Pedagogical conditions for the development of gifted children in a modern school. Psychological and pedagogical conditions for the development of gifted children Social and pedagogical conditions for the development of children's giftedness

Although all gifted children are different in temperament, interests, upbringing and, accordingly, in personal manifestations, nevertheless, there are general features personalities that characterize the majority of gifted children and adolescents.

The most important characteristic of the personality of children with manifestations of giftedness is a special system of values, that is, a system of personal priorities, the most important place in which is occupied by activities corresponding to the content of giftedness. Gifted children have a biased, personal attitude towards activities that constitute their area of ​​interest. With all changes in the education of these children and adolescents, this fundamental feature should be taken into account and classes should be planned in such a way that they have enough time for free, unregulated activities in their favorite activities.

A significant proportion of gifted children are characterized by the so-called perfectionism , that is, the desire to achieve excellence in performing activities. Sometimes a child spends hours redoing an already completed work (essay, drawing, model), achieving perfection known only to him. Although in general this characteristic is positive, in the future turning into a guarantee of a high level of professional achievements, teachers and psychologists are nevertheless required to introduce such exactingness within a reasonable framework. Otherwise, this quality turns into a kind of “self-criticism”, into the inability to complete the work. Suffice it to recall the image of Danila the master from Bazhov’s fairy tale “The Stone Flower,” who destroyed his beautiful creation, being dissatisfied with it.

Gifted children have their own characteristics of self-esteem, which characterizes the child’s idea of ​​his strengths and capabilities. It is quite natural that these children and adolescents have very high self-esteem, but sometimes in especially emotional children, self-esteem is distinguished by a certain inconsistency, instability, sometimes from very high self-esteem the child rushes to the other extreme, believing that he cannot and does not know how to do anything.

An important feature of the personality of a child who shows signs of giftedness is the so-called internal locus of control, that is, taking responsibility for the results of his activities (and subsequently for everything that happens to him). As a rule, such a child believes that the reason for his successes and failures lies in himself. This trait of a gifted child, on the one hand, helps him cope with possible periods of failure and is the most important factor in the progressive development of his extraordinary abilities. On the other hand, this same trait leads to not always justified feelings of guilt, self-flagellation, and sometimes even depressive states.

Many gifted children have increased impressionability and associated special emotional sensitivity, which manifests itself in the most different forms: events that are not very significant for more ordinary children become for these children the source of the most vivid, sometimes even life-changing experiences for the child.

Increased emotionality in some cases manifests itself in a tendency to violent emotions. In other cases, it is of a hidden, internal nature, revealing itself in excessive shyness in communication, difficulties falling asleep, and sometimes some psychosomatic diseases.

It is especially important for a teacher to know the personality traits of gifted children with creative manifestations, since it is this variant of giftedness that is most difficult for him to see. For example, intellectual talent in its classic, cognitive-analytical version (especially learning ability as one of its subtypes) can be identified by a teacher quite easily. Another thing is creative manifestations of talent. Very often, teachers mistake the student’s independence in completing assignments for creative abilities (he found the material himself, analyzed it himself and wrote an abstract) or the thoroughness of his intellectual analysis. The very breaking of an established opinion, and hence what is called non-standard thinking or a method of activity, is not always assessed as a creative result, but rather as a “gag,” irresponsibility, sometimes even conscious disrespect for the teacher. In the same way, some personal characteristics of students with creative manifestations are not fully adequately assessed.

One of the main personal characteristics of children and adolescents with increased creative potential is independence (autonomy, that is, the inability to act, think and act like the majority). Children with creative potential, no matter in what area of ​​activity their talent is manifested, in comparison with other people, are little oriented towards the general opinion, the established principle, the established rules. Although this personal characteristic helps them in their activities and even, in a certain sense, shapes their creative possibilities themselves, nevertheless, it is precisely this that makes them inconvenient for others. Gifted children of this type behave less predictably than others would like, which sometimes leads to conflicts. The teacher should always take this into account psychological feature creative children, correctly assessing and understanding it.

An important condition for the development of giftedness in childhood is the child's presence intrinsic motivation to a certain type of activity. Moreover, it should be remembered that internal motivation can be different in its motivation or target orientation.

A number of psychological studies and special observations show that multi-talented children in general, they are much more prosperous than other children: they do not experience problems in learning, communicate better with their peers, and adapt more quickly to a new environment. Their deep-rooted interests and inclinations, developed since childhood, serve as a good basis for successful personal and professional self-determination.

