Psychological and pedagogical support for the development of gifted children in preschools in the context of the implementation of the Federal State Standards of Preschool Education. Psychological and pedagogical support for gifted children Pedagogical support for gifted children

Psychological and pedagogical

in conditions

Belgorod

2014

Department of Education of the Belgorod City Administration

MKU "Scientific and Methodological Information Center" of Belgorod

METHODOLOGICAL NEWSLETTER No. 1

Psychological and pedagogical

support for gifted children

in conditions

educational institutions

materials from the work experience of educational psychologists

educational institutions of Belgorod)

Belgorod

2014

Responsible for release:

V.V. Dubinina, Director of MKU National Medical Research Center of Belgorod

Compiled by:

Eremina I.V., senior methodologist of the MKU National Medical Research Center of Belgorod, educational psychologist of the Municipal Budgetary Educational Institution “Gymnasium No. 5”;
Uzyanova I.M., Deputy Director for HR,
Chebotareva L.V., educational psychologist at MBOU “Gymnasium No. 5”;
Novikova A.N., teacher-psychologist MBOU Secondary School No. 40;
Ivanova E.A., teacher-psychologist MBOU Secondary School No. 42;
Minakova L.A., teacher-psychologist MBOU for children of preschool and primary school age - gymnasium No. 51;
Balakina L.B., teacher-psychologist MBOU-lyceum No. 10;
Kudrikova D.N., teacher-psychologist MBOU-lyceum No. 10;
Kabakova L.Yu.,
Pertseva O.R., teacher-psychologist MAOU – Lyceum No. 38;
Kalinina E.S., teacher-psychologist MBOU Secondary School No. 45.

Reviewer: Ph.D. Korneeva S. A.

Published by decision of the Methodological Council of the MKU National Medical Research Center of the Education Department of the Belgorod Administration.

This collection presents materials from the work experience of educational psychologists in educational institutions in Belgorod in working with gifted children in educational institutions.

The presented practical materials and methodological recommendations will help education department employees and participants in the educational process working with gifted children in organizing psychological and pedagogical support for children with signs of giftedness in a preschool educational institution.

The collection is intended for teaching staff of educational institutions: educational psychologists, deputy directors for education, subject teachers, additional education teachers and heads of methodological associations.

	Introduction	4-5
Section I	Theoretical and methodological foundations for studying schoolchildren’s giftedness in modern educational conditions	6-14
1.1.	The working concept of giftedness as a methodological basis for the problem	6-7
1.2.	Definition of the concepts of giftedness and a child with signs of giftedness	8-9
1.3.	Signs and types of giftedness	10-14
Section II	Age characteristics of manifestation of giftedness	15-20
2.1.	Age periods and specificity of giftedness	15-18
2.2.	Psychological characteristics of a gifted child	19-20
Section III	Psychological and pedagogical conditions for the development of giftedness in a general education institution	21-25
3.1.	Conditions for the development of giftedness in educational institutions	21-22
3.2.	The educational environment of the educational institution as a means of developing giftedness	23
3.3.	Model of development of giftedness in schoolchildren	24-25
Section IV	Technology for identifying children with signs of giftedness	26-28
Section V	Professional and personal qualifications of teachers for working with children with signs of giftedness	29-30
Section VI	Program for psychological and pedagogical support for school-age children with signs of giftedness in educational institutions	31-61
6.1.	Organization of psychological and pedagogical support for children with signs of giftedness at school	31-34
6.2.	Psychological and pedagogical diagnostics of giftedness in schoolchildren at different age stages	35-42
6.2.1.	Diagnosis of giftedness. Brief description of diagnostic techniques	35-37
6.2.2.	Approaches to building a system for diagnosing giftedness of students in a mass secondary school	38-42
6.3.	Advisory and educational block of work with participants in the educational process	43-48
6.4.	Corrective and developmental block of work with participants in the educational process	49-53
	Psychological preparation for the Olympiads of gifted children	54-61
	Bibliography	62-63

Introduction
The study of children's giftedness as a mental phenomenon was initially updated by educational practice.

In the development of this integral personal characteristic (giftedness), education acts as one of the leading factors.

The study of the specific impact of education on the development of children's giftedness is traditionally considered as one of the most important psychological and pedagogical tasks.

Psychological and pedagogical theory and educational practice have always proclaimed the task of supporting children's giftedness, its early identification, the comprehensive development of children's talents and abilities, and have expressed a desire to solve the problems of special education for children with signs of giftedness.

Considering the dissatisfaction of educational practice with the level of psychological and pedagogical elaboration of the problems of diagnosing and developing children's giftedness, it is necessary to note some features of the modern phenomenology of this mental phenomenon, which also explains the approaches to its diagnosis, prediction and development in the educational environment.

In modern psychology, based on the word “giftedness,” two terms have been created: “children with signs of giftedness” and “children’s giftedness.”

The term “children with signs of giftedness” usually refers to a special group of children who are ahead of their peers in development.

The second term, “childhood giftedness,” indicates that each individual has a certain intellectual and creative potential.

In accordance with this understanding, in psychology, and after it in the theory of education, two global tasks arise, growing from the same root:

Development of psychological foundations and creation of a system for the development and support of gifted and talented children;

Development of psychological foundations and practical measures aimed at developing the intellectual and creative potential of each child in the field of education.

Each of these tasks requires solving four relatively independent problems:

Definition of the concept of giftedness;

Development of a model for diagnosing giftedness;

Determining the basis for constructing a forecast for the development of children with signs of giftedness;

Creation of a holistic system for the development and support of children's giftedness in the field of education.

Before deciding how to diagnose giftedness, how to correctly forecast the evolution of an individual’s intellectual and creative potential, and on what basis to build the process of its development in educational and other activities, it is necessary to define giftedness at the conceptual level.

Further, on this basis, a general scheme of psychodiagnostic work and methodological tools are developed. The results obtained at the diagnostic stage become the basis for predicting the development of an individual. Ultimately, all this serves as the basis for modeling the development process, developing theoretical foundations and educational practice.

Diagnosis separated from educational practice cannot solve the problem of predicting the development of giftedness. Episodic diagnostics do not allow us to objectively solve not only the problem of identifying the level of children's giftedness, but also the problem of predicting development. The reason for this is the autonomation of the processes of diagnosis, forecasting and development.

