Educational work with gifted junior schoolchildren. Features of working with gifted children of primary school age in Russia. Bondar Denis
Ludmila Surikova
Working with gifted children in elementary school
L. V. Surikova
(Yelets, MBOU secondary school No. 1 named after M. M. Prishvin)
Working with gifted children in elementary school.
Annotation. Every child gifted. In order for him to show his talent in life, he needs to be found and pulled out. The task of the teacher is to help the little person and direct him in the right direction.
Keywords: talent, giftedness, school, Primary School, child.
Significant benefits will be
those states that can
as early as possible to identify creative
personality and create the most favorable
conditions for the development of their potentials.
C. Taylor (American psychologist)
Any society needs talented people, and the task of a society is to consider and develop the abilities of all its representatives. Unfortunately, not every person is able to realize their abilities. Much depends on the family and schools.
The task of the family is to see, see the ability of the child. A task schools- support the child and develop his abilities, prepare the ground for these abilities to be realized.
The thirst for discovery, the desire to penetrate into the innermost secrets of being are born on school bench. Already in primary school you can meet students who are not satisfied work with school textbook , they are not interested work in class, they read dictionaries and specialized literature, look for answers to their questions in various fields of knowledge. That is why it is so important in school to identify all who are interested in various fields of science and technology, to help realize their plans and dreams, to bring schoolchildren on the road of search in science, in life, to help to reveal their abilities to the fullest.
What is meant by the term « giftedness» ?
In everyday life giftedness is synonymous with talent. In psychology, it is understood as a systemic quality of a person, which is expressed in the exceptional success of mastering and performing one or more types of activity, combined with interest in them. Will a child grow up with symptoms talented, a brilliant personality, depends on many circumstances.
Children with potential enough school. Gifted children are exceptionally successful in learning. This trait is associated with high speed processing and assimilation of information. But at the same time, such children can quickly lose interest in daily painstaking activities. They care about fundamental things, a wide coverage of the material. Working with such children is interesting and difficult.; in the classroom, in the classroom, they require an individual approach, a special system of education.
Often about gifted children say what they have "Charisma", but in order to ignite the flame of talent from this spark, considerable efforts must be made. That is why for many years of my teaching activity I have been developing and educating gifted children.
my system work with gifted children includes the following Components:
Revealing gifted children;
Development of creative abilities in the classroom;
Development of abilities in extracurricular activities (olympiads,
competitions, research Work);
Creation of conditions for comprehensive development gifted children.
From experience work know, what gifted children are curious, persistent in the search for answers, often ask deep questions, prone to reflection, have a good memory. In addition, diagnostic giftedness I spend using various tests.
There are many talented children in my class.
Pavlov Nikita is seriously involved in sports. He attends the children's sports school, participates in competitions, the second is a member schoolwide teams to participate in the city military sports game "Patriot" and has many credentials. In the classroom, he is responsible for sports work, conducts morning exercises, forms a team himself, prepares for competitions and is a permanent captain. I think that in the future he will achieve high results if he works seriously.
Maria Chaplygina has excellent artistic abilities. She reads poetry wonderfully, takes ballet seriously, attending art school. All competitions and school, and in the city she takes prizes. In addition, the girl is also a good student and goes in for sports. And she has time for everything. She became a participant of the All-Russian Olympiad schoolchildren Basics Orthodox culture, winner in school "Living Classic" and etc.
Makhonin Matvey is talented in everything. He is an excellent student, is engaged in sports school. Every year the boy participates in various art competitions. creativity: "The road through the eyes of children", "Instead of a Christmas tree, a New Year's bouquet", "Nature around us" and others and takes the prize money places: lauryat school scientific and practical conference "First steps in science", winner of the regional intellectual and educational competition dedicated to the 870th anniversary of the city of Yelets "Young connoisseurs of the native land" in the nomination "History of my small homeland", diploma of the winner in 1 online Olympiad in the Russian language "Russian with Pushkin", 1st place in school stage of the All-Russian competition for reading aloud "Living Classic", laureate 2 degrees of the regional Olympiad in Informatics, etc. And on March 28 at the XI open competition of readers "And the eternal beauty of nature", dedicated to the memory of S. N. Konovalov, S. V. Makarov, Matvey took 1st place.
Polevoi Boris does not study well, but his hands are golden. He attends a circle "A fairy tale with your own hands", and work it turns out great. In technology classes, he is a teacher's assistant and assists children in work. In the regional action of children's creativity on road safety "The road through the eyes of children" Boris took 1st place. The boy became the winner of the Regional competition "Young connoisseurs of the native land" in the nomination "Streets of my city"
Lysochenko Polina loves animals very much. In our class, a guinea pig lived in a living corner. We named her Frosya. And only Polina conscientiously and selflessly looked after her. After a while, they could no longer live without each other. Now Frosya is a member of the Lysochenko family. She is currently preparing a research project on the life and habits of guinea pigs using her pet as an example. The girl is convinced that every living being has a mind and knows how to truly love. It is only necessary that the people who were nearby remain people in the full sense of the word.
In order to maintain interest in the subject and develop the natural inclinations of students, I use creative tasks, entertaining experiences, materials and tasks.
me developed a system of developing tasks-minutes, which I offer students as a warm-up in the beginning of the lesson. I take 5-7 minutes to solve such tasks and require a detailed explanation. In case of difficulty, I give hints, we analyze these tasks in detail.
At all stages of the lesson, I try to use an individually differentiated approach. For capable children, I suggest more difficult tasks, use cards ahead of tasks, work in pairs and groups. These children are consultants in and out of the classroom.
It is impossible to instill an interest in discipline in children if the teacher himself is not passionate about his subject. Therefore, I am constantly learning, improving my knowledge through advanced training courses, methodological associations schools and cities, through the Internet, through self-education.
I pay great attention to the involvement of talented children in extracurricular activities. work. Often I hold various events in which students can express themselves. The teams of the Museum of Crafts, the Station of Young Technicians, and the Children's Library, where we are frequent guests, are of great help to me. This year the students have been on a wonderful holiday. "Autumn gatherings", "bast shoes", a holiday of the piano accordion, participated in competitions held by the children's library, where they won prizes.
The most important form work with gifted students are Olympiads and various competitions. They help to identify the most capable and gifted children, the formation and development of the educational needs of the individual, the preparation of students to receive higher education, creative work in various fields, scientific and practical activities. We constantly participate in all-Russian olympiads: "Russian Bear", "Kangaroo", "Erudite".
work in preparation for the olympiads and competitions I spend throughout the academic year. with talented children I do after lessons: perform non-standard tasks, create research work, projects. Now we have in work several projects in various fields.
I also consider it important to create conditions for the all-round development of the individual. I make sure that the child is engaged work on yourself, that is, he independently knew how to set and solve tasks, since it is possible to stimulate creative activity, develop it only thanks to self-education, I convince the children that “when you follow someone, the road is not remembered, and the one you walked along will never be forgotten”, and that "Talent is 1% ability and 99% hard work".
I try to ensure that the child's intellect does not develop at the expense of physical, emotional, personal development. I urge the guys to go in for sports, attend sports sections in school and out of school engaged in additional physical education and sports at home.
As you know, nutrition and daily routine is the main prerequisite for the relationship between the body and environment. Obviously, malnutrition, daily routine is harmful to physical, psychological and social development. Lack of nutrition has an inhibitory effect on learning. Therefore, I talk with parents about the daily routine of the child, about a complete fortified diet.
I understand that I am responsible to the child for his happy future and to the state for raising a full-fledged, mature citizen who is ready to make decisions on his own and be responsible for the results of his activities.
The child's consciousness is in its infancy, and that is why I make sure that the creative potential is not wasted, but only multiplied.
In conclusion, I would like to quote the wonderful words of V.A. Sukhomlinsky: “There are invisible strings in the soul of every child. If you touch them with a skillful hand, they will sound beautifully.
Literature:
1.Using items self work in the process of ability formation gifted junior schoolchildren// History and current state of Russian education. unexplored problems. Collection of abstracts. Ed. R. S. Bozieva and A. V. Ovchinnikova - M Pedagogy, 1998 - C 77-78
2. Training gifted children in the system of differentiated education in primary school England and the USA / / Scientific works of the Moscow State Pedagogical University - M Prometheus, 1999 - C 158-164.
3. Pedagogical basis learning gifted children // Higher pedagogical education Russia: traditions, problems, prospects abstracts of the international scientific-practical conference. Part P. - M, 1997 - S 84-87
4. The problem of differentiated learning gifted children in elementary school// Actual problems of education of students primary classes Proceedings of the All-Russian Scientific and Practical Conference Part I - Saransk MGPI im. M. E. Evsevyeva, 1998 -С 94-95
5. Development of creative abilities gifted junior schoolchildren// Actual problems of pedagogy of creative self-development and pedagogical monitoring. Materials of the Sixth All-Russian Scientific and Practical Conference - Yoshkar-Ola MGPI, ChD 1998 - C 133 -134
6. Modern foreign experience of training and education gifted children // Young voices. Collection of research works graduate students and applicants MGOPU. - M, 1998 - C 197-199
7. Characteristic features of the mental giftedness of primary school children age // Abstracts of the conference of students, young scientists and teachers "Scientific search in solving the problems of the educational process in modern school". - Issue of Sh. M. Promeli, 1998 - C 129-130
System of classes "Umka"
to identify and develop gifted children in elementary school
Galina Nikolaevna KOZEL,
primary school teacher,
State Educational Institution "Massolyansky
educational and pedagogical complex
Kindergarten - comprehensive school.
INTRODUCTION
Modern society makes increasingly higher demands on the modern personality: a person needs not only to acquire the necessary knowledge and skills, but also to be able to creatively apply them. Therefore, one of the tasks modern school-- development of creative abilities, creative thinking of students; the formation of a full-fledged, independently thinking, able to make decisions personality.
At primary school age, the child's thinking is intensively developed, which leads to a qualitative restructuring of perception and memory, turning them into arbitrary, regulated processes. The younger student usually thinks in specific categories. The development of theoretical thinking is preceded by the development of the ability to abstract, generalize. By the time they enter secondary school, children should learn to reason independently, draw conclusions, compare, compare, analyze, find the general and the particular, and establish patterns. Therefore, in elementary school, special attention must be paid to the development of logical thinking and creative abilities of students.
SYSTEM OF LESSONS "UMKA"
The system of classes "Umka" was developed for elementary school students and is aimed at solving the problems of the formation of the child's intellectual abilities. The system is complex: it contributes to the expansion of students' worldviews; is focused on preparing a primary school student for the transition to the secondary level.
Program goal:
The systematic development of intellectual abilities, the formation of a steady interest and positive motivation for learning among schoolchildren.
Tasks:
To form the skills and abilities to perform logical and creative tasks of various directions; skills of independent activity, goal setting, planning stages of work, self-control, introspection, self-assessment.
To develop the thought processes and individual abilities of students, the culture of oral and writing, independence of creative thinking of students in research activities and the ability to apply the acquired knowledge in practice.
To cultivate a communicative culture, attention and respect for their comrades, tolerance for other people's opinions.
The system is designed for 34 hours(at the rate of 1 hour per week), of which 4 hours - the course "Introduction to school life", 4 hours - diagnostics and identification of giftedness, 4 hours - assessment of the level of formation of a stable need for the thought process, 2 hours - holidays “We have become schoolchildren” and “Farewell to the Primer”.
The Umka system of classes is based on the study of scientific works on general psychology, the psychology of abilities and giftedness (L. B. Ermolaeva - Tomina, E. Landau, A. Z. Zak, F. Galton, G. Eysenck, N. V. Talyzina), on the ability to plan educational and cognitive activities in accordance with functional systems and sensitive (optimal) periods of child development, the study and use of modern achievements in pedagogical and psychological science and practice in activities.
Preference is given to teaching methods and techniques that stimulate complex cognitive processes that contribute to the independent activity of students, focused on their creativity. The system is based on a personal approach to the formation of the ability to solve logical, non-standard, creative-search, verbal-didactic, spatial-combinatorial and other cognitive tasks.
To achieve the goals set, the following methods learning:
Verbal: conversation, discussion, story, explanation, work with a book.
Visual: table, demonstration, drawings, technical and interactive teaching aids, Internet resources.
Practical: exercises, individual independent work on assignments, method of programmed learning.
Inductive and deductive methods.
Partial search or heuristic method.
research method.
Control: oral individual and frontal, mutual control, tests, performing creative tasks, erudite competitions, poster presentations of creative works with logical tasks created by children in teams.
The system provides for conducting training sessions in various form:
Individual independent work.
Work in pairs.
Group forms of work.
Differentiated work (explain).
Frontal check and control (Is this a form of work?).
Self-assessment of the work done. (Is this a form of work?).
Didactic game.
Competition.
Lesson 1. Revealing the level of giftedness of younger children school age
Lesson progress
1. Introductory conversation.
Teacher. Guys, this year we start classes on the development of creative abilities. Our classes will not be evaluative, but educational and developing. The main thing is not “What mark did I get in class today?” But “What did I learn today?”
Don't be discouraged if the answer to a question doesn't come to mind right away. Follow the rule: “If it didn’t work out today, it will definitely work out tomorrow, you just need to want it!” And you can evaluate your success yourself, and conditional icons will help you with this.
Red flag - excellent.
Yellow flag - good.
Green flag - only part of the tasks were completed as desired.
Blue flag - did not work out the way you wanted.
For classes, each of you must have: a workbook, colored pencils, a simple pencil, pens with colored pastes, a ruler, matches or counting sticks.
The order of work in the classroom will be as follows:
To prepare for work, let's perform "brain gymnastics".