True, these children may also have problems if their increased capabilities are not taken into account: learning becomes too easy, or there are no conditions for the development of their creative potential.

Unlike multi-talented children, children with exceptional talent the situation is fundamentally different. Thus, due to the uneven development already described above, some children with sharply increased intellectual, artistic and aesthetic abilities often have communication problems and lack sufficiently developed and effective skills of social behavior. This may manifest itself in excessive conflict and/or in a kind of alienation of the gifted child from the peer group and lead to the fact that the gifted child begins to look for other niches for communication: a society of younger or, conversely, older children or a society of only adults, etc. .

Often these children have problems in emotional development. So, in difficult situations they exhibit a clearly infantile reaction: for example, a critical remark causes immediate tears, and any failure leads to despair.

Genuine giftedness in a child and adolescent is very often accompanied by problems in learning and communicating with peers and adults. In order for these problems to be resolved productively, it is necessary to have professional and personal readiness of teachers to work on identifying, training and developing gifted children.

Many especially gifted children have noticeable problems associated with their physical development, some of them clearly avoid anything that requires physical effort and are burdened by physical education lessons.

A special and very difficult problem from the point of view of helping these children is the problem of volitional skills or, more broadly, self-regulation. For especially gifted children, the developmental situation often develops in such a way that they engage only in activities that are quite interesting and easy for them, that is, which constitute the essence of their giftedness. Many gifted children avoid any other activity that is not within the scope of their inclinations, taking advantage of the condescending attitude of adults towards this. Ultimately, a specific situation arises when especially gifted children, being in a certain respect “workaholics”, that is, showing obvious penchant for favorite work, still do not know how to work in cases where they are required to express volitional efforts. To a much lesser extent this applies to children with psychomotor (sports) giftedness and to a much greater extent to children with increased cognitive abilities.

Another serious problem for some intellectually gifted children is the lack of creative expression. It arises in these children rather as a personal problem, as a consequence of a special focus only on acquiring knowledge. This happens especially often with children who have an accelerated pace of mental and general age development. From early childhood, they receive the approval of others for their amazing volume and strength of knowledge, which subsequently becomes the leading motivation for their mental activity.

There is no doubt that with an appropriate system of training and education, with a clearly thought-out system for the development of motivation, this problem of intellectually gifted children can be quite successfully overcome (which is confirmed by psychogenetics data on the very significant, much more pronounced role of environmental factors in the development creativity compared to intelligence). At the same time, the system for the development of a child’s giftedness must be carefully built, strictly individualized, and its implementation must occur at a fairly favorable age period.

Another common problem for many gifted children is the difficulty of career guidance. It often happens that even by the end of adolescence, a gifted young man or girl finds it difficult to choose his vocation.

In general, a situation arises of some maladaptation of a particularly gifted child, which can become quite serious, at times completely justifying the inclusion of this group of gifted children in a high-risk group.

Thus, all forms of work with gifted children (educational games, education, counseling, training, etc.) must fully take into account the personal characteristics of a gifted child and focus on effective assistance in solving his problems.

Along with a direct description of the characteristics of a gifted child and his personal problems, it is necessary to consider some factors that, to one degree or another, influence the development of his personality.

Factor one : in a number of gifted children there is a significant advance, for example, in mental or artistic and aesthetic development, sometimes reaching 5-6 years. It is obvious that all other areas of development - emotional, social and physical - being quite ordinary in their level, do not always keep up with such rapid growth, which leads to pronounced uneven age development of gifted children. The idea of ​​a gifted child as a frail, weak and socially awkward creature does not always correspond to reality. There is also a fairly harmonious development, which is confirmed by research. However, in a significant proportion of gifted children, especially those who are exceptionally gifted in any one area, there is indeed a disproportion in development, which affects the personality during its formation and is the source of many of the problems of an unusual child.

Factor two : the cause of unevenness is special system of basic interests, which is fundamentally different for gifted children in comparison with other children: the main place in it is occupied by activities that correspond to their extraordinary abilities. Therefore, often special cognitive development comes in a sense at the expense of other areas of development. Thus, until a certain time, communication with peers in the area of ​​personal interests takes up much less space for some gifted children than for other children of the same age (we are, of course, not talking about schoolchildren gifted with leadership abilities). Many especially gifted children do not devote enough time to sports and any other activity not related to their main interest. In this case, the physical retardation manifests itself as if in a multiplied version, when the natural age discrepancy is superimposed on the child’s obvious reluctance to do something boring, in his opinion.

