Principles of psychological and pedagogical support for gifted children. The successes of modern natural science

Psychological and pedagogical

in conditions

Belgorod

2014

Education Department of the Administration of Belgorod

MKU "Scientific and Methodological Information Center", Belgorod

METHODICAL BULLETIN No. 1

Psychological and pedagogical

accompanying gifted children

in conditions

educational institutions

materials from the experience of educational psychologists

educational institutions of Belgorod)

Belgorod

2014

Responsible for the release:

V.V. Dubinina, director of MKU NMITs of Belgorod

Compilers:

• 
  Eremina I.V., senior methodologist of MKU NMITs of Belgorod, teacher-psychologist MBOU "Gymnasium №5";
• 
  Uzyanova I.M., Deputy Director for OIA,
• 
  Chebotareva L.V.,teacher-psychologist MBOU "Gymnasium №5";
• 
  Novikova A.N., teacher-psychologist MBOU secondary school №40;
• 
  Ivanova E.A., teacher-psychologist MBOU secondary school №42;
• 
  Minakova L.A., teacher-psychologist MBOU for children of preschool and primary school age - gymnasium №51;
• 
  Balakina L.B., teacher-psychologist MBOU-lyceum №10;
• 
  Kudrikova D.N., teacher-psychologist MBOU-lyceum №10;
• 
  Kabakova L.Yu.,
• 
  Pertseva O.R., teacher-psychologist of MAOU - lyceum №38;
• 
  Kalinina E.S., teacher-psychologist MBOU secondary school №45.

Reviewer: Ph.D. S. A. Korneeva

Published by the decision of the Methodical Council of the MKU NMITs of the Department of Education of the Administration of Belgorod.

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

The presented practical materials and methodological recommendations will help employees of the Department of Education 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 pedagogical workers of educational institutions: educational psychologists, deputy directors for OIA, subject teachers, teachers of additional education and heads of methodological associations.

	Introduction	4-5
Section I	Theoretical and methodological foundations for studying the giftedness of schoolchildren in modern educational conditions	6-14
1.1.	Working concept of giftedness as a methodological basis of 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 features of the 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 educational institution	21-25
3.1.	Conditions for the development of giftedness in educational institutions	21-22
3.2.	Educational environment of educational institutions as a means of developing giftedness	23
3.3.	Model of the formation of gifted students	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	The program of psychological and pedagogical support of children with signs of gifted school age in the conditions of 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 the giftedness of schoolchildren at different age stages	35-42
6.2.1.	Diagnostics of giftedness. Brief description of diagnostic techniques	35-37
6.2.2.	Approaches to the construction of a system for diagnosing the giftedness of students in a mass general education school	38-42
6.3.	Consultative and educational block of work with participants in the educational process	43-48
6.4.	Correctional and developmental block of work with participants in the educational process	49-53
	Psychological preparation for the Olympiads for gifted children	54-61
	List of references	62-63

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

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

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

Psychological and pedagogical theory and educational practice have always proclaimed the task of accompanying children's giftedness, its early detection, the all-round development of children's talents and abilities, expressed the desire to solve the problems of special education of children with signs of giftedness.

Considering the dissatisfaction with educational practice with the level of psychological and pedagogical elaboration of the problems of diagnostics and development of 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, forecasting and development in the educational environment.

In modern psychology, on the basis of the word "giftedness", two terms have been created: "children with signs of giftedness" and "childish giftedness".

The term "gifted children" usually refers to a special group of children who are ahead of their peers in development.

The second term - "children's 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 problems arise, growing from one 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 the solution of four relatively independent problems:

Defining the concept of giftedness;

Developing a model for diagnosing giftedness;

Determination of the basis for predicting the development of children with signs of giftedness;

Creation of an integral system of development and support of children's giftedness in the field of education.

Before deciding how to diagnose giftedness, how to correctly predict the evolution of the intellectual and creative potential of an individual, on what basis to build the process of its development in educational and other activities, it is necessary to determine 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 the theoretical foundations and practice of education.

Diagnostics separated from educational practice cannot solve the problem of predicting the development of giftedness. Episodic diagnostics does not allow 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 autonomy 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 developmental process. In this case, the diagnosis will be much more reliable and will become the basis for more reliable forecasting, will create 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. The 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 for their identification, development and social support, in 1996, the Federal program "Development of creativity and giftedness" was developed and approved, later called "Children with signs giftedness "2007 - 10 years. (approved by the Decree of the Government of the Russian Federation No. 172 dated 21.03.2007). The program was developed by a team of authors of scientists: teachers and psychologists under the guidance 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 the members of the Council for the Quality of General Education in the Russian Federation to submit proposals to the Government of the Russian Federation to update and continue the Federal Target Program “Children with Signs of Giftedness "In the period 2011 - 15.

