Current problems in organizing work with gifted children. Current problems of working with gifted children. Every teacher knows that from time to time there appear children for whom mathematical knowledge is given literally “on the fly”, without visible difficulties. How

Researchers of children's giftedness (D.B. Bogoyavlenskaya, N.S. Leites, A.I. Savenkov, etc.) consider it necessary to create such psychological and pedagogical conditions under which it is possible for gifted schoolchildren to develop motivational, intellectual and creative opportunities for their self-realization in creative activity and self-actualization in professional activities.

Modern education sets recognition of the student’s personality as the main subject of education as its priority goal. This goal setting is relevant when it comes to gifted children who are of particular value to society.

Development researchers modern education B. M. Bim-Bad, B. S. Gershunsky, V. I. Zagvyazinsky, V. A. Karakovsky, M. M. Potashnik and others rightly believe that schools and teachers are now faced with the problem of educating an integral moral personality in harmony with the world and with oneself. Moreover, the dependence of the very existence of life on Earth on the human mind is becoming more and more obvious.

In general, it can be argued that the issues of training, development and education of gifted children are of particular importance for modern schools. Today, the problem of educating such children is directly related to new conditions and requirements of a rapidly changing world, which has given rise to the idea of organizing targeted education of people who have pronounced abilities in one or another field of activity.

According to the decision of the World Health Organization, gifted children are included in the “risk group” along with juvenile delinquents and children of alcoholics. They need special individual programs, specially trained teachers, special schools (schools where they know and take into account the characteristics and problems of a gifted child, where he will develop according to his inclinations and abilities).

Giftedness can be thought of as a special combination of three characteristics:

Integrative personal: curiosity (cognitive need) - the more gifted a child is, the more pronounced is his desire to learn something new, unknown, and this is manifested in the search for new information, new knowledge, in a constant desire to ask many questions, in undying research, creative activity (the desire to understand toys, study animal behavior); hypersensitivity to problems - the ability to see a problem where others do not notice anything unusual - is an important characteristic of creativity thinking man. Plato also said that knowledge begins with surprise at what is ordinary.
Characteristics of the sphere of mental development: originality of thinking - the ability to put forward new, unexpected ideas that differ from widely known, generally accepted ones. It manifests itself in the child’s thinking and behavior, in communication with peers and adults, in all types of his activities (clearly expressed in the nature and theme of the independence of drawings, essays, stories, construction); flexibility of thinking - the ability to quickly and easily move from phenomena of one class to others, often distant in content.
Characteristics of the sphere of personal development: passion for the content of the task is the leading characteristic of giftedness. Activity then acts as an effective means of developing abilities when it is stimulated not by a sense of duty, not by the desire to receive a reward, but, first of all, by interest in the content. Manifests itself in the child’s activities and behavior; nonconformism - the desire to resist the opinion of the majority at all costs, characterized by its independence and autonomy. It manifests itself in the willingness to defend one’s own point of view, even if it contradicts the opinion of the majority, in the desire to act, and act in a non-traditional, original way; leadership - dominance in interpersonal relationships. These characteristics are easily observable and should be noticed by the teacher.

Following the researchers of giftedness in schoolchildren, we distinguish three groups of such students at school.

Schoolchildren with a very high general level of development of intellectual abilities, clearly exceeding average level; creativity and perseverance in achieving goals. These children have a strong sense of justice and very broad personal value systems.
Schoolchildren with signs of special mental giftedness in a certain area of knowledge, with a preference to engage in a particular type of activity, but with extreme sensitivity to non-verbal manifestations of feelings by others, often with antisocial behavior.
Schoolchildren who, for some reason, do not achieve success in their studies, but have bright cognitive activity, originality of mental makeup, extraordinary mental reserves, creativity, productivity of thinking, and the ability to lead.

Giftedness at the present stage of development of psychological and pedagogical thought can be considered as a kind of deviation, that is, gifted children are presented in many cases as carriers of deviations, which creates many problems when working with them.

Why are gifted children “deviated” children?

Let us consider the range of problematic issues that are determined by the child’s general giftedness and are reverse side the undoubtedly present positive qualities of the original developing personality.

The first group of currently existing problems is associated with negative personal and behavioral aspects of a gifted child, among which the following can be noted:

egocentrism and inability to take the point of view of another person, especially if he is intellectually weaker;
dislike of school if the curriculum is boring and uninteresting;
a lag in physical development compared to peers, since a gifted child prefers intellectual activities;
lack of a culture of dialogue and the desire to finish the interlocutor’s thought, since from the first words he grasps the essence of the problem;
the desire to interrupt and correct the interlocutor during a conversation if he makes logical errors or incorrectly places emphasis on words;
the desire to always be right in a dispute due to the lack of conformity and the ability to compromise;
the desire to command his peers - otherwise he becomes bored with them.