Understanding the personal characteristics of a gifted child is especially important in cases of so-called hidden giftedness, which does not manifest itself in successful activities until a certain time. The personality of a gifted child still bears traces of his originality. It is precisely the peculiar personality traits, as a rule, organically associated with giftedness, that force a teacher or school psychologist to assume that such a child has increased capabilities.

One of the most serious personal problems for a gifted child is his relationships with peers and adults.

To better understand the personality traits of a gifted child and the nature of its development, one should turn to an analysis of his relationships with peers and adults. These relationships, being a consequence of the unusual nature of the child himself, largely determine the history of his life and thereby shape his personality.

Gifted children, depending on the nature of their giftedness and the degree of non-standard manifestations of it, are treated differently by their peers. Due to their greater learning ability, including social and everyday skills, many gifted children enjoy great authority among their peers. First of all, this applies to children with increased physical capabilities (strength, agility, speed) and, of course, to children with the makings of a leader.

The situation with special talent is much more complicated. Very often this talent is accompanied unusual behavior and oddities, which causes bewilderment or ridicule among classmates. Sometimes the life of such a child in a group develops in the most dramatic way (the child is beaten, offensive nicknames are invented for him, humiliating pranks are played). To some extent, it is as a result of such relationships with peers that children with unusual development are at risk. They develop psychosomatic and mental disorders.

In the latter case, much depends on the age of the children and on the value system adopted in a given children's community. In specialized schools, there is a much higher likelihood that the intellectual or even academic abilities of a particularly gifted child or adolescent will be appreciated and his relationships with peers will develop in a more favorable manner.

The necessary conditions development of giftedness in children of primary school age

Mashkina N.V.,

teacher speech therapist,

MAOU "Gymnasium No. 6"

Today, the hope of all humanity for the best is connected with the new generation and, above all, with gifted and talented people. Among the most interesting and mysterious phenomena, giftedness occupies one of the leading places. The problem of its development has always worried teachers and parents.

Gifted children are, first of all, children who have innately high intellectual, physical, artistic, creative, and communicative abilities, who stand out for their bright, obvious, and sometimes outstanding achievements in one or another type of activity.

This definition contains three characteristics:

A high level of development of abilities that are system-forming for one or another type of giftedness.

High motivation, desire for one activity or another, need for mental stress.

Formation of effective methods of activity, especially for manifested talent.

All of the above characteristics are necessary. Giftedness does not exist if at least one of these characteristics is missing.

According to research by scientists, children with an unusually high general level of mental development in the general population are approximately 2%, children with signs of special mental giftedness (in a certain field of science) - 3%, and students who have not achieved success in learning for some reason, but those with vivid cognitive activity, originality of mental make-up, extraordinary mental reserves, and a penchant for a certain type of activity - 4.5%.

The experience of primary school teachers working with gifted children helps in solving problems of practical implementation of conceptual ideas of existing comprehensive targeted programs for the development of gifted children and new approaches to organizing the educational process in primary school.

The goal of working with gifted children is to develop the student’s personality, i.e. the appearance in a person of special properties, or new formations in the psyche, or abilities that become an integral quality of the person. They cannot be forgotten, like knowledge. The ability can only intensify and build up over time if special conditions are created for this.

The orientation of younger schoolchildren towards the humanization of the educational process and the diversified development of the child’s personality presupposes the need for a harmonious combination of educational activities themselves, within the framework of which basic abilities, knowledge and skills are formed, with creative activities related to the development of individual inclinations of students. Modern educational goals require a completely different research and practical approach to this problem.

The main idea of ​​the work is to unite the efforts of teachers, parents, heads of educational institutions, heads of municipal management services, and the creative community, in order to create favorable conditions for the realization of the creative potential of children in the district.

The system of activities for organizing work with gifted children in an educational institution has the following content:

1. Identification of gifted children:

Analysis of the student’s special successes and achievements;

Creation of a data bank on gifted children;

Diagnosis of children's potential using the resources of psychological services;

Continuity between preschool and primary education through the creation of a system of structural units of preschool institutions on the basis of general education institutions;

2. Helping gifted students in self-realization of their orientation:

Creating a situation of success and confidence for the student through individual training and education;

Inclusion in the school curriculum of elective courses for in-depth study of school curriculum subjects;

Formation and development of a network of additional education;

Organization of research activities;

Organization and participation in intellectual games, creative competitions, subject Olympiads, scientific and practical conferences.

