Strategy for Exploring Children's Talent by Early Childhood Teacher: Method, Constraint, and Solution
DOI:
https://doi.org/10.31004/aulad.v8i3.1235Abstract
Early childhood talent exploration by Early Childhood Education (ECED) teachers is an essential challenge in optimizing children's future potential. However, teachers' methods are often insufficiently structured, with constraints regarding training, limited time, and resources. This study aims to explore the methods used by ECD teachers in researching children's talents and the constraints they face in implementing these strategies. The technique used was a qualitative approach with a case study involving in-depth interviews with 10 teachers and observations in three PAUD institutions. The results show that spontaneous observation, project-based activities, and standardized evaluation tools are the primary methods teachers implement. However, most teachers face constraints regarding lack of training, limited time, and inadequate resources. To improve the effectiveness of talent acquisition, this study suggests the importance of continuous training, increased resources, and the application of more systematic evaluation methods. The findings contribute to the development of early childhood education theory and practice and point to the need for policies that support the development of teachers' skills in identifying and developing children's talents.
Downloads
References
Bigelow, K. M., Schnitz, A. G., & Carta, J. J. (2025). Interventions Promoting Early Social-Emotional Development. Education and Treatment of Children. https://doi.org/10.1007/s43494-024-00148-7
Borah, T., Baruah, J., & Bhowmick, A. R. (2022). Interrelation of Multiple Intelligences—An Approach to Enhance Learning. In Lecture Notes in Networks and Systems, 391, 211–219. https://doi.org/10.1007/978-3-030-94277-9_19
Braun, V., & Clarke, V. (2006). Using Thematic Analysis in Psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Cicalò, E. (2020). Multiple Intelligences. SpringerBriefs in Applied Sciences and Technology, 1–8. https://doi.org/10.1007/978-3-030-45244-5_1
Gagné, F. (2023). The Differentiated Model of Giftedness and Talent. Systems and Models for Developing Programs for the Gifted and Talented, Second Edition, 165–192. https://doi.org/10.4324/9781003419426-7
Gardner, H., & Hatch, T. (1989). Educational Implications of the Theory of Multiple Intelligences. Educational Researcher, 18(8), 4–10. https://doi.org/10.3102/0013189X018008004
Ghofur, E. H., & Nurhayati, S. (2023). Multimedia-Based Learning Media Development to Improve Early Childhood Expressive Language Ability. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 7(2), 2373–2382. https://doi.org/10.31004/obsesi.v7i2.4416
Gondiawati, N., & Nurhayati, S. (2024). Child-Centered Learning in the Home Environment: Implementation and Challenges. Jurnal Simki Pedagogia, 7(1), 13–23. https://doi.org/10.29407/jsp.v7i1.502
Haris, F. I. (2025). An Analysis of Parent’s and Communities’ Awareness of The Importance of Developing Multiple Intelligences in Early Childhood. Aulad: Journal on Early Childhood, 8(2), 587-597. https://doi.org/10.31004/aulad.v8i2.872
Hertzog, N. B. (2022). Young, Curious, and Resilient: The Population of Early Learners. Identifying and Serving Diverse Gifted Learners: Meeting the Needs of Special Populations in Gifted Education, 201–216. https://doi.org/10.4324/9781003265412-16