Psychodiagnostics should act in relation to the forecasting and development of processes as an organic part of a single process, i.e. must be woven into the fabric of the development process. In this case, the diagnosis will be much more reliable and will become the basis for more reliable forecasting, creating real opportunities for systematic adjustment of educational practice.

Section I. Theoretical and methodological foundations for studying the giftedness of schoolchildren in modern educational conditions

1.1. Working concept of giftedness as a methodological basis

In order to create a system of state support and social protection for children with signs of giftedness, as well as conditions that ensure their identification, development and social support, the Federal program “Development of Creativity and Giftedness” was developed and approved in 1996, later called “Children with signs of giftedness.” giftedness" 2007 - 10 (approved by Decree of the Government of the Russian Federation No. 172 of March 21, 2007). The program was developed by a team of scientists: teachers and psychologists under the leadership of D.B. Bogoyavlenskaya by order of the Ministry of General and Professional Education of the Russian Federation.

Certain socially significant results achieved during the implementation of the project and the obvious public interest in the problem of giftedness of the younger generation served as the basis for members of the Council on the Quality of General Education in the Russian Federation to submit for consideration by the Government of the Russian Federation a proposal to update and continue the Federal Target Program “Children with Signs of Giftedness.” » in the period 2011 – 15

Updated Federal Comprehensive Program “Children with Signs of Giftedness” for 2011–15. acts as a guarantor of the further formation in the country of a system of state support for children with signs of giftedness, the creation at all levels of an operating mechanism of social, psychological and pedagogical conditions for the development and education of children with signs of giftedness.

The working concept of giftedness is considered by us as a methodological basis for psychological and pedagogical support of gifted children and is an attempt to develop common positions of all participants in the educational process on the phenomenon of giftedness, on the problems encountered in the process of identifying, training and developing children with extraordinary abilities.

The working concept of giftedness also represents a unified theoretical basis for studying the phenomenon of giftedness (definitions of giftedness, classification of its types, ways of identification, etc.).

The state system of work with gifted children includes several levels. The basis of this system is kindergarten and school. At the kindergarten level, it is necessary to have the skills to recognize the giftedness of one’s students and create optimal conditions for them in terms of development, study and relationships with peers.

The goal of the Federal program “Children with signs of giftedness” is to create conditions for the identification, support and development of children with signs of giftedness in the Russian Federation. This program is aimed at developing in children three main blocks of the structure of giftedness: cognitive activity, mental abilities, and children's activities.

Creating conditions that ensure the identification and development of children with signs of giftedness and the realization of their potential is one of the priority social tasks.

World practice of working with gifted children shows that in the absence of valid methods for identifying giftedness, this work can lead to negative consequences. At the same time, the choice of psychodiagnostic procedures and methods of working with children is determined by the initial concept of giftedness.

In this regard, serious educational work is required among teaching staff to form in them scientifically adequate and modern ideas about the nature, methods of identifying and ways to develop giftedness.

The complexity of solving these problems is determined by the presence of a wide range of sometimes contradictory approaches to this problem, which are difficult for practitioners and parents to understand. The “Working Concept of Giftedness” is a generalization of the current state of knowledge in the field of giftedness psychology.

1.2. Definition of the concepts of “giftedness” and “gifted and child”

Giftedness - this is a systemic quality of the psyche that develops throughout life, which determines the possibility of a person achieving higher (unusual, extraordinary) results in one or more types of activity compared to other people,

A child with signs of giftedness - This is a child who stands out for his bright, obvious, sometimes outstanding achievements (or has internal prerequisites for such achievements) in one or another type of activity.

Today, most psychologists recognize that the level, qualitative uniqueness and nature of the development of giftedness are always the result of a complex interaction of heredity (natural inclinations) and the social environment, mediated by the child’s activities (play, study, work). In this case, the child’s own activity, as well as the psychological mechanisms of personal self-development that underlie the formation and implementation of individual talent, are of particular importance.

Childhood - the period of formation of abilities and personality. This is a time of deep integrative processes in the child’s psyche against the background of its differentiation. The level and breadth of integration determine the characteristics of the formation and maturity of the phenomenon itself - giftedness. The progression of this process, its delay or regression determine the dynamics of the development of giftedness.

Giftedness today considered:

1) as a psychophysical property of personality , determined by the indicators of the functioning of individual structures of the central nervous system (E.A. Golubeva, A.N. Lebedev, V.D. Nebylitsyn, V.M. Rusalov, B.M. Teplov, etc.).

2) as a psychogenetic quality , which ensures the influence of the genetic properties of the organism on abilities, as well as the interaction of genetic and environmental ones (A. Basho, S. Bert, F. Galton, M. S. Egorova, B. F. Lomov, T. M. Maryutina, G. Newman, K. Pearson, R. Plomin, I.V. Ravich-Scherbo, V.M. Rusalov, C. Spearman, etc.). Giftedness in this case is considered in line with the natural scientific approach regarding the biological maturation and mental development of the individual.

3) as a high level of development of intelligence or mental abilities , which are quantitatively measured using intelligence tests (G. Eysenck, R. Amthauer, A. Binet, D. Wexler, J. Guilford, R. Cattell, R. Meili, J. Raven, T. Simon, L. Theremin, W. Stern and others).

In the process of studying giftedness, attempts are made to assess the qualitative and quantitative indicators of a person’s giftedness, which led to the development of testological methods aimed at:

Identification of the main features of a gifted personality that determine its development (G. Eysenck, R. Cattell, etc.)

Determination of the structure of intelligence and general abilities (R. Amthauer, D. Wexler, J. Guilford, J. Raven, T. Simon, A. Enstey, etc.)

Identification of creative potential, creativity and motivation, which ensure the achievement of high results (A. Mednik, E. Torrens, etc.)

Definition of special abilities (J. Flanagan et al.);

4) as a set of thinking and cognitive functions (E. de Bono, L.F. Burlachuk, L.S. Vygotsky, P.Ya. Galperin, O.M. Dyachenko, Z.I. Kalmykova, A. Osborne, Ya.A. Ponomarev, T.A. Ratanova, O.K. Tikhomirov, N.I. Chuprikova, D.B. Elkonin, etc.).

