The reality of educational and psychological care of talented and superior intelligent children in the primary school

Abstract

The object of this study is to expose the reality of educational and psychological care of
superior intelligent and talented children considering that this category of pupils exists a large
numbers in the first years of learning amongtheir educational community. Psychologists and
educators stress that they have special needs because educators must provide them with
psychological and educational support in order to achieve psychological, academic and social
adjustment.
In our study, we proceeded to two main questions:
-what is the reality of the direct care ( which includes guidelines and educational services that
is provided directly to the pupils) of talented pupils in primary school?
-what is the reality of indirect care ( experts present guidelines to the teacher without having
a direct contact to the pupil) of the talented young learners in primary school?
The study was conducted by applying a questionnaire on a group of primary school teachers
in Hammam Dhalaa 1 county, wilaya of M'sila, which involved around two essential subjects:
direct and indirect care.
After presenting, interpreting and discussing the results, it was found that the psychological
and educational care of gifted students, whether direct or indirect, is virtually non-existent in
primary school. What we have actually seen is only personal initiatives of teachers, who are
particularly interested in the cognitive aspect while ignoring the other aspects, so that this
aspect does not receive the necessary attention; This is due to the lack of resources and
resources, particularly with the intensity of the programs and the density of classrooms for
students, making it difficult for teachers to pay special attention to gifted students. And also
the teachers have not been trained by experts regarding the method of dealing with this
category.