Working with gifted children at primary school age. Working with gifted children in primary school
SYSTEM FOR WORKING WITH GIFTED CHILDREN IN PRIMARY SCHOOL
Relevance
“The giftedness of a person is a small sprout that has barely hatched from the ground and requires great attention. It is necessary to cherish and cherish, take care of him, do everything so that he grows up and gives abundant fruit "
Today the problem of identifying, developing and supporting gifted children is extremely urgent for Russia. The disclosure and implementation of their abilities and talents is important not only for a gifted child, as an individual, but also for society as a whole. Gifted, talented children and youth are the potential of any country, allowing it to develop effectively and constructively solve modern economic and social problems. In this regard, working with gifted and highly motivated children is imperative.
Russian President Vladimir Putin spoke about the importance of this problem.
Here is one of the points of the message to the Federal Assembly of the Russian Federation: «… It is necessary to complete the creation of a nationwide system for finding and supporting talented children. Everyone should have the opportunity to develop their abilities from an early age, regardless of income level, social status of parents and place of residence of families. "
Identifying gifted children, organizing systematic work is one of the main tasks of the modern school and educational practice in the context of the modernization of the Russian education system.
Every normal child has enormous developmental opportunities. But this does not mean that under equal conditions one can expect the same abilities in all children. Indeed, there are children who, explicitly or implicitly, stand out among their peers by their ability to learn. And these children really require a special approach, because the higher their difference from their peers, the richer the prospects for their personal development.
Therefore, it is necessary to deal with gifted children, but clearly realizing that the problem of identifying, learning and developing gifted children - a complex one, lying at the intersection of the above problems.
Introduction of the Federal State Educational Standard
Since September 2011, the Federal State Educational Standard (hereinafter FSES) has been introduced in all educational institutions of our country. The FSES is based on a systematic activity approach, which, among the many planned results, involves: education and development of personality traits that meet the requirements of modern society; taking into account the individual characteristics of students; diversity of their development, ensuring the growth of creative potential and cognitive motives.
Among the key areas of education development within the framework of the national educational initiative "Our New School", a special place is occupied by the development of a support system for gifted children, improving the development of the creative environment to identify gifted children
The reforms that have taken place in the domestic education system over the past decade, the focus on humanistic, personality-oriented and developing educational technologies have changed the attitude towards students showing extraordinary abilities. Gradually, in the public consciousness, an understanding begins to form that the transition to the age of innovative technologies is impossible without preserving and increasing the intellectual potential, since this is one of the decisive factors of the country's economic development. Consequently, the creation of conditions that ensure the early identification, training and education of gifted children, the realization of their potential capabilities, is one of the promising areas of development of the education system.
The most important priority in such a situation is intelligence, the creative development of those who in the future will become carriers of the leading ideas of the social process. Therefore, gifted children should be considered as a national treasure of the country and be at the center of special pedagogical and social programs, since the greatest hopes for improving living conditions and prosperity in Russia are associated precisely with gifted young people.
Also, to record the results of educational and extracurricular activities, a "Portfolio" was created, which serves as a good stimulator of their educational activities, since it reflects the achievements of children.
Today there is a social order for a creative personality, therefore, in my pedagogical activity, I pay great attention to this problem, moreover, every teacher knows that an important period in the development and formation of a personality is the initial period of training. It is this age that lends itself most to the upbringing and development of the child's creative abilities. Children of primary school age are the most open-minded, receptive and curious.
Targets and goals
Younger school age is a period of absorption, accumulation and assimilation of knowledge, which means that the most important problem of our society is the preservation and development of giftedness. Primary school teachers are faced with the main task - to contribute to the development of each personality. Therefore, it is important to establish the level of abilities and their diversity in our children, but it is equally important to be able to properly carry out their development.
If a student from the first grade is prepared for the fact that he must learn to create, invent, find original solutions, then the formation of the personality will take place on the basis of enrichment of its intellectual profile ...
Goals and objectives of the system of work with gifted children.
I am a teacher, which means that my main goal- to educate every student to be successful. My tasks:
Identifying gifted children and creating a system for working with children;
Creation of conditions for the optimal development of gifted children.
Selection of teaching aids that contribute to the development of independent thinking, initiative and research skills, creativity in lesson and extracurricular activities;
To give modern education, using differentiation in the classroom based on the individual characteristics of children;
Development in gifted children of a qualitatively high level of ideas about the picture of the world, based on universal human values.
Scientific, methodological and informational support of the process of development of gifted children;
Social and psychological support for gifted children
Expected results.
Realizing the creative potential of children
classes in circles, sections, prizes in olympiads, positive dynamics of student advancement.
Methodical results:
Creation of a databank containing information about children with various types of giftedness;
Development and implementation of programs for the support and development of gifted children, creation of a system of interaction with the main school, parents of students;
Using a diagnostic system to identify and track various types of giftedness;
generalization and systematization of teaching materials
Distinctive features of gifted children
1. They have higher intellectual abilities, sensitivity to skill, creative possibilities and manifestations compared to most other peers.
2. Have a dominant, active, non-saturable cognitive need.
3. Experiencing the joy of mental labor.
1. Children with an unusually high general level of mental development, all other things being equal.
2. Children with signs of special mental giftedness - giftedness in a particular field of science and art.
3. Students who, for whatever reason, do not achieve success in learning, but who have vivid cognitive activity, originality of the mental make-up, and outstanding mental reserves.
Gifted Child Model:
Person who is healthy physically, spiritually - morally and socially;
a person who is able to independently find a way out of a problem situation, carry out search activities, conduct research, reflect on activities, owning the means and methods of research work;
a person capable of carrying out independent activities;
a person with a versatile intellect, compensatory abilities, a high level of culture;
a person who is guided in his life by universal values and norms, who perceives another person as a person who has the right to freedom of choice and self-expression;
a person who is ready for a conscious choice and development of professional educational programs in certain areas of knowledge, taking into account the inclinations, prevailing interests and individual
Principles of Working with Gifted Children
1. The principle of differentiation and individualization of education (the highest level of implementation of which is the development of an individual program for the development of a gifted child).
2. The principle of the maximum variety of opportunities provided
3. The principle of ensuring the freedom of choice by students of additional educational services.
4. The principle of advance learning.
5. The principle of comfort in any activity
6. The principle of developmental learning.
7. The principle of increasing the role of extracurricular activities of gifted children through circles, sections, electives, interest clubs.
8. The principle of increasing attention to the problem of interdisciplinary connections in individual work with students.
9. The principle of creating conditions for joint work of students with a minimal role of the teacher.
It is very important for me, first of all, to teach the children to think independently, to look for the necessary information, to compare the facts. Then they will not stop learning all their lives, regardless of their profession, overtaking me and themselves. Lev Nikolaevich Tolstoy wrote: "Knowledge is only then knowledge when it is acquired by the efforts of one's own thought, and not by memory ...".
Development of creativity
I organize my work in the classroom to develop the creative potential of children as follows:
1. As you know, in any business, first of all, it is important motivation.
Younger students are probably the most active students in any school. However, if at first they are interested in everything, they are eager to try themselves in everything, then by grade 3-4 the interest gradually fades away and here it is important not to miss them.
To motivate me to various types of activities, I use such techniques as:
- "place of honor in the class."
Psychological classroom hours (classroom hours of self-determination "Walking into the world of your I", "Fairytale therapy for schoolchildren"),
Creation of a portfolio followed by a public presentation.
2. The next stage is diagnostics ability of students, which is one of the important aspects in working with gifted children.
It is carried out in two stages:
-Preliminary search stage
The main point of work at this level is to collect preliminary information about the child. As a rule, information is collected from four sources: from parents, teachers, psychologists and the children themselves, and is drawn up in psychological and pedagogical cards.
- Test diagnostics(determining the level of starting capabilities).
In my work, I use the following diagnostics:
Studying school motivation,
Interests and Needs card,
Strategy for working with gifted children
The success of work with gifted children largely depends on how the work with this category of students in primary school is organized. When gifted children are identified, their successes in any activity are taken into account: educational, artistic, physical, etc. This stage (1-4 years of study) is characterized by the fact that children willingly master the skill content of learning under the guidance of a teacher and independently. At this stage, it is very important to organize lesson and extracurricular activities as a single process aimed at developing the creative, cognitive abilities of students, to offer such a number of additional educational services where each student could fulfill his emotional, physical needs. Lesson and extracurricular activities should be structured in such a way that the student can demonstrate his capabilities in a variety of areas of activity. This is important as a source of acquiring new knowledge and new experience, and should serve as the basis for transforming this knowledge into other areas of activity in the classroom.
Conditions for successful work with gifted students.
Awareness of the importance of this work by each member of the team and in this regard, increased attention to the problem of the formation of positive motivation for learning.
Creation and continuous improvement of a methodological system for working with gifted children.
The teacher must be:
Passionate about his work;
Capable of experimental, scientific and creative activities;
Professionally literate;
Intellectual, moral and erudite;
A conductor of advanced pedagogical technologies;
Psychologist, educator and skillful organizer of the educational process;
An expert in all areas of human life.
Forms of work with gifted students.
- creative workshops;
- group lessons in class parallels with strong learners;
- hobby groups;
- contests;
- intellectual marathon;
- participation in the Olympiads;
- work according to individual plans;
- research conferences.
Stages of work with gifted students.
Each child is unique, but with all the individual uniqueness of the real manifestations of children's giftedness, there are quite a few features that are characteristic of most gifted children. Moreover, along with the deep ones, hidden from the unprofessional gaze, there are quite a few of those that are often manifested in the behavior of the child, in his communication with peers and adults and, of course, in cognitive activity. Their value is that they can almost always be noticed not only by psychologists, but also by kindergarten teachers, school teachers, and parents in the early period. The main thing is to notice the characteristics of the child in a timely manner and develop his gift. The organization of work with gifted children in primary school can be divided into several stages:
Stage 1- during preschool preparation;
Stage 2- admission to grade 1;
Stage 3- in the learning process in primary school.
Stage 1
Work with gifted children begins in the period of pre-school preparation of children.
Our school cooperates with a preschool educational institution. Primary school teachers teach preschoolers to prepare for school. During this period, the first acquaintance with future first-graders begins. Often, teachers are present at classes conducted by kindergarten teachers, observe preschoolers, communicate with them, organize games, contests, and quizzes. Work experience shows that such communication helps a preschooler to quickly adapt to school life. The teacher, on the other hand, has a general picture of which students will come to his class.
Many years of work experience allowed me to single out a certain list of qualities characteristic of future creators:
They acquire knowledge in the chosen field early.
Show high intelligence, good memory.
They are passionate about their work, energetic.
Demonstrate a pronounced independence, a desire to work alone, individualism.
They know how to control themselves.
They have a desire to connect with other gifted people, young people and adults.
They are able to draw practical experience and quickly acquire artistic and intellectual experience.
But the main indicator of a child's giftedness in kindergarten, in my opinion, is his curiosity. Curiosity, manifested quite early, at all age stages continues to be the most important distinguishing feature of a talented person. I am convinced that when educating a creator, it is very important that curiosity grows in time into a love of knowledge - curiosity, and the latter - into a stable mental education - a cognitive need.
Stage 2
When enrolling in grade 1, I conduct an interview with preschoolers, and a school psychologist monitors the child's behavior. Along with the "knowledge" indicators for myself, I identified the main signs that a gifted child shows:
cognitive amateur performance;
high level of development of logical thinking;
originality and flexibility of thinking;
high concentration of attention;
excellent memory;
independence;
leadership (not always).
The parents of the future first grader are also present at the interview and fill out the questionnaire.
The psychologist and teacher during the interview can ask questions to the parents. As a result, already upon admission to grade 1, one gets the impression of the child, his capabilities, abilities. The main thing becomes clear in what environment the baby developed, was brought up and grew up.
Work experience shows that most often gifted children grow up in intelligent families. And the point here is not at all in the special genes of genius - their nature divided them equally among all children. The point is in the family atmosphere, in the system of family values.
It is no secret that many parents encourage and would like to develop cognitive needs and various abilities in their child. But they do it, of course, in different ways and, unfortunately, not all.