During the warm-up, you will have to give the correct answers as quickly as possible to questions that are designed to test your quick wit, reaction time, and memory. Keep in mind that many of the tasks are tricky. Be careful!
Then we will do some exercises that contribute to the development of memory, attention, imagination, thinking.
During the "fun break" we will play.
Then we will solve several logical, creative search problems.
Let's do a graphic dictation.
And finally, let's sum up the lesson, evaluate ourselves.
I believe that you will succeed!
2. "Brain gymnastics."
head shake (exercise stimulates thought processes). Instruction. Breathe deeply, relax your shoulders and drop your head forward. Allow the head to slowly rock from side to side as the breath releases the tension. The chin draws a slightly curved line across the chest as the neck relaxes. (Perform 30 seconds).
"Lazy Eights" (exercise activates the brain structures responsible for memorization, increases the stability of attention).
Instruction. Draw in the air in a horizontal plane "eight" three times with each hand, and then with both hands.
"Thinking Hat » (improves attention, clarity of perception and speech).
Instruction.“Put on a hat”, that is, gently wrap your ears from the top to the earlobe three times.
"Sharp Eyes"
Instruction. With your eyes, draw 6 circles clockwise and 6 circles counterclockwise.
"Shooting Eyes" (the exercise serves to prevent visual impairment).
Instruction. move your eyes left and right, up and down 6 times.
3. Warm up.
How: (give answers)
Days in a week, including weekends?
Toes on the right foot?
Hind and front legs of a goose?
Seasons, autumn months?
Months of the year other than summer?
Dwarves at Snow White?
Human eye and eyebrow?
Letters in the name of our country?
The corners of a square?
Two cats have tails?
Identification of the level of development of cognitive processes
Task number 1.
Instruction. Numbers are written in a row in the sample. Each number has its own pattern. Consider them. After I say: “Start!”, You must fill in all the free cells under the numbers as it is done in the sample. Be careful, numbers are not in order. You have 2 minutes to complete the task. When I say "Stop!", you put down your pens and complete the task.
Is it 2 table options? Or should each child complete both tables?
Task number 2.((please check the correctness of the figures. Please give an example of the task)
Instruction. Read the words and sketch in the proposed figures the objects that they represent.
domino net house
letter plane
hang glider
5. Cheerful break.
Teacher. And now let's rest. Rest with us will be active and useful. The exercise is designed for coordination of movements. First, with your left hand, touch your right ear, and then with your right hand, touch the tip of your nose; then quickly change the position of the hands: the right hand is the left ear, the left hand is the nose. (Five times).
6. Continued work.
Task number 4.(Performed to test the level of development of auditory memory and auditory perception.)
Instruction. Listen carefully to the proverbs and write down only the names of the numbers.
Seven troubles - one answer.
Two of a Kind.
On all four sides.
Better to see once than hear a hundred times.
The promised three years are waiting.
Like the back of my hand.
Task number 5.
Instruction. Think about how long a piece of wire should be to make such an arc. Draw a line. (give correct answer)
Task number 6(a task to test the understanding of the relative position of objects on a plane).
Instruction. Draw a cucumber to the left of the beets, but to the right of the carrots.
(give an example of the task)
Task number 7.
Instruction. Draw the missing matryoshka.
(give an example of the correct execution of the task)
7. Graphic dictation.
Guess the riddle:
I'm under a colored hat
I stand on one foot
I have my habits.
I always play hide and seek. ( Mushroom).
1, 1→, 1↓, 1→, 5, 3←, 1, 1→, 1, 1→, 1, 1→, 1, 3→, 1↓, 1→, 1↓, 1→, 1↓, 1→, 1↓, 3←, 5↓, 1→, 1, 1→, 1↓.
And how do the children from this task see that they need to draw 2 more cells inside the mushroom stem? And bottom line? (highlighted in red)
8. The results of the lesson. Reflection.
What did we do in class?
What tasks did you like best? Why?
What didn't work the first time? Why?
9. Self-assessment by students of their activities
Coloring flags in the appropriate color. Counting results. (please describe the process: who gives out the flags? How do the children decide what color to paint the flag in? By what principle are the results calculated).
Job analysis
Based on the results obtained for tasks 1--4, the number is determined:
filled cells under the numbers in two minutes - an indicator of concentration of attention, its stability in monotonous work; (give in points or numbers what is considered a high, average, low indicator of concentration)
correctly filled cells - an indicator of the ability to distribute attention; (give in points or numbers what is considered a high, average, low indicator of the ability to distribute attention)
completed drawings - an indicator of brightness and power of imagination; (how is it valued?)
accurately depicted and colored drawings - an indicator of the completeness of perception, the level of development of visual memory, (give in points or numbers what is considered an indicator of a high, average, low level of visual memory development)
thick lines and lines in the image - an indicator of the accuracy of perception; (give in points or numbers what is considered a high, medium, low indicator of perceptual accuracy)
points in the record - an indicator of the ability to notice subtle details during perception; written numerals - an indicator of the development of auditory memory. (give in points or numbers what is considered high, average, low)
In task No. 5, attention should be paid to the correctness of the drawn segment - an indicator of the development of the imagination and the ability to transform this figure.
What and how is determined in task number 6?
In task No. 7, attention should be paid to the correctness of the drawn nesting doll - an indicator of the ability to notice the existing pattern and apply it to complete the proposed task.
The results of the above tasks are recorded in the table.
1. Please provide the form of the table.
2. Give an example of filling in this table - it is not very clear in what form the data is entered there.
3. If there is a block of exercises for identifying gifted children, it is logical to assume that, based on the results of its implementation, it will be possible to identify gifted children. By what criteria is the degree of giftedness of the child evaluated? How many points/points? Is the child considered gifted or not gifted?
Lesson 2. Thinking and logic.
1. Warm up(give correct answers)
How many times do you have to measure to cut once?
What is the sum of the last two digits of this year?
What is the number of "b" in the name of the first month of autumn?
Two brothers rode on two-wheeled bicycles, and their sister on a tricycle. How many wheels were there?
Which months end in "t"?
What birds can be postmen?
What date will be next Saturday?
What is behind the hare and what is in front of the heron?
What date was 5 days ago?
Largest two digit number?
2. Development of concentration of attention
Task number 1.
Instruction. Without moving your hand along the lines, but only following your eyes, determine which numbers correspond to the letters. (please indicate the correct answers)
Task number 2.
Instruction. Count how many pentagons are in the picture. (correct answer. Is the rectangle related to this task?)
Sveta, Marina and Dasha were sitting on the bench. Sveta to the right of Marina, Marina to the right of Dasha. Therefore, in the middle was…(answer)
Gena is smarter than Vasya, Artem is smarter than Gena. Therefore, the smartest...…(answer)
Timur does not like to go to school when vaccinations are being done there. Today he returned to good mood. Consequently, ……(answer)
Checking assignments. Drawing on the board. Showing solutions on the beam. (example picture)
5. Logical tasks for the development of the ability to reason.
Group work.
Instruction. You have 2 groups of tasks. Read them, choose for yourself one group of problems that you like best, and solve them.
I group.
Task number 1.
"How many students are in your class?" ─ Grisha asked Fedya. Fedya, after thinking for a while, answered: “If we subtract from the largest two-digit number written in two eights, and add the smallest two-digit number to the resulting number, then we will get the number of students in our class.” How many students are in this class, count and write. (answer)
Task number 2.
Different amounts of ice cream were delivered to three tents. And the third brought as much as the first two together. And the first brought more than the second. How many boxes of ice cream were brought to each tent if only 10 boxes were brought? (answer)
II group.
Task number 1.
Masha and Tanya have one dog each, Zhuchka and Polkan. What kind of dog does Tanya have if Masha Zhuchka has? Write down the names of the dogs.
Task number 2.
Lisa, Galya and Nina live in different houses. The first house is high stone, the second is high wooden, the third is low stone. Sign who lives in what house, if Galya and Nina live in a high one, and Nina and Lisa live in a stone one. (answer)
8. Graphic dictation.
1←, 1, 1→, 1, 1←, 1, 1→, 1, 1→, 10, 2←, 3, 5→, 3↓, 2←, 14↓, 1←, 1↓, 1←, 1.
SYSTEM OF WORK WITH GIFTED CHILDREN IN PRIMARY SCHOOL
Relevance
“The giftedness of a person is a small sprout that has barely hatched from the ground and requires great attention. It is necessary to cherish and cherish, take care of him, do everything so that he grows and gives abundant fruit.
Today, the problem of identifying, developing and supporting gifted children is extremely urgent for Russia. Disclosure and realization of their abilities and talents are important not only for a gifted child, as an individual, but also for society as a whole. Gifted, talented children and youth are the potential of any country, allowing it to develop effectively and constructively solve modern economic and social problems. In this regard, work with gifted and highly motivated children is essential.
The President of the Russian Federation Vladimir Putin spoke about the importance of this problem.
Here is one of the points of the message to the Federal Assembly of the Russian Federation: «… It is necessary to complete the creation of a nationwide system for finding and supporting talented children. Everyone should have the opportunity to develop their abilities from an early age, regardless of the income level, the social status of the parents and the place of residence of the families."
The identification of gifted children, the organization of systematic work is one of the main tasks of the modern school and educational practice in the context of the modernization of the Russian education system.
Every normal child has great developmental opportunities. But this does not mean that under equal conditions one can expect the same abilities in all children. Indeed, there are children who explicitly or implicitly stand out among their peers in their ability to learn. And these children really require a special approach, because the higher their difference from their peers, the richer the prospects for their personal development.
Therefore, it is necessary to deal with gifted children, but clearly realizing that problem of identification, training and development gifted children is a complex one, lying at the intersection of the above problems.
GEF Introduction
Since September 2011, the Federal State educational standard(hereinafter GEF). The GEF is based on a system-activity approach, which, among the many planned results, involves: education and development of personality traits that meet the requirements of modern society; taking into account the individual characteristics of students; the diversity of their development, ensuring the growth of creative potential and cognitive motives.
Among the key areas for the development of education within the framework of the national educational initiative "Our New School", a special place is occupied by the development of a support system for gifted children, improving the development of a creative environment to identify gifted children
The reforms that have taken place in the domestic education system over the past decade, the focus on humanistic, personality-oriented and developing educational technologies have changed the attitude towards students who show extraordinary abilities. Gradually, an understanding begins to form in the public mind that the transition to the age of innovative technologies is impossible without preserving and multiplying the intellectual potential, since this is one of the decisive factors in the country's economic development. Consequently, the creation of conditions that ensure the early identification, training and education of gifted children, the realization of their potential, is one of the promising directions for the development of the education system.
The most important priority in such a situation is the intellect, the creative development of those who will later become carriers of the leading ideas of the social process. Therefore, gifted children should be considered as a national treasure of the country and be at the center of special pedagogical and social programs, since the greatest hopes for improving living conditions and prosperity in Russia are associated with gifted young people.
Also, to fix the results of educational and extracurricular activities, a "Portfolio" was created, which serves as a good stimulator of their educational activities, because it reflects the achievements of children.
Today there is a social order for a creative person, therefore, in my teaching activities, I pay great attention to this problem, especially since every teacher knows that an important period in the development and formation of a personality is the initial period of education. It is this age that lends itself most to the upbringing and development of the creative abilities of the child. Children of primary school age are the most open, receptive and curious.
Targets and goals
Primary school age is a period of absorption, accumulation and assimilation of knowledge, which means that the most important problem of our society is the preservation and development of giftedness. Primary school teachers face the main task - to promote the development of each individual. Therefore, it is important to establish the level of abilities and their diversity in our children, but it is equally important to be able to properly develop them.
If a student from the first grade is prepared for the fact that he must learn to create, invent, find original solutions, then the formation of a personality will take place on the basis of enriching its intellectual profile ...
Goals and objectives of the system of work with gifted children.
I am a teacher, which means that my main goal- educate every student to be successful. My tasks:
Identification of gifted children and creation of a system of work with children;
Creation of conditions for the optimal development of gifted children.
Selection of teaching aids that contribute to the development of independent thinking, initiative and research skills, creativity in classroom and extracurricular activities;
To give a modern education, using differentiation in the lesson based on the individual characteristics of children;
The development in gifted children of a qualitatively high level of ideas about the picture of the world, based on universal values.
Scientific, methodological and informational support of the process of development of gifted children;
Social and psychological support for gifted children
Expected results.
Realization of the creative potential of children
classes in circles, sections, prizes in olympiads, positive dynamics of student advancement.
Methodological results:
Creation of a data bank, including information about children with different types of giftedness;
Development and implementation of support and development programs for gifted children, creation of a system of interaction with the main school, parents of students;
Using a diagnostic system to identify and track different types of giftedness;
generalization and systematization of materials of pedagogical activity
Distinctive features of gifted children
1. They have higher intellectual abilities, susceptibility to skills, compared to most other peers, creative possibilities and manifestations.
2. They have a dominant, active, non-saturable cognitive need.
3. Experience the joy of mental labor.
1. Children with an unusually high general level of mental development, all other things being equal.
2. Children with signs of special mental giftedness - giftedness in a certain field of science, art.
3. Students who for some reason do not achieve success in learning, but have bright cognitive activity, originality of the mental warehouse, outstanding mental reserves.
Gifted Child Model:
Personality, healthy physically, spiritually - morally and socially;
a person who is able to independently find a way out of a problem situation, carry out search activities, conduct research, reflect activities, owning the means and methods of research work;
a person capable of carrying out independent activities;
a person with a versatile intellect, compensatory abilities, a high level of culture;
a person who is guided in his life by universal human values and norms, who also perceives another person as a person who has the right to freedom of choice, self-expression;
a person who is ready for a conscious choice and development of professional educational programs in certain areas of knowledge, taking into account inclinations, established interests and individual
Principles of working with gifted children
1. The principle of differentiation and individualization of education (the highest level of implementation of which is the development of an individual program for the development of a gifted child).
