THE GAME PREFERENCES OF GIFTED CHILDREN

Abstract

Play, which is an old and universal phenomenon, keeps an important place in children's life. Play is a significant and functional tool in terms of supporting the development of gifted children as well as normal developing children. Gifted students who develop rapidly from their peers in terms of cognitive characteristics have above-average ability, creativity and task commitment and apply these three into one or more fields by combining them. This research aimed to determine the types of games, which gifted children prefer to play. The 'case study' pattern, out of the qualitative research patterns, was preferred. The data were obtained through phone interviews with 20 students attending Science and Art Centers in Turkey during the 2019-2020 academic year. After analyzing and interpreting the data using content analysis technique, it was determined that gifted children prefer playing games such as chess and lego, which develop their creativity and thinking skills.

Full text

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THE GAME PREFERENCES OF GIFTED CHILDREN
Nisa Gökden KAYA
1
Abstract
Play, which is an old and universal phenomenon, keeps an important place in children's life. Play
is a significant and functional tool in terms of supporting the development of gifted children as
well as normal developing children. Gifted students who develop rapidly from their peers in terms
of cognitive characteristics have above-average ability, creativity and task commitment and apply
these three into one or more fields by combining them. This research aimed to determine the types
of games, which gifted children prefer to play. The 'case study' pattern, out of the qualitative
research patterns, was preferred. The data were obtained through phone interviews with 20
students attending Science and Art Centers in Turkey during the 2019-2020 academic year. After
analyzing and interpreting the data using content analysis technique, it was determined that gifted
children prefer playing games such as chess and lego, which develop their creativity and thinking
skills.
Keywords: Game, Gifted Children, Development
ÜSTÜN YETENEKLİ ÇOCUKLARIN OYUN TERCİHLERİ
Özet
Eski ve evrensel bir olgu olan oyun, çocukların hayatında önemli bir yer tutar. Oyun, normal
gelişim gösteren çocukların yanında üstün yetenekli çocukların da gelişimini desteklemek
açısından önemli ve işlevsel bir araçtır. Akranlarından bilişsel özellikler açısından hızla gelişen
üstün yetenekli öğrenciler, ortalamanın üzerinde yetenek, yaratıcılık ve görev bağlılığına sahiptir
ve bu üçünü birleştirerek bir veya daha fazla alana uygularlar. Bu araştırmada üstün yetenekli
çocukların oynamayı tercih ettikleri oyun türlerinin belirlenmesi amaçlanmıştır. Nitel araştırma
modellerinden biri olan 'durum çalışması' modeli tercih edilmiştir. Veriler, 2019-2020 eğitim
öğretim yılında Türkiye'deki Bilim ve Sanat Merkezlerine devam eden 20 öğrenciyle yapılan
telefon görüşmeleri sonucunda elde edilmiştir. Verilerin içerik analizi tekniği kullanılarak analiz
edilip yorumlanmasının ardından üstün yetenekli çocukların yaratıcılıklarını ve düşünme
becerilerini geliştiren satranç ve lego gibi oyunları tercih ettikleri belirlenmiştir.
Anahtar Kelimeler: Oyun, Üstün Yetenekli Çocuklar, Gelişim
1
Dr. Öğr. Üyesi, Hitit Üniversitesi, Sağlık Bilimleri Fakültesi, Çocuk Gelişimi Bölümü,
e-posta: nisakay@gmail.com