3. Control over the development of the activities of gifted schoolchildren (thematic control of knowledge within the framework of educational activities; control over the mandatory participation of gifted children in competitions at various levels).

4. Encouragement of gifted children (publication in the media, stand “The best students of the school”, support system for talented and gifted children at the municipal level).

5. Work with parents of gifted children.

6. Psychological support for parents of a gifted child.

7. Joint practical activities of a gifted child and parents.

8. Support and encouragement of parents of gifted children at the municipal level.

9. Work with teachers (training seminars on working with gifted children, improving professional skills through course training and certification, creating individual program to develop the creative potential of a talented student).

Involving first of all teachers with certain qualities in working with gifted students: a teacher for a gifted child is a person who responds productively to a challenge, knows how to take criticism and does not suffer from stress when working with people more capable and knowledgeable than himself. The interaction of a teacher with a gifted child should be aimed at the optimal development of abilities, be of a helping, supportive nature, and be non-directive;

The teacher believes in his own competence and ability to solve emerging problems. He is ready to bear responsibility for the consequences of the decisions he makes and at the same time feels like a trustworthy person, confident in his own human attractiveness and worth;

The teacher considers others capable of solving their problems independently, believes in their friendliness and that they have positive intentions, they have a sense of self-worth that should be valued, respected and protected;

The teacher strives for intellectual self-improvement, willingly works to expand his own knowledge, is ready to learn from others and engage in self-education and self-development. Constant work to improve the educational process at school in order to steadily reduce the educational and psychological overload of students.

Children come to school from kindergarten, so the development of giftedness should begin there. Through observation, educators must identify the child’s inclinations and develop them. When the child comes from kindergarten to school, the development process must continue. To do this, educators must provide information about children's development. This information must be entered into a “data bank”. And when the teacher enrolls children in the first grade, he already knows what kind of children came to him and in what area it is necessary to develop the child.

Thus, if work begins in kindergarten and progresses gradually, then children will have decent support to meet their needs and inclinations. First of all, the level of knowledge will increase, there will be more children studying at a high level; children will participate more actively in intellectual competitions (the most important thing is that children will be interested in participating); participation in Olympiads at various levels will increase; Ultimately, the productivity of research work will increase. N. Enkelman said very well: “In life, what matters is not how many talents a person has, but whether he was able to develop any of them.”

Literature.

1. Babaeva, Yu.D. Psychology of giftedness in children and adolescents / Yu.D. Babaeva, N.A. Leitis. M., 1996. 408 p.

2. Kurovskaya, S.N. Gifted child and family / S.N.Kurovskaya, V.P.Tarantey. Mozyr 2006. 157 p.

3. Malakhova, I.A. Personal development. Ability for creativity, giftedness, talent / I.A. Malakhova. Mn., 2002. 157 p.

4. Sakovich, N.A. The use of creative methods in the correctional and developmental work of psychologists in the educational system / N.A. Sakovich. Mn.2003. 57 p.

5. Semenenya, I.I. Psychological foundations of interaction between teachers and gifted children / I.I. Semenenya. Mozyr 2997. 72 p.

6. Yakovleva E.A. Psychological conditions for the development of creative potential in school-age children. – M., 1998, - 268 p.

Answer. From a pedagogical point of view, definitions of giftedness related to the prerequisites for achievement will be satisfactory, and, of course, it is always necessary to take into account the influence of the social learning environment. We define giftedness as the individual (cognitive and motivational) personal prerequisites for high achievement in one or more areas. At the same time, the development of abilities is understood as an interaction or as a product of the interaction of individual internal inclinations and external factors socialization.

When uncovering the problem of giftedness, it is especially important to determine the sources of its occurrence. Giftedness is a product of nature itself or a natural result of upbringing. For many centuries, views about the supernatural, divine origin of high human abilities prevailed. Then two blocks of factors emerged, each of which still claims primacy. These are genetic and cultural-pedagogical factors. For pedagogy, the question of the origin of abilities and giftedness is of conceptual significance due to the fact that the recognition of some factors as dominant to the detriment of others radically changes commitments and attitudes in the educational sphere.