2. The principle of maximum diversity of opportunities provided
3. The principle of ensuring the freedom of choice by students of additional educational services.
4. The principle of advanced learning.
5. The principle of comfort in any activity
6. The principle of developing education.
7. The principle of increasing the role of extracurricular activities of gifted children through circles, sections, electives, interest clubs.
8. The principle of increasing attention to the problem of interdisciplinary connections in individual work with students.
9. The principle of creating conditions for joint work of students with a minimum role of the teacher.
For me, it is very important, first of all, to teach children to think independently, to search for the necessary information, to compare facts. Then they will not stop learning all their lives, regardless of their profession, ahead of me and themselves. Lev Nikolaevich Tolstoy wrote: “Knowledge is only then knowledge when it is acquired by the efforts of one’s thought, and not by memory ....”.
Development of creative potential
I build my work in the class on the development of the creative potential of children as follows:
1. As you know, in any business, first of all, it is important motivation.
Younger students are probably the most active students in any school. However, if at first, they are interested in everything, they are eager to try themselves in everything, then by the 3rd-4th grade, interest gradually fades away, and here it is important not to miss them.
For motivation to various types activities, I use techniques such as:
- Honorable place in the class.
Psychological class hours (class hours of self-determination "A trip to the world of one's self", "Fairy tale therapy for schoolchildren"),
Creation of a portfolio with subsequent public presentation.
2. Next step - diagnostics abilities of students, which is one of the important aspects in working with gifted children.
It is carried out in two stages:
-Preliminary search stage
The main point of work at this level is to collect preliminary information about the child. As a rule, information is collected from four sources: from parents, teachers, psychologists and the children themselves and is drawn up in psychological and pedagogical cards.
- Test diagnostics(determination of the level of starting opportunities).
In my work, I use the following diagnostics:
The study of school motivation,
Map "Interests and needs",
Strategy for working with gifted children
The success of working with gifted children largely depends on how the work with this category of students is organized in elementary school. When identifying gifted children, their successes in any activity are taken into account: educational, artistic, physical, etc. This stage (1-4 years of study) is characterized by the fact that children willingly master the skill content of learning under the guidance of a teacher and independently. At this stage, it is very important to organize classroom and extracurricular activities as a single process aimed at developing the creative, cognitive abilities of students, to offer such a number of additional educational services where each student could realize their emotional and physical needs. Classroom and extracurricular activities should be built in such a way that the student can show his abilities in a variety of areas of activity. This is important as a source of acquiring new knowledge and new experience, and should serve as a basis for the transformation of this knowledge into other areas of activity in the classroom.
Conditions for successful work with gifted students.
Awareness of the importance of this work by each member of the team and, in this regard, increased attention to the problem of forming a positive motivation for learning.
Creation and continuous improvement of the methodological system of work with gifted children.
The teacher must be:
Passionate about his work;
Capable of experimental, scientific and creative activities;
Professionally competent;
Intellectual, moral and erudite;
A conductor of advanced pedagogical technologies;
Psychologist, educator and skillful organizer of the educational process;
Expert in all areas human life.
Forms of work with gifted students.
- creative workshops;
- group classes in parallel classes with strong students;
- hobby groups;
- competitions;
- intellectual marathon;
- participation in olympiads;
- work according to individual plans;
- research conferences.
Stages of work with gifted students.
Each child is unique, but with all the individual originality of the real manifestations of children's giftedness, there are quite a few features that are characteristic of most gifted children. Moreover, along with the deep ones, hidden from the unprofessional view, there are quite a lot of those that often manifest themselves in the behavior of the child, in his communication with peers and adults, and, of course, in cognitive activity. Their value is that they can almost always be noticed not only by psychologists, but also by kindergarten teachers, school teachers, and parents in the early period. The main thing is to notice the features of the child in a timely manner and develop his gift. The organization of work with gifted children in elementary school can be divided into several stages:
Stage 1- during pre-school preparation;
Stage 2- admission to class 1;
Stage 3- in the course of education in elementary school.
Stage 1
Work with gifted children begins in the period of pre-school preparation of children.
Our school cooperates with a preschool educational institution. Primary school teachers conduct classes with preschoolers in preparation for school. During this period, the first acquaintance with future first graders begins. Often teachers attend classes conducted by kindergarten teachers, observe preschoolers, communicate with them, organize games, contests, quizzes. Experience shows that such communication helps a preschooler to quickly adapt to school life. The teacher, on the other hand, has a general picture of what kind of students will come to his class.
Many years of experience have allowed me to highlight a certain list of qualities that are characteristic of future creators:
Early acquire knowledge in the chosen field.
Show high intelligence, good memory.
Passionate about their work, energetic.
Demonstrate pronounced independence, the desire to work alone, individualism.
They are able to control themselves.
Have a desire to contact with other gifted, young and adults.
They are able to gain practical experience and quickly acquire artistic and intellectual experience.
But the main indicator of a child's giftedness in kindergarten, in my opinion, is his curiosity. Curiosity, manifesting itself quite early, at all age stages continues to be the most important distinguishing feature of a talented person. I am convinced that when educating a creator, it is very important that curiosity develops in time into a love of knowledge - curiosity, and the latter - into a stable mental education - a cognitive need.
Stage 2
Upon admission to the 1st grade, I conduct an interview with preschoolers, the school psychologist monitors the behavior of the child. Along with the “knowledge” indicators, I identified for myself the main features that a gifted child shows:
cognitive activity;
high level of development of logical thinking;
originality and flexibility of thinking;
high concentration of attention;
excellent memory;
independence;
leadership (not always).
The parents of the future first-grader are also present at the interview, who fill out the questionnaire.
The psychologist and teacher during the interview can ask questions to parents. As a result, already at admission to the 1st grade, one gets the impression of the child, his capabilities, abilities. The main thing becomes clear in what environment the baby developed, was brought up and grew up.
Experience shows that most often gifted children grow up in intelligent families. And the point here is not at all in the special genes of genius - their nature distributed them equally among all children. It's about the family atmosphere, the system of family values.
It is no secret that many parents encourage and would like to develop cognitive needs and various abilities in their child. But only they do it, of course, in different ways and, unfortunately, not all of them.
Stage 3
Junior school age is a period of absorption, accumulation and assimilation of knowledge. The success of this process is facilitated by the characteristic features of children of this age: trusting obedience to authority, increased susceptibility, impressionability, a naive-playful attitude to much of what they encounter. In younger schoolchildren, each of the listed abilities is expressed mainly by its positive side, and this is the unique originality of this age. Some of the features of younger schoolchildren in subsequent years come to naught, others in many respects change their meaning. It is difficult to assess the real significance of the signs of abilities manifested in childhood, and even more so to foresee their further development. It is often found that the bright manifestations of a child's abilities, sufficient for initial success in certain activities, do not at all open the way to real, socially significant achievements in the future. Working with gifted children initial stage schooling, the interrelationships of natural inclinations, the society in which the child develops and is brought up and the creation of optimal conditions for the development of his talent are observed.
Conclusions:
When working with gifted children, the personal and age characteristics of each child, the nature of family relationships and the development of emotional and volitional qualities of children are taken into account, conditions are created for parents to master the ways of forming a positive “I-concept” in a child as the most important condition for the full realization of the potential of a gifted child.
This allows each child to self-actualize, to identify large group talented and gifted children at an early stage of education and create an environment for each lyceum student to develop motivation for knowledge and creativity, intellectual and personal initiative
Forms and methods of creative teaching of younger students
Practice has shown that children with an early flowering of intellect encounter difficulties in the first school days. And the reason is that the teaching begins, often, with the fact that he is no longer “interesting”. It is for them, the most inquisitive, that they often get bored in the classroom after the very first lessons. Already able to read and count, they have to stay idle while others master the alphabet and basic arithmetic. Of course, a lot depends on how teaching is conducted, but no matter how hard the teacher tries to treat students individually, when dealing with a whole class, he is deprived of the opportunity to focus on strong students. A smart and active student, trying to draw attention to himself, quickly and easily completing all tasks, can soon become a burden to both the teacher and his peers.
I actively apply a differentiated approach, a variety of forms and methods of creative learning
The gradual approach of younger students to independent problem solving is carried out with the help of partial search or heuristic method. One of the techniques of this method is a heuristic conversation.
The essence of such a conversation is that questions are thought out in advance, each of which stimulates the student to carry out a small search. By considering all the questions, students understand a new phenomenon for them.
Maximum cognitive activity is achieved with the help of research method. Knowledge gained through one's own observations and experiments is usually the strongest. Educational research allows you to freely search for the necessary information, form skills independent work. Research and observation encourage the younger student to think big, look for cause-and-effect relationships in the phenomena being studied, draw independent conclusions and generalizations.
The organization of research activities of students is carried out through educational process:
1. Use in the lesson, taking into account age guidelines, pedagogical technologies based on the use of the research teaching method:
developmental learning technology,
technology of using schematic and sign models,
humane-personal technology of education,
advance learning technology;
project activity;
2. Conducting various types of non-traditional lessons, involving the implementation of students educational research or its elements:
lesson - study,
lesson - travel,
lesson - creative report,
lesson - defense of research projects.
3. Conducting an educational experiment.
4. Completion by students of long-term homework of a research nature.
When choosing a form of work, the age characteristics of children, their interests and inclinations are taken into account. One of the most difficult stages of educational and research work with children in a methodological sense is the moment of primary inclusion of students in their own research activities. The first step in this business, as in many others, is often the most difficult, and it is necessary to begin it at the first stage of training.
Formed components of the student's research culture
1st-2nd grades:
inclusion in the lesson of tasks aimed at compiling a sequence of actions;
solving problems in combinatorics, logical problems with the concepts of "true", "false";
carrying out work to identify cause-and-effect relationships;
teaching techniques of observation and description;
familiarity with terminology, some concepts of research methods;
the formation of experience in working with dictionaries and other sources of information;
implementation of collective research according to a specific plan.
3rd grade:
implementation of long-term research using existing knowledge and skills:
conducting a search for information, highlighting the main thing;
setting up experiments, conducting observations, protecting messages, reports.
4th grade:
formation of reading competence;
the formation of desire and the basis of the ability to learn: the ability to see the border between the known and the unknown;
correlation of results with the sample, finding errors and eliminating them, developing criteria for evaluating creative work;
formation of methods and skills of educational cooperation.
Recently, I have been actively using project method.
Main goal inclusion of younger schoolchildren in project activities - stimulation of cognitive activity, disclosure of individual creative inclinations, formation of skills for planning and implementing scientific research, individualization of the process of education, upbringing and development. The organization of project activities from grades 2-3 contributes to the development of the following knowledge, skills and abilities:
independently highlight the problem, prove facts, phenomena, patterns;
find several options for solving a given problem and justify the most rational of them;
classify, compare, analyze and generalize the studied phenomena and patterns;
conduct data collection, experiments, put forward and substantiate hypotheses;
apply scientific research methods;
arrange your work;
review and evaluate their own work, as well as the work of other students.
Useful for the development of logical thinking of younger students are decoding and compiling cryptograms, labyrinths, exercises for comparison and contrast
An important role is played by tasks for highlighting semantic elements in the mass of educational information, solving creative problems, when children, in addition to the question, receive new information, compiling logical chains from formulas, finding physical terms in an arbitrarily chosen test.
In order to find a solution to a particular issue, not only method of observation, experiments, modeling, but also fantasy, exaggeration, brainstorm, whose main task is to collectively collect as many ideas as possible.
Working with gifted children in the classroom
Find a growth point
For successful work with a gifted child, I try to find his strong side and give him the opportunity to show it, feel the taste of success and believe in his abilities. To show a strong side means the ability to deviate from the school curriculum, not to be limited by its framework. Following this principle revealed a problem: often the point of growth lies outside the school curriculum.
Identification of individual characteristics
Giftedness does not lie on the surface. Teachers should be well versed in the methodology of its definition. Most teachers overly trust testing, have insufficient information about students. It is believed that a child with high intelligence should excel the rest in all school subjects. Consequently, the teachers expect from him the greatest emotional and social maturity and are convinced that he does not need special help.
Leadership Education
A creative person is characterized by the ability to independently choose a field of activity and move forward. In an educational institution, this is facilitated by a well-thought-out teaching methodology, designed not only to transfer knowledge, but also to develop “the ability to think”.
In my work at the lesson I use:
Embedding method . Allows students to "move" into the object being studied, to feel and know it from the inside through sensory-figurative and mental representations.
Heuristic questions method. Answers to seven key questions: Who? What? What for? Where? How? When? How? and their various combinations give rise to unusual ideas and solutions regarding the object under study.
comparison method. It makes it possible to compare the versions of different students, as well as their versions with cultural and historical analogues formed by great scientists, philosophers, etc.
Concept construction method . Contributes to the creation of a collective creative product - a jointly formulated definition of a concept.
Way to travel to the future. It is effective in any general educational area as a way to develop foresight and forecasting skills.
Error method . It involves changing the established negative attitude towards mistakes, replacing it with the constructive use of mistakes to deepen educational processes. Finding the relationship between error and "correctness" stimulates the heuristic activity of students, leads them to an understanding of the relativity of any knowledge.
Invention method. Allows you to create a product not previously known to students as a result of certain creative actions.
The "if only" method. Helps children paint a picture or write a description of what would happen if the world changed. Completing such tasks not only develops the imagination, but also allows you to better understand the structure of the real world.
