TEACHER'S PERCEPTIONS ON THE IMPACT OF EARLYTALENTIDENTIFICATION ON ACADEMIC PERFORMANCE OF PRESCHOOLCHILDREN IN OREDO LOCAL GOVERNMENT AREA.

This study investigated the perceptions of preschool teachers on the impact of earlytalent identification (ETI) on the academic performance of children in OredoLocal Government. A cross-sectional survey approach was employed. The populationcomprised all the preschool teachers in Oredo Local Government Area. The Samplewas 100 preschool teachers selected through convenience sampling technique. Descriptive statistics validated by three lectures in the institute of Education was usedto analyse the data. The findings revealed that teachers perceive earlytalent identification positively, acknowledging its role in enhancing academic performancethrough tailored support and enrichment opportunities. However, challenges suchasparental attitudes, resource limitations, and systemic inadequacies hinder effectivetalent identification. Despite challenges, teachers are highly rated in implementingcurriculum differentiation and enrichment for early talent identification. The researchunderscores the importance of early talent identification in preschool educationandemphasizes the need for collaborative efforts to optimize learning experiences forchildren in Oredo Local Government. Based on the findings it was recommendedamong others that Edo State Government and School Operators should allocatesufficient resources to overcome limitations in facilities, materials, and staffingthat affect building of preschool talent.