METHODOLOGY FOR DIAGNOSING TALENT IN SCHOOL-AGE CHILDREN: AN INTEGRAL AND TRANSFORMATIVE APPROACH
DOI:
https://doi.org/10.5281/zenodo.17577876Keywords:
Educational attention to talent, Identification, Case studyAbstract
The present research aims to propose a comprehensive set of scientific methods and techniques for the early and accurate identification of gifted students at the primary education level, a critical step to ensure inclusive educational support tailored to their specific needs. This diagnostic process is based on an integrative methodological approach that combines qualitative and quantitative tools, fostering a thorough and rigorous understanding of the student’s potential.Recommended techniques include systematic observation and various projective methods, such as sentence completion, the ten wishes technique, written compositions, and drawings, which enable the exploration of subjective dimensions essential for recognizing talent at early ages. Additionally, standardized assessments like the Raven’s Progressive Matrices, semi-structured interviews, rating scales, and creativity tests are incorporated to enhance validity and reliability through data triangulation.Talent identification is grounded in internationally recognized criteria, including high intellectual ability, outstanding creativity, strong intrinsic motivation, and notable academic performance. These indicators allow for precise delineation of the gifted student profile, guiding personalized and differentiated educational attention.Furthermore, the use of case studies is emphasized as a key methodological strategy for in-depth analysis of each student’s individual characteristics, taking into account physical, emotional, sociocultural, cognitive, and motivational aspects. This holistic approach acknowledges the uniqueness of the learner and contributes to a more comprehensive and contextualized diagnosis.Together, the proposed methodology not only optimizes talent identification but also scientifically underpins pedagogical decisions, promoting an inclusive education that supports the full and sustainable development of exceptional abilities within the school environment.
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