"Where My Child Feels Most Like Themselves": A Convergent Mixed-Methods Study of a Gifted Education Intervention in Paraguay Centered on Inquiry, Identity, and Belonging.
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| Title: | "Where My Child Feels Most Like Themselves": A Convergent Mixed-Methods Study of a Gifted Education Intervention in Paraguay Centered on Inquiry, Identity, and Belonging. |
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| Authors: | Vuyk, Alexandra1 (AUTHOR) Alexandra.vuyk@uc.edu.py |
| Source: | Journal of Advanced Academics. Aug2026, Vol. 37 Issue 3, p511-542. 32p. |
| Subject Terms: | *Inquiry-based learning, *Gifted & talented education, *Creative ability, *Divergent thinking, Identity (Psychology), Social belonging, Psychosocial development theory |
| Geographic Terms: | Paraguay |
| Abstract: | Gifted children in Paraguay rarely find educational environments that support advanced learning needs and emotional well-being. The first extracurricular program in Paraguay designed for gifted students is grounded in inquiry-based learning (IBL). This study examines families' perspectives on gifted children's creativity and psychosocial development in relation to participation in the IBL program. A convergent mixed-methods design integrated data from parent focus groups and child interviews with assessments of divergent thinking and creative self-concept. Participants included 13 children (aged 5–9) and nine parents. Main parent themes encompassed cognitive activation and curiosity, identity and voice, sense of belonging, and parental empowerment. Quantitative data showed a wide range of divergent thinking scores and a strong creative self-concept. Complementing findings suggest that when Paraguayan gifted children are placed in a context of exploration and collaboration, their creativity and well-being flourish. The IBL program offers a model for meaningful enrichment in under-resourced contexts. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Gifted children in Paraguay rarely find educational environments that support advanced learning needs and emotional well-being. The first extracurricular program in Paraguay designed for gifted students is grounded in inquiry-based learning (IBL). This study examines families' perspectives on gifted children's creativity and psychosocial development in relation to participation in the IBL program. A convergent mixed-methods design integrated data from parent focus groups and child interviews with assessments of divergent thinking and creative self-concept. Participants included 13 children (aged 5–9) and nine parents. Main parent themes encompassed cognitive activation and curiosity, identity and voice, sense of belonging, and parental empowerment. Quantitative data showed a wide range of divergent thinking scores and a strong creative self-concept. Complementing findings suggest that when Paraguayan gifted children are placed in a context of exploration and collaboration, their creativity and well-being flourish. The IBL program offers a model for meaningful enrichment in under-resourced contexts. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 1932202X |
| DOI: | 10.1177/1932202X261444467 |