The updated federal complex 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, creation at all levels of an operating mechanism of social and 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 that have to be faced in the process of identifying, teaching and developing children with extraordinary abilities.

The working concept of giftedness also provides a unified theoretical basis for the study of 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 their pupils, to create optimal conditions for them in terms of development, study and relationships with peers.

The purpose of the federal program "Child 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 three main blocks of the structure of giftedness in children: cognitive activity, mental abilities, children's activities.

The creation of conditions that ensure the identification and development of children with signs of giftedness, 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 pedagogical workers to form in them scientifically adequate and modern ideas about the nature, methods of identifying and ways of developing 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 practical workers and parents to understand. The Working Concept of Giftedness is a generalization of the current state of knowledge in the field of the psychology of giftedness.

1.2. Definition of the concepts of "giftedness" and "gifted and child"

Giftedness - it is a systemic quality of the psyche that develops during life, which determines the ability of a person to achieve higher (unusual, outstanding) results in one or several types of activity in comparison with other people,

A child with signs of giftedness - this is a child who stands out for 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 originality and nature of the development of giftedness is always the result of a complex interaction of heredity (natural inclinations) and the social environment, mediated by the child's activity (play, educational, work). In this case, the child's own activity is of particular importance, as well as the psychological mechanisms of personality self-development, which underlie the formation and implementation of individual talent.

Childhood - period of formation of abilities and personality. This is the time of deep integrative processes in the child's psyche against the background of its differentiation. The level and breadth of integration determine the features of the formation and maturity of the phenomenon itself - giftedness. The progress 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 provides the influence of the genetic properties of the organism on the abilities, as well as the interaction of genetic and environmental (A. Base, 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 and others). Giftedness in this case is considered in line with the natural-scientific approach to 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. Meiley, J. Raven, T. Simon, L. Termen, 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 test methods aimed at:

Revealing 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. Anstey, etc.)

Revealing creativity, 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, OK Tikhomirov, N.I. Chuprikova, D.B. Elkonin and others).

Within this approach, we distinguish two main directions of 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. Rubinstein, Ch E. Spearman, E.L. Thorndike, B.M. Teplov, L. Thurstone, V.D.Shadrikov et al.).

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

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) surroundings (A.G. Asmolov, F.Monks, V.I.Panov, A.N. Perret-Clermont, C. Perlet, A. Tannebaum, K.A. Heller and others).

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

N.S. Leites introduces the concept "Age giftedness", meaning by this the age-related prerequisites for giftedness, which are manifested in the course of maturation, and their presence at a particular age stage does not mean that this level and the originality of its capabilities are preserved in more mature years.

Age approach provides a real basis for practical work with children showing signs of increased abilities, and allows you 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 the features of a gifted child that are manifested in his real activity and can be assessed at the level of observation of the nature of his actions.

Signs of explicit (manifested) giftedness are fixed 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, the signs of giftedness cover two aspects of the behavior of a gifted child: instrumental ( characterizes the ways of his activities) and motivational ( characterizes the child's attitude to activity).

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

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

• 
  rapid development of activities and high success in its implementation;
• 
  the use and invention of new methods of activity in terms of finding a solution in a given situation;
• 
  the advancement of new goals of activity due to a deeper mastery of the subject, leading to a new vision of the situation and explaining the appearance 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, which is expressed in the tendency to “do everything in one's own way” and is associated with the self-sufficient system of self-regulation inherent in a gifted child. The individualization of the ways of activity is expressed in the elements of the uniqueness of its product.

3. Highly structured knowledge, the ability to see the studied subject in the system, convolution of methods of action in the corresponding subject area, which is manifested in the ability of a gifted child, on the one hand, to almost instantly grasp the most essential detail (fact) among many other objective information (impressions, images, concepts, etc.) and, on the other hand, it is surprisingly easy to move from a single detail ( fact) to its generalization and the expanded context of its interpretation. In other words, the originality of the methods of a gifted child's 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 . It can manifest itself both in high speed and ease of learning, and in a slower pace of learning, but with a subsequent sharp change in the structure of knowledge, ideas and skills.

The motivational aspect of the behavior of a gifted child 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 their own activity(physical, cognitive, artistic and expressive, etc.), accompanied, as a rule, by the experience of a sense of pleasure.

2. A pronounced interest in one or another occupation or field of activity, extremely high enthusiasm for any subject, immersion in this or that business... Having such an intense propensity for a particular type of activity results in astonishing tenacity and hard work.

