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Master Thesis

Comment les EIP sont-ils perçus par les enseignants du 1er degré et par eux-mêmes ?

Abstract : Precocity concerns 2.3 % of France's school children. Betts and Neihart (1988) distinguished 6 different profiles of precocious kids which do not have the same characteristics. Thus, Gifted Children or High Potential Children are different and need to have differentiated pedagogies. However, they have only been recognized by the Ministry of National Education since the Delaubier report in 2002 and classroom exercises don't suit to specific needs of the pupils because of a lack of knowledge of their specific aspects. Most representations of precocious kids are that they are gifted or they succeed at school. The memoir's goals are double : (1) to deepen the study of the teachers' representations about gifted children and (2) to understand a disruptive precocious child's own representations. The distribution of questionnaires to 24 primary school teachers and an interview of a disruptive precocious child revealed that the majority of teachers think a precocious child is a successful gifted child, don't know that these pupils can have learning disorders or can be in school failure and have never been trained about precocity. Regarding the disruptive precocious kid, the interview revealed that he has trouble cooperating with others and that he provokes others without knowing it.
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Master Thesis
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Contributor : Espe Cvl Université d'Orléans <>
Submitted on : Wednesday, September 21, 2016 - 10:51:43 AM
Last modification on : Friday, June 14, 2019 - 1:28:15 AM


  • HAL Id : dumas-01369540, version 1



Valérian Ligoniere. Comment les EIP sont-ils perçus par les enseignants du 1er degré et par eux-mêmes ?. Education. 2016. ⟨dumas-01369540⟩



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