Stage 3
Younger school age is the period of absorption, accumulation and assimilation of knowledge. The success of this process is facilitated by the characteristic features of children of this age: gullible submission to authority, increased sensitivity, impressionability, naive playful attitude to much of what they encounter. In younger schoolchildren, each of the listed abilities is expressed mainly by its positive side, and this is the unique originality of this age. Some of the characteristics of younger schoolchildren in subsequent years come to naught, while others change their meaning in many ways. It is difficult to assess the real significance of the signs of abilities manifested in childhood, and even more so to foresee their further development. It is often found that vivid manifestations of the child's abilities, sufficient for initial success in some activities, do not at all open the way to real, socially significant achievements in the future. In working with gifted children at the initial stage of schooling, the relationship of natural inclinations, the society in which the child develops and is raised, and the creation of optimal conditions for the development of his talent are observed.
Conclusions:
When working with gifted children, the personal and age characteristics of each child, the nature of family relations and the development of emotional and volitional qualities of children are taken into account, conditions are created for parents to master the ways of forming a positive “I - concept” in a child as the most important condition for the full realization of the potential of a gifted child.
This allows each child to self-actualize, identify a large group of talented and gifted children at an early stage of education and create an environment for each lyceum student to develop motivation for learning and creativity, intellectual and personal initiative
Forms and methods of creative teaching of primary schoolchildren
Practice has shown that children with an early flowering of intelligence encounter difficulties in the first days of school. And the reason is that the teaching begins, often, with the fact that he is no longer "interested". It is they, the most inquisitive, who often get bored in the classroom after the very first lessons. Already able to read and count, they have to be in idleness while others master the alphabet and basic arithmetic operations. Of course, a lot depends on how the teaching is conducted, but no matter how hard the teacher tries to treat the students individually, when dealing with the whole class, he is deprived of the opportunity to focus on strong students. An intelligent and active student, striving to attract attention, quickly and easily completing all tasks, can soon become a burden for both the teacher and his peers.
I actively use a differentiated approach, various forms and methods of creative learning
The gradual approach of younger students to independent problem solving is carried out with the help of partly search or a heuristic method. One of the techniques of this method is heuristic conversation
The essence of such a conversation is that questions are thought out in advance, each of which stimulates the student to carry out a small search. By considering all the questions, the students understand a new phenomenon for them.
Maximum cognitive performance is achieved with the help research method... Knowledge gained through personal observation and experimentation is usually the strongest. Educational research allows to carry out a free search for the necessary information, form the skills of independent work. Research and observation encourage the younger student to think large-scale, to look for cause-and-effect relationships in the phenomena under study, to draw independent conclusions and generalizations.
The organization of research activities of students is carried out through the educational process:
1. Use in the lesson, taking into account age reference points, pedagogical technologies based on the use of the research method of teaching:
developmental education technology,
technology of using schematic and symbolic models,
humane and personal technology of education,
advanced learning technology;
project activity;
2. Conducting various types of non-traditional lessons, involving the implementation of educational research by students or its elements:
lesson - research,
lesson - travel,
lesson - creative report,
lesson - defense of research projects.
3. Conducting a training experiment.
4. Students completing long research homework.
When choosing a form of work, the age characteristics of children, their interests and inclinations are taken into account. Methodologically, one of the most difficult stages of educational research work with children is the moment of the initial inclusion of students in their own research activities. The first step in this business, as in many others, often seems to be the most difficult, and it is necessary to start it precisely at the first stage of training.
Formable components of the student's research culture
1st - 2nd grades:
inclusion in the lesson of tasks aimed at drawing up a sequence of actions;
solving problems in combinatorics, logical problems with the concepts of "truth", "false";
carrying out work to identify causal relationships;
training in observation and description techniques;
acquaintance with terminology, some concepts of research methods;
the formation of experience with dictionaries and other sources of information;
implementation of collective research according to a specific plan.
3rd class:
implementation of long-term research using existing knowledge and skills:
conducting a search for information, highlighting the main thing;
setting up experiments, conducting observations, protecting messages, reports.
4th grade:
the formation of reading competence;
the formation of the desire and the foundations of the ability to learn: the ability to see the border between the known and the unknown;
correlation of results with a sample, finding errors and eliminating them, developing criteria for evaluating creative work;
the formation of techniques and skills for educational cooperation.
Recently I have been actively using method of projects.
The main goal inclusion of younger students in project activities - stimulating cognitive activity, disclosing individual creative inclinations, developing skills in planning and implementing scientific research, individualizing the process of teaching, upbringing and development. The organization of project activities from grades 2 to 3 contributes to the development of the following knowledge, skills and abilities:
independently highlight the problem, prove facts, phenomena, patterns;
find several options for solving the selected problem and justify the most rational of them;
classify, compare, analyze and generalize the studied phenomena and patterns;
collect data, experiment, put forward and substantiate hypotheses;
apply scientific research methods;
formalize your work;
review and evaluate your own work, as well as the work of other students.
Useful for the development of logical thinking in younger students are decoding and compiling cryptograms, mazes, exercises for comparison and opposition
An important role is played by tasks for highlighting semantic elements in the mass of educational information, solving creative problems, when children, in addition to a question, receive new information, drawing up logical chains from formulas, finding physical terms in an arbitrarily chosen test.
In order to find a solution to a particular issue, not only are used observation method, experiments, modeling, but also fantasy, exaggeration, brainstorm, whose main task is to collectively collect as many ideas as possible.
Working with gifted children in the classroom
Find a growing point
For successful work with a gifted child, I try to find his strong side and give him the opportunity to show it, feel the taste of success and believe in my capabilities. To show a strong side means the ability to deviate from the school curriculum, not be limited by its framework. Following this principle revealed a problem: often the point of growth lies outside the school curriculum.
Identification of individual characteristics
Giftedness does not lie on the surface. Teachers should be proficient in the methodology for determining it. Most teachers overly trust testing, do not have enough information about students. It is believed that a child with high intelligence should excel in all school subjects. Consequently, teachers expect the greatest emotional and social maturity from him and are convinced that he does not need special help.
Leadership education
A creative personality is characterized by the ability to independently choose a field of activity and move forward. In an educational institution, this is facilitated by a well-thought-out teaching method designed not only for the transfer of knowledge, but also for the development of "the ability to think".
In my work in the lesson I use:
Implantation method ... Allows students, through sensory-imaginative and mental representations, to "move" into the studied object, to feel and know it from the inside.
Method of heuristic questions. Answers to seven key questions: Who? What? What for? Where? How? When? How? and their various combinations give rise to unusual ideas and solutions regarding the object under study.
Comparison method. It makes it possible to compare the versions of different students, as well as their versions with cultural and historical counterparts formed by great scientists, philosophers, etc.
Concept construction method . Promotes the creation of a collective creative product - a jointly formulated definition of a concept.
The method of traveling to the future. Effective in any general education area as a way to develop foresight and forecasting skills.
Error method . It involves changing the established negative attitude towards mistakes, replacing it with a constructive use of mistakes to deepen educational processes. Finding the relationship between error and "correctness" stimulates the heuristic activity of students, leads them to understand the relativity of any knowledge.
The method of inventing. Allows you to create a product previously unknown to students as a result of certain creative actions.
Method "if only ...". Helps children draw a picture or describe what will happen if the world changes. Completing such tasks not only develops the imagination, but also allows you to better understand the structure of the real world.
"Brainstorm" (A.F. Osborne). It allows you to collect a large number of ideas as a result of freeing the participants of the discussion from the inertia of thinking and stereotypes.
Inversion method, or method of inversion . Promotes the use of a fundamentally opposite solution alternative. For example, an object is investigated from the outside, and the solution to a problem occurs when examining it from the inside.
In the process of work, I came to the conclusion that a child who has not mastered the methods of educational activity in the elementary grades of school, in the middle level, inevitably goes into the category of unsuccessful ones. Learning through activity method provides for such an implementation of the educational process, in which at each stage of education, a number of intellectual qualities of the individual are simultaneously formed and improved.
The correct use of the activity-based teaching method in the classroom in primary school and in extracurricular activities will optimize the educational process, eliminate student overload, prevent school stress, and most importantly, make school a single educational process.
Use of modern technologies
The technique of interaction between a teacher and a student with an activity approach is carried out through the use of technologies of high-quality teaching.
In my work I use the most modern technologies aimed at solving educational problems:
Developmental training
Problem learning
Multilevel training
Using the exploratory method in teaching
Design Methods in Teaching
Game methods
Learning in collaboration
Information and communication technologies
Health-saving technologies
| The name of the technology used | Justification of the application. | The present or projected result. |
|
| ICT application. | increasing student motivation a new level of perception of educational material achieving differentiation of student learning development of information competence | development of independent skills and abilities of students development of competencies the level of computer knowledge is increasing |
|
| Individualized learning technology | application of tasks of different levels | development of the ability to independently perform work |
|
| Group work methodology with the integration of individualized learning | Development cooperation in the student team development of communication skills of students | interest in the subject increases development of teamwork skills academic performance and quality of knowledge in the subject increases |
|
| Integration of lessons (partial) | ● all kinds of integration of Russian language lessons and literary reading, partly - literary reading - fine arts | be able to extract knowledge in interdisciplinary activities |
|
| ● increasing student motivation | increasing interest in the studied subject |
||
| Health-saving | increasing the efficiency of the level | improving the quality of knowledge |
|
| V. V. Firsov's technology of level differentiation | application of tasks of different levels | development of the ability to work independently the student's ability to assess their own capabilities and results |
The use of information and communication technologies in work with gifted children
A modern school should not only form a certain set of knowledge and skills among students, but also awaken their desire for self-education, the realization of their abilities. A necessary condition for the development of these processes is the renewal of the content of education, the activation of educational and cognitive activity. New information technologies play an important role in solving these problems. Applying ICT in the classroom contributes to the creation of an environment of psychological comfort. Children are not afraid of their own mistakes. All this makes it possible to ensure for the majority of students the transition from passive assimilation of educational material to active, conscious mastery of knowledge. Computer technologies create great opportunities for enhancing educational activities, monitoring the quality of education, expanding the horizons of students.
In the process of studying, diverse application and use of ICT tools, a person is formed who can act not only according to the model, but also independently, receiving the necessary information from the largest possible number of sources; able to analyze it, put forward hypotheses, build models, experiment and draw conclusions, make decisions in difficult situations. And this is very important when working with gifted children.
I actively use ICT in educational and extracurricular activities. Children of any age are sensitive and vulnerable. It is necessary to give them all the strength and love of your soul, to study with them, to live with their hopes and dreams. Only then will the child open his soul to the teacher and justify all his hopes.
Together with the children, I sincerely rejoice at the success of everyone and empathize with mistakes and failures.
Every child is naturally talented, and my first task is to help the talent to reveal itself. To do this, I use different ways: games, disputes, creativity, contests, class hours, collective creative affairs, quizzes. Children are happy to take part in reading contests, parades of formation and song, contests and conferences, sports competitions for junior schoolchildren, and win prizes.
"Every child is a person."
This secret was discovered by Vasily Sukhomlinsky. There must be a spiritual community in everything. On the one hand, a teacher with a sea of light, but also with knowledge, and on the other, a child. That is why I was interested in the idea of "student self-esteem", which helps a child to become independent, think freely and have his own opinion, correctly assess the current situation and make a decision.
Primary school teachers have to think carefully about how to prepare the lesson, how to smile, what is the first word to say in the lesson so that the first-grader opens his eyes and says: oh, what a wonderful teacher stands in front of me.
Young children think in images. In the classroom, I give the opportunity to think, and not "quickly, quickly, I don't see my hands." I ask questions to which there is no answer, but we need to think. Here in the classroom we are looking, whispering, and deciding. I create a situation of success, comfort, cooperate with children. I love humor. And children love teachers with humor. They cannot live without humor, without a smile, without joy.
In my lessons, there is always a vivid visualization, helping each child to assert himself
The use of modern technologies is of particular pedagogical interest for me, since they are aimed at developing and realizing abilities. At different stages of lessons and extracurricular activities I use information and communication technologies.
Project activities
The main factor in the novelty of work with gifted children on the use of information and communication technologies for teachers is project activities.
