References
- Barclay, K., & Benelli, C. (1994). Are labels determining practice? Programming for preschool gifted children. Childhood Education, 70(3), 133–136. doi:10.1080/00094056.1994.10521013
- Barnett, W. S. (1995). Long-term effects of early childhood programs on cognitive and school outcomes. Future Child, 5, 25–50. Retrieved from http://www.jstor.org/stable/1602366 doi:10.2307/1602366
- Barnett, W. S., Brown, K., & Shore, R. (2004). The universal vs. targeted debate: Should the United States have preschool for all? (NIEER Policy Brief, Issue 6). New Brunswick, NJ: National Institute for Early Education Research.
- Berg, B. L. (2004). Qualitative research methods for the social sciences (5th ed.). Boston, MA: Allyn & Bacon.
- Berkowitz, M. B., & Hoppe, M. A. (2009). Character education and gifted children. High Ability Studies, 20(2), 131–142. doi:10.1080/13598130903358493
- Bondarchuk, O., & Dovgan, N. (2013). Development of psychological readiness to work with gifted children for preschool institution teachers. Social Welfare Interdisciplinary Approach, 3(1), 56–65. Retrieved from http://www.su.lt/bylos/mokslo_leidiniai/Social_Welfare/3013_3_1/bondarchuk%20_dovgan.pdf
- Branson, K., Oveross, M. E., Salman, R. C., & Kettler, T. (2015, February). Giftedness in early childhood: Beliefs and practices in pre-kindergarten classrooms. Paper presented at the annual conference of the Southwest Educational Research Association, San Antonio, TX.
- Camilli, G., Vargas, S., Ryan, S., & Barnett, W. S. (2010). Meta-analysis of the effects of early education interventions on cognitive and social development. Teachers College Record, 112, 579–620.
- Chamberlin, S. A. (2005). Secondary mathematics for high-ability students. In F. Dixon, & S. Moon (Eds.), The handbook of secondary gifted education (pp. 145–163). Waco, TX: Prufrock Press.
- Chamberlin, S. A., Buchanan, M., & Vercimak, D. (2007). Serving twice-exceptional preschoolers: Blending gifted education and early childhood special education practices in assessment and program planning. Journal for the Education of the Gifted, 30, 372–394. doi:10.1177/016235320703000305
- Colangelo, N., Assouline, S. G., & Gross, M. U. M. (2004). A nation deceived: How schools hold back America’s brightest students. Iowa City, IA: Connie Belin and Jacqueline N. Blank International Center for Gifted Education and Talent Development.
- Corbin, J. (1998). Alternative interpretations: Valid or not? Theory & Psychology, 8(1), 121–128.
- Cukierkorn, J. R., Karnes, F. A., Manning, S. J., Houston, H., & Besnoy, K. (2007). Serving the preschool gifted child: Programming and resources. Roeper Review, 29, 271–276. doi:10.1080/02783190709554422
- Currie, J. (2001). Early childhood education programs. Journal of Economic Perspectives, 15(2), 213–238. Retrieved from http://search.proquest.com/docview/212088691?accountid=7113 doi:10.1257/jep.15.2.213
- Damiani, V. B. (1997). Young gifted children in research and practice. Gifted Child Today, 20(3), 18–23. doi:10.1177/107621759702000307
- Delisle, J. R. (2014). Dumbing down America: The war on our nation’s brightest young minds. Waco, TX: Prufrock Press.
- Emory University Work Life Resource Center. (2009). Types of child care. Retrieved from http://www.worklife.emory.edu/childcare/roomtoroom/types.html
- Foster, S. M. (1993). Meeting the needs of gifted and talented preschoolers. Children Today, 22(3), 28–30. Retrieved from http://libproxy.library.unt.edu:2071/ehost/detail/detail?sid=6d296c7f-6985-4505-ace7-f91aa07e11f4%40sessionmgr111&vid=17&hid=120&bdata=JnNjb3BlPXNpdGU%3d#db=tfh&AN=9402227782
- Fram, S. M. (2013). The constant comparative analysis method outside of grounded theory. The Qualitative Report, 18(1), 1–24.