"Brainstorm" (A.F. Osborne). Allows you to collect a large number of ideas as a result of the release of participants in the discussion from the inertia of thinking and stereotypes.
Inversion method, or inversion method . Promotes the use of a fundamentally opposite solution alternative. For example, an object is examined from the outside, and the solution of the problem occurs when considering it from the inside.
In the process of work, I came to the conclusion that a child who has not mastered the methods of educational activity in the primary grades of the school, in the middle level, inevitably goes into the category of underachievers. Learning through activity method provides for such an implementation of the educational process, in which at each stage of education, a number of intellectual qualities of the individual are simultaneously formed and improved.
The correct use of the activity method of teaching in the classroom in elementary school and in extracurricular activities will optimize the learning process, eliminate student overload, prevent school stress, and most importantly, make school learning unified educational process.
Use of modern technologies
The technique of interaction between a teacher and a student with an activity approach is carried out through the use of high-quality learning technologies.
In my work I use the most modern technologies aimed at solving educational problems:
Developmental learning
Problem learning
Multilevel training
Using the research method in teaching
Project methods in teaching
Game Methods
Collaborative learning
Information and Communication Technologies
Health saving technologies
| Name of technology used | Rationale for the application. | Existing or predicted result. |
|
| Application of ICT. | increasing student motivation new level of perception educational material achieving student learning differentiation development of information competence | development of independent skills and abilities of students competence development increasing the level of computer knowledge |
|
| Technology of individual training | application of tasks of different levels | developing the ability to work independently |
|
| Group work methodology with the integration of individualized learning | Development cooperation in the student body development of communication skills of students | increased interest in the subject development of teamwork skills improves academic performance and quality of knowledge in the subject |
|
| Lesson integration (partial) | ● all kinds of integration of Russian language lessons and literary reading, partly - literary reading - fine arts | be able to extract knowledge in interdisciplinary activities |
|
| ● increasing student motivation | increasing interest in the subject being studied |
||
| Health saving | Improving the efficiency of the level | improving the quality of knowledge |
|
| Technology of level differentiation by V.V. Firsov | Application of tasks of different levels | development of independent work skills the ability of the student to evaluate their own abilities and results |
The use of information and communication technologies in working with gifted children
A modern school should not only form a certain set of knowledge and skills in students, but also awaken their desire for self-education, the realization of their abilities. A necessary condition for the development of these processes is the renewal of the content of education, the activation of educational and cognitive activity. An important role in solving these problems is assigned to new information technologies. Using ICT in the classroom contributes to the creation of an atmosphere of psychological comfort. Children are not afraid of their own mistakes. All this makes it possible to ensure for the majority of students the transition from passive assimilation of educational material to active, conscious mastery of knowledge. Computer technologies create great opportunities to enhance learning activities, control the quality of education, and expand the horizons of students.
In the process of studying, diverse application and use of ICT tools, a person is formed who is able to act not only according to the model, but also independently, receiving the necessary information from the largest possible number of sources; able to analyze it, put forward hypotheses, build models, experiment and draw conclusions, make decisions in difficult situations. And this is very important when working with gifted children.
I actively use ICT in educational and extracurricular activities. Children of any age are sensitive, vulnerable. It is necessary to give them all the strength and love of your soul, to learn with them, to live their hopes and dreams. Only then will the child reveal his soul to the teacher and justify all his hopes.
Together with the children, I sincerely rejoice at the successes of each and empathize with the mistakes and failures.
Every child is talented by nature, and my first task is to help the talent to reveal itself. To do this, I use different ways: games, debates, creative activities, competitions, class hours, collective creative activities, quizzes. Children are happy to take part in competitions of readers, reviews of system and song, competitions and conferences, sports and athletics of junior schoolchildren, and win prizes.
"Every child is an individual."
This secret was discovered by Vasily Sukhomlinsky. In everything there must be a spiritual community. On the one hand, a teacher with a sea of light, but also with knowledge, and on the other, a child. That is why I was interested in the idea of “student self-esteem”, which helps the child become independent, think freely and have his own opinion, correctly assess the current situation and make a decision.
Primary school teachers have to think carefully: how to prepare a lesson, how to smile, what first word to say in a lesson so that a first-grader opens his eyes and says: oh, what a wonderful teacher is standing in front of me.
Young children think in pictures. At the lessons I give the opportunity to think, and not “quickly, quickly, I don’t see my hands.” I ask questions that do not have an answer, but you need to think. Here in the lessons we search, whisper, and decide. I create a situation of success, comfort, I cooperate with children. I love humor. And children love teachers with humor. They cannot live without humor, without a smile, without joy.
At my lessons there is always a bright visualization, helping each child to assert himself
Of particular pedagogical interest for me is the use of modern technologies, as they are aimed at the development and realization of abilities. I use information and communication technologies at different stages of lessons and extracurricular activities.
The main factor of novelty of work with gifted children on the use of information and communication technologies for teachers are project activity.
However, taking into account the age capabilities of younger students requires a number of clarifications in the methodology for organizing design and research technology:
in the primary grades, design and research activities should become a special subject of study;
the research project of younger schoolchildren is largely predetermined (prompted) by adults;
in terms of volume - this is a mini-project,
according to the method of construction - "quasi-research";
in form - this is a group design, individual work possible at the level of performing individual actions;
Within the framework of the "Education for the Future" program, computer programs and their capabilities should become a special subject for the development of younger schoolchildren during the implementation of the project.
The organization of learning through design and research requires fundamental changes in the activities of the teacher.
Including the child in design and research activities, interactive teaching methods (techniques) are used, such as group discussion, brainstorming, thinking star, role-playing business games. The use of such methods is based on the independence and activity of students in the course of design and research.
At different stages of the organization of design and research activities of students, I act in various role positions:
| Role positions | Kind of activity |
| Designer: | designs the main milestones of the design and research activities of students before its implementation; |
| Facilitator-consultant: | encourages independent search for problems and their solutions, owns ways to ask questions of a research type, while creating an atmosphere of safe expression of students' opinions; |
| Coordinator: | helps to track the movement of the search, linking or contrasting individual statements, and also performs procedural functions (for example, determining the order of statements). |
All of the above positions can be built by the teacher, provided that he possesses the appropriate means. These funds include:
emotional positions (for example, a misunderstood, doubting, attentive listener);
game positions (for example, the hero-inspirer, customer, debater).
Conclusions:
In general, the use of information and communication technologies in the educational process enhances the educational effect;
improves the quality of assimilation of the material;
builds individual educational trajectories of students;
provides a differentiated approach to students;
organizes at the same time children with different abilities and opportunities.
The use of health-saving technologies in work with gifted children
« To make a child smart and reasonable, make him strong and healthy: let him work, act, run, scream, let him be in constant motion.
According to the latest legislative documents in the field of preschool, primary and general education, programs should be aimed at protecting and strengthening the health of the child. Moreover, the concept of "The quality of Russian education" is not limited to training, a set of knowledge and skills, but is associated with upbringing, the concept of "quality of life". These concepts are revealed through such categories as "health", "social well-being", "self-realization", and "security". Indeed, one can talk about the quality of education when there is a health-preserving and health-improving basis in it.
Sociological studies state that the motor activity of younger schoolchildren is 50% less than that of preschoolers, while in high school students it is only 25% of the time of wakefulness. Two school lessons of physical culture, of course, cannot compensate for the lack of movement of children. As a result, their vitality decreases, fatigue sets in faster, which in turn leads to inactivity. Therefore, today the teacher is forced to orient schoolchildren to both physical and spiritual self-improvement, to help form the need for independent physical exercises, to teach them to use them during leisure time to restore activity.
Of particular concern are gifted children who show symptoms of stress: the child cannot control his emotions, restrain himself, excitability grows, at the same time there is a decline in academic performance, and the risk of psychosomatic diseases increases. The main causes of these phenomena are determined: a sedentary lifestyle, dissatisfaction with oneself. Children with signs of intellectual giftedness, but with physical infantilism, are distinguished by a physical form that does not correspond to their age. I am making efforts to level the imbalance in cooperation with medical workers.
A psychological characteristic of the student's personality is compiled, which will make it possible to identify the features of the physical and mental development of the child.
Purpose: ensuring the health of students.
Accounting for the characteristics of each student.
Creating a favorable microclimate in the classroom, in extracurricular life.
The use of techniques that contribute to the emergence and preservation of interest in educational material.
Creation of conditions for students' self-expression.
Initiation of various activities.
Hypotension warning.
Expected results:
Prevent fatigue and fatigue.
Increasing motivation for learning activities.
Growth of educational achievements.
Organization of work according to the Federal State Educational Standard
With the introduction of the second generation GEF in elementary school, teachers should teach the child not only to read, count and write, which is still being taught quite successfully, but they should also instill two groups of new skills. The first group includes a group of universal learning activities that form the basis of the ability to learn: skills for solving creative problems and skills for searching, analyzing and interpreting information. The second is the formation of children's motivation for learning, helping them in self-organization and self-development.
1st stage– mastering group work . Communicative UUDs are formed that provide social competence and consideration of the position of other people, the ability to listen and engage in dialogue.
2nd stage – organization of intergroup discussion . At this stage, children develop regulatory UUD: the ability to accept and maintain a learning task, plan its implementation, control and evaluate their actions, and make appropriate adjustments to their implementation. The special techniques incorporated in this program will help the teacher to start the educational discussion: tasks - traps; problems that do not have a solution; tasks with missing data and others.
At the third stage a full-fledged subject of collective activity is formed when the group is capable of self-assessment of the learning task, of choosing the way to work together, of dialogue, analysis, proof, modeling and evaluation. There is a formation of regulatory, communicative and cognitive UUD.
The basis of my activity in the implementation of the standards of the second generation of the Federal State Educational Standards is a system-activity approach to teaching with the use of innovative technologies. schoolchildren's own learning activity is an important component of the system-activity approach. It can be expressed by the formula “activity-personality”, i.e. “what is the activity, such is the personality”, and “outside the activity there is no personality”. UD becomes a source of internal development of the student, the formation of his creative abilities and personal qualities.
At the beginning of the academic year, I conducted a start-up diagnostic, which aimed to identify the main problems that are characteristic of the majority of students, and in accordance with them, I planned a system of work to ensure personal and meta-subject results. It clearly traces the holistic work on the formation of UUD through subject lines of development, extracurricular activities, the use of project technology, productive reading technology, group work, work in pairs.
The work on the formation of the UUD was based on the following algorithm:
Planning,
formation,
Diagnostics,
adjustment plan,
selection of tasks
Reflection
To sum up the results for the first half of the year, a diagnostic map of the success of the educational results of 1st grade students was developed.
It is important to note such a regulative universal educational action as reflection. Reflection by students of their actions presupposes their awareness of all components of educational activity. It was an integral part of all the lessons in the class. To evaluate their work in the lesson, children use the so-called "traffic lights" cards, as well as emoticons with phrases.
As I have already said, the FGOS IEO determines personal, meta-subject and subject results as the results of mastering the main educational program, therefore, at the end of each quarter and academic year, tests were carried out in the classroom in order to identify the personal development of a first-grader. The system of differentiated tasks provides students with a space for independent choice of tasks and definition of activities adequate to the level of their preparedness.
In addition, to track the quality of first-graders' teaching of individual subjects, monitoring was used, during the creation of which I proceeded from the Requirements for the results of mastering the main educational programs according to the 2nd generation GEF, where the main attention is paid to personal, meta-subject and subject results. Tracking methodology (Toolkit) - the level of knowledge on the subject, personal observations of the teacher, control cuts, tests ...
The process of mastering knowledge by students is individual, so I use various forms of diagnostics that control the work in the lesson, which take into account the levels of learning and learning of each student in the class.
Extracurricular activities
In order to determine the interests of students for extracurricular activities at our school, questionnaires were offered to parents of first-graders and their children, based on the results of which groups of children were formed for classes based on interests.
Extracurricular activities in the classroom are organized in such a way as to ensure a balance between motor-active and static activities. The form of their conduct is completely different from the lesson system of education and is represented by the following areas:
general intellectual
In the afternoon, children do not show signs of overwork, they are active, they are happy to engage in creative activities. Parents have a positive attitude towards the extended day regimen, they evaluate additional classes as an opportunity to develop the creative abilities of children. During the year, a number of parent meetings were held, where the successes and problems of children were discussed, the results of extracurricular activities were presented - the creative work of students.
The introduction of hours for extracurricular activities of students increases the ability of the school to expand the range of educational services provided, creates opportunities for organizing individual design and research work with students
According to the results of the first stage of education, I imagine such an elementary school graduate: this
A student with a research interest
communication,
Responsibility
Having the skills of self-organization and a healthy lifestyle.
The experience of introducing the second generation GEF allowed me to conclude that such a reform of the system of work of an educational institution is necessary, because the Second Generation Standards are a means of ensuring the stability of a given level of education quality and its continuous reproduction and development.
Working with parents
A child is not an amorphous mass, but a being, fraught with forces that cannot be found on the entire planet. This power of spirit, mind and heart hidden in a child, if it is brought to perfection, will become a superpower capable of transforming, enriching, decorating everything around - and in itself.
But the bottom line is that no matter what forces are hidden in a child, he himself will not be able to develop anything in himself, he will not even be able to stand on his feet, not to mention rising to a person.
Making, educating, creating a person out of him is a serious task for wise adults who love adults.
Trinity of education and upbringing: teacher-student-parent. I see this connection as a social partnership, living life together with children in cooperation. And cooperation is possible if it is built by joint efforts, while observing several fundamental conditions, using modern pedagogical technologies, in which the chances for mutual understanding of teachers, children and parents increase.
Parents are the first educators and teachers of the child, so their role in shaping his personality is enormous.