However, taking into account the age capabilities of primary schoolchildren requires a number of clarifications to be made in the methodology for organizing design and research technology:
in primary grades, design and research activities should become a special subject of study;
the research project for younger schoolchildren is largely predetermined (suggested) by adults;
by volume - this is a mini-project,
by the method of construction - "quasi-research";
in form - this is a group design, individual work is possible at the level of performing individual actions;
Within the framework of the "Teaching for the Future" program, computer programs and their capabilities should become a special subject for the development of younger schoolchildren during the implementation of the project.
Organization of teaching through design and research requires fundamental changes in the teacher's activities.
Including the child in design and research activities, they use interactive teaching methods (techniques), such as group discussion, brainstorming, a reflection star, and business role-playing games. The application of such methods relies on the independence and activity of students in the course of design and research.
At different stages of organizing the design and research activities of students, I speak in various role positions:
| Role positions | Kind of activity |
| Designer: | designs the main milestones in the design and research activities of students before its implementation; |
| Facilitator Consultant: | encourages an independent search for problems and their solutions, owns ways to ask research-type questions, while creating an atmosphere of safe expression by students of their opinions; |
| Coordinator: | helps to track the movement of the search, linking or opposing individual statements, and also performs procedural functions (for example, determining the order of statements). |
The teacher can build all the above-mentioned positions, provided that he has the appropriate means. These tools include:
emotional attitudes (for example, a non-understanding, doubting, attentive listener);
play positions (for example, the inspiring hero, the customer, the debater).
Conclusions:
In general, the use of information and communication technologies in the educational process enhances the educational effect;
improves the quality of assimilation of the material;
builds individual educational trajectories of students;
implements a differentiated approach to students;
organizes at the same time children with different abilities and capabilities.
Using health-preserving technologies in working with gifted children
« To make a child smart and sensible, make him strong and healthy: let him work, act, run, shout, let him be in constant motion "
According to the latest legislative documents in the field of preschool, primary and general education, programs should be aimed at protecting and strengthening the health of the child. Moreover, the concept of "Quality of Russian education" is not limited only to training, a set of knowledge and skills, but is associated with upbringing, the concept of "quality of life". These concepts are revealed through such categories as "health", "social well-being", "self-realization", and "security". Indeed, the quality of education can be talked about when there is a health-preserving and health-strengthening basis in it.
Sociological studies claim that the physical activity of younger schoolchildren is 50% less than that of preschoolers, and among senior schoolchildren it is only 25% of the waking time. Two school physical education lessons, of course, cannot compensate for the children's movement deficit. As a result, their vitality decreases, fatigue sets in faster, which in turn leads to inactivity. Therefore, today the teacher is forced to orient schoolchildren to both physical and spiritual self-improvement, to help form the needs for independent physical exercises, to teach how to use them during leisure time to restore activity.
Of particular concern are gifted children who show symptoms of stress: the child cannot control his emotions, restrain himself, anxiety grows, at the same time there is a decline in academic performance, and the risk of psychosomatic diseases increases. The main reasons for these phenomena are determined: a sedentary lifestyle, dissatisfaction with oneself. Children with signs of intellectual giftedness, but with physical infantility, differ in physical form inappropriate for their age. I am making efforts to correct imbalances in collaboration with healthcare professionals.
The psychological characteristics of the student's personality are compiled, which will reveal the features of the physical and mental development of the child.
Purpose: to ensure the health of students.
Taking into account the characteristics of each student.
Creation of a favorable microclimate in the classroom, in extracurricular life.
The use of techniques that contribute to the emergence and maintenance of interest in the educational material.
Creation of conditions for self-expression of students.
Initiation of a variety of activities.
Prevention of hypodynamia.
Expected results:
Prevention of tiredness and fatigue.
Increasing motivation for learning activities.
Increase in educational achievement.
Organization of work on the federal state educational standard
With the introduction of the second generation FSES in primary school, teachers must teach the child not only to read, count and write, which they teach quite successfully now, but also must instill two groups of new skills. The first includes a group of universal learning activities that form the basis of the ability to learn: the skills of solving creative problems and the skills of searching, analyzing and interpreting information. The second is the formation of motivation in children for learning, helping them in self-organization and self-development.
1st stage– mastering group work ... Communicative UUD are formed, which provide social competence and consideration of the position of other people, the ability to listen and engage in dialogue.
2nd stage – organization of intergroup discussion ... At this stage, the children develop regulatory ELCs: the ability to accept and maintain an educational task, plan its implementation, control and evaluate their actions, and make appropriate adjustments to their implementation. Special techniques inherent in this program will help the teacher to start the educational discussion: tasks - traps; tasks that have no solution; tasks with missing data and others.
In the third stage a full-fledged subject of collective activity is being formed when the group is capable of self-assessment of the learning task, the choice of the way to work together, dialogue, analysis, proof, modeling and evaluation. Regulatory, communicative and cognitive ECDs are being formed.
The basis of my activity in the implementation of the second generation FSES standards is based on the system-activity approach in teaching with the use of innovative technologies. the schoolchildren's own educational activity is an important component of the system-activity approach. It can be expressed by the formula "activity-personality", i.e. “What activity is, so is personality”, and “outside of activity there is no personality”. UD becomes a source of internal development of the student, the formation of his creative abilities and personal qualities.
At the beginning of the school year, I carried out a start-up diagnosis aimed at identifying the main problems that are typical for the majority of students, and in accordance with them I planned a system of work to ensure personal and metasubject results. It clearly traces the holistic work on the formation of UUD through subject lines of development, extracurricular activities, the use of project technology, technology of productive reading, group work, work in pairs.
The work on the formation of the UUD was built according to the following algorithm:
Planning,
Formation,
Diagnostics,
Adjustment plan,
Selection of tasks,
Reflection
To summarize the results for the first half of the year, a diagnostic map of the success of educational results of 1st grade students was developed.
It is important to note such a regulatory universal educational action as reflection. Reflection by students of their actions presupposes their awareness of all the components of educational activity. She was an integral part of all lessons in the class. To evaluate their work in the lesson, children use the so-called "traffic lights" cards, as well as emoticons with phrases.
As I already said, the Federal State Educational Standard of the LEO determines personal, meta-subject and subject results as the results of mastering the main educational program, therefore, at the end of each quarter and academic year in the classroom, in order to identify the personal development of the first-grader, tests were carried out. The system of differentiated tasks provides students with a space for independent selection of tasks and determination of activities adequate to their level of preparedness.
In addition, to track the quality of teaching by first-graders of individual subjects, monitoring was used, in the creation of which I proceeded from the Requirements for the results of mastering basic educational programs for the Federal State Educational Standard of the 2nd generation, where the main attention is paid to personal, metasubject and subject results. Tracking Methodology (Toolkit) - the level of knowledge on the subject, personal observations of the teacher, control slices, tests ...
The process of assimilation of knowledge by students is individual, therefore I use various forms of diagnostics that control the work in the lesson, which take into account the levels of learning and learning of each student in the class.
Extracurricular activities
In order to determine the interests of students for extracurricular activities in our school, parents of first-graders and their children were offered questionnaires, according to the results of which groups of children were formed for pursuing interests.
Extracurricular activities in the classroom are organized in such a way as to provide a balance between motor-active and static activities. The form of their conduct is completely different from the lesson system of education and is represented by the following areas:
general intellectual
In the afternoon, children do not show signs of overwork, are active, and enjoy creative activities. Parents have a positive attitude to the extended day regimen; additional activities are assessed as an opportunity to develop the creative abilities of children. During the year, a number of parenting meetings were held, where the successes and problems of children were discussed, the results of extracurricular activities were presented - the creative work of students.
The introduction of hours for extracurricular activities of students increases the school's ability to expand the range of educational services provided, creates opportunities for organizing individual design and research work with students
Based on the results of the first stage of education, I imagine such a graduate of an elementary school: this
A student with a research interest
Communicativeness,
Responsibility,
Having the skills of self-organization and a healthy lifestyle.
The experience of introducing the FSES of the second generation allowed me to conclude that such a reform of the system of work of an educational institution is necessary, because the standards of the second generation are a means of ensuring the stability of a given level of quality of education and its constant reproduction and development.
Working with parents
A child is not an amorphous mass, but a creature concealing in itself powers that cannot be found equal on the entire planet. This power of spirit, mind and heart hidden in a child, if brought to perfection, will become a superpower capable of transforming, enriching, decorating everything around - and in himself.
But the point is that no matter what forces are hidden in the child, he himself will not be able to develop anything in himself, he will not even be able to stand on his feet, not to mention the rise to human.
To make, educate, create a person out of him is a serious task for wise adults, loving adults.
Trinity of education and upbringing: teacher-student-parent. I see this link as a social partnership, in cooperation living life with children. And cooperation is possible if it is built by joint efforts, while observing several fundamental conditions, using modern pedagogical technologies, in which the chances of mutual understanding between teachers, children and parents increase.
Parents are the first educators and teachers of the child, therefore their role in the formation of his personality is enormous.
As part of work with gifted children, work is carried out with parents who are allies and assistants of the teacher in working with children.
increasing the psychological and pedagogical knowledge of parents;
inclusion of parents in the educational process;
interaction of the lyceum and parents in the development of the child's abilities
Basic principles in working with parents are:
Openness to parents
The teacher strives to ensure that the families of children regularly receive the necessary and reliable information about the life of the class and the educational achievements of their children. To do this, it provides families with basic information about the curriculum, children's success, important classroom events, and creates the conditions for parents to want to attend class.
Respect for the interests and opportunities of each family
The teacher studies and discusses with parents the interests and needs of each family, builds his work on the basis of taking into account its capabilities.
Finding your allies in parents
The teacher discusses with the parents a wide variety of issues in the child's life and strives to develop joint solutions that are the basis for bilateral cooperation.
Encouraging the family to be in closer contact with each other
The teacher helps families to discover and satisfy their common interests, encourages families to participate in joint forms of participation in preparing children for various contests, games, and competitions.
Various forms are actively used in work with parents.
I have developed subject matter work with parents of gifted children.
Working on the problem "Working with gifted children in primary school", I divided parents into several types:
« Activists "
"Contemplators"
"Observers"
"Practices"
"Activists"
These parents constantly offer their children some kind of developmental games, activities, interests.
With a certain amount of persistence and consistency, this strategy brings results. But often a child develops an internal protest, even with external obedience. Sometimes this is expressed in the child's increased fatigue from any intellectual activities.
"Contemplators"
Parents entrust the definition of abilities and their development in a child to specially trained people. There are a lot of services of this kind now being offered. These are development groups for preschoolers, and preparation for school groups, and all kinds of specialized classes in schools. Of course, with a good level of such services, the benefits for the child are undeniable. But on condition that the parents are not going to completely shift the worries about its development onto the shoulders of specialists.
"Observers"
Parents are not active in the development of their child. They believe that if a person is given a gift, then he will not go anywhere, will not disappear and will certainly appear somewhere. However, recent studies refute this point of view. Giftedness exists only in constant movement, in development, it is a kind of garden that must be cultivated tirelessly. The creative gift does not tolerate stagnation and self-satisfaction. It exists only in dynamics - it either develops or fades away.
"Practices"
Parents do not seek to totally control the development of the child's abilities, but instead provide him with opportunities for choice and try to find a good school. The most important thing in such families is the atmosphere of bright cognitive interests of the parents themselves. They themselves are constantly passionate about something, read a lot, choose educational programs in television programs, try to visit a new exhibition, not imposing all this on the child, but giving him the opportunity to find a suitable occupation himself. As it turned out, this self-development strategy is the most effective.
School education is the area where the formation of personal qualities and creative abilities is mainly taking place. The middle and senior age stage is the most attractive for parents from the point of view of the formation of the child's intellectual and creative abilities, but for the effectiveness of work with gifted children, it must be started at an early age, in primary school.The practical task in such conditions is to provide psychological, medical and pedagogical support families with capable and gifted children, to develop a system of recommendations for parents on the upbringing, development, and teaching of children. It can be solved through:
1. Questioning parents in order to determine the main approaches of parents to this problem.
2. Giving lectures to parents.
3. Selection of scientific and practical literature for parents.
4. The system of teaching children in the system of additional education.
Among the activities for working with parents, an important place is occupied by the reading for them of popular science series of lectures on the problems of development, education and upbringing of gifted children. These are lectures of the following nature:
The concept of giftedness.