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

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

5. High criticality to the results of their own work, the tendency to set super-difficult goals, the pursuit of excellence.

The psychological characteristics of children who demonstrate giftedness can be viewed only as signs that accompany giftedness, but not necessarily generate it. It should be emphasized that the behavior of a gifted child does not necessarily have to correspond simultaneously 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 a thorough and time-consuming analysis of each specific individual case.

Types of giftedness

Differentiation of the types of giftedness is determined by the criterion underlying the classification. In giftedness, one can distinguish both qualitative and quantitative aspects.

The analysis of the qualitative characteristics of giftedness involves the identification of various qualitatively unique types of giftedness in connection with the specificity of a person's mental capabilities and the peculiarities of their manifestation in certain types of activity.

The analysis of the quantitative characteristics of giftedness allows us to describe the severity of a person's mental capabilities.

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

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

2) the degree of formation

3) the form of manifestations

4) the breadth of manifestations in various 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 and volitional spheres)	- In practice (giftedness in crafts, sports and organizational). -In theoretical activity (intellectual endowments of various types, depending on the subject content of the activity). - In artistic and aesthetic activities (choreographic, literary-poetic, pictorial and musical). - In communication activities (leadership talent, characterized by the ability to understand other people, build constructive relationships with them, lead). - In spiritual and value activities (giftedness, which is manifested in the creation of new spiritual values \u200b\u200band service to people).
The degree of endowment formation	- Actual giftedness (the psychological characteristics of a child with such available indicators of mental development, which are manifested in a higher level of performance in a specific subject area in comparison with age and social norms). - Potential giftedness (the psychological characteristic of a child who has only certain mental capabilities (potential) for high achievements in a particular type of activity, but cannot realize his capabilities at a given time due to their functional failure). Potential giftedness requires a high predictive value of the diagnostic methods used and manifests itself under favorable conditions.
Forms of manifestation	- Explicit giftedness (it reveals itself in the child's activity quite clearly and distinctly, including under unfavorable conditions; the child's achievements are obvious). - Hidden endowments (appears in disguised form). The reasons for the hidden giftedness of a child lie in the mistakes made by adults in his upbringing and development, in the peculiarities of his interaction with people around him, in the specifics of the cultural environment (mastering the norms of behavior). Identifying children with this type of giftedness is a long-term process using a complex of methods for analyzing a child's behavior, including him in various types of real activities, organizing his communication with gifted adults, and enriching his individual living environment.
The breadth of manifestations in various types activities	- General (mental) giftedness (manifests itself in relation to various types of activity and acts as the basis of their productivity). Mental activity and self-regulation are its fundamental prerequisites. General giftedness determines the level of understanding of what is happening, the depth of motivational and emotional involvement in the activity, the degree of its purposefulness. - Special giftedness (manifests itself in specific activities and is determined in relation to certain areas (poetry, music, painting, mathematics, sports, giftedness in the field of leadership and social interaction - social giftedness, etc.)).
Features of age development	- Early giftedness . An example of early giftedness is the "child prodigies" (wonderful child) - these are children, usually of preschool or primary school age, with extraordinary success in any particular type of activity - music, drawing, mathematics, poetry, dance, singing, etc. A special place among such children is occupied by intellectual prodigies. They are characterized by early (from 2-3 years) mastering of reading, writing and counting; high development of cognitive abilities (brilliant memory, high level of abstract thinking, etc.); mastering the program of three years of study by the end of the first grade; choice of complex activities of their own accord (for example: a five-year-old boy compiles his own encyclopedia of history, etc.). - Late giftedness . Manifestation of giftedness in a certain type of activity at a later age. There is a connection between age, manifestations of giftedness and field of activity. The earliest endowment is manifested in the field of art, especially in music, somewhat later - in the field of fine arts, 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 ... At the same time, mathematical talent manifests itself earlier than others.

In the proposed classification of the types of giftedness, creative giftedness, which occupies a central place in widespread theoretical approaches, is not singled out 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 activities at the initiative of the child himself, as "going beyond the specified requirements", which ensures the creation of a truly creative product.

Thus, "creative giftedness" is not considered as a special, independent type of giftedness. At the same time, it is emphasized that it is characteristic of any type of activity.

Signs of a child's giftedness are:

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

The organization of work with gifted children assumes that the teacher will overcome pedagogical and psychological difficulties due to a variety of types of giftedness, a multitude of conflicting theoretical approaches and methods, the variability of modern education, as well as an extremely small number of specialists trained to work with gifted children.