Within this approach, we identify two main directions in understanding giftedness:

- as a set of general or special abilities (A.V. Brushlinsky, K.M. Gurevich, V.N. Druzhinin, A.G. Kovalev, V.A. Krutetsky, V.N. Myasishchev, K.K. Platonov, S.L. Rubinshtein, Ch E. Spearman, E. L. Thorndike, B. M. Teplov, L. Thurstone, V. D. Shadrikov, etc.).

- as a high level of creativity (creativity) , expressed in high human research activity (D.B. Bogoyavlenskaya, J. Getzels, P. Jackson, A.M. Matyushkin, A. Osborne, K. Taylor, P. Torrence, N.B. Shumakova, V.S. Yurkevich , E.L. Yakovleva, etc.).

5) as a result of the interaction of cognitive giftedness (intellectual, creative, social, musical, etc.), non-cognitive personality traits (motivation, interests, self-concept, emotional status) and social (family and school climate, critical life events) environment(A.G. Asmolov, F. Monks, V.I. Panov, A.N. Perret-Clermont, C. Perlet, A. Tannebaum, K.A. Heller, etc.).

6) as a set of mental abilities and personal characteristics , considered in the context of the age-related approach (G.S. Abramova, G. Craig, I.Yu. Kulagina, N.S. Leites, V.S. Mukhina, L.F. Obukhova, E.O. Smirnova, I.V. Shapovalenko, etc. .).

N.S. Leites introduces the concept "age endowment" meaning by this the age-related prerequisites for giftedness that appear during maturation, and their presence at one or another age stage does not mean the preservation of this level and the originality of its capabilities in more mature years.

Age approach provides a real basis for practical work with children who show signs of increased abilities, and allows us to more adequately relate to the predictive capabilities of diagnostic measurements.
1.3. Signs and types of giftedness. Classification of giftedness

Signs of giftedness - these are those features of a gifted child that are manifested in his real activities and can be assessed at the level of observing the nature of his actions.

Signs of obvious (manifested) giftedness are recorded in its definition and are associated with a high level of performance. At the same time, a child’s giftedness should be judged in the unity of the categories “I want” and “I can.” Therefore, signs of giftedness cover two aspects of a gifted child’s behavior: instrumental ( characterizes the ways of its activities) and motivational ( characterizes the child’s attitude to activity).

The instrumental aspect of a gifted child’s behavior can be characterized by the following features:

1. Availability of specific activity strategies. The methods of activity of a gifted child ensure its special, qualitatively unique productivity. At the same time, three main levels of activity success are distinguished, each of which is associated with its own specific strategy for its implementation:

rapid mastery of activities and high success in its implementation;
use and invention of new ways of activity in search of a solution in a given situation;
putting forward new goals for activity through deeper mastery of the subject, leading to a new vision of the situation and explaining the emergence of, at first glance, unexpected ideas and solutions.

The behavior of a gifted child is characterized mainly by this level of success: innovation as going beyond the requirements of the activity being performed.

2. Formation of a qualitatively unique individual style of activity, expressed in the tendency to “do everything your own way” and associated with the self-sufficient system of self-regulation inherent in a gifted child. Individualization of methods of activity is expressed in the elements of the uniqueness of its product.

3. Highly structured knowledge, the ability to see the subject being studied in the system, condensation of methods of action in the relevant subject area, which is manifested in the ability of a gifted child, on the one hand, to almost instantly grasp the most significant detail (fact) among many other objective information (impressions, images, concepts, etc.) and, on the other hand, to move surprisingly easily from a single detail ( fact) to its generalization and the expanded context of its interpretation. In other words, the uniqueness of a gifted child’s methods of activity is manifested in his ability to see the simple in the complex, and the complex in the simple.

4. A special type of learning disability . It can manifest itself both in high speed and ease of learning, and in a slow pace of learning, but with a subsequent sharp change in the structure of knowledge, ideas and skills.

The motivational aspect of a gifted child’s behavior can be characterized by the following features:

1. Increased, selective sensitivity to certain aspects of objective reality (signs, sounds, colors, technical devices, plants, etc.) or to certain forms of one’s own activity(physical, cognitive, artistic-expressive, etc.), accompanied, as a rule, by the experience of a feeling of pleasure.

2. A pronounced interest in certain activities or areas of activity, extremely high passion for any subject, immersion in one thing or another. The presence of such an intense inclination to a certain type of activity results in amazing perseverance and hard work.

3. Increased cognitive need, which manifests itself in insatiable curiosity, as well as a willingness, on its own initiative, to go beyond the initial requirements of the activity.

4. Preference for paradoxical, contradictory and uncertain information, rejection of standard, typical tasks and ready-made answers.

5. Highly critical of the results of one’s own work, tendency to set extremely difficult goals, striving for perfection.

The psychological characteristics of children demonstrating giftedness can only be considered as signs that accompany giftedness, but do not necessarily give rise to it. It should be emphasized that the behavior of a gifted child does not necessarily have to simultaneously correspond to all of the above characteristics. Behavioral signs of giftedness are variable and often contradictory in their manifestations, since they are highly dependent on the social context. Nevertheless, even the presence of one of these signs should attract the attention of a specialist and motivate him to conduct a thorough and time-consuming analysis of each specific individual case.

Types of giftedness

The differentiation of types of giftedness is determined by the criterion that forms the basis of the classification. Giftedness can be divided into both qualitative and quantitative aspects.

Analysis of the qualitative characteristics of giftedness involves the identification of various qualitatively unique types of giftedness in connection with the specifics of a person’s mental capabilities and the peculiarities of their manifestation in certain types of activity.

Analysis of the quantitative characteristics of giftedness allows us to describe the degree of expression of a person’s mental capabilities.

The systematization of types of giftedness is determined by the criterion that forms the basis of the classification. Among the criteria for identifying types of giftedness are the following:

1) type of activity and the spheres of the psyche that support it

2) degree of formation

3) form of manifestations

4) breadth of manifestations in various types of activities

5) features of age development

These criteria and the corresponding types of giftedness are presented in the table.

