Intellectual precocity in children poses unique challenges and opportunities for educational systems. This systematic review aims to comprehensively analyze intellectual precocity in children until 6 years old, including its definition, manifestations, and various educational programs for intellectually precocious learners. Following PRISMA guidelines, a comprehensive search of electronic databases was conducted. The study included 26 articles published between 2013 and 2023 that provided a conceptualization of precocity or giftedness, and/or focused on characteristics of precocity, and/or investigated educational programs for intellectually precocious children. The authors’ conceptualizations of precocity varied, with some providing clear definitions based on a developmental view of precocity, while others merely mentioned the concept. Early indicators of superior traits have been observed in areas such as reading, math, problem-solving, and even in fields that have been traditionally disregarded, such as visual arts. Educational provisions varied widely, including approaches based on enrichment and project-based learning; however, interventions based on socioemotional elements are also highlighted. The findings emphasize the importance of early identification and targeted educational strategies to support the unique needs of intellectually precocious individuals. Future research should focus on longitudinal studies and the development of evidence-based interventions.

Resumen La evaluación automática de la escritura se ha consolidado como una alternativa prometedora para agilizar y mejorar la retroalimentación en el aprendizaje a causa del desarrollo de la Inteligencia Artificial Generativa (IAG) con los Grandes Modelos de Lenguaje (LLM) como ChatGPT de OpenAI. De este modo, la retroalimentación formativa que proporcionan las IAs tienen el potencial de influir en la autorregulación y la mejora continua del desempeño académico del estudiantado. De acuerdo con este contexto, el objetivo de este trabajo es determinar el grado de fiabilidad interjueces en la evaluación de ensayos argumentativos realizada por modelos de lenguaje (GPTo3-mini-high y GPT-4), comparándola con la evaluación de un experto humano mediante la rúbrica analítica RUBRIAR. Se utilizó un enfoque cuantitativo para determinar el grado de concordancia entre las evaluaciones realizadas por el experto y las realizadas por los modelos ChatGPT personalizados en 46 ensayos argumentativos escritos por estudiantes universitarios de primer año. Los hallazgos revelan que la evaluación efectuada por los LLM es similar a la del humano experto, especialmente en la dimensión de ajuste al género en la subdimensión de propósito comunicativo. Sin embargo, hay una baja precisión en las relaciones de cohesión y coherencia, así como con el ajuste a las normas de la lengua. Se concluye que es fundamental incorporar un enfoque pedagógico que promueva un uso intencionado, reflexivo y ético de herramientas de IA, particularmente durante los primeros años de la educación superior, cuando los estudiantes están construyendo las bases de sus competencias académicas.

Intellectual precocity refers to the early manifestation of cognitive abilities well above age norms and involves multidimensional developmental needs. Parents play a central role in recognizing and responding to these profiles; however, little is known about how families of young children experience this process, particularly in contexts such as Chile. This qualitative phenomenological study examines parental perceptions of intellectual precocity in 4–5-year-old children through semi-structured interviews with 52 families. Findings conceptualize parenting as a dynamic and relational process shaped by intergenerational continuities, diverse caregiving practices, and children’s developmental profiles. Parents frequently recognize their own traits in their children, facilitating understanding but also generating tensions in parenting approaches. A key challenge involves children’s questioning of norms, linked to advanced cognitive abilities, which reconfigures traditional authority dynamics. Parents also express concerns regarding educational fit and future trajectories, often perceiving limited institutional responsiveness. In response, families adopt strategies such as intellectual scaffolding in the home, dialogic communication, and active advocacy for differentiated educational opportunities. The study underscores the need for family support and more responsive educational systems to address the multidimensional nature of intellectual precocity.