This raises the problem of creating an integral system of work with gifted children in an educational institution. The goals of organizing work with gifted children involve solving the problems of the formation and development of the child's personality in the following positions:

• - psychological and pedagogical - creating optimal conditions for the development of interests, abilities of each student;
• - social - purposeful impact on the formation of the creative, intellectual, professional potential of society;
• - didactic - the creation of a new methodological system of teaching students, fundamentally different from the traditional one, primarily by solving individual educational problems of students. The organization of the teacher's work with gifted children involves:
• - recognition of the child as a subject of development, education and upbringing, realizing their educational needs in relation to the outside world in the process of subject-subject and subject-object educational influences;
• - recognition of the child's ability to self-development and his right to an individual trajectory of the development of educational areas;
• - change of the teacher's position to an accompanying one in relation to the student's activity;
• - the priority of the personal content of education, formed in the process of passing individual educational trajectories;
• - the priority of the productive component of the content of education, expressed in the creative function of the student.

Gifted children must master knowledge in all subject areas that make up general secondary education. At the same time, the psychological characteristics of gifted children, as well as social expectations in relation to this group of students, make it possible to single out a specific component in relation to the traditional goal of learning associated with the assimilation of a certain amount of knowledge within the framework of school subjects.

This specific component is a high (or increased) level and breadth of general education, which determine the development of a holistic worldview and a high level of competence in various fields of knowledge in accordance with the individual needs and capabilities of students. 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 life and professional activity. But in relation to gifted children, this goal is especially significant.

It should be emphasized that it is on these children that society first of all places its hope in solving the urgent problems of modern civilization. To support and develop the individuality of the child, not to lose, not to slow down the growth of his abilities is a particularly important task of teaching gifted children. The specific goals of teaching gifted students are determined taking into account the qualitative specifics of a certain type of giftedness, as well as the psychological laws of its development. So, the following can be identified as priority guidelines for teaching children with general giftedness:

• - the development of the spiritual and moral foundations of the personality of a gifted child, the highest spiritual values \u200b\u200b(it is not the gift itself that is important, but what application it will have);
• - creating conditions for the development of a creative personality;
• - development of the personality of a gifted child (identification and disclosure of the originality and individual originality of his capabilities);
• - providing broad general education of a high level, which conditions the development of a holistic world outlook and a high level of competence in various fields of knowledge in accordance with the individual needs and inclinations of students.

General principles of teaching gifted children refer to the basic general principles of teaching, including all children in general:

• - the principle of developmental and educational training. This principle means that the goals, content and methods of teaching should contribute not only to the assimilation of knowledge and skills, but also to cognitive development, as well as the upbringing of the personal qualities of students;
• - the principle of individualization and differentiation of training. It consists in the fact that the goals, content and process of teaching should take into account the individual and typological characteristics of students as fully as possible. The implementation of this principle is especially important in teaching gifted children, whose individual differences are expressed in a vivid and unique form;
• - the principle of taking into account age opportunities. This principle assumes that the content of education and teaching methods correspond to the specific characteristics of gifted students at different age stages, since their higher capabilities can easily provoke an overestimation of the levels of learning difficulty, which can lead to negative consequences.

Given the diversity, diversity and individual originality of the phenomenon of giftedness, the organization of work on the training and development of gifted children requires a preliminary answer to the following questions:

• 1) what kind of giftedness we are dealing with (general or special in the form of sports, artistic or other);
• 2) in what form giftedness can manifest itself: explicit, hidden, potential;
• 3) what are the priority tasks of working with the gifted: development of available abilities; psychological support and assistance; design and expertise of the educational environment, including the development and monitoring of educational technologies, programs and educational institutions, etc .;
• 4) what type of educational institution is advisable to use: a gymnasium specifically focused on working with gifted children, a general education mass school, an institution of additional education, etc.

The following should be distinguished as the main educational structures for teaching gifted children:

• a) the system of preschool educational institutions, first of all, general developmental kindergartens, child development centers, which create the most favorable conditions for the formation of the abilities of preschoolers, as well as educational institutions for children of preschool and primary school ages, ensuring the continuity of the environment and methods of children's development when going to school;
• b) the system of general education schools, within which conditions are created for the individualization of the education of gifted children;
• c) a system of additional education designed to meet the constantly changing individual socio-cultural and educational needs of gifted children and to ensure the identification, support and development of their abilities in the framework of extracurricular activities;
• d) a system of schools focused on working with gifted children and designed to provide support and development of the possibilities of such children in the process of obtaining general secondary education (including lyceums, gymnasiums, non-standard educational institutions of the highest category, etc.).