Criteria	Types of giftedness
By type of activity and supporting it spheres of the psyche(intellectual, emotional, motivational-volitional spheres)	- In practice (giftedness in crafts, sports and organizational). -In theoretical activities (intellectual talent of various types depending on the subject content of the activity). - In artistic and aesthetic activities (choreographic, literary and poetic, visual and musical). - In communicative activities (leadership talent, characterized by the ability to understand other people, build constructive relationships with them, and lead). - In spiritual and value activities (giftedness, which manifests itself in the creation of new spiritual values and serving people).
Degree of development of giftedness	- Current talent (psychological characteristics of a child with such existing indicators of mental development that are manifested in a higher level of performance in a specific subject area compared to age and social norms). - Potential giftedness (psychological characteristics of a child who has only certain mental capabilities (potential) for high achievements in a particular type of activity, but cannot realize their capabilities at a given time due to their functional insufficiency). Potential giftedness requires high predictiveness of the diagnostic methods used and manifests itself under favorable conditions.
Forms of manifestation	- Clearly gifted (reveals itself in the child’s activities quite clearly and clearly, including under unfavorable conditions; the child’s achievements are obvious). - Hidden talent (appears in a disguised form). The reasons for a child’s hidden giftedness lie in the mistakes made by adults during his upbringing and development, in the peculiarities of his interaction with people around him, in the specifics of the cultural environment (mastering norms of behavior). Identifying children with this type of giftedness is a long process using a set of methods for analyzing the child’s behavior, including him in various types of real activities, organizing his communication with gifted adults, and enriching his individual living environment.
Wide range of manifestations in various forms activities	- General (mental) talent (manifests itself in relation to various types of activities and acts as the basis of their productivity). Mental activity and self-regulation are its fundamental prerequisites. General talent determines the level of understanding of what is happening, the depth of motivational and emotional involvement in the activity, and the degree of its purposefulness. - Special talent (manifests itself in specific types of activities and is determined in relation to certain areas (poetry, music, painting, mathematics, sports, talent in the field of leadership and social interaction - social giftedness, etc.)).
Features of age development	- Early giftedness . An example of early giftedness is “child prodigies” (wonderful children) - these are children, usually of preschool or primary school age, with extraordinary success in any particular type of activity - music, drawing, mathematics, poetry, dancing, singing, etc. Intellectual prodigies occupy a special place among such children. They are characterized by early (from 2-3 years of age) development of reading, writing and counting; high development of cognitive abilities (brilliant memory, high level of abstract thinking, etc.); mastering a three-year training program by the end of the first grade; choosing a complex activity of one's own free will (for example: a five-year-old boy compiles his own encyclopedia on history, etc.). - Late talent . Manifestation of talent in a certain type of activity at later age stages. There is a connection between age, manifestations of giftedness and area of activity. Talent manifests itself most early in the field of art, especially in music, somewhat later - in the field of fine arts, and later - in science (in the form of outstanding discoveries, the creation of new fields and research methods), which is associated with the need to acquire knowledge, without which scientific discoveries are impossible . Mathematical talent manifests itself earlier than others.

In the proposed classification of types of giftedness, creative giftedness, which occupies a central place in widespread theoretical approaches, is not distinguished as a separate type of giftedness.

In the context of the proposed concept, a different approach to its understanding is outlined. Creativity is defined as the development of activity on the initiative of the child himself, as “going beyond given requirements,” which ensures the creation of a truly creative product.

Thus, “creative talent” is not considered as a special, independent type of giftedness. At the same time, it is emphasized that it is typical for any type of activity.

Signs of childhood giftedness are:

high level of development of abilities;
high degree of learning ability;
creative manifestations (creativity); motivation.

The development of our society and its entry into the information technology space of the 21st century has formulated a new field of educational activity in Russia. The improvement of the educational system in our country is influenced by the social order of society for a creative, active person who is able to express himself in non-standard conditions, flexibly and independently use acquired knowledge in a variety of life situations.

Download:

Preview:

“Psychological and pedagogical support for a gifted child.”

English teacher Lopatina S.N.

MAOU secondary school No. 36

This is reflected in the emergence of a new type of educational institutions, focused on the training and education of capable and gifted children. The term “giftedness” causes a lot of controversy. They say that this is genetically determined exclusivity. And this judgment is acceptable. But there is another opinion that highlights another aspect of the problem of giftedness. The human brain with its ability to create can be considered as the greatest gift of nature, and in this sense, “giftedness” is no longer represented as exclusivity, but as a “potential”, a “gift” that everyone has. Understanding this is important not only for identifying the didactic aspects of the problem of teaching and pedagogical support for gifted and capable children, but also for building a didactic system focused on the development of human potential as a whole.

Among modern concepts of giftedness, the most popular is the concept developed by one of the famous experts in the field of education of gifted children, J. Renzulli. According to his theory, giftedness is a combination of three characteristics: intellectual abilities (exceeding the average level), creativity and perseverance (motivation focused on a specific task).

The specific characteristics of gifted children are described in the specialized literature of such authors as: Yu.Z. Gilbukh, A. Carne, F. Monks, A.M. Matyushkin. One of the important differences between the gifted is the imbalance of development: being ahead of their peers in intellectual and creative terms can often be combined with an average level of psychosocial or physical development. Gifted children often turn out to be inconvenient, require too much attention, are different from other children and therefore are rejected by teachers, classmates, and parents. One may get the impression that children's giftedness is an anomalous process and is always accompanied by various kinds of difficulties. Of course this is not true. A gifted child is a child who develops differently; he requires changes in established norms of relationships and other educational programs. It is especially difficult to notice such a child in a timely manner. To identify a child as “gifted” or “not gifted” at a given point in time means to artificially interfere with his fate, in advance, predetermining his subjective expectations. It should be remembered that giftedness in different children can be expressed in more or less obvious form. When analyzing the characteristics of a child’s behavior, the teacher must keep in mind that there are children whose talent they have not yet been able to see. It is also important to remember that signs of giftedness that appear in childhood, even under favorable conditions, can gradually disappear. Most often, this occurs due to a discrepancy between the needs of the further development of a gifted child and the conditions of education and upbringing in the so-called mixed class. However, if in relation to all ordinary children, when they have difficulties in learning, behavior, communication, the teacher, psychologist and parent look for ways of help and correction by identifying their causes, then the situation is different with the gifted. In order for work with gifted children to be effective, it is necessary to analyze and identify the true mechanisms that give rise to these problems, and to understand that giftedness is not just the result of a child’s high abilities, but, first of all, it is a problem of the formation of his personality.