Housman, D. (2021). Backtalk: Preparing Emotionally Competent Educators. Phi Delta Kappan, 103(3), 68. https://doi.org/10.1177/00317217211058538
Iswahyudi, M. S., Wulandari, R., Samsuddin, H., Sukowati, I., Nurhayati, S., Makrus, M., Amalia, M. M., Faizah, H., Febianingsih, N. P. E., & others. (2023). Buku Ajar Metodologi Penelitian. Jambi: PT. Sonpedia Publishing Indonesia. https://buku.sonpedia.com/2023/09/buku-ajar-metodologi-penelitian.html
Jean Gubbins, E., & Hayden, S. M. (2021). Critical Issues and Practices in Gifted Education: A Survey of Current Research on Giftedness and Talent Development, Third Edition. New York: Professional Development. https://doi.org/10.4324/9781003233961-25
Karwati, T., & Nurhayati, S. (2024). Enhancing Child Development Through Senam Profil Pelajar Pancasila: A Case Study in Indonesian Early Childhood Education. Jurnal Ilmiah Profesi Pendidikan, 9(1), 334–344. https://doi.org/10.29303/jipp.v9i1.2065
Kirisci, N., & Di̇Ngeç, Ş. D. (2024). A Critical Evaluation of Identification of Giftedness in Early Childhood. Milli Egitim, 53(241), 613–634. https://doi.org/10.37669/milliegitim.1188877
Kornhaber, M. L. (2019). The Theory of Multiple Intelligences. The Cambridge Handbook of Intelligence, 659–678. https://doi.org/10.1017/9781108770422.028
Kurniawati, A., Nurhayati, S., & Rukanda, N. (2024). Enhancing Early Childhood Education Teachers’ Creativity through Professional Development Training Program. Aulad: Journal on Early Childhood, 7(1), 141–149. https://doi.org/10.31004/aulad.v7i1.537
Marliana, R. L., Rukanda, N., & Nurhayati, S. (2021). Improving Early Childhood Cognitive Abilities Through Hand Movement Method. Empowerment: Jurnal Ilmiah Program Studi Pendidikan Luar Sekolah, 10(2), 168–177. https://doi.org/10.22460/empowerment.v10i2p168-177.2729
Matthews, M. S., & Rhodes, H. A. (2020). Examining Identification Practices and Services for Young Advanced and Gifted Learners in Selected North Carolina School Districts. Journal of Advanced Academics, 31(4), 411–435. https://doi.org/10.1177/1932202X20908878
Munggarani, F., Nurhayati, S., & Taufikin, T. (2025). Emotional Resilience and Mindfulness in Educators: Insights into Stress, Well-Being, and Perceived Training Needs. JURNAL DIMENSI, 14(1), 171–183. https://doi.org/10.33373/dms.v14i1.7536
Murniati, B., & Nurhayati, S. (2024). Early Childhood Care and Education Institutions’ Innovative Strategies to Boost Father Participation in Parent Classes. Jurnal Ilmiah Profesi Pendidikan, 9(1), 345–352. https://doi.org/10.29303/jipp.v9i1.1861
Musa, S., Suherman, A. M., Sujarwo, S., & Nurhayati, S. (2024). Continuous Professional Growth: A Study Of Educators’ Commitment To Lifelong Learning. Jurnal Cakrawala Pendidikan, 43(2), 502–512. https://doi.org/10.21831/cp.v43i2.66654
Musthafa, N., & Navaneeth, P. (2025). Early Education on Fragile Ground: Rethinking Preschool Teacher Training. Education 3-13. https://doi.org/10.1080/03004279.2025.2467926
Myran, S., & Masterson, M. (2021). Training Early Childhood Leaders: Developing a New Paradigm for Professionaldevelopment Using a Practice to Theory Approach. School Effectiveness and School Improvement, 32(2), 173–196. https://doi.org/10.1080/09243453.2020.1803924
Nurhayati, S., Judijanto, L., Sriwardiningsih, E., Syarifah, S., Juniarti, A. P., Hidayat, C., & Jakaria, Y. (2025). Desain Riset dan Literasi Data. Yogyakarta: Green Pustaka Indonesia.