The psychological characteristics of gifted children, along with the specifics of the social order in relation to this group of students, determine certain accents in understanding the main goals of teaching and upbringing, which are defined as the formation of knowledge, skills and abilities in certain subject areas, as well as creating conditions for the cognitive and personal development of students with taking into account their talent.

Conditions for Successful Work with Gifted Students

• 1. Awareness of the importance of this work by each member of the teaching staff.
• 2. Creation and continuous improvement of the methodological system and subject subsystems for working with gifted students.
• 3. Recognition by the management and staff of the school that the implementation of the system of work with gifted students is one of the priority directions in its work.
• 4. Involvement in work with gifted students of teachers with the following qualities:
  • - a teacher for a gifted child is a person who productively responds to a challenge, is able to accept criticism and not suffer from stress when working with people more capable and knowledgeable than himself. The interaction of a teacher with a gifted child should be aimed at the optimal development of abilities, have the character of help, support, be non-directive;
  • - the teacher believes in his own competence and the ability to solve emerging problems. He is ready to bear responsibility for the consequences of the decisions he makes and at the same time feels himself to be a trustworthy person, confident in his human attractiveness and solvency;
  • - the teacher considers others to be able to independently solve their problems, believe in their friendliness and that they have positive intentions, they have a sense of their own dignity, which should be valued, respected and protected;
  • - the teacher strives for intellectual and professional self-improvement, willingly works to replenish his own knowledge, is ready to learn from others and engage in self-education and self-development.
• 5. Continuous work to improve the educational process in order to steadily reduce the educational and psychological overload of students.

Julia Yurina
Psychological and pedagogical support for the development of gifted children in preschool educational institutions in the context of the introduction of the federal state educational standard for preschool education

"Psychological and pedagogical support for the development of gifted children in preschool educational institutions in the context of the introduction of the Federal State Educational Standard of preschool education."

Psychological and pedagogical support for the development of gifted children in preschool educational institutions in the context of the introduction of the federal state educational standard for preschool education

Children's problems giftedness, development creative thinking preschoolers are relevant to modern preschool education... Today, society's need for the education of creative people who have an unconventional view, who are able to work with any information flows, and quickly adapt to changing conditions. Gifted children are unique in the social world; they are a valuable but fragile part of our society.

Federal state preschool educational standard a priority preschool education defines the task of preserving and supporting the individuality of the child, development individual abilities and creative potential of each child as a subject of relationships with people, the world and himself, as well as development aesthetic qualities of pupils.

Work with gifted preschoolers acts from the standpoint of implementation FSES of preschool education as one of the directions of individualization preschool education.

Gifted preschooler differs from his peers in a higher level of learning, greater opportunities for mastering new things. Gifted preschool children remain preschoolers with all age-appropriate psychological characteristicsto be considered when avoiding "Growing up" children, which a high level of mental development of its pupils... It is believed that gifted children do not need adult help, special attention and guidance. However, due to their personal characteristics, such children are most sensitive to the assessment of their activities, behavior and thinking.

When deciding on the organizational forms of work with gifted children, it should be recognized inappropriate the allocation of such pupils into special groups. Gifted pupils must be brought up and develop in groups with other children. This will create conditions for further social adaptation gifted children and at the same time to reveal hidden until a certain time giftedness other pupils. Development of giftedness in preschool children age will be effective if psychological - pedagogical features development, implement effective methods and techniques for development of giftedness, develop and implement a program of work with gifted childrenpromoting development intelligence and creativity.

In recent decades, the system education Through the efforts of scientists and practitioners in Russia, a special culture of support and assistance to a child in educational process - psychological and pedagogical support. Accompanying the gifted child is an integral element of humanization education of Russia in the context of its modernization. Accompaniment means assistance! Therefore culture escorts requires the organization of joint action with the child, which has great developing effect, teaches the child cooperation, responsibility and independence.

The goals of the teacher and psychologist and their focus on the personality of the child, and the teacher and psychologist become equal partners and at the same time companions, accompanying child on his life path.