As part of the work with gifted children, work is carried out with parents who are allies and assistants of the teacher in working with children.
improvement of psychological pedagogical knowledge parents;
inclusion of parents in the educational process;
interaction between the lyceum and parents in the development of the child's abilities
Basic Principles in working with parents are:
Openness to parents
The teacher strives to ensure that the families of children regularly receive the necessary and reliable information about the life of the class and the educational achievements of their children. To do this, it provides families with basic information about the curriculum, children's progress, important events in the classroom, and also creates conditions for parents to have a desire to attend classes.
Respect for the interests and capabilities of each family
The teacher studies and discusses with parents the interests and needs of each family, builds his work on the basis of taking into account its capabilities.
Finding allies in your parents
The teacher discusses with parents the most diverse issues of the child's life and seeks to develop joint solutions that are the basis for bilateral cooperation.
Encouraging families to get closer to each other
The teacher helps families to discover and satisfy their common interests, encourages families to take part in joint forms of participation in preparing children for various competitions, games, and competitions.
A variety of forms are actively used in working with parents.
I have developed themes work with parents of gifted children.
Working on the problem “Working with gifted children in elementary school”, she divided parents into several types:
« Activists»
"Contemplators"
"Observers"
"Practices"
"Activists"
These parents constantly offer their children some kind of educational games, activities, interests.
With a certain persistence and consistency, such a strategy brings results. But often a child has an internal protest, even with external obedience. Sometimes this is expressed in increased fatigue of the child from any intellectual pursuits.
"Contemplators"
Parents entrust the determination of abilities and their development in the child to specially trained people. There are many services of this kind currently offered. These are development groups for preschoolers, and pre-school preparation groups, and all kinds of specialized classes in schools. Of course, with a good level of such services, the benefits for the child are undeniable. But on the condition that parents are not going to completely shift the worries about its development onto the shoulders of specialists.
"Observers"
Parents are not active in the development of their child. They believe that if a person is given a gift, then he will not go anywhere, will not disappear, and will definitely manifest itself somewhere. However, recent studies refute this view. Giftedness exists only in constant movement, in development, it is a kind of garden that needs to be tirelessly cultivated. The creative gift does not tolerate stagnation and self-satisfaction. It exists only in dynamics - either develops or fades away.
"Practices"
Parents do not seek to totally control the development of the child's abilities, but provide him with opportunities for choice and try to find a good school. The most important thing in such families is the atmosphere of bright cognitive interests of the parents themselves. They themselves are constantly passionate about some business, read a lot, choose educational programs in television programs, try to visit a new exhibition, without imposing all this on the child, but giving him the opportunity to find a suitable occupation himself. As it turned out, such a strategy of self-development is the most effective.
School education this is the area where the formation of personal qualities and creative abilities is mainly going on. The middle and older age stage is the most attractive for parents in terms of the formation of the intellectual and creative abilities of the child, but for the effectiveness of work with gifted children, it must begin at an early age, in elementary school. The practical task in such conditions is to provide psychological, medical and pedagogical support. families with capable and gifted children, develop a system of recommendations for parents on the upbringing, development, and education of children. It can be resolved through:
1. Questioning of parents in order to determine the main approaches of parents to this problem.
2. Lectures for parents.
3. Selection of scientific and practical literature for parents.
4. The system of teaching children in the system additional education.
Among the activities for working with parents, a significant place is occupied by the reading of popular science lecture cycles for them on the problems of development, education and upbringing of gifted children. These are lectures of the following nature:
The concept of giftedness.
Types of giftedness.
Giftedness and gender.
Psychological aspects of giftedness.
Career guidance for gifted children.
Social adaptation of a gifted child.
Parents should accept their children for who they are, and not see them as carriers of talents. Their talents grow out of the individuality of the individual, and their achievements ultimately depend on how that individual develops.
A gifted child will not be able to realize his abilities without the conditions created for this. The environment should be such that the child can draw information from it, help him to fulfill himself, constantly expand his zone of proximal development and form a motivational sphere. For this, various circles, clubs, sections in different directions should work. Participation in various competitions, olympiads outside the school also stimulate the development of gifted children.
A reasonable system of rewarding the success of a gifted child is needed. It is very important to form the concept of the result not for the sake of a reward, but for the sake of self-improvement and self-development.
give the child time to think and reflect;
try to communicate regularly with gifted specialists and parents of gifted children to keep abreast of up-to-date information;
try to develop the child's abilities in all areas. For example, for an intellectually gifted child, classes aimed at developing creative, communicative, physical and artistic abilities would be very useful;
avoid comparing children with each other;
give the child the opportunity to find solutions without fear of making mistakes. Help him value, above all, his own original thoughts and learn from his mistakes;
encourage good organization of work and proper time management;
encourage initiative. Let your child make their own toys , games and models from any available materials;
encourage questions. Help your child find books or other sources of information to get answers to their questions;
Give your child the opportunity to get the most life experience. Encourage hobbies and interests in a wide variety of fields;
do not expect that the child will show his giftedness always and in everything;
be careful correcting the child. Excessive criticism can drown out creative energy and a sense of self-worth;
find time to connect with the whole family. Help your child express himself .
Parents are obligated to strive to develop the following personal qualities in their children:
confidence based on the consciousness of self-worth;
understanding of the advantages and disadvantages in oneself and in others;
intellectual and creative curiosity;
respect for kindness, honesty, friendliness, empathy and patience;
the habit of relying on one's own strengths and the willingness to take responsibility for one's actions;
the ability to help find a common language and joy in communicating with people of all ages, races, socioeconomic and educational levels.
Parents will create excellent conditions for the development of these qualities if they demonstrate by their own behavior that:
they value what they want to instill in the child morally, socially or intellectually;
they accurately calculate the moment and degree of response to the needs of the child;
they rely on their own strength and allow the child to look for a way out of the current situation, to solve every problem that he can do (even if they themselves can do everything faster and better);
they practically do not put pressure on the child in his school affairs, but are always ready to help if necessary or provide additional information in the area in which the child is interested.
The effectiveness of the work system
I consider the most important result of the work carried out with gifted and capable children to be high motivation for learning activities, increasing the degree of independence of students in obtaining knowledge and improving skills, developing skills in working with popular science, educational and reference literature, and developing students' creative abilities. In addition, the cognitive activity of children, their participation in various competitions, olympiads and competitions has increased. The results of the work carried out are evidenced by the following data.
Subject Olympiads
Revealing the intellectual potential of children, determining their creative abilities and inclinations for individual subjects are the main step in working with gifted children. Olympiads play an important role in the development of interest in subjects.
Subject Olympiads are competitions for schoolchildren in different fields of knowledge.
The purpose of the Olympiad is to increase the level of knowledge and skills of gifted students, develop and maintain interest in learning, the desire for self-realization, the formation of planning and self-control skills.
It is advisable to hold Olympiads in mathematics, Russian language, literary reading, the world around at the end of the school year - March, April, once a year in two rounds (the first - qualifying - class, the second - in parallel). Everyone in the class participates in the first round, and the winners of the qualifying round participate in the second round. During the academic year, painstaking work is carried out to prepare students for the Olympiad. Students are offered questions and assignments in subjects, reference literature is recommended, entertaining exercises are given.
Materials for the Olympiad include several types of tasks. They provide both program material and material of increased complexity. When performing such tasks, the student shows the ability to classify, generalize, predict the result, "turn on" intuition and imagination.
The Olympics are primarily a holiday for children. Therefore, before the start of the Olympiads, it is planned to hold a solemn line, at which congratulations and wishes of good luck in the intellectual competition will be heard.
Indicators of the effectiveness of the implementation of the system of work with gifted children:
Satisfaction of children with their activities and an increase in the number of such children.
Increasing the level of individual achievement of children in educational areas for which they have the ability.
Adaptation of children to society in the present and in the future.
Increasing the level of children's knowledge of general subject and social competencies, increasing the number of such children.
Refresher courses, competitions, seminars help me comprehend the modern requirements for working with gifted children.
Studying someone else's experience, I share my own with pleasure. Always happy to help my colleagues.
1.Together with teachers, parents, design the educational activities of a particular student.
2. Provide introspection of student success and further personal development.
3. Give each student a chance to take a higher ranking position.
4. In the next academic year, subject teachers to carry out more
deep preparation of students for participation in the Olympiads.
Pedagogical commandments for raising gifted children:
Accept everything that is in the child as natural, in accordance with his nature, even if it does not correspond to your knowledge, cultural ideas and moral principles. If a child screams or runs along the corridors - first of all, this is a legitimate and special manifestation of his internal energy, and only secondly - a violation of the rules of social behavior. The only exception is the rejection in the child of what threatens the health of people and his own health.
Having accepted all manifestations of the child, both positive and negative, accompany his positive self-realization. If in every possible way we help and approve the cultural work of the child, stimulate his creative ideas, then it is they who will grow and develop in him. Miscalculations and shortcomings, on which the attention of the teacher is clearly not concentrated, will go away without receiving external energy replenishment.
Try not to teach your child anything directly. Always learn by yourself. Then the child, being with you, will always see, feel and know how to learn. In painting classes, draw yourself; if everyone composes a fairy tale, compose and you; solve math problems with students.
Do not ask children questions that you know the answer to (or think you do). Seek the truth with them. Sometimes you can apply a problem situation with a solution you know, but in the end always strive to be with the children in the same ignorance. Feel the joy of co-creation and discovery with them.
Sincerely admire everything beautiful that you see around you. Find beauty in nature, science, art, in the actions of people. Let the children imitate you in such delight. Through imitation in feelings, the very source of the beautiful will be revealed to them.
Just don't do anything. If you are with children, then you are a teacher at any given time. Any situation is pedagogical for you. Know how to create it yourself or use the situation that has arisen to solve educational problems. A student who finds himself in an educational situation always acquires as a result personal knowledge and experience, his own conclusion. This is better than broadcasting and explaining common truths to him. But be sure to help the child to understand and formulate their results, assessments, conclusions.
Consider it your main pedagogical method mindful observation of the child. Everything he does or does not do is an outward expression of his inner being. Always try to understand the inner through the outer. Be the "translator" of all his actions and works. Look, listen, think about the student. Discuss with him his successes and problems. Even doing it without him, you will help him.
Conclusion
Modern society requires people who are intellectually and creatively developed, possessing communication skills, able to think outside the box, confident in their strengths and abilities, physically and mentally healthy. The school, fulfilling the social order, should also contribute to the development of the child for the sake of the child himself, especially if he "stands out for bright, obvious, sometimes outstanding achievements in one or another type of activity."
Teaching practice has shown that with a purposeful organization of educational activities, the formation and development of skills and abilities of students go very quickly, since this process is controlled and regulated by the teacher.
Implementation of the program Primary School 21st century" through the use of an activity approach creates the necessary conditions to develop the skills of students to think independently, navigate in a new situation, find their own approaches to solving problems.
In the educational process, the emotional response of students to the process of cognition, the motivation of educational activities, the interest in mastering new knowledge, skills and their practical application increase. All this contributes to the development of the creative abilities of schoolchildren, oral speech, the ability to formulate and express their point of view, activates thinking.
The activity approach creates conditions for the formation of educational and cognitive activity of students and their personal development; for social and socio-psychological orientation in the surrounding reality. These tasks are solved through the joint and independent educational and cognitive activity of students in solving a system of interrelated educational tasks and relying on internal motivation.
Summarizing all of the above, we can conclude that working with gifted and capable children in elementary school is an important and necessary part of the teacher's activity. Who better than a teacher can help children discover their talents? Therefore, in the future, I plan to continue working with gifted children, and I will also track their progress in the future.
And one more thing: it is important to remember that “If a person walks in line to the beat of drums out of step with his companions, think about it, this may be because he hears the beat of completely different drums ...”
Balandina E.G.
Primary school teacher MBOU School No. 41 "Harmony" g.o. Samara
Annotation: The article discusses the importance of identifying gifted children, organizing work with gifted children, forms of work with gifted children, describes the positive aspects of identifying gifted children, and touches upon the development of children's giftedness.
Keywords: giftedness, phenomenon of gifted children, system-activity approach, mental prowess.
Organization of work with gifted children of primary school age.
Today, the problem of identifying, developing and supporting gifted children is extremely urgent for Russia. Disclosure and realization of their abilities and talents are important not only for a gifted child as an individual, but also for society as a whole. Gifted, talented children and youth are the potential of any country, allowing it to develop effectively and constructively solve modern economic and social problems. In this regard, work with gifted and highly motivated children is essential.
The identification of gifted children, the organization of systematic work is one of the main tasks of the modern school and educational practice in the context of the modernization of the Russian education system.
The GEF is based on a system-activity approach, which, among the many planned results, involves: education and development of personality traits that meet the requirements of modern society; taking into account the individual characteristics of students; the diversity of their development, ensuring the growth of creative potential and cognitive motives.
Foreign and domestic psychologists dealt with the issues of giftedness of children. There are major studies in the field of the psychology of the creative giftedness of the Americans J. Guildford, P. Torrance, F. Barron, C. Taylor. Based on the ideas of psychologists J. Carroll and B. Bloom, their followers developed a methodology for teaching gifted children. J. Bruno was engaged in the study of especially gifted children. The problems of giftedness were studied by domestic psychologists: Matyushkin A.M. in the work “The Concept of Creative Giftedness”, etc., Shumakova N.B. in a number of her works, Chistyakova G.D. in the article “Creative talent in the development of cognitive structures”, Yurkevich V.S. in "Problems of Diagnosis and Prediction of Giftedness in the Work of a Practical Psychologist".
GIFTED - a significant advance in mental development compared to age norms or exceptional development of special abilities (musical, artistic, mathematical, etc.).