From the entire spectrum of problems in teaching gifted children, two strategic lines can be distinguished. The first is that it does not matter whether a gifted child will be ahead of his peers in adolescence and adolescence and will then become an outstanding specialist. The professional duty of a teacher is to teach a child in accordance with the pace that is available to him. And the second line is that it is necessary to look for pedagogical opportunities to maintain the level and pace of development.

The development of giftedness in schoolchildren is possible if the following conditions are met: 1) timely diagnosis of the child’s capabilities; 2) adequate training content; 3) introduction of personality-oriented and developmental technology; 4) psychological and pedagogical support for the student; 5) incentive-intensifying activity of the teacher.

From these conditions, let us single out what is important and comes first: pedagogical support for students. The introduction of pedagogical support creates conditions for ensuring schoolchildren’s own educational activities, taking into account and developing their individual abilities, and the focus is on a teaching method that promotes the inclusion of internal mechanisms of children’s personal development and their intellectual abilities.

The goal of pedagogical support for gifted children is to create an effective system of work that develops and supports gifted children and ensures their personal self-development, self-realization, self-determination and socialization.

Based on the goal, the following tasks of pedagogical support for gifted children can be solved:

Creating conditions for the development and realization of the potential abilities of gifted and capable children;
developing in schoolchildren the ability to highlight the main, essential things in the material;
development of independent thinking among schoolchildren;
development of children's speech: enrichment of vocabulary and semantic functions of student speech in the course of solving educational problems;
development of imagination, memory, attention of gifted children;
developing in gifted children the ability to overcome learning difficulties, strengthen their will, and provide emotional challenges4
development of search and research methods for obtaining knowledge in educational fields;
development of individual creative abilities of schoolchildren in a comfortable cognitive situation.

When working with gifted children, several points should be highlighted in the area of motivating such children:

A) constantly stimulate and motivate the positive attitude of gifted children towards self-development and self-realization through work in the zone of proximal development, creating situations of success, ensuring the psychological and physical health of schoolchildren, occupational hygiene;

B) stimulate learning motivation by meeting the needs of schoolchildren in communication and business cooperation with teachers and classmates;

C) promote the development of the creative potential of schoolchildren and maintain their emotional well-being.

Gifted children have high cognitive activity, and not all teachers are able to answer their persistent questions and satisfy their intellectual hunger. Therefore, special attention should be paid to the personality of the teacher and his incentive-intensifying activities.

High professional competence of a teacher working with gifted children is also necessary. Professional competence includes psychological and pedagogical knowledge, skills and abilities that are the result of active mastery of the psychology and pedagogy of giftedness:

1) knowledge about giftedness, its types, psychological foundations, criteria and principles of identification;

2) knowledge about the psychological characteristics of gifted children, their age and individual development;

3) knowledge about the features of professional qualifications of specialists for working with gifted children;

4) skills in the development and implementation of methods for identifying gifted children based on signs of giftedness.

A significant component of professional competence is the professionally significant personal qualities of teachers:

high levels of development of cognitive and internal professional motivation;
high and adequate self-esteem;
desire for personal growth.

All of the above qualities work effectively only in the system and when they are subordinated to the most important quality of a teacher - “the desire to live in the student.”

Often children with signs of giftedness, voluntarily or unwittingly, create non-standard situations with their behavior, for the solution of which previously formed “teacher” stereotypes are harmful both for the child and for the teacher himself. Therefore, taking into account the psychological, didactic and other features of the training and development of gifted children, the main requirement for training teachers to work with them is a change in pedagogical consciousness. It is important to change the stereotypes of the student’s perception of the educational process and especially of himself. Experience shows that one of the most common stereotypes of traditional teacher consciousness is that the student is considered as an object of pedagogical influence, but not as a subject of a joint educational process. This means that when working with gifted children, the teacher must be able to take a reflective position towards himself.

In accordance with this, the training of teachers to work with gifted children should be built taking into account the principle of unity and differentiation of general and special education, the stages of training, and the principle of unity of theoretical and practical training. When conducting psychological and pedagogical monitoring of the effectiveness of accompanying gifted children in an educational institution, the following components must be taken into account:

1. an integrated approach to the process of organizing support for a gifted child with the involvement of all participants in the educational process (teachers, administration, parents);

2. mandatory consideration of the zone of proximal development when developing an individual child support program;

3. the complexity of assessing all aspects of the child’s behavior and activities, using various sources of information and the duration of observations;

4. diverse inclusion of the child in specially organized areas of activity that correspond to his interests;

5. thorough examination of the products of children’s activities using the method of competent judges and analysis of the real achievements of gifted children (participation in olympiads, competitions, school conferences, festivals).

All of the above-mentioned components of the psychological and pedagogical competence of the teacher and the effectiveness of the organization of psychological and pedagogical monitoring in an educational institution allow us to conclude that pedagogical support for a gifted child requires a “gifted” teacher. High abilities are the springboard on which giftedness can be based, but only under the condition of a patient, attentive and careful attitude of adults to the problem of developing the child’s abilities, to the issue of the formation of his personality.

Literature.

D.B. Bogoyavlenskaya “Psychology of creative abilities.” - M., 2002.
D.B. Bogoyavlenskaya “Basic modern concepts of creativity and talent.” - M., 1997.
Electronic resource - http://www.den-za-dnem.ru. "A working concept of giftedness."

Due to the fact that the priority direction of the new educational standards is the implementation of the developmental potential of general secondary education, ensuring the development of universal educational activities as the actual psychological component of education becomes an urgent task. Changing the paradigm of teacher education and turning it essentially into psychological and pedagogical education means the need for such content that will allow, in the process of professional activity, training focused on the development of students, taking into account their characteristics and the comprehensive disclosure of their intellectual and personal potential.