Psychological support for the development of a gifted child in conditions The preschool educational institution assumes the implementation of the following stages:

stage accompanying work - diagnostic - involves the discovery, statement in development child of his interests and inclinations, giftedness... Information comes from parents, caregivers, or other people who have contact with the child. At this stage, educators familiarize parents with age characteristics children... Educator psychologist together with educators, observe the children, analyze the individual characteristics of each child, identify children with pronounced abilities. Inconsistency of individual status with age patterns and educational opportunities is considered as increasing attention to the child in order to determine his individual path development, building developmental work... Comparison of results psychological testing and expert assessments of teachers and parents provides additional information about individual differences child's giftednessand also highlight children, whose high level of abilities was not revealed for some reason. A package of diagnostic techniques (intelligence, special abilities, creativity, motivation, achievements, in order to determine the level of personal development child within 4 main directions preschool education: social and personal, cognitive and speech, artistic and aesthetic, psychophysical... At the same time, diagnostic tasks are carried out in a playful way during the period of time when the child is productively active and engaged with desire. Since testing requires a lot of dedication, the diagnostic examination is carried out slowly, gradually offering no more than 1-2 tasks in one period of time (for children 5-6 years - up to 20 minutes, for 6-7 years - no more than half an hour).

the second stage is to clarify the revealed abilities of the child, conduct psychological- pedagogical council. At this stage, educators collect additional information from other kindergarten teachers, parents, study special literature to clarify the identified child's giftedness... The members of the council carry out a synthesis of all information about the child in need of developmental tools, and define the group escorts, conditions for the development of a gifted child... Specialists escorts set specific objectives for each subject escortsdevelop individual programs or recommendations for creating conditions for the development of his giftedness... IN "Diary" experts record conclusions, write down recommendations for accompanying the development of a gifted child.

third stage - creation conditions for the development of gifted children: holding developing work with a child in circles; advisory and other work with parents, educators. At this stage, based on the analysis of the identified child's giftedness, parents' applications about developing their child's giftedness, the head of the preschool educational institution creates in kindergarten conditions for the development of gifted children: opens circles, studios. At the same time, it uses internal resources, kindergarten teachers, and also invites teachers from institutions of additional education... Preschool teachers develop educational work programs of circles, studios, which are discussed with parents and approved by the pedagogical council of the preschool educational institution. Since the gifted child, as a rule, increased activity, the area of \u200b\u200bhis special interests, therefore, in kindergarten educational teachers organize the process according to personal developing technologywhich promotes development in children cognitive activity, initiative, creative self-expression, subjective position in activity. Working with gifted it is better for children to carry out with the involvement of play motivation, which allows them to comprehend situations, create problem situations, offer tasks and riddles. Expedient also use competitive motivation in the classroom that meets the aspirations for excellence.

fourth stage - analysis of intermediate results accompanying the development of a gifted child... At this stage psychologists, teachers and other specialists carry out in the middle and at the end of the academic year, and if necessary more often, diagnosis of success development of giftedness child and the adjustment of his individual programs, recommendations for accompanying its development... Preschool teachers organize in kindergarten varied forms of success presentations development abilities baby: exhibitions of works of authorship, recitals, solo performances, festivals, etc. All these educators register in an individual "Diary accompanying child development» .

So way, identifying gifted children - lengthy process associated with the analysis development of a particular child... Efforts should be directed towards a gradual, phased search gifted children in the process of their education or in the process of individualized education... Creature conditionshelping to recognize gifted children and contributing to the realization of their potential capabilities, is one of the priority social tasks of modern society, the solution of which is aimed at the implementation of the tasks set FSES... Educators need to remember to support and develop the individuality of the child, not to lose, not to slow down the growth of his abilities - this is a particularly important task of learning gifted children.

Gifted children account for 2-5% of the total children... There are much fewer of them than those that do not show giftedness... But, if you remember that every child is a storehouse of potential opportunities, then every effort must be made to help him realize himself as much as possible.

Tatiana Mamaeva
Psychological and pedagogical support for gifted children

Psychological and pedagogical support of gifted children

Research of domestic psychologists confirm: quantity gifted children it increases every year, which necessitates the search for effective approaches to diagnosis giftedness and the development of programs for the development and correction of behavior gifted children.

What giftedness?

Giftedness is a systemicquality that develops throughout life psyche, which determines the ability of a person to achieve higher, outstanding results in one or more activities in comparison with other people.

Gifted a child is a child who stands out for bright, obvious, sometimes outstanding achievements (or has internal prerequisites for such achievements) in this or that kind of activity.

IN psychological- pedagogical and medical aspects giftedness is a syndrome of typical psychophysiological and socio-psychological deviations from the average line of human development, exceeding it in terms of the main indicators of development, primarily the development of intelligence. Moreover, the more pronounced giftedness, the more psychological it causes problems of self-actualization and social adaptation.

Now let's look at the types giftedness... Whatever they are, and we'll reveal them a little. There are many variations of types giftedness, but I settled on these.

Intellectual (development of all higher mental functions: memory, thinking, imagination, etc.)

Academic (differs from intellectual in that only one subject can be developed here; mathematics, biology, foreign language) In other subjects, performance may be poor.

Organizational (this giftedness characterized by the ability to understand other people, build constructive relationships with them, lead them).