Mention of the practical talent of a politician, military leader, etc. is already found in Aristotle, but this became the subject of serious research only in the 20th century. The first studies on giftedness in our country date back to the beginning of the century. In 1905-1912, such studies were carried out in Moscow, Petrograd, Kyiv, had their own specific character, had a certain national flavor and differed from the views of American, English, and German psychologists. Among the first works in this area are the studies of G. I. Rossolimo, in which he developed the idea of ​​a comparative approach to the structure of personality. In his work “Plan for the Study of a Child’s Soul” (1906), G. I. Rossolimo presented the first child observation scheme in Russian psychology. In 1909-1910, these scientists created a diagnostic system. It was distinguished by its completeness and certain thoroughness. The system included measurement of basic functions: a) attention; b) will; c) receptivity; d) memorization; e) associative processes corresponding to the ideas of associative psychology about thinking.

Diagnostics of associative processes included quality assessment:

1) comprehension; 2) combinatorial abilities; 3) intelligence; 4) imagination; 5) observation.

Gradually, the main issues emerged in their scientific discussions;

• - social need to identify the development of giftedness;
• - definition of the concept of giftedness;
• - origin and structure of giftedness.

Russian scientist V.M. Ekzemplyarsky used diagnostic methods to identify gifted children. He proposed creating special schools for the gifted and developing special training programs for them. In his works, he considered personal orientation in matters of studying and diagnosing giftedness.

The founder of this approach was the outstanding Soviet psychologist L.S. Vygotsky, author of the cultural-historical theory of the development of higher mental functions. In his theoretical developments, he noted that the psyche modern man-- the result of the interaction of the processes of biological maturation and learning.

Of great interest is also the concept of giftedness, developed by one of the world's most famous specialists in the field of education of gifted children, J. Renzulli.

He proposed a three-circle model of giftedness, which includes:

• 1. Above average ability or talent. At the same time, high intellectual abilities are a necessary but not sufficient condition for high achievements.
• 2. Commitment to a task suggests persistence, diligence, and willpower. J. Renzulli notes that there is a period of high involvement in the task and a period of low involvement. These periods are respectively associated with high and low productivity.
• 3. Creativity is understood by G. Renzulli as the originality of a person’s behavior, which is expressed in in original ways obtaining a product, new approaches to solving problems, creating an original product.

Giftedness in this case manifests itself as the result of the interaction of all three factors, which act as interrelated variables (J. Renzulli, 1986).

J. Renzulli's model is based on the properties noted in adults who have realized their creative potential. However, this gives rise to many unresolved questions: the nature of the existing connection between children’s giftedness and the genius of an adult is not clear, which requires special psychological-pedagogical, psychogenetic and neuropsychological research.

When working with gifted children, the teacher must create conditions under which they will learn to engage and achieve results, and promote the development of the creative potential inherent in gifted children by nature. The main thing: 1) This is individualization, attentive attitude towards each child, encouragement of initiative; The main teaching method is a creative approach. Children themselves determine the intensity and duration of classes, choose the subjects they study according to their interests and inclinations. You can create individual study plans. At the same time, allowing the student to study the program of individual subjects in a smaller volume, because The structure of the intellect of gifted children is characterized by a certain disharmony. 2) it is necessary to help the child create an adequate image of himself, because A gifted child is characterized by a high degree of criticality and sets high goals for himself. 3) The school should work closely with the family. 4) educational materials should be varied. 5) The child must have the opportunity to communicate with other gifted children. 6) Teachers have received appropriate training. 7) Training should have a smooth transition from one level to another.

A gifted child differs from other children in his ability to make discoveries, high level development of general mental abilities.

CHILDREN'S GIFTEDNESS (FROM WORK EXPERIENCE)

Gulyaev V.N., teacher of the educational center for preschool education, Kurgan, 2004

The pedagogical support for the development of children's giftedness in mass education, created by the author in the process of experimental work, was focused on so that the formation of the individual’s readiness for Creative self-development was ensured by the creation of pedagogical support (preventive and operational assistance) for each child (and not just the elite, i.e. child prodigies), psychological and pedagogical conditions in which he could realize himself, his abilities, personality, and human qualities to the maximum. In the pedagogical support for the development of children's giftedness as a system for providing it with pedagogical means, subjective and objective factors and the necessary and sufficient conditions that implement them were identified as one of the most important components of these means.

Towards subjective or internal (heredity, self-education, self-education of the individual, etc.) factors were attributed: sensitivity (high sensitivity of sensory zones nervous system to the influences of the external environment, which determines emotional sensitivity, and in general age-related talent) and syncretism of thinking, perception, inclinations, promoting holistic perception different types art in synthesis. Subjective factors allow us to determine them during diagnosis as individual differences between an ordinary and a highly gifted child, which, when implemented, act as favorable conditions for the formation of higher mental abilities. This is due to the fact that the syncretism of children’s thinking is related to the syncretism of games, music, theater, and the syncretism of the inclinations of artistic abilities at the stages of continuity of the preschool educational institution - primary school is manifested in the increased interest of children in various arts types of artistic and creative activity, separately and in their synthesis.