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INTRODUCTION
Gifted children; can be defined as children who are determined by specialists as having a high
level of performance in intelligence, creativity, art, leadership capacity, motivation or special
academic fields compared to their peers (Renzulli, 1986). These children need an enriched
environment due to the improved cognitive characteristics. Gifted children can produce original
products within the enriched environment where they can use their high learning motivation and
creativity capacities. Ozbay (2013) emphasized the importance of the game in enriching the
environment for gifted children. Enriched activities, maze games, music, etc. Materials, toys,
contact with nature, organizing family events, creating group games and hobby will be supported.
Playing games is both a need for children and a tool that supports all areas of development. In
that sense, play is an important need for all children, whether gifted or non-gifted. However, some
parents and teachers of the gifted children may see play as a waste of time. Ruf and Ruf (2005)
mention the need of play for gifted children in order to relax. Moreover, play is essential for
emotionally well-being of gifted children.
Play supports physical, cognitive, psychological and social development of children. Gifted
children, who are energetic, relax physically through play. Gifted children usually learn to sit up,
walk and run earlier than other children in their age. Thus, they begin to play complex games
earlier than their peers do (Webb, 1993). Play also helps gifted children to develop cognitively.
The differences in cognitive domains between gifted and non-gifted children affect the game
preferences. Playing with friends has an important role in social development of gifted children.
However, many of gifted children have some difficulties in their relationship with peers. Some
characteristics of gifted children cause differences in interests between gifted and non-gifted
children. Because of unusual sophisticated vocabulary, creativity, perfectionism and leadership
characteristics of gifted children, they usually prefer to play alone or with older friends (Rogers
and Silverman, 1998).
In literature, the benefits of play are emphasized by many researchers (Anderson-McNamee &
Bailey, 2010; Bergen, 1998; Ginsburg, 2007; Schaefer & Reid, 1986). Play has an essential role
in children’s life, supporting physical, cognitive, social and emotional development. Like all
children, gifted children need to enjoy, socialize, relax and have good time while playing. Gifted
children, who have high energy both physically and mentally, relax with physical activities
(Ozbay, 2013). In that sense, sport games are also helpful for gifted children. However,
differences between gifted and non-gifted children cause some problems for gifted children in
relationship with their peers. Barnett and Fiscella (1985) conducted a study in order to compare
the playfulness of gifted and non-gifted children with a study group consist of 15 preschoolers.
The results revealed that gifted children demonstrated higher degrees of physical, social and
cognitive play styles. Furthermore, due to different interests, gifted children may face difficulties
in finding like-minded playmates (Wright-Scott, 2018). In addition, gifted children’s language
developments are earlier than their peers. Because of these differences, gifted children usually
prefer to play alone or with older friends.

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Play is also a way of learning for gifted children (Roeper,2015). Since gifted children have
exceptional learning motivation and curiosity, they turn play into an opportunity to learn, discover
and create. Recently, Kaya (2020) conducted a study to determine the activities preferred by gifted
students in their leisure. The results showed that gifted children prefer playing chess, lego and
puzzle as leisure activities. These games develop creativity and thinking skills that are significant
skills for gifted children. Chess is helpful game for gifted children (Marjoram, 1987) and
improves leadership skills (Hunt and Cangemi, 2014). In that sense, parents and teachers of gifted
children can guide them in order to improve their talents and skills through play. Teachers have
an important role in supporting social development of gifted children while playing with peers
despite individual differences.
METHODOLOGY
Qualitative research method was used in the research. Qualitative research is characterized by a
qualitative process that reveal perceptions and events in a realistic and holistic way in the natural
environment with qualitative data collection methods such as observation, interview and
document analysis (Yıldırım &Simsek, 2013). The 'case study' pattern, which is one of the
qualitative research patterns, was preferred because it focuses on a current phenomenon, event,
situation, individual and groups and provides an in-depth examination (Yin, 1994). This study
aimed to explore the importance of game, games gifted children play and preference reasons.
Research Goal
This research aimed to determine the types of games that gifted students prefer to play. In this
context, the sub-problems of the research:
1. What is the meaning of game for gifted children?
2. What kind of games do gifted children prefer to play?
3. What are the features that are considered in game preferences?
Study Group
This study was conducted in 2019- 2020 academic year with children who attend Science and Art
Centers in Ankara, Mersin, İzmir and Manisa. Science and Art Centers are institutions that meet
the educational needs of the gifted individuals by out school programs in Turkey. The data were
collected from 20 gifted children volunteering to participate in the research. In order to determine
the study group, snowball (chain) sampling and maximum diversity techniques were used from
purposive sampling method. In the purposive sampling, the judgment of the researcher is used
about the selection of the study group that is most suitable for the purpose of the research (Balcı,
2010). The chain is based on the identification of individuals or situations that may be rich source
of information about the sampling problem (Yıldırım and Simsek, 2013). In the maximum
diversity sampling; the aim is to create a small sample that reflects the diversity of the individuals
who may be parties to the problem (Yıldırım and Simsek, 2013). Gender and grade level
distributions of the participants are given in Table 1.