- Gallagher, J. J. (2007). Acccording to Jim: Another opportunity-preschool education. Roeper Review, 29, 231. doi:10.1080/02783190709554416
- Glaser, P. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago, IL: Aldine Publishing.
- Gorey, K. M. (2001). Early childhood education: A meta-analytic affirmation of the short- and long-term benefits of educational opportunity. School Psychology Quarterly, 16(1), 9–30. doi:10.1521.scpq.16.1.9.19163
- Gormley, W. T., Phillips, D., & Gayer, T. (2008). Preschool programs can boost school readiness. Science, 320, 1723–1724. doi:10.1126/science.1156019
- Gottfried, A. W., Gottfried, A. E., Bathurst, K., & Guerin, D. W. (1994). Gifted IQ: Early developmental aspects. The Fullerton Longitudinal Study. New York, NY: Plenum Press.
- Gross, M. U. M. (1999). Small poppies: Highly gifted children in the early years. Roeper Review, 21, 207–214. doi:10.1080/02783199909553963
- Hanninen, G. E. (1998). Designing a preschool program for the gifted and talented. In J. F. Smutny (Ed.), The young gifted child: Potential and promise, an anthology (pp. 445–461). Cresskill, NJ: Hampton Press.
- Henderson, L. M., & Ebner, F. F. (1997). The biological basis for early intervention with gifted children. Peabody Journal of Education, 72(3/4), 59–80. doi:10.1080/0161956X.1997.9681866
- Hertzog, N. B. (2014). Early childhood education. In J. A. Plucker & C. M. Callahan (Eds.), Critical issues and practices in gifted education: What the research says (2nd ed., pp. 211–222). Waco, TX: Prufrock Press.
- Hodge, K. A., & Kemp, C. R. (2000). Exploring the nature of giftedness in preschool children. Journal for the Education of the Gifted, 24, 46–73. doi:10.1177/016235320002400103
- Karnes, M. B., & Johnson, L. J. (1987). An imperative: Programming for the young gifted/talented. Journal for the Education of the Gifted, 10, 195–214.
- Karnes, M. B., & Johnson, L. J. (1991). The preschool/primary gifted child. Journal for the Education of the Gifted, 14, 267–283. doi:10.1177/016235329101400307
- Koopmans-Dayton, J. D., & Feldhusen, J. F. (1987). A resource guide for parents of gifted preschoolers. Gifted Child Today, 10(6), 2–7. doi:10.1177/107621758701000601
- Koshy, V. V., & Robinson, N. M. (2006). Too long neglected: Gifted young children. European Early Childhood Education Research Journal, 14(2), 113–126. doi:10.1080/13502930285209951
- Mathews, F. N., & Burns, J. M. (1992). A parent evaluation of a public preschool gifted program. Roeper Review, 15, 69–72. doi:10.1080/02783199209553466
- McClarty, K. L. (2015). Life in the fast lane: Effects of early grades acceleration on high school and college outcomes. Gifted Child Quarterly, 59, 3–13. doi:10.1177/0016986214559595
- Mills, C. J. (1992). Academically talented children: The case for early identification and nurturance. Pediatrics, 89(1), 156–157. Retrieved from https://libproxy.library.unt.edu:9443/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pbh&AN=4747933&scope=site
- Mooij, T. (2013). Designing instruction and learning for cognitively gifted pupils in preschool and primary school. International Journal of Inclusive Education, 17, 597–613. doi:10.1080/13603116.2012.696727
- National Association for Gifted Children. (2006). Creating contexts for individualized learning in early childhood education: Early childhood position statement. Washington, DC: Author. Retrieved from http://www.nagc.org/sites/default/files/Position%20Statement/Early%20Childhood%20Position%20Statement.pdf
- Neisworth, J. T. (1993). Assessment. In Division of Early Childhood (Ed.), DEC recommended practices: Indicators of quality in programs for infants and young children with special needs and their families (pp. 11–16). Pittsburgh, PA: Division of Early Childhood, Council for Exceptional Children.
- O’Connor, M. K., Netting, F. E., & Thomas, M. L. (2008). Grounded theory: Managing the challenge for those facing institutional review board oversight. Qualitative Inquiry, 14(1), 28–45.