The phenomenon of gifted children was actively discussed in the second half of the 20th century. Since that time, many works have been written in this area, special programs have been created to work with gifted children, including the Gifted Children program, within which the Working Concept of Giftedness has been developed. And yet, every family that has gifted children faces the phenomenon of giftedness and the problems that lie behind it individually.
Gifted children who excel in one area are sometimes no different from their peers in all other respects. However, as a rule, giftedness covers a wide range of individual psychological characteristics.
In psychology and pedagogy, the idea of the presence of general and special abilities and giftedness is common. The former include those that meet the requirements of many types of activity at once (for example, intellectual abilities). Special abilities meet the requirements of only a narrow specific activity (for example, artistic abilities, the presence of a singing voice). True, there are opinions that it is difficult to draw a clear line between them and this division is rather arbitrary.
Undoubtedly, the school should work with gifted children, creating conditions for their self-determination, self-realization and socialization at all stages of development. The professional interest of the teacher, one way or another, is connected with the problem of identifying, supporting and developing children's giftedness.
The identification of gifted children should begin already in elementary school on the basis of observation, the study of psychological characteristics, speech, memory, and logical thinking.
All kinds of forms and activities allow to support and develop their abilities and talents.
The main forms of work with gifted children in our school are:
Subject week.
Subject and creative circles, extracurricular activities that allow students to show their creativity in various forms of its manifestation: stage creativity, fantasizing, imagination, inventing and writing, searching for additional information for the lesson.
Organization of research work and project activities.
Contests, olympiads, intellectual games, quizzes.
Generalization and systematization of materials and results of work with gifted children - "Portfolio".
Not a new, but popular form of work with gifted children of primary school age is the research activity of students, which contributes to the development and individualization of the individual, as well as the formation of motivation for students to acquire knowledge. As well as possible, the lessons of the surrounding world help in this. Lesson-research allows you to pose serious problematic questions, research tasks, and a child's craving for "secrets" turns him into a "researcher". The success of such tasks creates "intellectual" joy, positive emotions. Children, starting from the first grade, take part in the interschool conference "First Steps into Science".The youngest participants are first graders. Of course, adults also help them: teachers, parents. But the guys in grade 4 are already coping on their own. For several years, our school has been hosting the city tour of the international Olympiad "Intelligence". In 2016, an interregional round of this Olympiad was held. Our children are active participants in this event. More than once we were proud of their victories! There is no need to say what kind of preparation is carried out with children before in the classroom and at home: individual lessons by a teacher with a gifted child, a differentiated approach during the lesson, individual homework. If such work is systematic, then the result will be. Gifted children have excellent results in the All-Russian games-competitions "Kangaroo", "Russian Bear Cub". It is wonderful that the students themselves are interested in the date of the competition, and other children are also involved.
There are different forms and methods of working with gifted children, but the formation of intellectual abilities comes to the fore. Regardless of the level of giftedness and even the level of intellectual abilities, it is necessary to develop their creative qualities.
Thus, the work of a teacher with gifted children is a complex and never-ending process. It requires personal growth from teachers, good, constantly updated knowledge in the field of the psychology of the gifted and their education, as well as close cooperation with psychologists, other teachers, the administration and, of course, with the parents of the gifted. It requires constant growth of skill, pedagogical flexibility, the ability to abandon what even today seemed to be a creative find and strength.
Bibliography:
Belova E.S. Giftedness of the baby: to reveal, understand, support - M; 1998 -251s.
Leites N.S. Age giftedness of schoolchildren:. M.: Publishing Center "Academy", 2000.-320 p.
Panov V.I. If giftedness is a phenomenon, then gifted children are a problem // Primary school: plus - minus. - 2000. - No. 3. - S. 3-11.
Savenkov A.I. Gifted children in kindergarten and school: Textbook. manual for students of higher pedagogical educational institutions. - M.: Publishing Center "Academy", 2000. - 232 p.
Federal State Educational Standard of Primary General Education. M., Education, 2010.
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Working with gifted children at primary school age
Introduction
1. Ways of development of giftedness in primary school age
1.1 The concept of giftedness
1.2 Giftedness in primary school age
1.3 Features of the development of giftedness in primary school age
2. Experimental work on the development of giftedness of younger students
2.1 Diagnostic work
2.2 Work on the development of creative abilities
Conclusion
Bibliographic list
Introduction
At present, the attention of many psychologists and teachers both in our country and abroad is attracted by the problem of children's giftedness.
There are different groups of gifted children. The first group includes "super gifted" children with extremely accelerated mental development. They are a contingent of special schools and boarding schools. There is another group - children with a very high specialized level of abilities, for example, musical or mathematical. Usually children of this group study in specialized schools, and work with them is also not urgent for mass schools. I would like to dwell in more detail on the third group, which includes quite numerous children who study together with others in a mass school, but differ from the rest in a special predisposition to mastering one or another educational area, early psychological maturity, a high level of social culture. It should be noted that in working with gifted children, it is important not only to timely diagnosis and selection, but also to ensure further development.
The main task is to build the entire educational process and its psychological support in such a way that any individual characteristics of children, fraught with the grain of advanced development in one area or another, do not pass by our attention, are realized and cultivated in our pedagogical activity with these children.
“Every child is a genius to a certain extent,” wrote Schopenhauer. The teacher must remember that no two children are the same: everyone has something of their own, something that makes them stand out from the crowd and make them unique. One has the ability to solve mathematical problems quickly and without errors, the other has the ability to draw, the third has golden hands, the fourth has a predisposition to sports success, the fifth has organizational skills ... In a word, our attention to gifted children should organically fit into image of the world of any child and be completely natural for him. This should happen both in the classroom and in extracurricular activities.
In the classroom, such an approach to students can be implemented using various innovative technologies, including problem-based and dialogic learning (one of the most developed technologies at the moment in the School 2100 OS).
The main thing in problem-dialogical learning is the creation of a problem situation, which:
must have a sufficiently high level of difficulty, but accessible to the student;
should arouse interest in its content and the student's need for its solution;
· should contribute to the "discovery" of new knowledge by the student, moving forward in educational activities.
We see that problem-dialogical learning is a type of learning that provides creative assimilation of knowledge by students through dialogue with the teacher. This technology is effective and health-saving, as it provides a high quality of knowledge acquisition, effective development of intellect and creative abilities, education of an active personality.
With pleasure, children take part in various creative intellectual competitions, small educational Olympiads, brain rings, KVNs, quizzes, etc.
Separately, I would like to dwell on the methods of developing leadership giftedness (organizational abilities) of students. A children's association "Buttons" has been created in the class, which is meaningful for students and meets the real, and not imposed, values of children. It has its own symbols, rituals, a system of norms and rules of conduct that do not contradict the Charter of the school. The class self-governing body of the Class Council, which is elected for a period of one year, is actively working in it.
All students in the class are divided into groups - "families". The Class Council includes group leaders and a warden. It is they who create temporary creative teams for organizing and holding class events, holidays, games, etc. The class teacher coordinates the work of the Class Council together with the parent committee.
Students belonging to the "families" have various assignments: experts, craftsmen, entertainers, athletes, tubes, pills.
The supreme body of the class is the general meeting, which is held once a month. At the meeting, the work of the "families", the fulfillment of assignments by students, the work of the Class Council, etc. are analyzed.
Thanks to the work of the class self-government body, most students take an active part not only in the affairs of the class, but also in school and district events, competitions, cooperate with district organizations, provide assistance to the elderly, participate in the improvement of the village, etc.
All of the above is just a brief description of the methods and techniques of working with gifted children. In conclusion, I would like to remind once again that giftedness is diverse, manifests itself at different levels, in all spheres of life, and it should be considered not only as an achievement, but also as an opportunity for achievement.
1. Ways of development giftedly
1.1 The concept of giftedness
giftedness or general giftedness- the level of development of any human abilities associated with their development. The concept as such was first formulated in the middle of the 19th century by the English psychologist Francis Galton. In the analysis, "artistic" and "practical" talents are separated. The early manifestation of abilities speaks of giftedness. B. M. Teplov defined giftedness as “a qualitatively peculiar combination of abilities, on which the possibility of achieving greater or lesser success in the performance of a particular activity depends.” At the same time, giftedness is understood not as a mechanical set of abilities, but as a new quality that is born in the mutual influence and interaction of the components that are included in it. Giftedness does not provide success in any activity, but only the possibility of achieving this success. In addition to the presence of a complex of abilities, in order to successfully perform an activity, a person must have a certain amount of knowledge, skills and abilities. In addition, it should be noted that giftedness can be special - that is, giftedness for one type of activity, and general - that is, giftedness for different types of activity. Often general giftedness is combined with a special one. Many composers, for example, had other abilities: they drew, wrote poetry, etc.
Giftedness, talent, genius are manifested in a person as bright individually unique creative, intellectual, emotional, physical abilities in a particular area of human activity. Differences in the degree, quality and orientation of a person's giftedness are predetermined by nature, the genetic fund. Every normal child is endowed with all human essential forces and the opportunity, under necessary and sufficient social conditions, to develop them in himself. In children, the essential forces develop, as a rule, evenly, collectively, harmoniously. Which of the essential forces, be it intellect, feelings, will, hands and feet, sight and hearing, abstract or concrete-figurative thinking, can manifest itself most powerfully and vividly, depends on the social and pedagogical background on which the general development of the child's personality takes place. Under favorable circumstances, every child can show himself as a gifted being. Phenomenal, extraordinary abilities, bright giftedness, talent, are based on a special organization of the brain, a predisposition to theoretical or artistic thinking; special connection of the eye, figurative thinking and motor skills of the hand; specific interaction of hearing, imagination, muscles of the pharynx, chest and lungs; sensitive and acutely responsive nervous system; the relationship between the constitution of the body and the organs for coordinating the movement of the body. Such rare phenomena of early giftedness deserve special attention. However, they should not distract psychologists and educators from the problem of the giftedness of every normal child. The more opportunities are created for creative self-manifestation for all children, the greater the chances of discovering and cultivating gifted, rare, bright and strong various talents in the general mass. Therefore, the task of pedagogy is to, based on the idea of the universal genetic giftedness of children, create a methodology for working not only with brightly declaring talents, but also to provide a field of activity for creative self-manifestation and self-expression for all children. In a healthy social environment, individuals effectively interact in work, culture, social relations, thanks to their diversity of talents, complement each other, mutually develop and mutually elevate each other. Some are more gifted intellectually, others emotionally, physically, motorically, others in moral-volitional, organizational, artistic, social and merciful relations. Creative, brightly gifted individuals, involving in their social circle those who walk nearby, awaken their creative abilities, make the social environment morally and intellectually purer, more favorable for human development.
Giftedness in its essence is a holistic and multifaceted phenomenon. It has an anatomical and physiological basis, a certain organization and structure of the brain, all its functional systems. In the emergence and development of giftedness, a significant role is played by neuropsychic formations that determine the child's capabilities for a special, original perception of the world, for education and learning, for comprehension and creativity, self-expression and self-affirmation. In the structure of giftedness, an important place is occupied by the emotional-volitional and effective-practical components. They stimulate the child's activity in the practical application of abilities and creative forces. Talent is determined by the individual, personal, moral and aesthetic characteristics of a person. Ideology, conviction, adherence to principles, intellectual and moral looseness and freedom, perseverance, stubbornness, the ability to stand one's own ground, internal self-discipline, civic conscious discipline - all these are certainly internal conditions for the development of abilities, talent, talent. The giftedness of a person is due to subjective-objective factors that either contribute to the development of talent, or restrain and inhibit the manifestation of abilities in children. The development of a child's giftedness is facilitated by both the presence of a healthy genetic basis and the conditions of a social pedagogical and psychological nature. Giftedness arises and makes its way either as a spontaneous self-expression of peculiarly formed biological structures of the brain and body, requiring appropriate practical activity for their development, or as neuropsychic and physical neoplasms that arise in the process of upbringing and education as a response of the body to the requirements of the environment, and also specific physical, social, intellectual, artistic activities in which children are involved. In both cases, the development of a child's giftedness requires conditions that ensure the testing and use of spiritual and physical abilities. Of particular importance is the system of productive, creative activity, which creates an opportunity for experimentation, giving the right to one's own opinion and error. It is organized in the forms of children's amateur performance, the essence of which is not limited to spontaneity, spontaneity of children's self-manifestation and self-affirmation. Self-activity is effective when it is an organic alloy of internally conditioned drives and motives, needs and incentives with socially meaningful activity. Its implementation by children, provided with consulting assistance from adults, a psychologically favorable environment and the necessary social and material conditions, should be independent. At the same time, any giftedness, gradually brought to the level of creative and professional activity, cannot be successfully formed in isolation from the master, outside of pedagogical guidance. Organized introduction and mastery not only does not suppress a creatively developing personality, but, on the contrary, maintains in the child faith in his own strength, in the possibility of achieving success, and stimulates healthy pride and ambition. At the same time, a child who wants to succeed in developing his talent needs to prepare himself for hard work. Life and human nature are such that success and crucify abilities come! only to those who are ready to overcome external and internal obstacles and difficulties. The shortage of talents is explained not by the impoverishment of human nature, but by the absence of strong natures capable of showing courage, perseverance, perseverance, strict self-discipline in self-education and self-education, in critical rethinking of generally recognized dogmas, stereotypes, "immutable truths", in upholding the new.
The self-formation of a gifted nature, a creatively thinking person, is also conditioned by a moral and psychological attitude that dictates seeking support not so much in other people and favorable external circumstances, but first of all in oneself, one’s inner spiritual world, filled with faith in oneself and one’s vocation. The process of creativity itself contributes to internal spiritual self-affirmation, completely absorbing the creator, giving him the highest moral and aesthetic satisfaction and pleasure, compensating for all the costs of a harsh attitude towards oneself. As a result, a talented child becomes committed to internal spiritual values that help to withstand external hardships that lie in wait for a talented person everywhere.