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Table 1. Gender and Grade Level Distributions of the Participants
Demographic variables
Gifted students
n
%
Gender
Female
9
45
Male
11
55
Grade Level
3. grade
4
20
4. grade
8
40
5. grade
4
20
6. grade
4
20
Data Collection Instrument and Process
In this study, data was collected with a semi-structured interview form consisting of 6 open-ended
questions prepared by the researcher. Before preparing the interview form, first, the literature
about the study was reviewed and then opinions are received from two academicians who are the
field experts. In addition, probe questions and an alternative question were prepared. The
researcher paid attention to ask understandable and nondirective questions. The participants and
their parents were informed about the research by the researcher; the students who volunteered
were included in the research. Students participating in the study were coded as S1, S2, S3, and
so on. The interviews were done by phone and lasted approximately 15-20 minutes. Probe
questions were used when extra information was needed.
Analyzing of Data
Qualitative data were analyzed and interpreted using content analysis technique. In content
analysis, data and similar data are conceptualized and themes are created. The themes created are
interpreted, quotations are included and then the result is reached. Also, the data obtained were
analyzed separately by a specialist other than the researcher. According to the reliability formula
of Miles and Huberman (1994), it has been concluded that over 70% of the consensus is reliable.
FINDINGS
The data gathered from the interviews were categorized, themes and subthemes are created out of
codes and then interpreted. According to the results of the content analysis, three categories
emerged. These categories are “meaning of play for gifted children”, “game preferences of gifted
children” and “features paid attention in game preferences”. In order to find the answer to the first
sub problem as “what does play mean to gifted children?” the answers were analyzed according
to the content codes and divided into themes and subthemes. The findings are analyzed using
frequency distributions (f) and percentages (%) and presented in Table 2.

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Table 2. First Category: The Meaning of Play for Gifted Children
Themes
Subthemes
Content Codes
f
%
Meanings
focusing on the
enjoy aspect
Meanings focusing on
the fun only
Having good time
7
35
Having fun
Being happy
Meanings focusing on
the fun and friends
Having fun with friends
3
15
Having good time with friends
Meanings
focusing on the
development and
education aspect
Meanings focusing on
the development
aspect
Mandatory for basic
development
4
20
A need for development
A powerful thing that supports
brain development
Developing creativity
Meanings focusing on
the education aspect
A type of education
6
30
Learning new things
Learning through games
The meaning of play for gifted children category was divided into two themes as “meanings
focusing on the enjoy aspect” and “meanings focusing on the development and education aspect”.
As seen in Table 2, for half of the gifted children play means enjoy. This theme was divided into
two subthemes as “meanings focusing on the fun only” and “meanings focusing on the fun and
friends”. The codes under the “meanings focusing on the fun only” subtheme (f=7) are; having
good time, having fun and being happy. For example, S3 (male, 3. grade) answered this question
as “Play means having good time for me.” The codes under the “meanings focusing on the fun
and friends” subtheme (f=3) are; having fun with friends and having good time with friends. S6
(female, 4. grade) answered this question as “Play means having good time with friends.” For the
other half of the participants, play means development and education. This theme was divided
into two subthemes as “meanings focusing on the development aspect” and “meanings focusing
on the education aspect”. The codes under the “meanings focusing on the development aspect”
subtheme (f=4) are; mandatory for basic development, a need for development, a powerful thing
that supports brain development and developing creativity. For instance, the answer of S8 (female,
6. grade) is “In my opinion, play is a powerful thing that supports brain development.” The codes
under the “meanings focusing on the education aspect” subtheme (f=6) are; a type of education,
learning new things and learning through games. For example, S4 (male, 5. grade) replied as “Play
is a type of education for me.”
In order to find the answer to the second sub problem, the second category named “game
preferences of gifted children” was divided into themes and subthemes. The data was analyzed
using frequency distributions and percentages. If there is more than one code in the content of the
data, they are all included. The findings are presented in Table 3.