These problems, or, in other words, the unattractive personality traits of a gifted child entail a complex of difficulties of a socio-psychological nature, which complicates the teacher’s work with such a child, often leading to maladaptive symptoms. Socio-psychological and communicative difficulties can be classified as follows.

Social and psychological problems of gifted children very often manifest themselves in forms of maladaptive behavior well known to teachers and school psychologists, such as, for example, associative and aggressive. A child’s protest against the prevailing attitude towards him from peers and adults, dissatisfaction with relationships, long-term suppression of his important needs - for activity, demonstration of his capabilities, leadership, etc. - can take forms of demonstrative asociality and defensive aggression in behavior. Such a child behaves defiantly, reacts violently and unkindly to the actions and assessments of others, indulges in non-normative, even clearly antisocial behavior: spoils things, swears obscenely, fights, etc.

Quite often in school practice one can encounter the opposite socio-psychological reaction of a gifted child to the situation of suppression of his natural manifestations and needs: withdrawal into himself, into the world of his fantasies and dreams, apathy, lethargy, disinterest in contacts. Depressive behavior can also take on demonstrative features.

One of the serious reasons for such socio-psychological manifestations is long-term deprivation (suppression, dissatisfaction) from the child’s immediate social environment and his important psychological needs.

Another reason for social and psychological problems is the child’s lack of development of means of communication. Gifted children encounter it more often than others. Its origins often lie in the preschool past of children, in that special gentle environment that loving parents created for them.

One of the problems is that the contradiction between the need for the development and training of gifted children and the insufficient theoretical and practical training of teaching staff to work with gifted children is becoming more and more apparent. Based on this contradiction, a problem arises in determining the psychological and pedagogical conditions for the development and education of gifted children in secondary schools.

Taking into account all of the above, we will highlight the most common features of maladjustment in gifted children. This:

difficulties in finding like-minded friends;
problems participating in games and entertainment of peers;
problems of conformity, i.e. trying to adapt to others, seeming like everyone else, giving up one’s individuality;
very early interest in the problems of the universe and fate;
developmental dyssynchromia as a cause of loss of motivation to study.

From all that has been said, one may get the impression that children's giftedness is an anomalous process and is always accompanied by various kinds of difficulties. This is wrong. A gifted child is a child who develops differently; he requires changes in established norms of relationships and other educational programs, which constitutes the content of the main problem field when working with this category of students.

It is especially difficult to “notice” such a child in a timely manner. Identify a child as “gifted” or “non-gifted” this moment time means artificially intervening in his fate, in advance, predetermining his subjective expectations. It should be remembered that giftedness in different children can be expressed in more or less obvious form. When analyzing the characteristics of a child’s behavior, the teacher must keep in mind that there are children whose talent they have not yet been able to see. It is also important to consider that signs of giftedness that appear in childhood, even under the most favorable conditions, can gradually disappear. In child psychology there is the term “attenuation of talent”, attenuation can be due to various reasons. One of them is the absence of a creative component in the structure of giftedness. Another one possible reason associated with changes in external conditions for which the child was not prepared in a timely manner. Most often, this occurs due to a discrepancy between the needs of the further development of a gifted child and the conditions of education and upbringing in the so-called mixed class. The school, with its leveling education system, hinders the development of the abilities of gifted children if there is no benevolent developmental approach on the part of parents and teachers. If a child is not helped to develop the ability to learn, “attenuation” becomes more likely, giving rise to numerous problems, including: dislike of school, decreased academic performance, unrealistic goals, intolerance, etc. .

However, if in relation to all ordinary children, when they have difficulties in learning, behavior, communication, the teacher, psychologist and parent look for ways of help and correction by identifying their causes, then the situation is fundamentally different with gifted children.

In order for work with gifted children to be effective, it is necessary to analyze and identify the true mechanisms that give rise to these problems, and to understand that giftedness is not just the result of a child’s high abilities, but first of all it is a problem of the development of his personality.

Various factors are behind the problems in behavior, communication and learning that accompany the phenomenon of childhood giftedness. This may be a consequence of: disturbances in ontogenetic development - delay or inversion (violation of the sequence) in the passage of certain genetic programs, functional immaturity in the development of higher mental functions (HMF), as well as inadequate development of age stages and immaturity of cognitive motivation.

