The Role Of Family and School Environment In Actualizing Children's Talents
Article Sidebar
Main Article Content
Abstract
Children’s giftedness represents a potential that requires supportive environments for optimal development. This study aims to analyze the roles of family and school contexts in the actualization of giftedness. A descriptive qualitative method was employed through a literature review of relevant theoretical and empirical sources. The findings reveal that the family environment contributes by providing emotional support, appropriate parenting styles, and early stimulation of children’s abilities. Meanwhile, the school environment facilitates giftedness through adaptive learning strategies and teachers’ understanding of gifted children’s characteristics. The synergy between family and school emerges as a crucial factor in enabling children to optimally realize their potential. In conclusion, strengthening collaboration between these two environments is essential to ensure the holistic development and actualization of giftedness.
Article Details
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
References
Anggraini, M., Samosir, F. S., & Nihaya, W. (2022). Pelatihan Kepemimpinan Bagi Kepala Sekolah (Melalui Kajian Teori-teori Kepemimpinan yang Sesuai Diterapkan untuk Sekolah). Abdi Cendekia: Jurnal Pengabdian Masyarakat, 1(1), 10-17.
Chan, D. W. (2003). Leadership skills training for gifted students in Hong Kong. Gifted Child Quarterly, 47(2), 131–144.
Clark, B. (2013). Growing Up Gifted: Developing the Potential of Children at Home and at School (8th ed.). Boston: Pearson.
Coleman, L. J., & Cross, T. L. (2005). Being Gifted in School: An Introduction to Development, Guidance, and Teaching. Waco, TX: Prufrock Press.
Freeman, J. (2010). Gifted children’s well-being: The role of family and school. High Ability Studies, 21(2), 83–95.
Gagné, F. (2006). Transforming Gifts into Talents: The DMGT as a Developmental Theory. Dalam N. Colangelo, & G. A. Davis, Handbook of Gifted Education (3rd ed). Boston: Allyn and Bacon.
Hidayat, R. (2019). Peran guru dalam mengembangkan potensi anak berbakat. Jurnal Pendidikan Anak Usia Dini, 4(1), 45–56.
Latipah, E. (2009). Mengenali Potensi Anak. Al-Bidayah: Jurnal Pendidikan Dasar Islam, 1(1).
Munadar, U. (2012). Pengembangan Kreativitas Anak Berbakat. Jakarta: Rineka Cipta.
Nugraha, D. (2021). Kolaborasi orang tua dan sekolah dalam mendukung anak berbakat. Jurnal Pendidikan Dasar Nusantara, 6(1), 55–64.
Renzulli, J. S. (2005). The three-ring conception of giftedness: A developmental model for promoting creative productivity. Dalam R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of Giftedness (pp. 246–279). Cambridge: Cambridge University Press.
Soekanto, S. (2009). Sosiologi Suatu Pengantar. Jakarta: Rajawali Pers.
Sternberg, R. J., & Davidson, J. E. (2005). Conceptions of Giftedness. Cambridge: Cambridge University Press.
Subotnik, R. F., Olszewski-Kubilius, P., & Worrell, F. C. (2011). Rethinking giftedness and gifted education: A proposed direction forward. Gifted Child Quarterly, 55(4), 233–249.
Suryadi, A. (2017). Pendidikan inklusif untuk anak berbakat. Jurnal Pendidikan Khusus, 9(2), 120–130.
Susilawati, N. (2020). Peranan orang tua dalam mengembangkan potensi anak berbakat (gifted). Jurnal Sikola: Jurnal Kajian Pendidikan Dan Pembelajaran, 2(2), 135-146.
Tannenbaum, A. J. (2003). Nature and nurture of giftedness. Dalam N. Colangelo & G. A. Davis (Eds.), Handbook of Gifted Education (3rd ed., pp. 45–59). Boston: Allyn and Bacon.
Winner, E. (1996). Gifted Children: Myths and Realities. New York: Basic Books.
Yusuf, S. (2015). Psikologi Perkembangan Anak dan Remaja. Bandung: Remaja Rosdakarya.
Zahruddin, M. (2018). Strategi Pengenalan Potensi Anak. Jurnal Fuaduna: Jurnal Kajian Keagamaan dan Kemasyarakatan, 2(2), 86-95.