- Park, G., Lubinski, D., & Benbow, C. P. (2013). When less is more: Effects of grade skipping on adult STEM productivity among mathematically precocious adolescents. Journal of Educational Psychology, 105, 176–198. doi:10.1037/a0029481
- Ramey, C. T., Campbell, F. A., Burchinal, M., Skinner, M. L., Gardner, D. M., & Ramey, S. L. (2000). Persistent effects of early childhood education on high-risk children and their mothers. Applied Developmental Science, 4, 2–14. Retrieved from http://eds.b.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=2d01b525-bafb-46f9-be49-172ba176940c%40sessionmgr198&vid=3&hid=111 doi:10.1207/S1532480XADS0401_1
- Reynolds, A. J. (1994). Effects of a preschool plus follow-on intervention for children at risk. Developmental Psychology, 30, 787–804. doi:10.1037/0012-1649.30.6.787
- Reynolds, A. J., Temple, J. A., Robertson, D. L., & Mann, E. A. (2001). Long-term effects of an early childhood intervention on educational attainment and juvenile arrest: A 15-year follow-up of low-income children in public school. Journal of the American Medical Association, 285, 2339–2346. Retrieved from file:///C:/Users/dtk0017/Downloads/JOC01444.pdf doi:10.1001/jama.285.18.2339
- Robinson, N. M. (2000). Giftedness in very young children: How seriously should it be taken? In R. C. Friedman & B. M. Shore (Eds.), Talents unfolding: Cognition and development (pp. 7–26). Washington, DC: American Psychological Association.
- Sankar-DeLeeuw, N. (1997). Gifted preschoolers: Surveys of characteristics perceived by parents and teachers. In J. Chan, R. Li, & J. Spinks (Eds.), Maximizing potential: Lengthening and strengthening our stride: Proceedings of the 11th World Conference on Gifted and Talented Children,(pp. 399–414). Hong Kong, China: University of Hong Kong Press.
- Sankar-DeLeeuw, N. (1999). Gifted preschoolers: Parent and teacher views on identification, early admission and programming. Roeper Review, 21, 174–179. doi:10.1080/02783199909553957
- Schechter, C., & Bye, B. (2007). Preliminary evidence for the impact of mixed-income preschools on low-income children’s language growth. Early Childhood Research Quarterly, 22, 137–146. doi:10.1016/j.ecresq.2006.11.005
- Scott, M. S., & Delgado, C. F. (2005). Identifying cognitively gifted minority students in preschool. Gifted Child Quarterly, 46, 278–290. doi:10.1177/001698620504900302
- Smutny, J. F. (1999). A special focus on young gifted children. Roeper Review, 21, 172–173. doi:10.1080/02783199909553956
- Stainthorp, R., & Hughes, D. (2004). An illustrative case study of precocious reading ability. Gifted Child Quarterly, 48, 107–120. doi:10.1177/001698620404800204
- Stile, S. W., & And, O. (1993). Early intervention with gifted children: A national survey. Journal of Early Intervention, 17(1), 30–35. doi:10.1177/105381519301700104
- Walsh, R. L., Kemp, C. R., Hodge, K. A., & Bowes, J. M. (2012). Searching for evidence-based practice: A review of the research on educational interventions for intellectually gifted children in the early childhood years. Journal for the Education of the Gifted, 35(2), 103–128. doi:10.1177/0162353212440610
- Walsh, R. R., Hodge, K., Bowes, J., & Kemp, C. (2010). Same age, different page: Overcoming the barriers to catering for young gifted children in prior-to-school settings. International Journal of Early Childhood, 42(1), 43–58. doi:10.1007/s13158-010-0004-8
- Westhues, A., Nelson, G., & MacLeod, J. (2003). The long-term impact of preschool prevention programs: Looking to the future. Prevention & Treatment, 6. Retrieved from https://doi.org/10.1037/1522-3736.6.1.636r
- Whitmore, J. R. (1986). Preventing severe underachievement and developing achievement motivation. In J. R. Whitmore (Ed.), Intellectual giftedness in young children: Recognition and development (pp. 119–133). New York, NY: Haworth Press.
- Zigler, E., Taussig, C., & Black, K. (1992). Early childhood intervention: A promising preventative for juvenile delinquency. American Psychologist, 47, 997–1006. doi:10.1037/0003-066X.47.8.997