The introduction of a new standard of general education significantly changes the entire educational situation in school, determining the exact place of the forms and types of application of psychological knowledge in the content and organization of the educational environment of the school, which makes the activity of a teacher-psychologist mandatory, specific and measurable as a full-fledged participant in the educational process. An important place in the educational process is occupied by the mental health of students, the individualization of educational routes, and the creation of a psychologically safe and comfortable educational environment. That is why at the present stage of development of the education system there is a need to organize psychological support for the implementation of the Federal State Educational Standard.

One of the areas of work to implement the Federal State Educational Standard is psychological and pedagogical support for gifted children. Currently, this area is becoming more and more of a priority. This is connected with the tasks of preserving and developing the country’s intellectual potential and its spiritual revival. No one doubts that the progress of civilization depends on gifted people. This means that society, and after it the school, have a special responsibility towards gifted children and are obliged to do everything possible so that such children can fully realize their capabilities for their own benefit and for the benefit of the whole society. Every talented child should be noticed.

Giftedness is understood as a systemic quality of the psyche that develops throughout life, which determines the possibility of a person achieving higher (unusual, extraordinary) results in one or more types of activity compared to other people.

Gifted child- this is a child who stands out for his bright, obvious, sometimes outstanding achievements (or has internal prerequisites for such achievements) in one or another type of activity.

Childhood is a period of development of abilities and personality. This is a time of deep integrative processes in the child’s psyche against the background of its differentiation. The level and breadth of integration determine the characteristics of the formation and maturity of the phenomenon itself - giftedness. The progression of this process, its delay or regression determine the dynamics of the development of giftedness.

This or that child can demonstrate particular success in a fairly wide range of activities, since the child’s mental capabilities are extremely plastic at different stages of his age development. In turn, this creates conditions for the formation of various types of talent. Moreover, even in the same type of activity, different children can discover the uniqueness of their talent in relation to its different aspects.

A child’s giftedness is often manifested in the success of activities that have a spontaneous, amateur nature. For example, a child who is passionate about technical design may enthusiastically build his own models at home, but at the same time not show similar activity either in school or in specially organized extracurricular activities (in a circle, section, studio). In addition, gifted children do not always strive to demonstrate their achievements to others. Thus, a child who writes poetry or stories may hide his hobby from the teacher.

Thus, a child’s giftedness should be judged not only by his school or extracurricular activities, but also by the forms of activity initiated by him.

Giftedness in childhood can be considered as the potential for mental development in relation to subsequent stages of an individual’s life path.

However, it is necessary to take into account the specifics of giftedness in childhood (as opposed to the giftedness of an adult):
1). Children's giftedness often acts as a manifestation of patterns of age-related development. Each childhood age has its own prerequisites for the development of abilities. For example, preschoolers and primary schoolchildren are characterized by a special predisposition to mastering languages, a high level of curiosity, and extremely vivid imagination; older adolescence is characterized by various forms of poetic and literary creativity, etc. The high relative weight of the age factor in the signs of giftedness sometimes creates the appearance of giftedness (i.e., the “mask” of giftedness, under which is an ordinary child) in the form of accelerated development of certain mental functions, specialization of interests, etc.
2). Under the influence of changes in age, education, mastering the norms of cultural behavior, type of family upbringing, etc. There may be a “fading” of signs of children’s giftedness. As a result, it is extremely difficult to assess the degree of stability of giftedness demonstrated by a given child over a certain period of time. In addition, difficulties arise regarding the prognosis of the transformation of a gifted child into a gifted adult.
3). The unique dynamics of the formation of children's giftedness often manifests itself in the form of unevenness (mismatch) of mental development. Thus, along with a high level of development of certain abilities, there is a lag in the development of written and oral speech; a high level of special abilities can be combined with insufficient development of general intelligence, etc. As a result, according to some characteristics, a child can be identified as gifted, but according to others, as lagging behind in mental development.
4) Manifestations of children's giftedness are often difficult to distinguish from training (or more broadly, the degree of socialization), which is the result of more favorable living conditions for a given child. It is clear that, given equal abilities, a child from a family with a high socio-economic status (in cases where the family makes efforts to develop it) will show higher achievements in certain types of activities compared to a child for whom similar conditions have not been created.

The assessment of a particular child as gifted is largely conditional. A child's most remarkable abilities are not a direct and sufficient indicator of his future achievements. We cannot close our eyes to the fact that signs of giftedness manifested in childhood, even under the most seemingly favorable conditions, can either gradually or very quickly disappear. Taking this circumstance into account is especially important when organizing practical work with gifted children. You should not use the phrase “gifted child” in terms of stating the status of a particular child, because the psychological drama of the situation is obvious when a child, accustomed to the fact that he is gifted, suddenly objectively loses signs of his exceptionality at the next stages of development. It can be a painful question about what to do next with a child who started out as gifted but then no longer is. Based on this, in practical work with children, instead of the concept of “gifted child,” the concept of “child with signs of giftedness” should be used.

Teachers and psychologists of educational institutions are at the stage of searching and developing material to identify and support students with signs of giftedness.

Psychological and pedagogical support for gifted children may include several stages:

Diagnostic. Its goal is to identify gifted children and study the individual characteristics of schoolchildren. The following diagnostic methods can be used: observation, conversations, questionnaires, testing, sociometric studies. As well as studying the professional development of the teacher’s personality.

Educational practice has shown that not everyone, even a good teacher, can teach gifted students. The development of a gifted personality in the education system is largely determined by the needs of the teacher, his desire for self-actualization, creativity in teaching activities.

Therefore, the work of an educational psychologist is also aimed at increasing the level of theoretical knowledge of teachers about the peculiarities of the psychology of a gifted individual, as well as at activating and developing the professionally important qualities of teachers necessary to ensure the effectiveness of the teaching and educational process. This greatly contributes to improving professionalism, increasing the general and psychological-pedagogical culture of teachers, and strengthening their personality-oriented position in teaching activities.

Informational. Its goal is to increase the psychological competence of participants in the pedagogical process. Includes activities: individual and group consultations with students, teachers and parents based on research results; psychological and pedagogical seminars; thematic parent meetings.

Developmental. The goal of the stage is the harmonious development of gifted children. Includes organizing and conducting individual and group classes on the adaptation of a gifted child to a peer group, creating a developmental environment for such children.