Artistic (literary, visual, musical, choreographic).

Psychomotor(sports) (coordination abilities, memory for the basic parameters of movements, muscle strength, vestibular sensations and perceptions, endurance, agility).

Everything gifted children are different - in temperament, interests, upbringing and, accordingly, in personal manifestations, however, there are common personality traits that characterize the majority children with enhanced capabilities that require psychological support, so children with signs giftedness face such difficulties as:

1. Very heavy workload, lack of time.

2. Difficulties in communicating with teachers and with peers. Insufficiently developed social skills.

3. High self-esteem (egocentrism).

4. Difficulties of adaptation in the group.

5. "Obsession" with the subject of interest, as a result of this "boring" of this child for peers, the so-called "nerd".

6. Incomplexity, shyness and, as a result, rejection.

7. Inability to present oneself.

8. Pressure on children by parents (too high requirements) or vice versa overprotective.

And since our educational institution is moving to a new Federal State Educational Standard, and the Standard is aimed at solving the following tasks:

Protecting and strengthening the physical and mental health of children, including their emotional well-being;

Providing different opportunities for the full development of each child during preschool childhood, regardless of place of residence, gender, nation, language, social status, psychophysiological and other features (including disabilities);

Creation of favorable conditions for development children in accordance with their age and individual characteristics and inclinations, the development of the abilities and creative potential of each child as a subject of relations with himself, other children, adults and the world.

Formation of a general culture of personality children, including the values \u200b\u200bof a healthy lifestyle, the development of their social, moral, ethical, intellectual, physical qualities, initiative, independence and responsibility of the child, the formation of the prerequisites for educational activities.

Security psychological- pedagogical support of the family and increasing the competence of parents (legal representatives) in development and education, health protection and promotion children.

His work with gifted children i build next way: Initially it is of course observation, analysis, creativity and diagnostics. Each child is examined with a set psychological tests: I use psychological-diagnostic-complex Chuprov, MPC includes three methodology:

"Guess" (The indicators obtained using the methodology make it possible to quantitatively characterize the features of short-term and long-term memory, thinking, such properties of attention as stability, switchability and distribution).

J. Raven's matrices (Methods for the study of visual perception and visual-figurative thinking).

Verbal subtests. (Verbal tasks allowing to establish the degree of formation of concepts, generalizations, logical operations).

Methodology "Two houses" (The technique is designed to determine the social status of a child in a group and determine interpersonal relationships).

My task psychologist not only to determine the level of general intellectual development, but also to evaluate the preferred side of thinking, personal characteristics, psychodynamic personality traits, the degree of emotional stability, etc. Based on the diagnosis, a map is drawn up gifted child, and recommendations are given to teachers on the preparation of individual routes. Teachers also fill out questionnaires. Parents are invited to fill out an express questionnaire. Consultations are carried out, reminders are made.

All my direct educational activities, I spend in the form of mini-training. Each training session begins in a circle, holding hands, with a general greeting.

In one of the first lessons, we build an associative chain between mood and color. Coloring the mood screen - HEART. At each subsequent lesson, the screen is replenished with one emoticon - this allows you to determine not only the level of the child's emotional well-being, but also allows the child to learn reflection (analyze his state "Here and now" and find cause and effect relationships).

Gifted It is not easy for children to work in a team, so I often play games that not only contribute to the development of the child's agility, speed, strength, intelligence, attention, but also teaches the child to comply with ethical standards and the rules of the community.

After every activity (drawing, creating collages, playing a role) I ask the child to positively evaluate one of the comrades and explain why, so that the children listen and be attentive to the statements of the other person.

This work allows children to feel more confident, relaxed, easy to come into contact with adults and children.

The development of our society and its entry into the information and technical space of the 21st century have formulated a new field of educational activity in Russia. The social order of society for a creative, active personality, capable of expressing himself in non-standard conditions, flexibly and independently using the acquired knowledge in a variety of life situations, renders the improvement of the educational system in our country.

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"Psychological and pedagogical support of a gifted child."

English teacher Lopatina S.N.

MAOU SOSH №36

The development of our society and its entry into the information and technical space of the 21st century have formulated a new field of educational activity in Russia. The social order of society for a creative, active personality, capable of expressing himself in non-standard conditions, flexibly and independently using the acquired knowledge in a variety of life situations, renders the improvement of the educational system in our country.