Types of giftedness.
Giftedness and gender.
Psychological aspects of giftedness.
Career guidance for gifted children.
Social adaptation of a gifted child.
Parents should accept their children as they are, rather than view them as bearers of talent. Their talents grow out of the personality of the individual, and their achievement ultimately depends on how that personality develops.
A gifted child will not be able to realize his abilities without the conditions created for this. The environment should be such that the child can draw information from it, help him self-actualize, constantly expand the zone of his proximal development and form the motivational sphere. For this, various circles, clubs, sections in different directions should work. Participation in various competitions, Olympiads outside the school also stimulates the development of gifted children.
A reasonable system of rewarding the success of a gifted child is needed. It is very important to form the concept of the result, not for the sake of a reward, but for the sake of self-improvement and self-development.
give your child time to think and reflect;
try to communicate regularly with gifted professionals and parents of gifted children to stay up-to-date with the latest information;
try to develop the child's abilities in all areas. For example, for an intellectually gifted child, classes aimed at developing creative, communication, physical and artistic abilities would be very useful;
avoid comparing children to each other;
give your child the opportunity to find solutions without fear of making mistakes. Help the person appreciate, above all, their own original thoughts and learn from their mistakes;
encourage good organization of work and proper timing;
encourage initiative. Let your child make their own toys , games and models from any available materials;
encourage asking questions. Help your child find books or other sources of information to answer their questions;
empower your child to get the most out of their life experiences. Encourage hobbies and interests in a wide variety of areas;
do not expect that the child will show his giftedness always and in everything;
be careful when correcting the child. Excessive criticism can drown out creative energy and self-worth;
take time to socialize with the whole family. Help your child express himself .
Parents must strive to develop the following personal qualities in their children:
confidence based on the consciousness of self-worth;
understanding the merits and demerits in oneself and in others;
intellectual and creative curiosity;
respect for kindness, honesty, friendliness, empathy and patience;
the habit of relying on one's own strengths and the willingness to take responsibility for their actions;
the ability to help find a common language and joy in communicating with people of all ages, races, socioeconomic and educational levels.
Parents will create excellent conditions for the development of these qualities if they demonstrate by their own behavior that:
they value what they want to instill in the child morally, socially or intellectually;
they accurately calculate the moment and degree of reaction to the child's needs;
they rely on their own strengths and allow the child to look for a way out of the current situation himself, to solve every problem that he can do (even if they themselves can do everything faster and better);
they practically do not put pressure on the child in his school affairs, but they are always ready to help if necessary or provide additional information in the area in which the child is interested.
The effectiveness of the work system
I consider the most important result of the work carried out with gifted and capable children to be a high motivation for educational activities, an increase in the degree of independence of students in obtaining knowledge and improving skills, developing skills in working with popular science, educational and reference literature, and developing students' creative abilities. In addition, the cognitive activity of children has increased, their participation in various kinds of competitions, olympiads and competitions. The results of this work are evidenced by the following data.
Subject Olympiads
Revealing the intellectual potential of children, determining their creative abilities and inclinations for certain subjects are the main step in working with gifted children. Olympiads play an important role in the development of interest in subjects.
Subject Olympiads are competitions for schoolchildren in different fields of knowledge.
The goal of the Olympiad is to increase the level of knowledge and skills of gifted students, develop and maintain interest in learning, strive for self-realization, and develop planning and self-control skills.
It is advisable to hold Olympiads in mathematics, Russian language, literary reading, the world around you at the end of the academic year - March, April, once a year in two rounds (the first - qualifying - classroom, the second - in parallel). In the first round, everyone in the class participates, in the second, the winners of the qualifying round. During the academic year, painstaking work is carried out to prepare students for the Olympiad. Students are offered questions and assignments in subjects, reference books are recommended, and entertaining exercises are given.
Materials for the Olympiad include several types of tasks. They include both program material and material of increased complexity. When performing such tasks, the student shows the ability to classify, generalize, predict the result, “turn on” intuition and imagination.
The Olympics are primarily a holiday for children. Therefore, before the start of the Olympiads, it is planned to hold a solemn line, on which congratulations and wishes of good luck in the intellectual competition will be heard.
Indicators of the effectiveness of the implementation of the system of work with gifted children:
Satisfaction of children with their activities and an increase in the number of such children.
Raising the level of individual achievement of children in educational areas for which they have the ability.
Adaptation of children to society in the present and in the future.
Increasing the level of children's possession of general subject and social competences, increasing the number of such children.
Refresher courses, competitions, seminars help me to comprehend modern requirements for working with gifted children.
Studying someone else's experience, I am happy to share my own. I am always glad to help my colleagues.
1. Together with teachers, parents, to design the educational activities of a particular student.
2. To provide self-analysis of the student's success and further personal development.
3. To give every student a chance to take a higher ranking position.
4. In the next academic year, subject teachers do more
deep preparation of students for participation in the Olympiads.
Pedagogical commandments for raising gifted children:
Accept everything that is in the child as natural, consistent with his nature, even if it does not correspond to your knowledge, cultural ideas and moral attitudes. If a child screams or runs along the corridors - first of all, this is a legal and special manifestation of his internal energy, and only secondly - a violation of the rules of social behavior. The only exception is the rejection in the child of what threatens the health of people and his own health.
Having accepted all the manifestations of the child, both positive and negative, accompany his positive self-realization. If you help and approve the cultural work of a child in every possible way, stimulate his creative ideas, then they will grow in him and develop. Miscalculations and shortcomings, on which the teacher's attention is clearly not focused, will go away without receiving external energy support.
Try not to teach your child directly. Always learn by yourself. Then the child, being with you, will always see, feel and know how to learn. In painting classes, draw yourself; if everyone composes a fairy tale, compose it too; in math, solve problems with your students.
Don't ask your children questions you know the answer to (or think you do). Seek the truth with them. Sometimes you can apply a problem situation with a solution known to you, but in the end, always strive to be with the children in the same ignorance. Feel the joy of joint creativity and discovery with them.
Admire everything beautiful that you see around you sincerely. Find beauty in nature, science, art, in the actions of people. Let the children imitate you in such a delight. Through imitation in feelings, the very source of the beautiful will be revealed to them.
Don't just do anything. If you are with children, then you are a teacher at any given time. Any situation is pedagogical for you. Be able to create it yourself or use the situation that has arisen to solve educational problems. A student who finds himself in an educational situation always acquires as a result personal knowledge and experience, his own conclusion. This is better than broadcasting and explaining common truths to him. But be sure to help the child to understand and formulate their results, assessments, conclusions.
Consider mindful observation of your child as your main teaching method. Everything that he does or does not do is an external expression of his inner essence. Always try to understand the inside through the outside. Be the "translator" of all his actions and works. Peer, listen, contemplate the student. Discuss his successes and problems with him. Even if you do it without him, you will be helping him.
Conclusion
Modern society requires people who are intellectually and creatively developed, possessing communication skills, able to think outside the box, confident in their strengths and abilities, physically and mentally healthy. The school, fulfilling a social order, should also contribute to the development of the child for the sake of the child himself, especially if he "stands out for bright, obvious, sometimes outstanding achievements in this or that kind of activity."
Teaching practice has shown that with the purposeful organization of educational activities, the formation and development of students' skills and abilities go very quickly, since this process is controlled and regulated by the teacher.
The implementation of the Primary School of the 21st Century program through the use of an activity-based approach creates the necessary conditions for the development of students' skills to think independently, navigate in a new situation, and find their own approaches to solving problems.
In the educational process, the emotional response of students to the learning process, motivation of educational activities, interest in mastering new knowledge, skills and their practical application increases. All this contributes to the development of the creative abilities of schoolchildren, oral speech, the ability to formulate and express their point of view, activates thinking.
The activity approach creates conditions for the formation of educational and cognitive activities of students and their personal development; for social and socio-psychological orientation in the surrounding reality. These tasks are solved through joint and independent educational and cognitive activities of students to solve a system of interrelated educational tasks and rely on internal motivation.
Summarizing all of the above, we can conclude that working with gifted and capable children in primary school is an important and necessary part of a teacher's activity. Who else but a teacher can help children discover their talents? Therefore, in the future, I plan to continue working with gifted children, and I will also track their progress in the future.
And one more thing: it is important to remember that "If a person walks in formation to the beat of drums out of step with his companions, think about it, this may be because he hears the beat of completely different drums ..."
METHODS AND FORMS OF WORK WITH GIFTED YOUNGER SCHOOL STUDENTS Plotnikova Svetlana Vladimirovna primary school teacher, Lyceum No. 15 of the Zavodskoy District of Saratov In our dynamic, rapidly changing world, society much more often rethinks the social order of the school, corrects or radically changes the goals and objectives of school education. For all children, the main goal of education and upbringing is to provide conditions for the disclosure and development of all abilities and talents with a view to their subsequent implementation in professional activities. But in relation to gifted children, this goal is especially significant. It is on these children that society first of all places its hopes on solving urgent problems of modern civilization. Gifted children are our property. Identifying capable children and working with them is an urgent problem of modern education. Life requires a school to prepare a graduate who is able to adapt to changing conditions, communicative and competitive. Many educators find it easy to work with gifted children. They are destinies, mold from them what you want. But they believe that gifted children are a gift, this is a delusion! It’s easy when you don’t understand the full severity of the problem, and it’s more difficult and at the same time more interesting when you treat the problem with full responsibility and awareness of the importance of the mission entrusted. The rule works: "do no harm" What is giftedness?
Giftedness is a systemic quality of the psyche that develops during life, which determines the possibility of a person achieving higher, outstanding results in one or several types of activity. Giftedness is determined by anticipatory cognitive development, psychosocial sensitivity and physical characteristics. gifted children keenly feel everything that happens in the world around them and are extremely curious about how this or that object works. They are interested in why the world works this way and not otherwise. They are able to monitor several processes at the same time, and tend to actively explore everything around them. they have the ability to perceive connections between phenomena and objects and draw conclusions; excellent memory, combined with early language development and the ability to classify, help such a child accumulate a large amount of information and use it intensively. gifted children have a large vocabulary that allows them to express their thoughts freely and clearly. Along with the ability to perceive semantic ambiguities, maintain a high threshold of perception for a long time, with pleasure to deal with difficult and even problems that do not have a practical solution, gifted children do not tolerate when a ready-made answer is imposed on them. some gifted children have heightened mathematical abilities in terms of calculation and logic, which can affect their reading progress. they are distinguished by a long period of concentration and great persistence in solving a particular problem. gifted children reveal a heightened sense of justice, moral development, anticipating perception and cognition.
they quickly react to injustice, make high demands on themselves and those around them. vivid imagination, the inclusion of game elements in the performance of tasks, creativity, inventiveness and rich imagination (imagination) are very characteristic of gifted children. they have a great sense of humor, they love funny inconsistencies, play on words, jokes. they lack emotional balance; at an early age, gifted children are impatient and impetuous. sometimes they are characterized by exaggerated fears and increased vulnerability. They are extremely sensitive to non-verbal cues from those around them. self-centeredness, like ordinary children. often gifted children have difficulties in communicating with their peers. It is impossible not to notice a leader in a group of children. A confident, proactive child will quickly draw attention to himself. He has a well-developed speech, he is not afraid and does not hesitate to turn to another child, to an adult. Such a child reveals his own business approach to everything that happens. Its distinctive feature is that such a child cares about everything. Any child must be gifted in one of the areas of human activity. The tests developed by specialists in child psychology will help to assess the correctness of the assumption about the innate abilities of the child or to help in this important matter. The development of a gifted child is a two-way process: “home - school, school - home”. No matter how we consider the role and weight of naturally determined factors or the influence of purposeful upbringing and education on the development of a child's personality and giftedness, the importance of the family is decisive. Even seemingly unfavorable conditions turn out to be relatively indifferent for the development of abilities.