Objective or external educational or pedagogical factors - this is a microsociety (family, educational institution, teacher’s personality, student body) and a macrosociety (social environment, society). Accounting O subjective factors in organizing an educational development environment extend to activities, communication, training, education, activity of consciousness, motives, interests, needs.

C In order to implement the above factors, pedagogical conditions were determined, their characteristics were analyzed and the following understanding was developed.

Pedagogical conditions successive development of children's giftedness (that is, in this consideration of all children) are understood as set of opportunities, circumstances (expedient environment, theoretical and practical measures), specially created in the educational process, ensuring its most effective formation and course, contributing to a favorable development and self-discovery of children’s personal potential.

Interpretation and transfer of definitions, necessary and sufficient conditions from the field of mathematics to pedagogy allows us to define the necessary conditions for the effective functioning of any system as conditions without which the system cannot work fully, and sufficient conditions - as conditions that are sufficient for normal operation to the fullest extent. The sufficiency of the conditions was derived from the result n ov experimental work and conducted cross-sections, reflecting the stable qualitative growth of the formed knowledge and skills of children in the experimental groups, exceeding the level in the control groups, the effectiveness of the proposed integrative subject programs and comprehensive methods for developing children's giftedness.

Analysis of psychological and pedagogical literature, work experience in preschool educational institutions, primary school and additional education, choosing ways to build educational process and results of the ascertaining experiment revealed the need for a number of pedagogical conditions, without which it is impossible to obtain the desired results.

Pedagogical conditions for the successive development of children's giftedness c agreed The hypothesis is: 1) the creation of a successive open developmental educational space; 2) updating children’s needs for creative self-development; 3) multi-level subject - subject interaction in the “teacher-student” system.

First pedagogical condition- Creation successive open developmental educational space. Educational space determined according to A.K. Urazovoy, like many individual forms development and diversity of educational opportunities to ensure “self ” children (self-awareness, self-determination, self-government, self-realization), that is, their creative self-development. Educational space as “a set of educational environments, the diversity of which determines the characteristics educational process and its result, ... as a dynamic network of active interactions between subjects...” In this condition, it is characterized by continuity, openness, and developmental orientation.

The educational environment is considered together with V.A. Yasvin as “... a system of influences and conditions for the formation of personality, as well as opportunities for self-development contained in its environment.”

Creating opportunities to satisfy the needs of the individual and transform these needs into life values, acquiring an active position in the educational process, personal development and self-development is intended to ensure the transformation of the educational environment into a developing educational space. It was carried out through a special organization by the author of a system of measures that ensured internal orderliness and focus of conditions on the development and self-development of the individual, integration with the external environment, implementation humanistic, creative self-development and psychohygienic functions.

Development of a systematic organization of the succession process as a whole a set of goals, objectives, approaches, methods, forms, connections and relationships involves ensuring continuity of goals, content, technology, management, and organization.

The educational space acquires a developmental orientation as a result of the integration and interaction of humanistically oriented types of activities (subspaces, on the basis of each of which the organization of the educational environment is possible): educational and cognitive, artistic -creative, research, leisure-development, etc., as well as learning and self-learning processes, educational and extracurricular educational events. The educational space is open as a result of the integration of the educational process and the child’s interactions outside educational institution with the external educational environment: family (educational microenvironment), press, radio, television (mass media), Internet (global information and educational environment), theater, home reading circle, communication with peers, etc. Learning and assimilation of knowledge in the open education model is a means, not a goal. The goal is the formation of a creatively gifted personality, its readiness for further growth and self-development.

It is very important for the realization of a child’s readiness for creative self-development to create a favorable educational environment. psychological climate, including the requirements: “safety”, “support”, “reflection”, “unregulated”, “unmarked”, “acceptance of dissent”, “success”, “freedom of expression”, “immersion in creativity” (A. Maslow, C . V. Kulnevich, A.I. Sannikov).

Thus, the subjective characteristics of developmental educational space is to create a favorable psychological climate, and objective - ensuring substantive and technological unity, openness to the World, development through joint creativity. This condition is determined by the ideas of continuity, developmental education, integration, synergy.