This is reflected in the emergence of educational institutions of a new type, focused on teaching and upbringing capable and gifted children. The term "giftedness" is controversial. They say that this is genetically determined exclusivity. And this judgment is valid. But there is another opinion that highlights a different aspect of the problem of giftedness. The human brain with its ability to create can be regarded as the greatest gift of nature, and in this sense, "giftedness" is no longer as exclusive, but as "potential", "gift" available to everyone. Understanding this is important not only for identifying the didactic aspects of the problem of teaching and pedagogical support of gifted and capable children, but also for building a didactic system focused on the development of human potential in general.

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

The specific features of gifted children are described in the special literature of such authors as: Yu.Z. Gilbukh, A. Karne, F. Monks, A.M. Matyushkin. An imbalance in development is considered one of the important differences between gifted people: being ahead of their peers in the intellectual and creative sense can often be combined with an average level of psychosocial or physical development. Gifted children often turn out to be uncomfortable, require too much attention, differ from other children and therefore are rejected by teachers, classmates, and parents. One might get the impression that children's giftedness is an abnormal process and is always accompanied by various kinds of difficulties. Of course it is not. A gifted child is a child who develops in a different way, he requires a change in the established norms of relationships, other educational programs. It is especially difficult to notice such a child in time. Identifying a child as “gifted” or “not gifted” at a given moment in time means artificially interfering with his fate, in advance, predetermining his subjective expectations. It should be remembered that giftedness in different children can be expressed in a 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 gifts they have not yet been able to see. It is also important to remember that the signs of giftedness manifested in childhood, even under favorable conditions, can gradually disappear. Most often this happens due to the 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, a teacher, a psychologist and a parent are looking for ways of help and correction through identifying their causes, then the situation is different with the gifted. To work with gifted children to be effective, it is necessary to analyze and identify the true mechanisms that give rise to these problems, and an understanding that giftedness is not just the result of a child's high abilities, but first of all it is the problem of the formation of his personality.

From the whole spectrum of problems in teaching gifted children, two strategic lines can be distinguished. First, it doesn't matter whether a gifted child will outperform their peers in adolescence and adolescence and 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 to look for pedagogical opportunities to maintain the level and pace of development.

The development of the giftedness of 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 of the student; 5) incentive and intensifying activity of the teacher.

Let us single out from these conditions what is important and which is in the first place: pedagogical support of students. The introduction of pedagogical support creates conditions for ensuring the own educational activities of schoolchildren, taking into account and developing their individual abilities, and in the center of attention is a method of teaching that contributes to the inclusion of the internal mechanisms of personal development of children, 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:

1. Creation of conditions for the development and realization of the potential abilities of gifted and capable children;
2. the development of students' skills to highlight the main, essential in the material;
3. the development of independent thinking in schoolchildren;
4. development of children's speech: enrichment of the vocabulary and semantic functions of the student's speech in the course of solving educational problems;
5. development of imagination, memory, attention of gifted children;
6. developing in gifted children the ability to overcome difficulties in learning, temper the will, provide situations of emotional chewing4
7. development of search and research methods for obtaining knowledge in educational areas;
8. development of individual creative abilities of schoolchildren in a comfortable cognitive situation.

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

A) constantly stimulate and motivate a 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, and occupational hygiene;

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

C) to contribute to the development of the creative potential of schoolchildren, to 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 motivating and intensifying activity.

It also requires high professional competence of a teacher working with gifted children. Professional competence includes psychological and pedagogical knowledge, skills and abilities, which are the result of active assimilation of 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 peculiarities of professional qualifications of specialists for working with gifted children;

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

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

1. high levels of development of cognitive and internal professional motivation;
2. high and adequate self-esteem;
3. striving 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 the teacher - “the desire to live in the student”.

Often, children with signs of giftedness, willingly or unwillingly, create non-standard situations by their behavior, for the solution of which the previously formed “teacher's” stereotypes are harmful both for the child and for the teacher himself. Therefore, taking into account the psychological, didactic and other features of the teaching and development of gifted children, the main requirement for the preparation of teachers to work with them is to change the pedagogical consciousness. It is important to change the stereotypes of the student's perception of the educational process, and especially, himself. Work experience shows that one of the most common stereotypes of the traditional teacher's consciousness is that a student is viewed 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 get into a reflexive position towards himself.

In accordance with this, the training of teachers for working with gifted children should be based on the principle of unity and differentiation of general and special education, 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.A comprehensive 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. compulsory consideration of the zone of proximal development when developing an individual program for accompanying a child;

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

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

Literature.

1. D.B. Bogoyavlenskaya "Psychology of creative abilities" .- M., 2002.
2. D.B. Bogoyavlenskaya "Basic modern concepts of creativity and giftedness." - M., 1997.
3. Electronic resource-http: //www.den-za-dnem.ru. Working Concept of Giftedness.