It is especially important for the formation of the personality of a gifted child, first of all, the increased attention of parents. As a rule, in the families of gifted children, the high value of education is clearly observed, while the parents themselves are often very educated. This circumstance is a favorable factor, largely determining the development of high abilities of the child. Parents of gifted children pay special attention to their child's schooling, choosing textbooks or additional literature for him and consulting with the teacher on how to study them better. How to work with such children? Children who can be classified as gifted come to primary school. These children have higher intellectual abilities, receptivity to learning, creativity and manifestations than most; dominant active, unsaturated cognitive need; experience the joy of gaining knowledge, mental labor. Proceeding from this, the identification of gifted children, the development of the degree of their giftedness should begin already in elementary school. In educational activities, work with gifted children is based on a differentiated approach, which contributes to the expansion and deepening of the educational space of the subject. Therefore, work with gifted children should consist of both lesson and extracurricular activities Forms of work with gifted students: an individual approach in the classroom, the use of differentiated teaching elements in practice, conducting non-standard forms of lesson creative workshops; group lessons on class parallels with strong learners; electives; hobby groups;
additional classes with gifted students, preparation for olympiads, intellectual games, competitions; research and project activities; contests; intellectual marathon; scientific and practical conferences participation in olympiads, competitions of various levels; work according to individual plans; use of modern ICT (Internet, media library, computer games, electronic encyclopedia); creation of children's portfolios. The main forms of extracurricular educational activities Form Objectives Optional course Taking into account the individual capabilities of students. Increasing the degree of student independence. Expanding the cognitive capabilities of students. Formation of skills in research, creative and project activities. Development of skills and abilities of independent acquisition of knowledge based on work with popular science, educational and reference literature. Generalization and systematization of knowledge in academic subjects. Student conference Formation of information culture of students. Subject Representation of a wide range of extracurricular forms
week (decade) of activity. Scientific society of students Increase the motivation of students to study the educational field. Development of creative abilities of students. Engaging students in research, creative and project activities. Formation of analytical and critical thinking of students in the process of creative search and research. Circles, studios, associations Development of students' creative abilities. Assistance in vocational guidance. Self-realization of students in extracurricular activities. Organization of research work of students at school Preparatory stage: Forms: Formation of scientific skills 1. Lesson. organization of labor. Involvement in active forms of cognitive activity. Formation of cognitive interest. Identifying capable students. 2. Extracurricular activities. 3. Circles of the aesthetic cycle. 4. Sections. Creative stage: Forms: Improving scientific skills 1. Lesson. organization of labor.
Formation of cognitive interest. 2. Extracurricular activities. Creative development of students. 3. Subject weeks. Individual work with talented people 4. School Olympiads. schoolchildren. 5. Electives. 6. Mugs. 7. Sections. Children grow up quickly. But they will be able to live independently and successfully if today we help develop their abilities and talents. And every child is talented in his own way. The identification and education of gifted, talented children is an extremely important issue. The main task of the teacher is to build educational and extracurricular activities in such a way that any individual characteristics of children do not pass our attention, are realized and grown in pedagogical activities with these children. Literature. 1. Gilbukh Yu.Z. Attention: gifted children 2. Derekleeva N.I. Research work at school 3. Savenkov A.I. gifted children: diagnostic methods and teaching strategy 4. N. Panyutina. system of work of an educational institution with gifted children 5. Federal state educational standards of the second generation.
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Working with gifted children at primary school age
Introduction
1. Ways of developing giftedness in primary school age
1.1 The concept of giftedness
1.2 Giftedness at primary school age
1.3 Features of the development of giftedness in primary school age
2. Experimental work on the development of gifted primary schoolchildren
2.1 Diagnostic work
2.2 Work to develop creativity
Conclusion
Bibliographic list
Introduction
Currently, the attention of many psychologists and teachers both in our country and abroad is attracted by the problem of children's giftedness.
There are different groups of gifted children. The first group includes "super-talented" children with extremely accelerated mental development. They are a contingent of special schools and boarding schools. There is another group - children with a very high specialized level of ability, such as music or math. Usually, children of this group study in specialized schools, and for a mass school, working with them is also not acutely relevant. I would like to dwell in more detail on the third group, which includes quite numerous children who study together with others in a mass school, but differ from the rest by a special predisposition to mastering a particular educational field, early psychological maturity, and a high level of social culture. It should be noted that not only timely diagnosis and selection, but also ensuring further development is important in working with gifted children.
The main task is to build the entire educational process and its psychological support in such a way that any individual characteristics of children, which harbor the seed of advanced development in one area or another, do not pass our attention, are realized and cultivated in our pedagogical activity with these children.
“Every child is a genius to a certain extent,” wrote Schopenhauer. The teacher must remember that no children are the same: everyone has something of their own, something that sets them apart from the crowd and makes them unique. For one it is the ability to solve mathematical problems quickly and without errors, the other has the ability to draw, the third has golden hands, the fourth has a predisposition to sports success, the fifth has organizational skills ... In a word, our attention to gifted children should organically fit into the image of the world of any child and to be completely natural for him. This should happen both in the classroom and in extracurricular activities.
In the classroom, such an approach to students can be implemented using various innovative technologies, including problem-dialogic teaching (one of the most developed technologies at the moment in the OS "School 2100").
The main thing in problem-dialogic training is the creation of a problem situation, which:
· Must have a sufficiently high level of difficulty, but accessible for the student to resolve;
· Should arouse interest with its content and the student's need for its solution;
· Should contribute to the "discovery" of new knowledge by the student, advancement in educational activities.
We see that problem-dialogical teaching is a type of teaching that ensures the creative assimilation of knowledge by students through a dialogue with a teacher. This technology is effective and health-preserving, since it provides a high quality of knowledge assimilation, effective development of intelligence and creative abilities, education of an active personality.
With pleasure, children take part in various creative intellectual competitions, small educational Olympiads, brain-rings, KVNs, quizzes, etc.
Separately, I would like to dwell on the methods of developing leadership giftedness (organizational skills) of students. A children's association "Buttons" has been created in the classroom, which is meaningful for students and meets the real, not imposed values of children. It has its own symbols, rituals, a system of norms and rules of conduct that do not contradict the Charter of the school. It has an active class body of self-government, the Council of the Class, which is elected for a period of one year.
All students in the class are divided into groups - "families". The class council consists of group leaders and the headman. It is they who create temporary creative teams for organizing and holding class events, holidays, games, etc. The class teacher coordinates the work of the Class Council together with the parent committee.
Students who are part of the "families" have various assignments: knowledgeable, craftsmen, entertainers, athletes, tubes, pills.
The supreme body of the class is the general meeting, which is held once a month. The meeting analyzes the work of the "semeeks", the fulfillment of assignments by students, the work of the Class Council, etc.
Thanks to the work of the classroom self-government body, most students take an active part not only in classroom affairs, but also in school and district events, competitions, cooperate with district organizations, provide assistance to the elderly, participate in the improvement of the village, etc.
All of the above is just a short description of the methods and techniques for working with gifted children. In conclusion, I would like to remind once again that giftedness is diverse, manifests itself at different levels, in all spheres of life, and it should be considered not only as achievements, but also as an opportunity for achievements.
1. Ways of gifted development
1.1 The concept of giftedness
Giftedness or general giftedness- the level of development of any human abilities associated with their development. The concept as such was first formulated in the middle of the 19th century by the English psychologist Francis Galton. The analysis distinguishes between "artistic" and "practical" giftedness. Early manifestation of ability speaks of giftedness. BM Teplov defined giftedness as "a qualitatively unique combination of abilities, on which the possibility of achieving greater or lesser success in performing this or that activity depends." At the same time, giftedness is understood not as a mechanical set of abilities, but as a new quality that is born in the mutual influence and interaction of the components that are included in it. Giftedness does not ensure success in any activity, but only the possibility of achieving this success. In addition to having a set of abilities, in order to successfully perform an activity, a person needs to have a certain amount of knowledge, skills and abilities. In addition, it should be noted that giftedness can be special - that is, giftedness for one type of activity, and general - that is, giftedness for different types of activity. Often general giftedness is combined with a special one. Many composers, for example, had other abilities: they painted, wrote poetry, etc.
Giftedness, talent, genius are manifested in the personality as bright individually unique creative, intellectual, emotional, physical abilities in a particular area of human activity. Differences in the degree, quality and direction of a person's giftedness are predetermined by nature and the genetic fund. Every normal child is gifted with all human essential forces and the ability, under necessary and sufficient social conditions, to develop them in himself. In children, essential forces develop, as a rule, evenly, cumulatively, harmoniously. Which of the essential forces, be it intellect, feelings, will, hands and feet, sight and hearing, abstract or concrete-figurative thinking, can manifest itself most powerfully and vividly, depends on the social and pedagogical background against which the general development of the child's personality takes place. Under favorable circumstances, each child can prove himself as a gifted creature. Phenomenal, extraordinary abilities, bright giftedness, talent, are based on a special organization of the brain, a predisposition to theoretical or artistic thinking; a special connection of the eye, imaginative thinking and motor skills of the hand; specific interaction of hearing, imagination, muscles of the pharynx, chest and lungs; sensitive and highly responsive nervous system; the relationship between the constitution of the body and the organs of coordination of body movement. Such rare phenomena of early giftedness deserve special attention. However, they should not distract psychologists and educators from the problem of giftedness of every normal child. The more opportunities for creative self-expression are created for all children, the more chances there are of discovering and growing in the general mass of gifted, rare, bright and strong diverse talents. Therefore, the task of pedagogy is, based on the idea of universal genetic giftedness of children, to create a methodology for working not only with brightly declaring talents, but also to provide a field of activity for creative self-manifestation and self-expression for all children. In a healthy social environment, individuals effectively interact in work, culture, social relations, thanks to their diversity of gifts, they complement, mutually develop and mutually exalt each other. Some are gifted to a greater extent intellectually, others are emotionally, physically, motively, and others in moral-volitional, organizational, artistic, socially merciful relations. Creative, brightly gifted individuals, involving those walking nearby in their circle of communication, awaken their creative abilities, make the social environment morally and intellectually cleaner, more favorable for human development.
Giftedness in its essence is a holistic and multifaceted phenomenon. It has an anatomical and physiological basis, a definite organization and structure of the brain, all its functional systems. In the emergence and development of giftedness, an essential role is played by neuropsychic formations that determine the child's capabilities for a special, original perception of the world, for upbringing and learning, for comprehension and creativity, self-expression and self-affirmation. In the structure of giftedness, an important place is occupied by the emotional-volitional and effective-practical components. They stimulate the child's activity in the practical application of abilities and creative powers. Talent is due to individual, personal, moral and aesthetic characteristics of a person. Ideology, conviction, adherence to principles, intellectual and moral relaxedness and freedom, perseverance, stubbornness, the ability to stand on one's own, internal self-discipline, civil conscious discipline - all these are by all means internal conditions for the development of abilities, talent, and talent. The talent of a person is due to subjective-objective factors that either contribute to the development of talent, or restrain and inhibit the manifestation of abilities in children. The development of a child's giftedness is facilitated both by the presence of a healthy genetic basis and by conditions of a social pedagogical and psychological nature. Giftedness arises and makes its way either as a spontaneous manifestation of the peculiarly developed biological structures of the brain and organism, which require appropriate practical activity for their development, or as neuropsychic and physical neoformations that arise in the process of education and training as an organism's response to the requirements of the environment, and also specific physical, social, intellectual, artistic activities in which children are involved. In both cases, the development of a child's giftedness requires conditions that ensure the testing and application of spiritual and physical abilities. Of particular importance is the system of productive, creative activity, which creates an opportunity for experimentation, which gives the right to one's own opinion and error. It is organized in the forms of children's amateur performance, the essence of which is not limited only to spontaneity, spontaneity of children's self-manifestation and self-affirmation. Self-activity is effective when it is an organic alloy of internally conditioned drives and impulses, needs and incentives with socially meaningful activity. Its implementation by children, provided with advice from adults, a psychologically favorable environment and the necessary social and material conditions, should be independent. At the same time, any giftedness, gradually brought to the level of creative and professional activity, cannot be successfully formed in isolation from the master, outside the pedagogical leadership. Organized introduction and mastery not only does not suppress the creatively developing personality, but, on the contrary, supports in the child faith in his own strength, in the possibility of achieving success, stimulates 1 healthy self-esteem and ambition. At the same time, a child who wants to succeed in developing his talent needs to prepare himself for hard work. Life and human nature are such that success and crucifixion of ability come! only to those who are ready to overcome external and internal obstacles and difficulties. The shortage of talent is explained not by the impoverishment of human nature, but by the lack of strong natures capable of showing courage, perseverance, perseverance, tough self-discipline in self-education and self-education, in a critical rethinking of generally recognized dogmas, stereotypes, "unshakable truths", in upholding the new.