Carrying out the following activities: organizing and conducting classes to develop students’ creative thinking, training sessions, joint correctional and developmental classes for children and parents, creating a portfolio to create achievement motivation, project activities for students, etc.

Analytical. Monitoring the effectiveness of work with gifted students, which includes analyzing the results of the activities of participants in the pedagogical process and building prospects for further work.

Thus, psychological and pedagogical support for gifted school students is a well-structured, consistent type of activity that is an integral part of the system of work of an educational institution to identify, support and develop gifted children.

We can conclude that psychological and pedagogical support for the training and development of gifted children in an educational institution is effective if:
children's giftedness is considered from the perspective of an integrated approach in the interrelation of three components - identification, training and development, based on scientific criteria of giftedness;
objective diagnostics of children’s giftedness at different stages of a child’s life has been created and widely used;
the basic principles of organizing the education of gifted students have been identified;
the structures of educational institutions in their target and functional manifestations will provide the necessary conditions for the continuous development of a gifted child.

Bibliography

1. Avdeeva N.I., Shumakova N.B. and others. Gifted child in a mass school - M.: Education, 2006.
2. Dzhumagulova T.N., Solovyova I.V. Gifted child: gift or punishment. A book for teachers and parents. – St. Petersburg, 2009.
3. Internet resource.
4. Teplov B.M. Ability and giftedness. Selected works in 2 volumes - T.1. - M., 1985.
5. Federal state educational standard of basic general education. – M.: Education, 2013. – (Second generation standards).

Giftedness (talent) is a systemic personality quality that develops throughout life, which determines the ability of a person, based on his intellectual, cultural, psychophysiological characteristics, to achieve higher, extraordinary results in one or more types of activity compared to other people.

A gifted (talented) child, teenager 4 is distinguished by bright, obvious, sometimes outstanding achievements (or has internal prerequisites for such achievements) in one form or another 4 Of particular importance for the manifestation 4 and development of abilities are the conditions for the own activity of gifted (talented) children and youth.

Method of identification: 4 If a gifted child is a child with outstanding academic achievements, 4 then the method of identification is olympiads, intellectual competitions and competitions. 4 If a gifted child is a child who has these achievements or the prerequisites for such achievements, then the Olympiads are not enough. 4 Potentially gifted students 4 are not identified by competitions. 4 The Olympics are already working with talent, which has turned into achievements. 4 There are significantly fewer such children in various age groups than potentially gifted ones.

Conditions for the development of giftedness All young children are endowed with certain inclinations and abilities from birth. However, not all of them develop. Undiscovered opportunities gradually fade away due to lack of demand. The percentage of gifted people decreases sharply over the years: there are approximately 4% at the age of 10, 4% by the age of 14, and only 4% by the age of 17.

Types of giftedness, criteria 1. Type of activity and the spheres of the psyche that support it 2. Creative giftedness (creative, divergent thinking) 3. Degree of development of giftedness (actual, potential giftedness) 4. Form of manifestation of giftedness (explicit, hidden) 5. Breadth of manifestation in various types of activities (general and special talent) 6. Features of age development (early, late)

General signs of giftedness: 4 High curiosity and research activity. High intellectual abilities; 4 Ability to establish cause-and-effect relationships and draw conclusions; 4 The ability to classify, categorize, the ability to widely use accumulated knowledge; 4 Ability to quickly assimilate material and 4 excellent memory; 4 Large vocabulary; 4 Increased concentration of attention on something; 4 High creative abilities; High personal responsibility; Independence of judgment; A positive self-concept associated with adequate self-esteem. Persistence in achieving results.

Intellectual and academic giftedness 4 The main thing is that children with this type of giftedness quickly master fundamental concepts and easily remember and retain information. Their highly developed information processing abilities allow them to excel in many areas of knowledge. Academic talent has a somewhat different character, which manifests itself in the success of learning individual academic subjects and is more frequent and selective.

Conditions for the development of giftedness Intellectual development by the age of 5.5 has a positive acceleration, which gives way to a negative one, and by the age of 12 it is basically completed. By the age of 8, 90% of the development of intelligence is achieved. According to the diagnostic results, the intelligence of 12-year-old adolescents and 11th-grade students does not differ significantly.

Degree of giftedness 4 First super gifted children, these are called geniuses. This is the smallest group, which includes no more than one person in ten thousand. 4 The second is highly gifted, or talented, approximately 2 3%. 4 The third are actually gifted (15-25%). 4 The remaining children are within the normal range (70%) and 2-5% are classified as mentally retarded

Creative giftedness 4 identifications of this type of giftedness. The essence of the disagreement is as follows. 4 Some experts believe that creativity is an integral element of all types of talent, which cannot be presented separately from the creative component. So, A.M. Matyushkin insists that there is only one type of giftedness: creative: if there is no creativity, there is no point in talking about giftedness. 4 Other researchers defend the legitimacy of the existence of creative talent as a separate, independent type. One of the points of view is that talent is generated either by the ability to produce, put forward new ideas, invent, or by the ability to brilliantly execute and use what has already been created.

Practical task 1 4 Methodology “Four paper clips” (O.I. Motkov) 4 Processing of results 4 Determined by: 4 Productivity total number of figures; 4 flexibility the number of figures of different types (it is important to consider that, for example, all composed letters belong to only 4 one type); 4 originality is the number of rarely encountered subjects in a group for a given student.

Practical task 2 4 METHODS FOR ACTIVATING CREATIVITY 4 Exercise Fluent associations. 4 Instructions: 4 create as many associations as possible based on similarity to the stimulus words, answering the question: Who or what it might be like. 4 Ruler 4 Pencil

Practical task 2 4 The analysis of answers is carried out according to the following criteria: 4 Fluency - the total number of associations per unit of time. 4 Categorical flexibility – the number of categories used out of 40 possible (reduction to 40). 4 Originality - rarity, unusualness of the association, assessed on a 4-point system (0 - stereotypical association, 1 - original direct association, 2 - original association with detail, 3 - original indirect association). 4 Constructive activity – the variety of features used for each word.

General and special talent 4 GENERAL - the level of development of general abilities, which determines the range of activities in which a person can achieve great success: 4 intellectual 4 creative 4 SPECIAL - talent in certain types of activities: 4 musical 4 artistic 4 mathematical 4 linguistic 4 sports 4 technical and etc.