Along with stimulating factors, there are factors that impede, hinder the development of giftedness in children. Among them are not only the lack of a social and material base, a field for the manifestation of the diverse talented activities of children, their creativity, but also formalized, automated and mechanized training systems. Practicing the skills of performance, imitation, reproductive activity, obedience, external discipline, achieving success in training, they nip in the bud the human "self", spirituality, giftedness, talent, which comes into the world in all its originality as a result of the organic unity of self-organization and creative intellectual freedom. . The lack of organization and shortcomings in the methods of teaching and upbringing explains the poor progress and bad behavior of gifted children in the classroom. It has an external instinctive manifestation of the protest of a dying talent. The child's mediocrity, his lack of interest in himself is a natural consequence of his inclusion in the mass of "incapable", "talentless" "hooligans" and "fools", in the group of socially and psychologically outcasts. giftedness school talent
The development of children's giftedness is also constrained by the bondage of a significant part of children to a spiritually impoverished, soulless mass culture that manipulates their feelings and consciousness, turning them into passive objects of aggressive influence. The lack of psychotherapeutic and psychological assistance to schoolchildren in overcoming inferiority complexes, aggressiveness, sexuality, in developing the desire to sublimate internal energy into useful creative self-manifestation has a negative effect.
Central to the problem of giftedness is the question of its types, strength and completeness of manifestation, as well as the main criteria for talent. The types of giftedness of children are very diverse. In order to determine, identify types of giftedness, a close combination of general developmental and special exercises is necessary. There are several types of intellectual talent. The rational-thinking type is manifested in the child's inclination to conceptually abstract, abstract thinking, to various kinds of theoretical generalizations. Such an ability is mainly needed by scientists, politicians, economists, public figures - everyone whose profession requires the ability to generalize, operate with symbols, make a reasonable, balanced choice in a variety of scientific, economic, political situations and make responsible decisions. The abstract rational way of mastering the real world is opposed by the figurative-artistic mental type. Its distinguishing feature is thinking in images, the ability to operate with figurative-visual, figurative-auditory representations, create in the imagination new figurative generalizations, constructions, models, combinations of elements of sound, visual and verbal material. Figurative thinking is widely used in artistic, creative, design, engineering professions, it allows you to effectively choose the best options for new technical, technological and artistic and industrial solutions, to create original works of art. There is also a mixed, rational-figurative type of giftedness, which allows a scientist to use his imagination in scientific discoveries and create works of art, and an artist, writer, composer to clearly manifest himself as thinkers: philosophers, historians, politicians, scientists, religious figures. Giftedness is also manifested in the increased emotional sensitivity of one person to the biofield of another. On this basis, the psychic ability of individual individuals to actively influence the physical and spiritual-psychological states of people develops. Such talent is extremely important for a doctor, especially a psychotherapist, actor, director, public figure working with the masses.
There are various types of giftedness in the physical organization, often combined with certain types of intellectual giftedness. Among them are such types as motor-physical, neuro-plastic, intellectual-physical. Physical talent is important for every person, but absolutely necessary for the performance of workers, peasants, space, military professions, as well as for dancers, actors, athletes and athletes.
Giftedness of various directions and types as a qualitative new formation in a person is manifested as a result of various combinations of all essential forces. Its development in a child is promoted by information about the age-related manifestations of talent, the degree, strength and form of its expression. The orientation of some of the child's abilities can be clearly manifested already at an early age. preschool age. Giftedness in the motor-physical sphere, which gives the body a special plasticity, opens up the prospect of practicing ballet and sports, is subject to development, as soon as the initial stage of the formation of the body is completed. An early manifestation of talent is found in the field of theoretical-intellectual and artistic creativity. The inclusion of the relevant essential forces of preschool children (hearing, vision, touch, mental processes, nervous system, breathing) into active activity is a decisive condition for acquiring special skills and success in achieving mastery in the future.
At the same time, many children may not have a bright manifestation of abilities at an early age. Their hobbies are changeable and unstable, they achieve average success both in studies and in freely chosen occupations. However, this does not mean that such children are generally mediocre. Some of them have not yet found themselves in everyday routine affairs, have not found themselves in a situation that is most favorable for the manifestation of their individual abilities. The process of maturation of the essential forces of others is somewhat slowed down, it requires significant time costs and greater efficiency in the chosen direction of activity. Such guys, seemingly average, in later age periods experience a violent manifestation of hitherto hidden, internally formed giftedness, a kind of fusion of essential forces, finally acquiring the sphere of the form of manifestation. A spontaneous explosion of abilities can direct the child's interests and activities in the most unexpected direction: into invention, artistic or scientific creativity, into the field of organizing social human activity. Finally, the giftedness of the child may not be revealed for a very long time, or remain undisclosed at all. Most often, this depends on the fact that the student never finds himself in the environment, does not encounter activities that would awaken dormant creative forces in him, set them in motion and form a talented personality. A teenager living in the countryside, in the outback, who is fond of technology, does not have the opportunity to master more advanced machines than a tractor or a car. And a schoolboy in the city, who loves animals and is interested in environmental problems, is limited to communicating only with pets, fish in an aquarium, birds in a cage. It is obvious that the decisive condition for the manifestation of the mass giftedness of children is the sprat of universal secondary education and the variety of opportunities for practical creative activity. The law of random spontaneous manifestation of various human abilities is confirmed the more often, the wider and more diverse the possibilities for the practical application of their creative essential forces by children. At the same time, in this case, the element of chance in the development of a child as a capable person decreases.
Observations of gifted children show that there is no rigid and unequivocal positive relationship between their giftedness and academic success. Moreover, as everyday practice convinces, high success in all general education subjects is shown, as a rule, by students of average, not clearly identified abilities. The need for an equally equal effort of mental strength for the successful mastering of all academic subjects, the dispersal of spiritual and physical strength muffles, restrains, bleeds, slows down the process of developing talent in any one direction. That is why, including schoolchildren in the process of mastering various general educational sciences, crafts, types of labor activity, it is not necessary to demand from them an equal distribution of forces and equal success in all disciplines. With that, there is a direct and rigid relationship between the determined giftedness and children's activity, the manifestation of purposeful interest, dedication, hard work.
The internal psychological and physiological criteria of giftedness are characterized by the development, originality of the flow and manifestation of all mental and neurophysiological processes. Depth, clarity, originality of theoretical or figurative thinking, freedom of speech self-expression; richness of creative imagination, strength and efficiency of logical, visual, auditory, emotional, sensory-motor memory; speed of reaction, flexibility of the nervous and physical organization of the body; intellectual emancipation, the ability to question and critically comprehend established ideas, stereotypes, dogmas. All these features of the psyche are clearly revealed in children in the process of daily educational and extracurricular activities, in the conditions of freedom of creative self-manifestation, the necessary and sufficient material base.
As an external psychological criterion for the emerging abilities and creative potential of a child's personality, an internal material and spiritual pulsating force of an individual can be taken, spontaneously manifested as interest, curiosity, enthusiasm, desire, persistent striving, spiritual and organic need for creativity" in one or another type of activity. Such a free attraction, a spontaneous manifestation of a complex of abilities can be outside of organized educational or even club work.A gifted child, passive at school, finds shelter in a home workshop, laboratory, invents, sawing, drawing, needlework, embroidery.
Moral and aesthetic criteria of giftedness are expressed in emerging character traits, personal qualities, spiritual aspirations and ideals. Adolescents, boys and girls with developed abilities, as a rule, know what they want and who they expect to become. They are characterized by devotion to the chosen cause, perseverance, perseverance and will in achieving the goal. They sacrifice small pleasures to a sense of duty and responsibility, show faith in the success of the case, endurance and discipline. They are able to endure inconvenience, harassment and even suffering for the sake of their hobby, they are ready to fight, to defend their nature for creativity. Talented children are proud, direct, ambitious, honest, appreciate talent in other people, are devoid of envy, vile intentions and feelings, consider it below their dignity to take part in intrigues. They are endowed with an aesthetic vision of the world, they see the beauty of a person about his work, bright and original creative self-expression.
The activity-practical criteria of giftedness are concretely expressed in the results of children's creativity. The higher the quality of the product, the more developed the abilities, the more obvious the talent of the child. These are the originality of the composition, the logic of solving problems, the depth of understanding of problems, the practical significance of technical creativity, the aesthetics of amateur art, the quality of material products of labor, the clarity of organizational activity, a high level of achievement in sports, skill in fine or performing arts.
The direction, strength and depth of a child's giftedness is measured most accurately and clearly in the case of the complex application of all criteria and the simultaneous assessment of all indicators. The highest level of giftedness is fixed when the ability to be creative, manifested in a specific activity, is accompanied by enthusiasm, a strong will in striving for a goal, is organically connected with simple norms of human beauty and morality in behavior, is characterized by success and high quality of labor results. The manifestation of lack of will, laziness, lack of aesthetic instinct by a capable child is a clear evidence of a drowsy state, insufficient maturity and giftedness. Only an educator is able to help such a student to pull himself together, to develop qualities and traits of character in himself, without which no natural talent can be realized and take place. The education of giftedness in children is at the same time the education of their whole personality.
Criteria of children's giftedness are effectively used only in conditions resolved by the general problems of organizing pedagogical work and developing the creative abilities of schoolchildren. The creative work of children is pedagogically effective when it is expedient from the point of view of its usefulness! values, social significance. The direct goal of creativity, which can inspire and stimulate the active activity of the child, is self-affirmation through the creation of material and spiritual values. The indirect, proper pedagogical goal is to develop in the process of purposeful useful activity of children their essential powers: intellect, vision, hearing, feelings, hands, fingers, nervous system, skills and abilities, the ability to acquire and use knowledge. These goals are achieved when creative methods are widely used in the organization of children's life and work. Among them are games with the use of children's improvisation, fiction; own tasks and practical exercises; business letters, diaries, essays, poems, stories, songs, reviews, critical articles; analysis of contemporary socio-political events, historical facts, works of art and scientific data; participation in performances; activity in creative, economic, industrial, organizational activities, in research work. It is also important to encourage self-reliance in children's creativity: they defend their position, original vision of the world, an extraordinary author's project, at first glance, an absurd approach to the problem, manifestation of independent thought, selflessness. It is also necessary to maintain an atmosphere of honest, open criticism in the children's creative team, combined with goodwill and mutual assistance.
Children's talents are discovered and revealed in an environment where creativity permeates the entire life of schoolchildren. In organizing the life, upbringing and education of students, the flow of their creative activity should gradually increase and conquer more and more living space and time. Elements of creativity should be present in the study of any subject, almost in every lesson. Albeit not for long, but all students find themselves in situations where they need to show independence, their own non-standard thinking. At the next stage of creative development, each student gets the opportunity to choose a subject of interest and carry out its creative development. A serious help in the development of creative abilities is individualization - the choice for each student of the optimal forms and means of education. The greatest opportunities for creative improvement of all schoolchildren are provided by the widest scope of extra-curricular, out-of-school work, participation in various public organizations and informal associations, including those at the place of residence. These are research technical centers and centers aesthetic education, houses and palaces of pioneers and schoolchildren, societies for the protection of nature and book lovers, friends of animals, the study and preservation of national culture, detachments to support social, cultural, and sports public initiatives. General education and differentiated training sessions, the system of out-of-school state and public institutions make it possible to involve literally all schoolchildren in the process of self-development of abilities and talents.
The implementation of the idea of the general development of children's creativity and giftedness does not remove the problem of early, special, reasonable education and training of individual young talents. This is caused, conditioned and justified by the manifestation of interests, inclinations, as well as natural mental, psychophysiological and physical data in some very young children, requiring early specialization and inclusion in specific activities for their development. A number of professions in the field of science, language, and art require specific training and development of the psyche, thinking, and the acquisition of skills and abilities as early as preschool age. The emergence and multiplication of schools for the especially gifted is also due to the acute need of society for personnel in especially complex, delicate, scarce professions. In response to it, physico-mathematical, ballet, language, fine arts, arts and crafts, music, physical culture and sports, acting, and now also pedagogical special classes and schools are emerging and developing.
Thus, the problem of children's giftedness is recognized in theory and implemented in practice simultaneously as the need for the general development of the creative abilities of all children, the creation of a talented "human community that ensures material well-being, wealth and diversity of people's communication, and at the same time the requirement for the implementation of specific education and training. gifted children in unique areas of human creativity.
1.2 giftedst in primary school age
Primary school age is a period of absorption, accumulation of knowledge, a period of assimilation par excellence. The successful fulfillment of this important vital function is favored by the characteristic abilities of children of this age, trusting obedience to authority, increased susceptibility, impressionability, and a naive-playful attitude towards much of what they encounter. In younger schoolchildren, each of the noted abilities acts mainly as its positive side, and this is a unique originality of this age.
Some of the features of younger schoolchildren in subsequent years come to naught, others in many respects change their meaning. At the same time, different degrees of severity in individual children of one or another age line should be taken into account.
But there is no doubt that the peculiarities of the essential affect the cognitive abilities of children.
It is extremely difficult to assess the real significance of the signs of abilities manifested in childhood, and even more so to foresee their further development. It is often found that bright manifestations of the abilities of the child's psyche. However, early signs of abilities cannot leave parents and teachers indifferent - after all, they can indicate the prerequisites for genuine talent.