The self-formation of a gifted nature, a creatively thinking personality is also conditioned by a moral and psychological attitude that dictates to seek support for oneself not so much in other people and favorable external circumstances, but primarily in oneself, in one's inner spiritual world, filled with faith in oneself and one's vocation. Internal spiritual self-assertion is facilitated by the process of creativity itself, completely absorbing the creator, giving him the highest moral and aesthetic satisfaction and pleasure, reimbursing all the costs of a harsh attitude towards himself. As a result, a talented child becomes committed to internal spiritual values that help to withstand external adversities that lie in wait for a talented person for 3 centuries everywhere.
Along with stimulating factors, there are factors that hinder, hinder the development of giftedness in children. Among them are not only the absence of a social and material base, the field of manifestation of the diverse talented activities of children, their creativity, but also formalized, automated and mechanized learning systems. While practicing the skills of performing, imitation, reproductive activity, obedience, external discipline, achieving success in training, they in the bud suppress the human "self", spirituality, giftedness, talent that appears in the light of day in all its uniqueness as a result of the organic unity of self-organization and creative intellectual freedom ... The lack of progress and poor behavior in the lessons of gifted children is explained by the lack of organization and lack of direction in teaching and upbringing methods. It is an outward instinctive manifestation of a protest of a dying talent. Mediocrity, the child's lack of interest in himself is a natural consequence of his enrollment in the mass of “incapable”, “mediocre” “hooligans” and “fools”, in the group of socially and psychologically rejected. giftedness school talent
The development of children's giftedness is also constrained by the enslavement of a significant part of children by a spiritually poor, unspiritual mass culture that manipulates their feelings and consciousness, turning them into passive objects of aggressive influence. The lack of psychotherapeutic and psychological assistance to schoolchildren in overcoming inferiority complexes, aggressiveness, sexuality, in the development of the desire to sublimate internal energy into useful creative self-manifestation has a negative effect.
Central to the problem of giftedness is the question of its types, strength and completeness of manifestation, as well as the main criteria of talent. The types of giftedness of children are very diverse. In order to determine and identify the types of giftedness, a close combination of general developmental and special exercises is required. There are several types of intellectual giftedness. The rational-thinking type is manifested in the child's inclination to conceptually abstract, abstract thinking, to various kinds of theoretical generalizations. This ability is mainly necessary for scientists, politicians, economists, public figures - everyone whose profession requires the ability to generalize, operate with symbols, make informed, balanced choices in a variety of scientific, economic, political situations and make responsible decisions. The abstract rational way of mastering the real world is opposed by the figurative and artistic thinking type. Its distinctive feature is thinking in images, the ability to operate with figurative-visual, figurative-auditory representations, to create in the imagination new figurative generalizations, constructions, models, combinations of elements of sound, visual and verbal material. Imaginative thinking is widely used in artistic and creative, design, engineering professions, it allows you to effectively choose the best options for new technical, technological and artistic and industrial solutions, to create original works of art. There is also a mixed, rational-figurative type of giftedness, which allows a scientist to use imagination in scientific discoveries and create works of art, and an artist, writer, composer - to express himself vividly as thinkers: philosophers, historians, politicians, scientists, religious figures. Giftedness is also manifested in the increased emotional sensitivity of one person to the biofield of another. On this basis, the psychic ability of individual individuals to actively influence the physical and spiritual-psychological states of people develops. Such giftedness is extremely important for a doctor, especially a psychotherapist, actor, director, public figure who works with the masses.
There are various types of giftedness in physical organization, often combined with certain types of intellectual giftedness. Among them there are such types as motor-physical, neuro-plastic, intellectual-physical. Physical giftedness is important for every person, but it is absolutely necessary for the performance of workers, peasants, space, military professions, as well as for dancers, actors, athletes and athletes.
The giftedness of various directions and types as a qualitative new formation in a person is manifested as a result of various combinations of all essential forces. Its development in a child is facilitated by information about the age-related manifestations of talent, the degree, strength and form of its expression. The orientation of some of the child's abilities can be clearly manifested already at an early, preschool age. Giftedness in the motor-physical sphere, giving the body a special plasticity, opening up the prospect of ballet and sports, is subject to development, as soon as the initial stage of the formation of the body is completed. An early manifestation of talent is found in the field of theoretical, intellectual and artistic creativity. The inclusion in the active activity of the corresponding essential forces of preschoolers (hearing, sight, touch, mental processes, the nervous system, breathing) is a decisive condition for their acquisition of special skills, success in achieving mastery in the future.
At the same time, many children may not have a bright manifestation of abilities at an early age. Their hobbies are changeable and unstable, they achieve average success both in school and in freely chosen occupations. However, this does not mean that such children are generally mediocre. Some of them have not yet found themselves in everyday everyday affairs, have not found themselves in a situation that is most favorable for the manifestation of their individual abilities. The process of maturation of the essential forces of others is somewhat slowed down, requires significant time expenditures and greater efficiency in the chosen direction of activity. In later age periods, these guys, who look average, experience a violent manifestation of a hitherto hidden, internally formed endowment, a kind of fusion of essential forces, finally acquiring a sphere of manifestation. A spontaneous explosion of abilities can direct the interests and activities of the child in the most unexpected direction: in invention, artistic or scientific creativity, in the field of organizing social human activity. Finally, a child's giftedness may not be revealed for a very long time, or remain undisclosed at all. Most often, this depends on the fact that the student does not find himself in the environment, does not encounter activities that would awaken the dormant creative forces in him, set them in motion and form a talented person. A teenager living in a village, in the outback, who is fond of technology, does not have the opportunity to master more advanced machines than a tractor or car. And a schoolboy in a city who has a love for animals, is interested in environmental problems, is limited to communication only with pets, fish in an aquarium, birds in a cage. It is obvious that the decisive condition for the manifestation of the mass giftedness of children is the sprat of universal secondary education and the variety of opportunities for practical creative activity. The law of random spontaneous manifestation of various human abilities is confirmed the more often, the wider and more diverse are the possibilities of practical application by children of their creative essential forces. At the same time, in this case, the element of chance in the child's becoming a capable person is reduced.
Observations of capable children show that there is no rigid and unequivocal positive relationship between their giftedness and academic success. Moreover, as everyday practice convinces, high success in all general education subjects is shown, as a rule, by students of secondary, not clearly defined abilities. The need for an equally equivalent exertion of mental strength for the successful mastering of all educational subjects, the dispersal of spiritual and physical forces muffles, restrains, exsanguinates, slows down the process of the development of talent in any one direction. That is why, including schoolchildren in the process of mastering various general education sciences, crafts, types of labor activity, it is not necessary to demand from them an equalizing distribution of forces and equal success in all disciplines. With that, there is a direct and rigid relationship between a definite talent and children's activity, the manifestation of purposeful interest, enthusiasm, and industriousness.
Internal psychological and physiological criteria of giftedness are characterized by the development, originality of the course and manifestation of all mental and neurophysiological processes. Depth, clarity, originality of theoretical or figurative thinking, freedom of speech expression; richness of creative imagination, strength and efficiency of logical, visual, auditory, emotional, sensory-motor memory; speed of reaction, flexibility of the nervous and physical organization of the body; intellectual emancipation, the ability to question and criticize established ideas, stereotypes, dogmas. All these features of the psyche are clearly revealed in children in the process of everyday educational and extracurricular activities, in conditions of freedom of creative self-manifestation, a necessary and sufficient material base.
As an external psychological criterion for the emerging abilities and creative potential of the child's personality, the internal material-spiritual pulsating force of the individual can be taken, which spontaneously manifests itself as interest, curiosity, enthusiasm, desire, persistent desire, spiritual-organic need for creativity "in one or another type of activity. Such a free attraction, a spontaneous manifestation of a complex of abilities can appear outside the bounds of organized educational or even club work.A gifted child, passive at school, finds shelter in his home workshop, laboratory, is engaged in invention, sawing, drawing, needlework, embroidery.
Moral and aesthetic measures of giftedness are expressed in the emerging character traits, personal qualities, spiritual aspirations and ideals. Teens, young men and women with advanced abilities, as a rule, know what they want and who they are supposed to become. They are characterized by dedication to the chosen cause, perseverance, perseverance and will in achieving the goal. They sacrifice small pleasures to a sense of duty and responsibility, show faith in the success of the business, endurance and discipline. They are able to endure inconvenience, oppression and even suffering for the sake of their passion, ready to fight, to defend their temper to be creative. Talented children are proud, direct, ambitious, honest, value giftedness in other people, devoid of envy, mean intentions and feelings, consider it beneath their dignity to take part in intrigues. They are endowed with an aesthetic vision of the world, perceive the beauty of a person about his work, bright and original creative self-expression.
The activity-practical criteria of giftedness are specifically expressed in the results of children's creativity. The higher the quality of the work, the product, the more mature the abilities are, the more obvious is the talent of the child. This is the originality of the composition, the consistency of solving problems, the depth of understanding the problems, the practical significance of technical creativity, the aesthetics of amateur performances, the quality of the material products of labor, the clarity of organizational activity, a high level of achievements in sports, skill in the visual or performing arts.
The focus, strength and depth of a child's giftedness are measured most accurately and clearly in the case of a comprehensive application of all criteria and a simultaneous assessment of all indicators. The highest level of giftedness is recorded when the ability to create, revealing itself in a specific activity, is accompanied by enthusiasm, a strong will in striving for a goal, organically combined with simple norms of human beauty and morality in behavior, is characterized by success and high quality of labor results. The manifestation of a capable child of lack of will, laziness, lack of aesthetic sense is a vivid evidence of a drowsy state, insufficient maturity and giftedness. Only an educator is able to help such a student to pull himself together, to develop qualities and character traits in himself, without which no natural talent can be realized and take place. The upbringing of giftedness in children is at the same time the upbringing of their integral personality.
The criteria for children's giftedness are effectively used only in conditions resolved on the general problems of organizing pedagogical work but the development of the creative abilities of schoolchildren. The creative work of children is pedagogically effective when it is expedient from the point of view of its usefulness! values, social significance. The direct goal of creativity, which can inspire and stimulate the active activity of a child, is self-affirmation through the creation of material and spiritual values. An indirect, actually pedagogical goal is to develop children's essential forces in the process of useful useful activities: intellect, vision, hearing, feelings, hands, fingers, nervous system, skills and abilities, the ability to acquire and use knowledge. These goals are achieved when creative methods are widely used in the organization of children's life and work. Among them - games using children's improvisation, invention; own tasks and practical exercises; business letters, diaries, essays, poems, stories, songs, reviews, critical articles; analysis of contemporary social and political events, historical facts, works of art and scientific data; participation in performances; activity in creative, economic, industrial, organizational activities, in research work. It is also important to encourage independence in children's creativity: to defend their position, an original vision of the world, an extraordinary author's project, at first glance, an absurd approach to the problem, the manifestation of independent thought, selfless devotion. It is also necessary to maintain an atmosphere of honest, open criticism in the children's creative team, combined with goodwill and mutual assistance.
Children's talents are discovered and revealed in an environment where creativity permeates the entire life of schoolchildren. In the organization of life, education and training of students, the flow of their creative activity should gradually increase and conquer more and more living space and time. Elements of creativity should be present in the study of any subject, in almost every lesson. Let it be for a short time, but all students find themselves in a situation of the need to show independence, their non-standard thinking. At the next stage of creative development, each student gets the opportunity to choose a subject of interest and realizes its creative development. Individualization becomes a serious help to the development of creative abilities - the choice for each student of the optimal forms and means of teaching. The greatest opportunities for creative improvement of all schoolchildren are provided by the broadest sphere of extracurricular, extracurricular work, participation in various public organizations and informal associations, including at the place of residence. These are research technical centers and centers of aesthetic education, houses and palaces of pioneers and schoolchildren, societies for the conservation of nature and book lovers, friends of animals, the study and preservation of national culture, groups of support for social, cultural, sports public initiatives. General educational and differentiated educational activities, the system of out-of-school state and public institutions make it possible to involve literally all schoolchildren in the process of self-development of abilities and talents.
