similar results were observed in the participants’ ranking
according to the score achieved based on their statements. It
showed that the identification of preconceptions can highly
coincide with the results of the specialist’s diagnosis of
giftedness. Of course, it cannot be replaced, but it can be a
teacher's way to learn about the thinking of a pre-school child
and the differences between children within the class while
making it easier and faster to diagnose a potentially gifted child.
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