Tatiana López-Jiménez

Intellectual precocity refers to the early manifestation of cognitive abilities well above age norms and involves multidimensional developmental needs. Parents play a central role in recognizing and responding to these profiles; however, little is known about how families of young children experience this process, particularly in contexts such as Chile. This qualitative phenomenological study examines parental perceptions of intellectual precocity in 4–5-year-old children through semi-structured interviews with 52 families. Findings conceptualize parenting as a dynamic and relational process shaped by intergenerational continuities, diverse caregiving practices, and children’s developmental profiles. Parents frequently recognize their own traits in their children, facilitating understanding but also generating tensions in parenting approaches. A key challenge involves children’s questioning of norms, linked to advanced cognitive abilities, which reconfigures traditional authority dynamics. Parents also express concerns regarding educational fit and future trajectories, often perceiving limited institutional responsiveness. In response, families adopt strategies such as intellectual scaffolding in the home, dialogic communication, and active advocacy for differentiated educational opportunities. The study underscores the need for family support and more responsive educational systems to address the multidimensional nature of intellectual precocity.

El talento matemático se expresa en comprensión avanzada de conceptos, resolución innovadora de problemas y rápido procesamiento numérico. Este estudio no experimental buscó comprender su manifestación en 54 párvulos de Kínder (33 niñas, 21 niños) previamente identificados con precocidad intelectual. Se aplicó el Test de Competencia Matemática Básica (TEMA-3) para comparar el desempeño con estándares normativos. Los resultados muestran variabilidad: 17 % alcanzó nivel muy superior, 26 % nivel sobre la media, 48 % en el rango medio y 9 % por debajo de la media, evidenciando que la precocidad no implica desarrollo homogéneo. Las niñas presentaron menor dispersión, sugiriendo mayor homogeneidad. Por dependencia administrativa, los establecimientos públicos concentraron puntajes más bajos y homogéneos; en particulares subvencionados hubo alta heterogeneidad; y en particulares pagados, rendimientos más altos y consistentes. Se subraya la necesidad de evaluaciones individualizadas y multidimensionales, sensibles al género y al contexto, para evitar sesgos y favorecer trayectorias tempranas de talento matemático.

En los contextos educativos, las interacciones que propician educadoras de párvulos en la experiencia de aprendizaje cobran especial relevancia para el desarrollo y aprendizaje en las trayectorias educativas de niños/as. Sin embargo, aún es escasa la investigación acerca de la calidad de estas interacciones. El objetivo del estudio es identificar y describir las Prácticas Fundamentales presentes en la experiencia de aprendizaje en las aulas de educación parvularia, específicamente en el nivel transición. Mediante un estudio de caso, se analizaron 270 minutos de videograbaciones de experiencias de aprendizaje llevadas a cabo por una educadora experta en una escuela pública en la región de Valparaíso, Chile. Se utilizó un modelo de la interactividad para obtener una comprensión detallada de las dinámicas presentes. Los resultados destacan once Prácticas Fundamentales con predominio de: ‘anticipar tarea’, ‘obtener e interpretar el pensamiento de niños/as’ y ‘comprobar comprensión’. Asimismo, se observó que estas prácticas contribuyen a una estructura de enseñanza que facilita el seguimiento de los niños/as y promueve su autorregulación y atención. El estudio concluye que estas prácticas pueden mejorar la calidad educativa, proporcionando un marco útil para equilibrar el proceso de aprendizaje impartido en el aula y además orientar la formación inicial docente.

Over the past decade there has been growing interest in the identification of core practices and their incorporation into teacher-training programmes. Researchers have made use of methodological approaches based on consultation with experts and, to a lesser degree, field or empirical studies. With the aim of characterising research on core practices, we conducted a review of the recent scientific literature, identifying conceptualisations and methodological approaches. We examined 39 scientific articles published between 2019 and 2023 and identified five underlying conceptual dimensions: teachability, teacher performance, ambitious teaching, improvement of student performance, and research-based support. The most common methodological approaches used consisted of descriptive qualitative case studies conducted in the context of teacher-training programmes. We discuss how these findings could influence the use of empirical methods to identify core practices in more recently emerging fields of application, such as early childhood teacher education.

Intellectual precocity in children poses unique challenges and opportunities for educational systems. This systematic review aims to comprehensively analyze intellectual precocity in children until 6 years old, including its definition, manifestations, and various educational programs for intellectually precocious learners. Following PRISMA guidelines, a comprehensive search of electronic databases was conducted. The study included 26 articles published between 2013 and 2023 that provided a conceptualization of precocity or giftedness, and/or focused on characteristics of precocity, and/or investigated educational programs for intellectually precocious children. The authors’ conceptualizations of precocity varied, with some providing clear definitions based on a developmental view of precocity, while others merely mentioned the concept. Early indicators of superior traits have been observed in areas such as reading, math, problem-solving, and even in fields that have been traditionally disregarded, such as visual arts. Educational provisions varied widely, including approaches based on enrichment and project-based learning; however, interventions based on socioemotional elements are also highlighted. The findings emphasize the importance of early identification and targeted educational strategies to support the unique needs of intellectually precocious individuals. Future research should focus on longitudinal studies and the development of evidence-based interventions.

The main purpose of intellectual assessment in early childhood education is the early detection of intellectual disabilities. In Chile, the recent school integration policy has incorporated assessment purposes oriented toward educational improvement, but it is not known how these purposes interact with each other. This study aimed to analyze the purposes of intellectual assessment present in the current Chilean educational policy in early childhood education. A systematic review of ministerial documents and a subsequent qualitative content analysis of official documents published between 1998 and 2022 were carried out. The results revealed that the purposes of intellectual assessment for educational policy are multiple, highlighting the provision eligibility, diagnosis, student monitoring and support, in addition to formative and curricular adjustment purposes. It is discussed how this multiplicity of purposes is congruent with the current regulations governing intellectual assessment procedures in early childhood education. It is concluded that there is a need to update the legislation that regulates intellectual assessment to be consistent with the new assessment proposals in the country.

Investigaciones recientes muestran que la educación infantil se ha convertido en un tema prioritario en las agendas públicas de varios países. Sin embargo, se ha centrado en identificar buenas prácticas pedagógicas en ese nivel educativo, aproximación que resulta poco clarificadora y no permite una transferencia sistemática a otros contextos. En el presente estudio se adopta un marco teórico y a partir de él se propone un método para identificar y comprender prácticas fundamentales en educación infantil. El seguimiento de la teoría permite refinar constructos teóricos con el fin de comprender la gramática de la práctica mediante una metodología que estudia la representación, descomposición y la aproximación. En las conclusiones destaca la conceptualización de prácticas características de la educación infantil, así como lineamientos que articulan un lenguaje común que permita orientar la formación inicial de docentes de primera infancia.

The implementation of an inclusive education requires the participation of all members of a school community, especially students. However, there is still an adult-centric and productivist view of students affecting their position as a social actor within the school. The aim of this study is to understand the type of school that students —attending schools with an inclusive orientation— value and project. From a qualitative design, focus groups based on a participatory methodology were carried out with 70 elementary and middle school students from seven schools with inclusive      education projects. The main results indicate that the students dream of a flexible school linked to the territory where they live, with extended classrooms, comprehensive learning experiences and with a predominant role for themselves in the decision-making process. It is concluded that they value flexibility as a necessity to develop an open, inclusive and situated education.