The realization of the idea of universal development of children's creativity and giftedness does not remove the problem of early, special, well-grounded education and training of individual young talents. This is caused, conditioned and justified by the manifestation of interests, inclinations, as well as natural mental, psychophysiological and physical data in some very young children, requiring early specialization and inclusion in specific activities for their development. A number of professions in the field of science, language, art require specific training and development of the psyche, thinking, acquisition of skills and abilities even in preschool age. The emergence and growth of schools for especially gifted people is also due to the acute need of society for personnel of especially complex, delicate, scarce professions. In response to it, physical and mathematical, ballet, linguistic, visual arts, arts and crafts, music, physical culture and sports, acting, and now pedagogical special classes and schools appear and develop.
Thus, the problem of children's giftedness is recognized in theory and implemented in practice at the same time as the need for the universal development of the creative abilities of all children, the creation of a talented "human community that ensures material well-being, wealth and diversity of people's communication, and at the same time the requirement for the implementation of specific education and training. especially gifted children in unique areas of human creativity.
1.2 Giftedat primary school age
Younger school age - the period of absorption, accumulation of knowledge, the period of assimilation par excellence. The successful fulfillment of this important vital function is favored by the characteristic abilities of children of this age, trusting submission to authority, increased sensitivity, impressionability, and a naive playful attitude towards much of what they encounter. In younger schoolchildren, each of the noted abilities acts mainly as its positive side, and this is the unique originality of this age.
Some of the characteristics of younger schoolchildren in subsequent years come to naught, others in many respects change their meaning. At the same time, one should take into account the different degree of severity in individual children of a particular age line.
But there is no doubt that the features of the essential affect the cognitive abilities of children.
It is extremely difficult to assess the real significance of the signs of abilities manifested in childhood, and even more so to foresee their further development. It is often found that vivid manifestations of the abilities of the child's psyche. However, early signs of ability cannot leave parents and teachers indifferent - after all, they can indicate the prerequisites for genuine talent.
To better understand such children, you must first of all know and take into account the age characteristics of the child's psyche. A rapid rise in mental strength as they grow older can be observed in all children. Childhood is a time of development, unique in its possibilities. With age, there is not only an increase in opportunities, but also a limitation, or even a loss of some valuable features of the child's psyche.
An age-related phenomenon - the originality of the course of development affects the rise of intelligence, acts as a factor of giftedness. Only in a fraction of children who are ahead of their age will such an obsession with mental activities become a stable feature. For other such children - all other things being equal, the relentless need to exert mental effort will decrease in the future - this will affect developing abilities. These differences in the subsequent course of development can be considered as confirmation that the vivid manifestations of children's giftedness largely depend precisely on age-related, at a certain time, transient features that arise to some extent.
In the issue of the perception of gifted children, a great responsibility lies with specialists: kindergarten educators, teachers, child psychologists. They should promptly prompt parenting.
But a child with an early flowering of intelligence meets difficulties, misunderstanding not only at home, in the family circle, but also at school, where everyone is taught the same way, and learning often begins with something that he is no longer interested in.
It is the children, the most inquisitive, who often become bored in the classroom after the very first lessons.
Most teachers simply have no time to deal with gifted children, since the trouble with our schools is that even the best teacher, when dealing with an entire class, is deprived of the opportunity to focus on those who are ahead.
A child with an early mental flowering often has difficulties in relationships with peers.
A lot of additional experiences fall on the lot of such a child, if for some reason he is not given physical education, work classes.
For "geeks" previously, special permission from the public education authorities was required. Now, according to the new regulation on general education secondary schools, the right to take externally administered examinations for any class and for the school as a whole has been officially introduced.
But this does not remove the difficulties in the development of gifted children. After all, this creates new difficulties.
Some abilities manifest early, while others take time, but there is no need to rush to declare a child un gifted if he does not manifest himself as a young talent. This means only one thing: the “buds” of his abilities have not yet opened.
How to recognize talent.
If your child is gifted and different from everyone else as a “white crow”, to nurture his talent, you need to know about most of the characteristics of the “non-standard child” and understand his problems.
How parents should behave with a gifted child.
· Understand the child and realize his originality.
· Do not ignore all the uniqueness of his data.
· Do not admire him beyond measure.
· Do not turn the child's whole life into "racing" to satisfy their parental ambitions.
· Create conditions to “reward” talent.
· Do not project your own hobbies and interests onto the gifted child.
· Don't cultivate the need to succeed. Do not force him to do you pleasure all the time, using his originality.
· Do not force you to get carried away with what you love and do not overload it.
· Create an atmosphere of creativity for the child and not extinguish the interest that has arisen.
· Teach patience and reward for all efforts.
· Tactfully, delicately help him
· Learn to lose and not perceive any failure as a tragedy.
· Try in every way to reduce the vulnerability of the baby.
· Teach the child to be as less vulnerable as possible.
· Is calm about the emotional changes of the baby.
· Learn to master emotions.
· Try to help get rid of the feeling of dissatisfaction in oneself, a little down-to-earth with the ideal that he imitates.
Do everything that depends on you, so that he does not underestimate his self-esteem and at the same time, so that he does not flaunt his talent.
· Do not elevate him above the rest of the children in the family.
· Build relationships with peers. Learn to be friendly in a team.
· Consider his individuality.
· Encourage him all the time.
· Do not clip the child's wings, but go with him on the "flight".
· Monitor the level of motor development and help to master various physical skills.
· Be able to create a friendly atmosphere in relation to him, attracting not only relatives, but also the child's educators.
If the child is definitely talented. But in what area can the test - a questionnaire developed by scientists - psychologists, specialties in the field of child psychology A. de Hoan and G. Kaph, assess the correctness of the assumption about the innate abilities of a child ..
1.3 Features of the development of giftedSTI in primary school age
The evolution of giftedness depends on the level of development and formation of the personality. Scientists associate the fact of loss of bright abilities by the time of growing up, known in psychology, with the peculiarities of personal development. It is important not to miss the moment when the pedagogical influences on the individual will be most favorable. Many authors emphasize that for the formation of a gifted and talented person, an approving attitude towards her on the part of society is necessary.
At each stage of ontogenetic development, a person acquires a number of personal qualities and properties, which in the future are the foundation for the emergence of new personality formations. Younger school age plays a special role in personal development. The beginning of systematic learning determines a series of changes in the development of the individual. These changes are largely due to the fact that educational activities are becoming the leading activity for children. With admission to school for a younger student, the importance of the adults around him increases. The child trusts his elders, this faith is essentially unlimited. The teacher is often the central figure for the student. The teacher, as a bearer of knowledge, certain norms and rules, in the eyes of the child is an idol, a kind of "cult" "person. At first, the teacher is extremely authoritative for younger students. They unconditionally obey him and imitate in many ways (copying is manifested in attempts to be like a beloved teacher outwardly, in borrowing certain manners, etc.). Children at this age are very sensitive to the assessments of adults. Self-assessment is often a reflection of what adults think about the child.
Children of primary school age begin to more consciously control their actions and behavior. A ramified system of activity motives arises. The child consciously formulates for himself the goal of any activity, motivating him at the same time. Children can deliberately, purposefully manage their behavior, guided by not only momentary desires, but also intentions, long-term perspective. In connection with the inclusion of a child in active social relations, due to the fact that he becomes a subject of activity, the formation of a motive for achieving success occurs. At primary school age, children begin to clearly understand their capabilities and abilities. Often, the developed abilities of a child are found in educational activity, and are associated with the development of the cognitive sphere (attention, memory, thinking, imagination). In this regard, it seems important to make the fullest possible use of the emerging motive for achieving success, since this further leads to the development of various abilities of the individual.
Schooling makes a fundamental difference in a child's life. The formation of verbal and logical thinking, the assimilation of theoretical knowledge lead to the emergence of an internal plan of action, reflection. The child self is changing.
By the end of primary school age, the authority of adults is gradually being lost. Peers and a social group begin to play a great role in the life of children. Skills of communication with peers are actively formed and developed, strong friendships are established.
Younger school age is the age of positive change. The degree and depth of personal transformations at a given age stage determines how difficult or easy a student will overcome the difficulties of adolescence.
Adolescence is a special period in the development of personality. This period is characterized by abruptly passing qualitative changes. Age-related transformation often occurs in spurts, unevenly. Some adolescents develop faster, others lag behind their peers. Individual development can also be uneven: intellectual formation is ahead of personal development and vice versa.
The teenager begins to "distance" "from adults. At the same time, he expects adults to understand their aspirations and desires, support, and trust. It is important for a teenager that his elders recognize his equality with them. In the opposite case, conflict situations arise.
For adolescents, communication with peers becomes the leading activity. Wanting to take a worthy place in a peer group, the teenager becomes more conformable to the actions and values of the group members.
Adolescence is a time of transition to a qualitatively new level of self-awareness and self-concept. The teenager is actively looking for himself, comparing himself with adults and peers. He begins to understand his own value, uniqueness and originality. There is a change in the formation of self-esteem: from a focus on assessments of adults, a teenager moves to his own criteria for assessing his actions, behavior, personality as a whole. Psychologists believe that it is in adolescence that a substitute formation of self-awareness and self-concept occurs.
The age from 12 to 14 years in Russian psychology is considered by many scientists to be a critical period of development. L.I.Bozhovich connects the emergence of this crisis with the fact that the rapid pace of physical and mental development creates the preconditions for the formation of such needs that cannot be satisfied in conditions of insufficient social maturity of schoolchildren of this age (3, p. 105). L.I. Bozovic believes that the crisis of adolescence is associated with the emergence of a new level of self-awareness during this period, a characteristic feature of which is the emergence of the adolescent's ability and need to know himself as a person who possesses it, in contrast to all other people, inherent qualities.
DI. Feldstein characterizes adolescence as the age of increased activity, initiative, desire for knowledge, danger, risk. In adolescents, a volitional sphere of personality develops. But often showing volitional efforts in one activity, the student becomes weak-willed in another. Teenagers are very impulsive, quick-tempered, easily excitable, they are prone to mood swings and emotional outbursts.
Ambiguous, unstable ideas of the adolescent about himself and those around him lead to character accentuations.
Puberty has a significant impact on the formation of a teenager's personality. Going through puberty is often very painful. Adolescents are extremely critical of their own appearance; experiences are associated with lack of development or with its rapid pace. Dysmorphobia often occurs at this age.
The changes that have taken place in Russia in recent decades have led to the transformation of the personality traits of adolescents. There is a sharp decline in spiritual needs. Among adolescents, the manifestation of such qualities as cynicism, selfishness, cruelty, and aggressiveness has increased. Children feel rejected when adults are increasingly concerned only with material well-being, without creating normal conditions for the development of a growing psyche. From here come the difficult personal experiences of adolescents: increased anxiety, fears, feelings of inferiority and loneliness. Academician D.I. Feldstein argues that "" these new negative acquisitions, leading to a deformation of the motivational-need-sphere of the individual, are of particular concern today, since here we are faced with such a character of conflict between generations, in which lies the danger of a kind of destruction of the entire system of inheritance of cultural and historical experience "" (11, p. 191).
The psychological development of a teenager is uneven, various tendencies are revealed in it, the desire of adolescents for self-affirmation, self-determination and self-realization is manifested. Awareness of their place in the system of social relations creates the prerequisites for the implementation of their abilities in the future.
Psychologists who study gifted and talented children note that gifted people often stand out from the rest. Their dissimilarity is explained not only by the brightness and uniqueness of talent, originality and originality of thinking. Many scientists are unanimous in their opinion: a gifted child often grows up faster, his personality is formed earlier, and he differs among his peers due to the presence of certain personal qualities and properties.
