Precocity in nursery school

Precocity suggests high ability developed earlier than expected in childhood. Its investigation should begin as early as in nursery settings, where pedagogical practices may reveal exceptional potential across various domains. Teachers have a crucial role in identifying this condition and are pedagogically responsible for recognizing and addressing it. Accordingly, this study aimed to examine the meanings attributed by teachers at a public nursery school in Mato Grosso do Sul to the concept of precocity, to children aged between two and three years and eleven months who are identified as precocious children, and to the pedagogical approaches directed toward them. The study involved eight nursery teachers, whose perceptions were analysed using the Discourse of Collective Subject method. Findings show that significant investment in professional development, resources, and specific tools is urgently needed to support educators in addressing precocity effectively. https://doi.org/10.21723/riaee.v20i00.2018602

Perception · Pre school · Early Childhood Education and Development · Physical Education and Gymnastics · Resilience and Mental Health