The second pedagogical condition is actualization of needs children in creative self-development. Actualization (philosophy) is a realization, a transition from a state of possibility to a state of reality. According to A. Maslow, self-actualization is the full use of talents, abilities, capabilities (that is, potentials) by the person himself. According to his theory, in the “pyramid of needs”, the highest level consists of growth needs: self-actualization, self-realization and creativity. Actualization of the need for creative self-development is possible if the teacher is in demand for the creative potential of children, and the children are in demand for the content, methods and forms of education, which involves internal changes personality, activation needs for “selfhood”. It is ensured by the creation in the pedagogical process of heuristic situations of obtaining, “discovering” and reproducing new knowledge, experience (social, creative, subjective), the direction of means, forms, methods for its creative use, and the initiation of supra-situational creative activity. The emergence and development of this need is concretized in the setting of goals and objectives, which are achieved using methods and technological techniques of creativity, means of integration, methods of reflective activity, and children's research. The actualization of this need is carried out by children when the teacher transfers educational and cognitive activity to heuristic, to the plan of mastering creative experience, “teaching creative procedures,” according to I.Ya. Lerner. Providing each child with the opportunity for creative self-realization occurs through the organization of a subject position, the special creation of pedagogical situations that initiate interest in creative activity, aimed at adding something new to the known, activating the development of reality and knowledge about it.

Dynamics of formation of children’s readiness for self-development of giftedness can be traced from the ways of initiating interest in creative activity, p gradually gaining stability, awareness, to one’s own trends (settings for creativity, creation of a new educational product, actualization of the need for self-development).

This pedagogical condition provides: the possibility of functioning motivational function, the target component of the developed model, the formation of children’s value attitude towards creative activity, their intellectual and creative potential, children’s readiness for self-development your abilities. The condition under consideration is determined by the ideas of creative education.

The third pedagogical condition is multi-level subject - subjective interaction in the “teacher-student” system. It is based taking into account the level of giftedness of the child and is carried out in the logic of the subject-subject approach: a) “the teacher develops the student”; b) “development-interaction on equal terms”; c) “the learner develops himself.”

Due to the fact that on stimulus-productive level (conditionally low) Children do not yet have a stable result of musical and other creative activities, only its process is important, and motivation depends on the synergistic influences of the teacher and his personality; The pedagogical style is personality-oriented (“the teacher develops the student,” “leads” him, “he is the leader”). The main form of training is group (scheduled classes) and electives. The initiative comes from the teacher, his task at this level is to provide the necessary knowledge about creative activity, methods of its implementation, to initiate interest in it, to introduce children to the basics of music and other arts, their nature, material, properties, interaction with each other (synthesis), “ “instill” an aesthetic attitude to the world, inherent in real artists...” (A.A.Melik-Pashayev).

On a heuristic level (average) form of interaction: “development- interaction on equal terms”, that is, “the teacher develops the student” and“teachable develops the teacher.” Here there is mutual influence and mutual enrichment of the personality and activities of the teacher and the child. The main form of training is differentiated, but group training also remains. Development is carried out on the basis of the method of creative “immersion” in topics (series) of the week, month, year, obtaining and “discovering” new knowledge in heuristic open tasks, improvisation in certain types of art in the classroom and in extracurricular activities. The initiative comes from both the teacher and the children. The teacher’s activities are aimed at developing creativity, personal qualities (motivation, will, emotions, reflection) in the structure of giftedness, maintaining a balance between the child’s convergent and divergent thinking in tasks, and acquiring the skills to perform activities at a creative and independent level. The teacher’s style of interaction accordingly defines cooperation.

On creative level(high) – form of interaction “learner” develops himself” (“he is the leader”, and “the teacher is the follower”). Interaction is carried out on the basis of a pedagogical style - co-creation with parity of forms of differentiated and individual learning. The teacher is in the background, he is an expert, a “guide through a fairy tale area”, an organizer of a game, a project, an older friend, etc. and only helps the child decide on his direction creative work, topics, the choice of an individual educational trajectory (pace of development, its volume, search), but the initiative comes from the student. Older preschoolers independently propose themes, games, images, and junior schoolchildren – research projects, hypotheses, artistic problems, techniques and means of solving them. Giftedness develops both in the process of musical, creative and other artistic activities, and as a result of it - creative products. Creative works (musical , theatrical, visual, literary, etc.), children's research is distinguished by originality, independence, and authorship. The dynamics of diagnostics of multi-level subject-subject interaction “teacher-students” are determined through monitoring components according to D. Sh. Sailor, criteria and levels of talent - according to the provisions of D.B. Bogoyavlenskaya, B. M. Teplov, I. V. Solovyova. Condition based on the ideas of personality-oriented and developmental education, pedagogical synergetics.