In order to better understand such children, one must first of all know and take into account the age-related characteristics of the child's psyche. The rapid rise in mental strength as they grow up can be observed in all children. Childhood is a time of development that is unique in its possibilities. With age, there is not only an increase in opportunities, but also a limitation, or even the loss of some valuable features of the child's psyche.
Age phenomenon - the originality of the course of development affects the rise of intelligence, acts as a factor of giftedness. Only in a part of children who are ahead of their age, such an obsession with mental pursuits will become a stable feature. In other such children, other things being equal, the relentless need to exert mental effort will further decrease - this will also affect developing abilities. These differences in the subsequent course of development can be regarded as confirmation that the vivid manifestations of children's giftedness largely depend precisely on age-related features that arise to some extent at a certain time.
In the question of the perception of gifted children, a great responsibility lies with specialists: kindergarten teachers, teachers, child psychologists. They should prompt parental education in time.
But a child with an early flowering of intellect encounters difficulties, misunderstanding not only at home, in the family circle, but also at school, where everyone is taught the same way, and teaching often begins with what he is no longer interested in.
It is the children, the most inquisitive ones, who often get bored in the classroom after the very first lessons.
Most teachers simply have no time to deal with gifted children, since the trouble with our schools is that even the best teacher, when dealing with a whole class, is deprived of the opportunity to focus on those who are ahead.
A child with early mental flowering often has difficulties in relationships with peers.
A lot of additional experiences fall to the lot of such a child, if for some reason he is not given physical education, labor classes.
For "geeks" previously required special permission from the authorities public education. Now, according to the new regulation on the comprehensive secondary school, the right to take external exams for any class and for the school as a whole has been officially introduced.
But this does not remove the difficulties in the development of gifted children. As a result, new difficulties arise.
Some abilities appear early and others take time, but one should not rush to declare a child ungifted if he does not show himself as a young talent. This means only one thing: the “buds” of his abilities have not yet opened.
How to recognize talent.
If your child is gifted and different from everyone else, in order to nurture his talent, you need to know about most of the features of the “non-standard child” and understand his problems.
How parents should behave with a gifted child.
Understand the child and realize his originality.
· Do not ignore all the uniqueness of his data.
· Do not admire them beyond measure.
· Do not turn the whole life of the child into “jumps” to satisfy their parental ambitions.
· Create conditions for “encouragement” of talent.
Do not project your own hobbies and interests onto a gifted child.
· Don't cultivate the need to succeed. Do not force him to please you all the time, using his originality.
· Do not force to get carried away with what you love and do not overload it.
Create an atmosphere of creativity for the child and not extinguish the interest that has arisen.
· Teach patience and reward for all efforts.
Tactfully, delicately help him
· Learn to lose and not perceive any failure as a tragedy.
Try in every way to reduce the vulnerability of the baby.
· Teach your child to be as vulnerable as possible.
Calmly relates to the emotional differences of the baby.
Learn to control emotions.
· To try to help get rid of the feeling of dissatisfaction in oneself by grounding a little the ideal that he imitates.
· Do everything that depends on you, so that he does not underestimate his self-esteem and at the same time, so that he does not expose his giftedness in excess.
Do not elevate him above the rest of the children in the family.
Build relationships with peers. Learn to be friendly in a team.
Consider his personality.
· Encourage him all the time.
· Do not cut the child's wings, but go with him to “fly”.
Monitor the level of development of motor skills and help to master various physical skills.
· Be able to create a friendly atmosphere in relation to him, attracting not only relatives, but also the child's caregivers.
If the child is certainly talented. But in what area to evaluate the correctness of the assumption about innate ability a child can test - a questionnaire developed by scientists - psychologists, specialties in the field of child psychology A. de Hoan and G. Kaf ..
1.3 Features of the development of giftedsti at primary school age
The evolution of giftedness depends on the level of development and formation of the personality. The well-known in psychology fact of the loss of bright abilities by the time of growing up, scientists also associate with the peculiarities of personal development. It is important not to miss the moment when pedagogical influences on the individual will be most favorable. Many authors emphasize that for the formation of a gifted and talented person, an approving attitude towards her from the society is necessary.
At each stage of ontogenetic development, a person acquires a number of personal qualities and properties, which in the future are the foundation for the emergence of new personality formations. Primary school age plays a special role in personal development. The beginning of systematic learning causes a series of changes in the development of the individual. These changes are largely due to the fact that learning is becoming the leading activity for children. With admission to school, the importance of the adults around him increases for the younger student. The child trusts the elders, this faith is essentially limitless. The teacher often becomes the central figure for the student. The teacher, as a carrier of knowledge, certain norms and rules, in the eyes of the child is an idol, a kind of "cult" person. At first, the teacher is extremely authoritative for younger students. They unconditionally obey him and imitate him in many ways (copying is manifested in attempts to be like their favorite teacher in appearance, in borrowing certain manners, etc.). Children at this age are very sensitive to the assessments of adults. Self-assessment is often a reflection of adults' opinions about the child.
Children of primary school age begin to more consciously control their actions and behavior. A branched system of activity motives emerges. The child consciously formulates for himself the goal of any lesson, motivating him at the same time. Children can intentionally, purposefully control their behavior, guided by not only momentary desires, but also long-term intentions. In connection with the inclusion of the child in active social relations, in connection with the fact that he becomes the subject of activity, the motive for achieving success is formed. At primary school age, children begin to clearly realize their capabilities and abilities. Often, developed abilities in a child are found in educational activities, and are associated with the development of the cognitive sphere (attention, memory, thinking, imagination). In this regard, it seems important to use the emerging motive for achieving success as fully as possible, since this further leads to the development of various abilities of the individual.
Schooling makes a huge difference in a child's life. The formation of verbal-logical thinking, the assimilation of theoretical knowledge lead to the emergence of an internal plan of action, reflection. There is a change in the I-child.
By the end of primary school age, the authority of adults is gradually lost. Peers, a social group, begin to play a great role in the lives of children. Communication skills with peers are actively formed and developed, strong friendships are established.
Primary school age is the age of positive changes. The degree and depth of personal transformations at a given age stage determine how difficult or easy a student will overcome the difficulties of adolescence.
Adolescence is a special period in the development of personality. This period is characterized by sharply passing qualitative changes. Age transformation often occurs in jerks, unevenly. Some teenagers develop faster, others lag behind their peers. Individual development can also take place unevenly: intellectual formation is ahead of personal development and vice versa.
The teenager begins to ""distance"" from adults. At the same time, he expects adults to understand their aspirations and desires, support, and trust. For a teenager, it is important that his elders recognize his equality with them. Otherwise, conflict situations arise.
For teenagers, communication with peers becomes the leading activity. Wanting to take a worthy place in the group of peers, the teenager becomes more conformal to the actions and values of the group members.
Adolescence is the time of transition to a qualitatively new level of self-consciousness and self-concept. A teenager is actively looking for himself, comparing himself with adults and peers. He begins to understand his own value, uniqueness and uniqueness. There is a change in the formation of self-esteem: from a focus on adult assessments, a teenager moves to his own criteria for evaluating his actions, behavior, and personality as a whole. Psychologists believe that it is during adolescence that a substitute formation of self-consciousness and self-concept takes place.
The age from 12 to 14 years in domestic psychology is considered by many scientists to be a critical period of development. L.I. Bozhovich connects the emergence of this crisis with the fact that the rapid pace of physical and mental development creates the prerequisites for the formation of such needs that cannot be satisfied in conditions of insufficient social maturity of schoolchildren of this age (3, p. 105). L.I. Bozhovich believes that the crisis of adolescence is associated with the emergence during this period of a new level of self-awareness, a characteristic feature of which is the appearance in a teenager of the ability and need to know himself as a person who possesses precisely her, unlike all other people, inherent qualities.
DI. Feldstein characterizes adolescence as an age of increased activity, initiative, desire for knowledge, danger, risk. Adolescents develop a volitional sphere of personality. But often showing strong-willed efforts in one activity, the student becomes weak-willed in another. Teenagers are very impulsive, quick-tempered, easily excitable, they are prone to mood swings and affective outbursts.
Ambiguous, unstable ideas of a teenager about himself and others lead to character accentuations.
Puberty has a significant influence on the formation of the personality of a teenager. Going through puberty is often very painful. Teenagers are extremely critical of their own appearance; experiences are associated with a lack of development or with its rapid pace. Dysmorphophobia often occurs at this age.
The changes that have taken place in Russia in recent decades have led to the transformation of the personal qualities of adolescents. There is a sharp decrease in spiritual inquiries. Among adolescents, the manifestation of such qualities as cynicism, selfishness, cruelty, and aggressiveness has increased. Children feel rejected when adults are increasingly concerned only with material well-being, without creating normal conditions for the development of a growing psyche. This results in severe personal experiences of adolescents: increased anxiety, fears, feelings of inferiority and loneliness. Academician D.I. Feldstein argues that ""these new negative acquisitions, leading to the deformation of the motivational-need sphere of the individual, are of particular concern today, since here we are faced with such a nature of conflict between generations, in which lies the danger of a kind of destruction of the entire system of inheritance of cultural and historical experience "" (11, p. 191).
The psychological development of a teenager is uneven, various trends are revealed in it, the desire of adolescents for self-affirmation, self-determination and self-realization is manifested. Awareness of one's place in the system of social relations creates the prerequisites for the realization of one's abilities in the future.
Psychologists who study gifted and talented children note that the gifted often stand out from the rest. Their dissimilarity is explained not only by the brightness and originality of talent, originality and originality of thinking. Many scientists are unanimous in their opinion: a gifted child often matures faster, his personality is formed earlier, and among his peers he differs due to the presence of certain personal qualities and properties.
The role of personality in the formation and development of giftedness is great. It is emphasized that giftedness involves the integral personality of a person, including the motivational sphere, interests, volitional manifestations, feelings, creativity (J. Gallagher, P. Klein, N.S. Leites, A.M. Matyushkin, V.E. Chudnovsky, V. S. Yurkevich).
The psychology of giftedness recognizes the fact that gifted children and adolescents have features of personal development. Psychologists pay attention to the fact that the formation of the personality of a gifted child has certain age-related tendencies, often passes ambiguously and painfully.
A. Tannenbaum, who proposed a "psychosocial" model of giftedness, took into account both external and internal factors of the personality in its construction. The scientist notes that it is difficult to determine what personality traits determine human talents. There are reliable facts that the highest level of ability is associated with a strongly expressed desire for self-realization.
Gifted children need to have a positive self-image. In this case, it is important to adequately evaluate abilities: neither belittling, nor ignoring them, or, on the contrary, nor overly focusing on them. This state of affairs can lead to violations of personality formation, the emotional sphere of children suffers. The child needs to feel and understand that he is valuable; parents and adults love him and see him as a growing personality, and not just a set of certain outstanding abilities and achievements.
In some cases, children with a high level of development of abilities face rejection by their society. Parents try not to notice the talent of their child, trying to avoid difficulties. Peers do not accept a student "too" who knows a lot, who is knowledgeable in all matters. Awareness of inconsistency with the expectations of others, the perception of oneself as a "black sheep" leads to the fact that the child begins to hide his abilities, traits of a conforming personality appear. In this situation, one should speak not just about adaptation, about the adaptation of the personality, but about the falsification of one's own "I"" (6, p. 39).
Gifted children are characterized by increased vulnerability and sensitivity. Harmless and neutral remarks often cause a violent emotional reaction in them. It is necessary to develop in children of this category a patient attitude towards the opinions of others, especially in those cases when one has to deal with less capable schoolchildren. The emergence of arrogance, selfishness, misanthropic traits kill the manifestations of talents.
Excessive perseverance in achieving the goal leads to the desire to bring everything to perfection. Works performed at a high level of skill are evaluated by the performer as unsuccessful. Exaggerated personal standards, dissatisfaction, evaluating one's own activities by adult standards lead to painful experiences, personal dramas.
For a child of 7-8 years old, one of the strongest motives for activity is the desire to please parents, to succeed in their eyes. It is necessary to maintain a balance in priorities so that the development of the individual is not disturbed by one desire to look advantageous in the eyes of adults. Encouragement for various attempts, and not just for success, praise for diligence leads to the fact that the child will try himself in various activities, and not seek to avoid failure.
If in the process of teaching talented children their potential is not noticed and not used to the fullest, emotional problems arise. Some children may begin to ignore learning, while showing a non-conformist mood and self-confidence. The other part gradually loses interest in learning, the motivation for activity disappears, emotional distress appears, low self-esteem is possible. According to J. Freeman, such personal qualities as motivation, self-discipline, curiosity and the desire for autonomy are key for a gifted child.
Capable children are often not recognized by adults, because first of all, the academic performance and success of schooling are evaluated. "" The complexity of the situation is aggravated by the fact that the children themselves are aware of their otherness. They may blame themselves, perceiving their features as an anomaly, they may begin to deliberately hide their achievements and thereby mask their abilities and move into a fairly large category of gifted, which is referred to as ""underachievers"".
In children with bright creativity, traits that cause negative emotions on the part of others appear: lack of attention to conditions and authorities; greater independence in judgment; subtle sense of humor; lack of attention to the order and "proper" organization of work; bright temperament.
Two conventionally polar groups among gifted children are distinguished by V.I. Panov. The first group - children with a harmonious development of cognitive, emotional, regulatory, psychomotor, personal and other aspects of mental development. The second is children whose mental development is characterized by dissynchrony (imbalance, disharmony) in terms of the level of formation of these sides. That is, a child with high intelligence may be characterized by emotional instability, instability of self-esteem, etc. To unfavorable features, one can add sharp changes in attitude towards oneself and others, neuroticism. Children may show concern, anxiety due to their dissimilarity to their peers. At times, gifted students have an increased silence or, conversely, an increased need for constant expression and upholding their opinions.
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