Implications of school environment for precocity: an analysis of classroom situations

Authors

DOI:

https://doi.org/10.5007/2175-795X.2018v36n1p172

Abstract

The development of human capabilities depends on what is provided by the environment and opportunities can be expanded or curtailed according to the conditions found. Precocious children, that is, those who reveal certain prematurely developed skills (CUPERTINO, 2008) can find the support needed to continue to develop their potential or can be frustrated and bored in an environment without challenges. The objective of this study is to identify educational situations that favor and disfavor the manifestation and development of precocity. The research involved the participation of three children precocious in reading and writing who were observed in a school environment. The results indicate that precocity is favored when teachers recognize and employ teaching strategies and material resources that challenge and motivate students. Homogenization and standardization of education, which limit choices, freedom and creativity, have been found to discourage precocity.

Author Biographies

Bárbara Amaral Martins, Universidade Federal do Mato Grosso do Sul

Mestre e doutoranda em Educação pela UNESP – Campus de Marília. Professora Assistente da Universidade Federal do Mato Grosso do Sul – Campus do Pantanal.

Miguel Claudio Moriel Chacon, Universidade Estadual Paulista "Julio de Mesquita Filho"

Doutor em Educação pela UNESP – Campus de Marília. Professor Assistente Doutor do Departamento de Educação Especial da UNESP – Campus de Marília.

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Published

2018-04-25

How to Cite

Amaral Martins, B., & Claudio Moriel Chacon, M. (2018). Implications of school environment for precocity: an analysis of classroom situations. Perspectiva, 36(1), 172–193. https://doi.org/10.5007/2175-795X.2018v36n1p172

Issue

Vol. 36 No. 1 (2018): Imagens & palavras na literatura para a infância

Section

Article Demand for Continuous

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