The role of personality in the formation and development of giftedness is great. It is emphasized that giftedness involves the whole personality of a person, including the motivational sphere, interests, volitional manifestations, feelings, creativity (J. Galacher, P. Klein, N.S. Leites, A.M. Matyushkin, V.E. Chudnovsky, V. S. Yurkevich).
The psychology of giftedness recognizes the fact that gifted children and adolescents have characteristics of personal development. Psychologists pay attention to the fact that the formation of the personality of a gifted child has certain age tendencies, it is often ambiguous and painful.
A. Tannenbaum, who proposed a "psychosocial" "model of giftedness, took into account both external and internal factors of the personality in its construction. The scientist notes that it is difficult to determine which personality traits determine human talents. There are reliable facts that the highest level of abilities is associated with a strong desire for self-realization.
Gifted children need to have a positive self-image. In this case, it is important to adequately assess the abilities: neither diminishing nor ignoring them, or, on the contrary, not overly focusing on them. This state of affairs can lead to violations of personal formation, the emotional sphere of children suffers. The child needs to feel and understand that he is valuable; parents and adults love him and see him as a growing personality, not just a set of certain outstanding abilities and achievements.
In some cases, children with a high level of development of abilities are faced with rejection of their society. Parents try not to notice the talent of their child, trying to avoid difficulties. Peers do not accept a student who is "too" "knowledgeable, knowledgeable in all matters. Awareness of the inconsistency with the expectations of others, the perception of oneself as a "black sheep" "leads to the fact that the child begins to hide his abilities, the features of a conformal personality appear. In this situation, one should speak not just about adaptation, about adaptation of the personality, but about the falsification of one's own "I" "(6, p. 39).
Gifted children are characterized by increased vulnerability and sensitivity. Inoffensive and neutral remarks often provoke violent emotional reactions in them. It is necessary to develop in children of this category a patient attitude towards other people's opinions, especially in those cases when one has to deal with less capable students. The emergence of conceit, selfishness, misanthropic traits kill the manifestations of talents.
Excessive persistence in achieving the goal leads to the desire to bring everything to complete perfection. Works performed at a high level of skill are assessed by the performer as unsuccessful. Inflated personal standards, dissatisfaction, assessment of one's own activity by adult standards lead to painful experiences, personal dramas.
For a child of 7-8 years old, one of the strongest motives of activity is the desire to please parents, to succeed in their eyes. It is necessary to maintain a balance in priorities so that personality development is not disturbed by the desire to look favorably in the eyes of adults. Encouragement for various attempts, and not only for success, praise for diligence leads to the fact that the child will try himself in various activities, and not strive to avoid failure.
In the event that in the process of teaching talented children their potential is not noticed and not fully used, emotional problems arise. Some children may begin to ignore training, while showing a non-conformist mood and self-confidence. The other part gradually loses interest in learning, the motivation for activity disappears, emotional distress appears, and low self-esteem is possible. According to J. Freeman, such personal qualities as motivation, self-discipline, curiosity and the desire for autonomy are key for a gifted child.
Talented children are often not recognized by adults. first of all, the progress and success of schooling are assessed. "" The complexity of the situation is aggravated by the fact that the children themselves are aware of their dissimilarity. They can blame themselves, perceiving their characteristics as an anomaly, they can begin to deliberately hide their achievements and thereby mask their abilities and move into a rather broad category of gifted, which is designated as “unattainable”.
Children with bright creative abilities display traits that cause negative emotions from others: lack of attention to conditions and authorities; greater independence in judgment; subtle sense of humor; lack of attention to order and "proper" "organization of work; bright temperament.
Two conditionally polar groups among gifted children are distinguished by V.I. Panov. The first group - children with harmonious development of cognitive, emotional, regulatory, psychomotor, personal and other aspects of mental development. The second - children, whose mental development is characterized by dyssynchrony (imbalance, disharmony) according to the level of formation of these parties. That is, a child with high intelligence may be characterized by emotional instability, instability of self-esteem, etc. To the unfavorable features, one can add sharp changes in attitude towards oneself and others, neuroticism. Children can show concern, anxiety in connection with their dissimilarity to their peers. At times, gifted schoolchildren show increased silence or, conversely, an increased need for constant expression and defense of their opinions.
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Municipal budgetary educational institution
"Secondary school with. Krasny Yar"
Organization of work with gifted children
Organization of extracurricular work with gifted children
Prepared by the teacher
primary grades
Arkhipova N.P.
December 2018
Organization of work with gifted children
Organization of extracurricular work with gifted children
Childhood time should be a time of joy
a time of peace, play, study and growth. Children's lives should become more fulfilling as their perspectives expand and they gain experience.
(Convention on the Rights of the Child).
According to the Federal State Educational Standard, an educational institution is obliged to organize extracurricular activities for students, including gifted and talented children. Extracurricular activities of gifted students in the context of the introduction of the Federal State Educational Standard acquire a new relevance, since extracurricular forms and methods of work have ample opportunities for identifying and developing the giftedness of students.
Extracurricular activities make it possible to carry out the most productive upbringing and development of gifted children in their free time from school, using extracurricular activities as a resource that allows them to achieve a new quality of education.
The requirements of the Standard for the organization of extracurricular activities of schoolchildren are as follows:
Extracurricular activities are an integral part of the educational process at school.
Extracurricular activities contribute to the full implementation of the requirements of the Federal State Educational Standard.
Extracurricular activities are included in the educational program of the school. Filling this section with specific content is within the competence of the educational institution.
The forms of organization of the educational process, the alternation of lesson and extracurricular activities in the framework of the implementation of the main educational program is determined by the educational institution.
To develop the potential of students, especially gifted children, in a general education institution, various forms of extracurricular activities can be organized. Let's take a look at some of them.
Creative workshop.
A creative workshop is a form of organizing the educational process for the development of the creative abilities of gifted children.
The creative workshop as a form of extracurricular activity is of great importance. Its main goals and objectives are to create additional opportunities for the development of young talents. Through creative workshops, educational and methodological assistance is provided to children and teachers, the horizons of students are expanded and the pedagogical skills of teachers working with gifted children are improved, conditions are created for the exchange of pedagogical experience.
A creative workshop for gifted children is a special creative environment in which every child can feel the joy of creation.
Classes for gifted children in creative workshops stimulate a burst of activity and increase interest in subjects, there is a creative understanding of the educational material, self-development of the student and the development of creativity.
According to Inna Alekseevna Mukhina's definition, “a workshop is a form of teaching children that provides conditions for each participant to ascend to new knowledge and new experience through independent or collective discovery. The basis of discovery in any field of knowledge, including self-knowledge, in the workshop is the creative activity of each participant and the awareness of the laws of this activity. "
A workshop is a technology that requires a teacher to move to a position of partnership with students; this technology is aimed at "immersing" workshop participants in the process of search, cognition and self-knowledge.
Classes in the workshops are based on the principles of cooperation, co-creation, joint search, independence, anticipatory search, employment of all students. Everyone contributes to the process of mastering new knowledge, practicing options for behavior in a situation of striving for success.
Optional activities.
In accordance with the Federal State Educational Standard, optional classes in schools are becoming the main form of differentiation of education.
Extracurricular activities are a form of organizing extracurricular activities aimed at expanding and deepening students' knowledge of academic subjects in accordance with their needs, requests, abilities and inclinations, as well as at enhancing cognitive activity.
Electives perform important functions in the development of giftedness. One of them is the subject-raising function. Gifted students in elective classes increase the level of study of individual subjects and can successfully prepare for subject Olympiads and competitions.
The second function is the motivating function. In optional classes, there is a need for search, cognition, creativity, and this forms a stable cognitive motivation for further development.
For electives aimed at deepening the knowledge of students in the disciplines of the curriculum, continuity in the goals, content and technologies of teaching is of great pedagogical importance, since it predetermines a high level of educational achievements and personal development of students.
Subject circles.
The circle is an effective form of extracurricular educational work in a specific subject. During the lessons, it is not always possible to satisfy all the needs of the students. The cognitive interests of gifted children often go beyond the curriculum and textbooks. In this case, skillfully organized circle work acquires great pedagogical significance.Subject circles serve as an effective means in solving such problems as instilling interest in the subject, expanding and deepening the knowledge gained in the lesson. Lessons in circles for gifted children of primary school age ensure the formation and improvement of practical skills and abilities in a particular academic subject, the development of students' individual inclinations to a particular branch of science.
Systematic classes of students in a subject circle contributes to an increase in the quality of their knowledge, the development of giftedness, and good breeding.The community of interests of schoolchildren in the subject circle creates favorable conditions for the establishment of closer interpersonal ties, which has a positive effect on the psyche and character of gifted children.
Intellectual marathons and games.
Intellectual marathons and games are another form of extracurricular work with gifted children, in which competitive elements are introduced into the intellectual activity of students.
Such intellectual games make it possible to diversify ordinary school life. Children are emotional and impressionable, the creation of a festive atmosphere around their usual activities, an extraordinary event remains in their memory for a long time. Competitions give students the opportunity to declare themselves, to show their abilities - memory, knowledge, ability to think logically, not to lose self-control in difficult moments - not in the usual conditions of a typical lesson, but in an atmosphere of general attention and interest.
The main function of intellectual games is the development of thinking, higher mental functions, logic, processes of analysis and synthesis, generalization and classification, comparison and opposition.
All mind games are divided into two blocks - quizzes and strategies. Quizzes are a form of intellectual game where success is achieved through the greatest number of correct answers. Quizzes are divided into test and story quizzes.
Test quizzes - here participants answer a question and receive an assessment in points. Such games can be seen on TV - "Oh, lucky!", "What, where, when?" Narrative quizzes are more interesting. In these games, imagination is turned on, elements of theatricalization are applied. Examples include television programs such as "Why Much", "Wheel of History".
Strategies are a form of intellectual play. Here, success is achieved by the correct planning by the participants of their actions. Role-playing strategy develops along the script and improvised directions.
Scientific and practical conferences .
Student conferences as an individual form of extracurricular work
is thematic in nature. In the process of preparation, students, based on a wide range of sources, prepare reports, messages, videos, a series of stands and albums on various topics. The conference, like no other form of extracurricular educational work, forms the personal aspect of the perception of knowledge, contributes to the inculcation of skills and abilities, a culture of intellectual and practical work, the ability to independently obtain and replenish knowledge, and fosters the social activity of schoolchildren.
The task of the student conference is to draw the attention of as many students as possible to the studied educational problem, topic. Therefore, the topic should be not only relevant, but also interesting, accessible to the majority of students.
Student conferences are designed to develop students' public speaking skills. This is connected not only with the intellectual, meaningful support of the report, but also with the development of students' speech, its correctness, expressiveness, brightness, naturalness, correct intonation, simplicity, scientific nature, accessibility, clarity.
Olympiads.
Olympiads are the joy of intellectual competition and an opportunity to test your knowledge of school subjects.
The most important means of developing a child's giftedness is to conduct subject Olympiads. The Olympiad develops students' interest in the subject, introduces them to non-traditional tasks and questions, awakens the desire to work with additional literature, forms the skills of independent work, and helps to unleash their creative potential.
The participation of gifted children in Olympiads helps the teacher to show the importance of the subjects studied at school, enriches the quality of education, allows planning individual work with talented students and showing parents the prospects for their child's development.
The Olympiads summarize all extracurricular activities in the subjects studied and provide an opportunity to compare the quality of preparation and development of students. It is the Olympiads that allow the student to know and express himself, give the opportunity to assert himself. Even the most insignificant achievements give rise to faith in the student's capabilities. In addition, the Olympiads contribute to the identification and development of gifted students, since some students do not stand out in the classroom: they diligently study the program material, without going beyond it. But during the Olympiad, such students often show their abilities when solving non-standard tasks.
Literature.
1. Dal V. I. Explanatory Dictionary of the Living Great Russian Language. SPb. Dynamite LLP, 1996.
2. Leites NS Age endowments of schoolchildren. M .: Publishing Center "Academy", 2000.
3. Slutskoy G.B. Gifted children. Moscow: Progress, 2001.
4. Gifted children and pedagogical conditions for their development.
5. School work with gifted children.
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