Nurhayati, S., & Millenia, D. (2024). Fostering Entrepreneurial Values in Early Childhood Education: A Case Study of Craft-Making and Role-Playing Activities in Bandung. ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal, 12(2), 307. https://doi.org/10.21043/thufula.v12i2.28642
Nursa’adah, E., Mulyana, E., & Nurhayati, S. (2022). Parenting Patterns Impact On Children’S Social Intelligence: Study On Program Keluarga Harapan Beneficiaries Family. Journal Of Educational Experts (JEE), 5(2), 59–65. https://doi.org/10.30740/jee.v5i2p59-65
Nuryanti, R., Nurhayati, S., Musa, S., Rukanda, N., & others. (2024). Efforts and Outcomes in Enhancing Early Childhood Educators’ Digital Literacy at PAUD Institutions. JUDIKA (JURNAL PENDIDIKAN UNSIKA), 12(1), 25–36. https://doi.org/10.35706/judika.v12i1.10212
Patimah, R. T., & Nurhayati, S. (2023). Investigating Sensory Play Implementation with Loose Parts Media In Early Childhood Education. Jurnal Ilmiah Profesi Pendidikan, 8(4), 2042–2049. https://doi.org/10.29303/jipp.v8i4.1635
Pearson, E., Rao, N., Siraj, I., Aboud, F., Horton, C., & Hendry, H. (2024). Workforce Preparation for Delivery of Nurturing Care in Low- And Middle-Income Countries: Expert Consensus on Critical Multisectoral Training Needs. Child: Care, Health and Development, 50(1). https://doi.org/10.1111/cch.13180
Renzulli, J. S., & Reis, S. M. (2020). The Three Ring Conception of Giftedness: a Change in Direction From Being Gifted to The Development of Gifted Behaviors. Conceptions of Giftedness and Talent. https://doi.org/10.1007/978-3-030-56869-6_19
Robinson, F. (2010). The New Cambridge History of Islam: Volume 4: Islamic Cultures and Societies to the End of the Eighteenth Century. Cambridge: Cambridge University Press. https://doi.org/10.1017/CHOL9780521838245.022
Shearer, C. B. (2020). Multiple Intelligences in Gifted and Talented Education: Lessons Learned From Neuroscience After 35 Years. Roeper Review, 42(1), 49–63. https://doi.org/10.1080/02783193.2019.1690079
Shumakova, N. B. (2020). On the Issue of Teachers’ Professional Training for Working with Gifted Children. Bulletin of Practical Psychology of Education, 17(2), 97–105. https://doi.org/10.17759/bppe.2020170209
Shyamala Bharathy, M. (2019). Integrating Multiple Intelligences in Teaching English for Rural Students in SSN College of Engineering. Journal of Advanced Research in Dynamical and Control Systems, 11(10), 341–345. https://doi.org/10.5373/JARDCS/V11SP10/20192810
Subotnik, R. F., Olszewski-Kubilius, P., & Worrell, F. C. (2021). The Talent Development Megamodel: A Domain-Specific Conceptual Framework Based on the Psychology of High Performance. Conceptions of Giftedness and Talent (pp. 425–442). Springer International Publishing. https://doi.org/10.1007/978-3-030-56869-6_24
Taufikin, T., & Ma’shumah, L. A. (2021). Ki Hajar Dewantara’s Perspective on The Concept of Independent Education and Its Relevance to The Independent Learning in Indonesia. Edukasia Islamika, 6(1), 90–110. https://doi.org/10.28918/jei.v6i1.3210
Tomlinson, C. A. (2017). How to Differentiate Instruction in Academically Diverse Classrooms. Alexandria, Virginia: ASCD. http://archive.org/details/howtodifferentia0003toml
Zinovyeva, T. I., Afanasyeva, Z. V., Bogdanova, A. V., & Leonovich, E. N. (2021). Training Teacher-Tutors for Developing Giftedness in Children During Research. SHS Web of Conferences, 117, 06006. https://doi.org/10.1051/shsconf/202111706006
Downloads
Published
Check Article Index
How to Cite
Issue
Section
License
Copyright (c) 2025 Taufikin Taufikin, Sri Nurhayati, Maskanatul Fiqiyah
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the works authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journals published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
