Teacher Insights and Performance Assessments: Tracing High Academic Potential in Early Greek Education

The aim of this study was to examine the reliability of the Gifted Rating Scales-Preschool/Kindergarten form (GRS-P) and its relationship with performance assessments in a sample of Greek preschool children. In the initial screening, 60 high-potential children were nominated by their teachers using the GRS-P. In a second phase, these children were assessed for nonverbal intelligence, verbal skills, and early numeracy, with 50 children eventually being identified after excluding those who did not meet criteria. Findings revealed high reliability and internal consistency across all GRS-P subscales. Significant positive correlations were found between the GRS-P Intellectual and Academic Ability subscales and nonverbal intelligence, while verbal ability positively correlated with the GRS-P Academic subscale. Additionally, Motivation subscale correlated significantly with nonverbal intelligence and showed a nonsignificant relationship with Academic Ability scale and Early Numeracy. The study's findings highlight implications for educational policy supporting high-ability preschoolers in both Greek and international contexts.