Developing a Thinking Teaching Model for Gifted Preschool Children: Grounded Theory

Document Type : Research Article


1 Master of Psychology of Children with Special Needs, Faculty of Educational Sciences and Psychology, University of Isfahan, Isfahan, Iran

2 Associate Professor, Department of Child Psychology with Special Needs, Faculty of Psychology and Educational Sciences, University of Isfahan, Isfahan, Iran


Objective: The main purpose of this study was to develop a thinking training model for gifted preschool children.
Method: This research was a qualitative study with Grounded theory approach. In this study, 70 books and internal and external research related to teaching thinking and gifted pre-school children were selected through purposive sampling method and data collection continued until saturation.
Results: The findings were collected in three levels of open coding, axial coding and selective coding. In the open coding step, 304 concepts were abstracted from the data. In the axial coding stage, after comparing and combining the data, 42 components were extracted and classified. Categories that were conceptually of the same type were placed next to each other based on the nature and semantic load, common features and characteristics and their appropriateness. They were handcuffed in 6 floors.
Conclusion: The findings showed that in developing a model of thinking education for gifted preschool children, 7 components about the fundamental challenges in thinking education (causal conditions); 9 components of thinking education policies (contextual factors); 7 components about the obstacles in the implementation of thinking training (interventionist); 12 components on empowerment and promotion of cognitive, social, emotional and artistic skills (strategies); 7 components were effective on personal, social, emotional, academic success (outcomes) and 4 components were effective on the process of teaching thinking to gifted preschool children (pivotal phenomenon).


Main Subjects

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