Pre-School Teachers’ Attitudes Towards Methods Of Identification Of Gifted And Talented Pre-Schoolers In Nyakach Sub-County, Kenya

The purpose of this study was to explore pre-school teachers’ attitudes towards identification of gifted and talented preschoolers. Objectives were to: find out attitude of preschool teachers on objective method of identification of Gifted and Talented (GT) preschoolers; determine the attitude of preschool teachers on subjective method of identification of GT preschoolers. The study used multiple intelligence theory. Concurrent triangulation design within the mixed methods approach was employed. The target populations were315 Head teachers, 315 preschool lead teachers and 945 preschool teachers. Stratified random sampling technique was used to generate a sample of 32 head teachers, 32 lead preschool teachers and 95 teachers. Questionnaires, semi structured interview schedule and observation schedule were used to collect data. Validity was enhanced by expert judgment of Supervisors. Test retest method was used to establish reliability of instruments. Qualitative data was analyzed using thematic analysis while quantitative data was analyzed using descriptive with help SPSS version 22. On the Objective methods used in identifying GT learners, the study established that grade tests and aptitude tests were the most commonly used with an average score of 4.48 and 4.4 on the Likert scale. On the subjective methods used in identifying GT learners the study found out that teacher and self-nominations were the most commonly used with average score of4.16 and 3.67 respectively on the likerk scale. Most schools employed more than one identification method. This study therefore recommended that GT learners in preschools be identified as early as possible so as to allow early identification and early intervention. It was suggested that a study on the suitability of the placement programs for the gifted and talented learners at the preschool level in Kenya be done to expound the understanding of the present study.