Bibliography

1. Bogoyavlenskaya D.B. Psychology of creative abilities: Proc. aid for students higher textbook establishments. – M.: Publishing house. Center “Academy”, 2002. – 320 p.

2. Vesna M.A. Pedagogical synergetics: Monograph. – Kurgan: Kurgan State Publishing House. un-ta. – 2001. – 405 p.

3. Gulyaev V.N. Pedagogical support for the continued development of children's giftedness // “Education in the new millennium: experience, problems and development prospects.” Materials of international scientific and practical research. conference (October 21-23, 2003). – Novosibirsk: Publishing house NIPK.-PRO, 2003. – P. 203-211. 7. Sailor D.Sh., Polev D.M., Melnikova N.N. Education quality management based on new information technologies and educational monitoring. – Ed. 2nd, rev. and additional – M.: Pedagogical Society of Russia, 2001.– 128 c .

8. Education. The science. Creativity. Theory and experience of interaction: Monograph. Scientific school of V.G. Ryndak / Under general. ed. V.G. Ryndak. – Ekaterinburg: Orenburg: Orlit-A, 2002. – 352 p.

9. Ryndak V.G. Methodological foundations of education (textbook for a special course). – Orenburg: Publishing Center of OSAU, 2000. – 192 p.

10. Solovyova I. V. Levels of giftedness and models of interaction between a gifted child and a teacher in visual arts // Psychological problems of being in modern society. – Magnitogorsk: MGPI, 1999. – C 62-64.

11. Teplov B.M. Abilities and talent. Favorite works. – M., 1985. T.1

12. Yasvin V.A. Psychological modeling of educational environments // Psi chological journal. – 2000. – Volume 21. – No. 4. – P. 79 – 88.

Note Material taken from collection. author's articles, Kurgan-2004. You can download it in the section My methodological piggy bank/Author's articles and materials./

The personality of a gifted child bears clear evidence of his originality, since both the level and individual originality of the child’s activity are determined primarily by his personality. Understanding the personal characteristics of a gifted child is especially important in cases of so-called hidden giftedness, which does not manifest itself in successful activities until a certain time. It is precisely the peculiar personality traits, as a rule, organically associated with giftedness, that force a teacher or school psychologist to assume that such a child has increased capabilities.

Since the phenomenon of giftedness is multifaceted, the factors influencing it are diverse. The development of a child inevitably takes place in a system in which many factors, both external and internal, are interconnected. This:

· Uneven age development of gifted children

· Family of a gifted child

· Atmosphere in and outside of school

· Sociocultural environment

· Availability of opportunities for self-realization

· Relationships of a gifted child with peers and adults.

· Personality of a gifted child

· Problems of gifted children

This list can be continued for a long time, since it is very difficult to take into account all the nuances of the child’s environment. The most important thing to remember here is that everything is in constant mutual influence.

Depending on the area in which the child experiences difficulties or lack of attention, they may arise in such areas as:

Communication, social behavior,

Emotional development,

Self-regulation,

Difficulty in career guidance

Disadaptation

Thus, we can say that a child’s giftedness cannot develop in isolated, artificial conditions, since the process of personal development with all its qualities occurs in a system of interactions with society, environment etc. Therefore, in addition to conducting tests to directly identify intellectual and emotional giftedness, a diagnosis of the conditions in which this giftedness develops was carried out. Namely, the general psychological climate in the class, the social status of the students’ families were studied, a conversation was held with them and with teachers, as well as the average grade point for the previous year [Appendix 4,5,6.].

To study the climate in the classroom, a test [application] was conducted not only with experimental group, and with all the guys from the class.

The time to complete the test was 15 minutes.

The test was carried out in the usual conditions for schoolchildren - in a classroom.

Additionally, after the test, an informal conversation was held to discuss this test. The results were as follows

Graph 4. Classroom climate

When analyzing the graph, it can be revealed that the opinions in the class were divided into almost two opposite halves: 1 - our class is unfriendly, it is impossible to study and 2 - our class is friendly.

But we consider it very important to note that during the conversation, none of the students spoke positively about the atmosphere in the class; when describing it, the children used only negative characteristics.

In general, the class is really very disunited, despite the fact that they have been studying together for a long time, the children communicate only in some of their own small, constant groups.