Introduction:
This study addresses the needs of families with gifted children in Turkey, analyzing the specific challenges faced in the family and educational environment. Giftedness requires specialized support, as it affects not only cognitive development but also emotional and social development. The study adopts Schader’s (2008) classification for the role of parents in the home, educational and talent development spheres.
Methods:
The research used a descriptive method and was conducted under ethical approval from Anadolu University (Protocol No. 67781). Data were collected from 12 statistically representative regions of Turkey. Open-ended questionnaires were sent to 253 parents of students attending gifted education centers such as Science and Art Centers (BİLSEM). Responses were analyzed qualitatively using MAXQDA 2020 software, resulting in 1,174 coded records. Emerging themes were validated by consensus among four researchers and external oversight to ensure accuracy.
Results:
Five main findings were identified:
Inadequacy in the Parent-Child Relationship:
Parents reported difficulties in communication (312 occurrences), understanding their children’s characteristics (247 occurrences), and appropriate parenting attitudes (164 occurrences). Examples include difficulties in addressing complex emotions or in establishing meaningful connections.
Self-regulation Problems:
Challenges related to time management, academic procrastination, and difficulty maintaining discipline were mentioned. Parents often adopted interventionist approaches, contributing to feelings of burnout.
Lack of Guidance for Future Planning:
There was a lack of awareness about legal rights and educational support for gifted children. Many parents expressed confusion about how to identify, support and direct their children’s unique talents.
Attribution of Problems Not Related to Giftedness:
Parents often linked general problems, such as poor eating habits, to giftedness, highlighting a lack of understanding of the concept.
Concerns about Technology Use:
The perception of “technology addiction” was common, although the reported behaviors often did not meet clinical criteria for technology dependence. The need for training in the healthy use of technology was identified.
Discussion:
The results confirm problems consistent with international literature, but highlight technology as an emerging concern, possibly reflecting the current context of greater accessibility to digital devices. Educational programs for families, such as the SENG (Support Emotional Needs of the Gifted) model, are recommended to address communication, self-regulation and balanced use of technology.
Conclusion:
This study reveals critical needs for educational, emotional, and technical support for families of gifted children. Targeted interventions and parenting programs are essential to strengthen family capacities and promote the full development of children.
Reference :
DEMIREL DİNGEÇ, Ş.; BAYAR, S.; KILIÇARSLAN, S.; TAMUL, Ö. F.; ÜNAL, NE Needs of families with gifted children in Türkiye. HAYEF: Journal of Education, vol. 20, no. 3, p. 279-287, 2023. DOI: 10.5152/hayef.2023.23028. Available at: https://hayefjournal.org. Accessed on: 27 Jan. 2025.
