engleski

Recognizing and encouraging children’s musical giftedness - teachers’ perspective

Starting from the huge potential of gifted individuals for the development of the entire society, prompt identification and ensuring the development and realization of this potential in gifted children is important. Given the many benefits of music in a child's overall development (Welch et al., 2020), as well as its transfer to other domains (Incognito et al., 2021), educators should be professionally prepared and have certain competencies in order to support the education and development of gifted children (Hafenstein et al., 2021). The research aimed to examine primary school teachers' opinions on indicators for identification of students' musical giftedness, competencies, and conditions for their further development. In addition to descriptive statistics, inferential statistics were used in the paper. The research participants were classroom teachers (N=90) from several primary schools in Croatia's capital. As the best indicator of musical giftedness, teachers assessed children’s interest in creating and listening to music. They estimated their competencies best for conducting the activity of listening to music, while children’s families were considered the best form of support. It was concluded that, along with the development of teachers’ music competencies, additional support from the school and social environment is needed to identify and further develop students’ musical giftedness.

musically talented children, parental support, school education, well-being

nije evidentirano