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Table 3. Second Category: Game Preferences of Gifted Children
Themes
Subthemes
Content Codes
f
%
Game
preferences of
gifted children
in preschool
period
when they are
alone
puzzle, lego, memory cards,
playdough, free play with toys.
14
70
when they are
with their friends
playing house, football, spud, blind
man's bluff, hide and seek, hopscotch.
7
35
when they are
with their family
board games, song guessing,
backgammon.
6
30
Game
preferences of
gifted children
in primary
school period
when they are
alone
computer games, puzzle, lego,
crosswords, sudoku.
12
60
when they are
with their friends
hide and seek, hopscotch, football,
basketball, name-city game,
monopoly.
7
35
when they are
with their family
chess, brain teaser, taboo game,
mangala, Q bitz (MindWare).
5
25
Game
preferences of
gifted children
in secondary
school period
when they are
alone
online-strategy games, computer
games, puzzle, lego, rubiksnake.
8
40
when they are
with their friends
chess, brain teaser, taboo game, yes no
game, mangala.
7
35
when they are
with their family
strategy games, go, reverse,
monopoly.
5
25
As presented in Table 3, the second category named “game preferences of gifted children” was
divided into three themes. These themes are; “game preferences of gifted children in preschool
period”, “game preferences of gifted children in primary school period” and “game preferences
of gifted children in secondary school period”. Also, the themes were divided into subthemes as
“when they are alone”, “when they are with their friends” and “when they are with their family”.
The codes under the “game preferences of gifted children in preschool period” theme and “when
they are alone” subtheme (f=14) are; puzzle, lego, memory cards, playdough, free play with toys;
“when they are with their friends” subtheme (f=7) are; playing house, football, spud, blind man's
bluff, hide and seek, hopscotch; “when they are with their family” subtheme (f=6) are; board
games, song guessing, backgammon. S12 (male, 3. grade) answered this question as “As I
remember, I used to prefer playing alone. My favorite was lego.”The codes under the “game
preferences of gifted children in primary school period” theme and “when they are alone”
subtheme (f=12) are; computer games, puzzle, lego, crosswords, sudoku; “when they are with
their friends” subtheme (f=7) are; hide and seek, hopscotch, football, basketball, name-city game
,monopoly; “when they are with their family” subtheme (f=5) are; chess, brain teaser, taboo game,
mangala, Q bitz (MindWare). For instance, the answer of S9 (female, 4. grade) is “I enjoy playing
name-city game and monopoly with my friends.”Only the participants who attend 5.and 6. grades
were asked the game preferences in secondary school period. The codes under the “game
preferences of gifted children in secondary school period” theme and “when they are alone”

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subtheme (f=8) are; online-strategy games, computer games, puzzle, lego, rubiksnake; “when
they are with their friends” subtheme (f=7) are; hide and seek, hopscotch, football, basketball,
name-city game, monopoly; “when they are with their family” subtheme (f=5) are;chess, brain
teaser, taboo game, mangala, Q bitz (MindWare). For example, S10 (male, 6. grade) replied as “I
like playing chess with my brother.” According to the frequency distributions, gifted children
prefer playing alone rather than playing with friends and family members. Especially in primary
and secondary school periods, they prefer computer games and online-strategy games. In primary
and secondary school periods, frequency of playing with friends and family members increases.
The third sub problem is “what are the features paid attention in game preferences?”. In order to
find the answer, the third category named “features paid attention in game preferences” was
divided into themes and subthemes according to the content codes. The data was analyzed using
frequency distributions and percentages. The findings are shown in Table 4.
Table 4. Third Category: Features Paid Attention in Game Preferences
Themes
Subthemes
Content Codes
f
%
Features
about
benefits
Features about the
developmental
benefits
Being beneficial for development
5
25
Being beneficial for cognitive development
Being beneficial for development of
creativity
Features about the
educational
benefits
Being instructional
5
25
Teaching something new
Having educational aspects
Features
about
pleasure
Features about
enjoyment
Being enjoyable
6
30
Being enthusiastic
Features about
sharing
Being happy with friends or family
4
20
Sharing good feelings with others
Table 4 presents the themes, subthemes and content codes under the third category as “features
paid attention in game preferences”. This category was divided into two themes as “features about
benefits” and “features about pleasure”. As seen in Table 4, for half of the gifted children benefits
are paid attention in game preferences. This theme was divided into two subthemes as “features
about the developmental benefits” and “features about the educational benefits”. The codes under
the “features about the developmental benefits” subtheme (f=5) are; being beneficial for
development, being beneficial for cognitive development, being beneficial for development of
creativity. For example, S12 (male, 3. grade) answered this question as “I usually prefer games
that are beneficial for development of creativity for me.” The codes under the “features about the
educational benefits” subtheme (f=5) are; being instructional, teaching something new and having
educational aspects. S14 (female, 6. grade) answered this question as “In preferring games, I
choose the ones which have educational aspects.”
In game preferences, pleasure is paid attention for the other half of the participants. This theme
was divided into two subthemes as “features about enjoyment” and “features about sharing”. The