Special giftedness 4 This type of giftedness is supported and developed in special schools, clubs, studios, and sections. 4 It implies high achievements in the field of artistic creativity and performing skills in music, painting, sculpture, acting, and sports. They have few opportunities for successful studies; they often need individual programs in school subjects and understanding from teachers and peers.

Social Giftedness 4 The definition of social giftedness is that it is the exceptional ability to form mature, meaningful relationships with others. 4 Social talent is a prerequisite for high success in several areas. 4 It presupposes the ability to understand, love, empathize, and get along with others, which allows you to be a good teacher, psychologist, and social worker. 4 Thus, the concept of social giftedness covers a wide range of manifestations associated with the ease of establishment and high quality of interpersonal relationships. 4 These features allow one to be a leader, that is, to show leadership talent, which can be considered as one of the manifestations of social talent.

Leadership talent There are many definitions of leadership talent, in which it is possible, however, to identify common features: 4 Above average intelligence; 4 · Ability to make decisions; 4 · Ability to deal with abstract concepts, planning for the future, and time constraints; 4 · A sense of purpose, direction of movement; 4 · Flexibility; adaptability; 4 · Sense of responsibility; 4 · Self-confidence and self-knowledge; 4 · Perseverance; 4 · Enthusiasm; 4 · Ability to express thoughts clearly.

PSYCHOGEOMETRIC TEST S. DELLINGER 4 Diagnosis of personality using the psychogeometric test by Susan Dellinger allows you to: 4 1. Instantly determine the type, personality of the person of interest and your own form Give a detailed description of the personal qualities and behavioral characteristics of any person in everyday language, understandable to everyone Draw up a behavior scenario for each personality type in typical situations.

Criteria for assessing general talent 1. Curiosity 2. Perseverance 3. Reasoning and logic 4. Ability to evaluate 5. Vocabulary 6. Forecasting 7. Hypersensitivity to a problem 8. Inventiveness 9. Perfectionism - the desire for perfection and terrible experiences in case of failure

The level of development of giftedness is the result of a complex interaction between heredity (natural inclinations) and the social environment, mediated by the child’s activities. 4 Makings - anatomical and physiological prerequisites for the formation of abilities. 4 Abilities - individual psychological characteristics of a person that contribute to the successful performance of an activity or a series of activities. Abilities develop on the basis of inclinations, under the influence of the social environment (training and upbringing) in the process of human interaction with the outside world.

How to identify potentially gifted students 4 Psychological diagnostic techniques. 4 A system of psychological diagnostics of student development is needed, including the identification of gifted students with a high level of intellectual development as part of the implementation of basic educational programs based on the Federal State Educational Standard.

What besides detection? 4 Early recognition of a child’s giftedness (talent) 4 Psychological diagnostics of intellectual potential development 4 Objective assessments of children’s giftedness (talent) by teachers. 4 Training and development. 4 Maintenance and support. 4 Increasing the psychological and pedagogical competence and motivation of teachers and administration to work with gifted students. 4 Resource support. 4 Education of teachers and parents.

Gifted children are children who display one or another special or general giftedness. Criteria for identifying giftedness: 4 activity, dynamism of intellectual activity; 4 the presence of specific knowledge and skills in certain subject areas and general educational skills; 4 systematic self-education; 4 creativity (the ability to apply stereotypical algorithms in new circumstances); 4 temperamental characteristics; 4 activity and self-regulation in activities (high motivation and independence in activities).

Harmonious and inharmonious development of giftedness 4 The most common problems are: - communication, social behavior; - dyslexia - poor speech development; - violation of fine motor skills of the hands; - emotional development; - desynchronization of development; - physical development; - self-regulation; - maladjustment.

Areas of work with gifted children: 4 Involving children in activities of interest; 4 Organization of olympiads, competitions, competitions; 4 Interdisciplinary approach, integration of programs in the learning process; 4 Independent in-depth study of the selected problem; 4 Development of skills to work independently; 4 Development of abstract thinking and higher mental processes; 4 Training in creative working methods; 4 Learning to understand ourselves, similarities and differences with others, recognition of our abilities; 4 Encouragement of high, non-standard results containing new ideas.

Recommendations for teachers: 4 Do not instruct, help children act independently, do not give direct instructions about what they should do. 4 Don’t hold back initiatives and don’t do for them what they can do on their own. 4 Teach schoolchildren to trace interdisciplinary connections and use the knowledge gained from studying other subjects. 4 Teach children the skills of independent problem solving, research and analysis of the situation. 4 Use difficult situations that arise at school or at home as an area to apply the acquired skills in solving problems. 4 Help children learn to manage the process of learning.

Recommendations for parents 4 Show your child that he is loved for who he is, and not for his achievements. 4 You should never (even in your hearts) tell a child that he is worse than others. 4 should answer any questions as honestly and patiently as possible. 4 Try to find time every day to be alone with your child. 4 teach your child to communicate freely and naturally not only with his peers, but also with adults. Don't be shy about emphasizing how proud you are of him. Be honest about your feelings for your child. Always tell your child the truth, even when it is not to your advantage. 4 evaluate only the actions, not the child himself. Don't achieve success by force. Coercion is the worst version of moral education. Coercion in the family creates an atmosphere of destruction of the child’s personality. 4 Recognize the child’s right to make mistakes. Think of a childhood bank of happy memories. The child treats himself the way adults treat him. 4 and in general, at least sometimes put yourself in your child’s place, and then it will be clearer how to behave with him.

Children learn from what they see in their lives 4 If a child is surrounded by criticism, he learns to blame. 4 If a child sees hostility, he learns to fight. 4 If a child is made fun of, he learns to be timid. 4 If a child is constantly shamed, he learns to feel guilty. 4 If a child is surrounded by tolerance, he learns to be tolerant. 4 If a child is supported, he learns confidence. 4 If a child is praised, he learns to appreciate others. 4 If a child is treated fairly, he learns justice. 4 If a child feels safe, he learns to believe. 4 If a child is encouraged, he learns to like himself. 4 If a child is accepted and treated kindly, he learns to find love in the world.