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codes under the “features about enjoyment” subtheme (f=6) are; being enjoyable and being
enthusiastic. For instance, the answer of S17 (female, 3. grade) is “I choose enjoyable games, I
mean the games which I enjoy.” The codes under the “features about sharing” subtheme (f=4)
are; being happy with friends or family and sharing good feelings with others. For example, S19
(male, 5. grade) replied as “I like games which make both me and my friends happy.”
DISCUSSION
It has emerged that play is an important need for gifted children in not only supporting cognitive
development and also socializing, enjoying, thus well-being. This study aimed to determine the
types of games, which gifted children prefer to play. According to the results of content analysis,
play means enjoy, development and education for gifted children. As mentioned before, enjoying
through play is a natural need for children. In addition, due to curiosity and high motivation to
learn, some gifted children see play as an opportunity to develop themselves intellectually.
Similarly, Roeper (2015) mentions that play is a way of learning for gifted children.
They usually prefer playing alone rather than playing with friends and family members. This
result may be due to developmental differences between gifted children and their peers. Since
gifted children cognitive development is superior to their peers, they may have difficulties during
play activities. This result is consistent with previous research findings. Researchers stated that,
despite the capability of interactive play, some gifted children choose to spend their time alone in
solitary play (Webb, Gore, Amend, 2007). Moreover, according to Rogers and Silverman (1998)
more than one-third of the gifted children were comfortable playing by themselves and spending
time alone reading.
Another finding of this study is that gifted children prefer games, which require creativity and
thinking skills. This finding is not surprising since outstanding characteristics of gifted children
are creativity and superior thinking skills. Parallel to this result, a study on leisure activities of
gifted students showed that gifted children prefer playing chess, lego and puzzle (Kaya, 2020).
Also, in literature, chess is accepted as a helpful game which improves the skills (Hunt and
Cangemi, 2014; Marjoram, 1987). Moreover, the research results comparing the developmental
characteristics of gifted and average children reveal that most of the gifted children interest in
puzzles (Rogers, 1986; Rogers and Silverman, 1998).
Sport games are also included in the game preferences of gifted children. In this study, some of
the participants indicated that they play team sports such as football and basketball. Sports support
not only physical development but also social and cognitive development. Team sports are
important for practicing collaborative work. Moreover, according to a study result, beginning
sports in early ages develops leadership skills (Tapşın, 2019). In that sense, sports are beneficial
for gifted children.
CONCLUSION AND SUGGESTIONS
It is important to note that gifted children should not be accepted as a homogenous group.
Although in literature some common characteristics of gifted children are listed, there are

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individual differences among them. Due to different interests of gifted children, their game
preferences vary.
It is often assumed that gifted children are superior in all developmental areas from their peers,
so that parents may have unrealistic expectations from their children. Especially parents and
teachers should keep in the mind that gifted are also children. This means they have essential
childish needs such as play.
Since this research is conducted using qualitative data collection method, it has some limitations.
In qualitative research, data are collected by time-intensive methods, thus in this study group is
consisted of 20 students. Due to the small number of study group, the results of this study cannot
be generalized. Similarly, in literature it is mentioned that qualitative research using interviews
have limitations as being time-intensive and not able to be generalized (Queirós, Faria & Almeida,
2017).
Finally, basing on the results of this study, some suggestions for practice can be offered. Gifted
children’s psychosocial needs should be taken in consideration. Their psychological and social
development should be supported by various play, games and sports, like every child. Parents and
teachers can combine play and educational curriculum and create opportunities for instructive
play settings.
In the light of this study, further research may focus on different aspects of psychosocial needs of
gifted children. More detailed and longitudinal research will help to understand and overcome
psychosocial problems of gifted children.
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