In general, the main range of problems in working with gifted children in an average school can be formulated as follows:

Failure to diagnose giftedness.
Lack of methodological literature.
Lack of time to work with such children.
Heavy student load.
Students' misunderstanding of the importance of expanding their knowledge of the subject.

All the identified problems determine the need to develop programs for working with non-standard, gifted students. In this regard, the following points can be noted. Modern system Education in Russia is experiencing a clear shortage of teachers trained to work with gifted and talented children. The subject focus of professional training for teachers, the reduction in the amount of hours allocated to the study of psychological and pedagogical disciplines in universities, of course, do not contribute to the formation in future teachers of the ability to competently differentiate the educational process and build individual plans development of children with different abilities. At the same time, solving the problem of supporting giftedness is associated with increasing the intellectual and creative potential of the country.

Since the 60s XX century In our country there are specialized classes and schools where children are selected based on their aptitudes and higher level of abilities. In our country there are only 4 special boarding schools for gifted children: in Moscow, Novosibirsk, St. Petersburg and Yekaterinburg. All institutions arose by special government decree back in 1963. The teaching staff of schools is formed not only by teachers, but by university professors and scientists.

Domestic teachers N.S. Leites, A.M. Matyushkin, V.I. Panov, V.P. Lebedeva, Yu.D. Babeva, S.D. Deryabo, V.A. Orlov, V.S. Yurkevich, E.L. Yakovleva, V.A. Yasvin, A.I. Savenkov et al. conducted a number of studies on the identification, training and development of gifted children within the framework of a program of personality-oriented and practice-oriented education, in a secondary school and additional education; developing educational technologies have been developed that have changed attitudes towards this category of students; a strategy has been defined to create a new education model that will promote the diverse development of every student.

Draw up a lesson plan with the child, taking into account the topic of his self-education, inclinations (humanities, mathematics, natural sciences, music, etc.), and the child’s mental characteristics.
Determine consultation topics on the most complex and confusing issues.
Select the form of the child’s report on the subject (tests, questions, etc.) for certain periods of time.
Provide the child with: the name of the topic, a plan for studying the topic, basic questions, concepts and terms that he must learn; practical work, list of required literature, control forms, self-test tasks.
To analyze the results of your work, create a table:
- item;
- date and time of consultations;
- the main issues addressed;
- time of working with the topic according to the program;
- actual time spent;
- additional questions not covered by the program;
- unclear questions;
- reasons for deviations from deadlines.
The teacher needs to be friendly and sensitive, take into account psychological characteristics child, encourage his creative and productive thinking, strive for in-depth study of the chosen topic.

Taking into account all the above-mentioned characteristics of gifted children, it is necessary to properly organize the educational process and develop an individual route for comprehensive support for such a child. And this requires high professional competence teacher working with a gifted child.

Teachers can be helped to develop these personal and professional qualities in three ways:

with the help of trainings - in achieving understanding of ourselves and others;
providing knowledge about learning processes, development and characteristics different types giftedness;
training the skills necessary to teach effectively and create individualized programs.

The teaching techniques of specially trained gifted teachers and regular teachers are approximately the same: the noticeable difference is the allocation of time to activities.

In general, practical reality also highlights the fact that schools have special needs for textbooks and programs that take into account the individual needs and interests of gifted children. The programs do not provide alternative ways for a talented child to advance beyond the course. And therefore, the system of additional education plays a great role in the development of a gifted child. Extracurricular clubs, studios, creative workshops (here, perhaps, the main role belongs to cultural institutions) provide an opportunity to realize interests that go beyond the scope of the school curriculum.

The work of a teacher with gifted children is a complex and never-ending process. It requires from teachers and educators personal growth, good, constantly updated knowledge in the field of psychology of the gifted and their education, as well as close cooperation with psychologists, other teachers, administration and, of course, with parents of the gifted.

List of used literature

Bogoyavlenskaya D.B., Brushlinsky A.V., Babaeva et al. “Working concept of giftedness” edited by V.D. Shadrikova, - M., 2002.
Bogoyavlenskaya, D.B. Psychology of creative abilities./D.B. Epiphany. - M., 2002.
Bogoyavlenskaya, M.E. The nature of the “problems” of the gifted: a methodological manual / Electronic resource. Access mode: /
Levi V. Non-standard child - 2nd edition, supplemented and revised - M.: Znanie, 1988.
Matyushkin A.M., Yakovleva E.L. Teacher for the gifted [Text] / A.M. Matyushkin, E.L. Yakovleva. - M., 1991.
Molokov D.S. Preparing teachers to work with gifted children abroad / Electronic resource. Access mode:
Gifted children at school (from work experience) // “Teacher at school” No. 3, 2010 // Electronic resource. Access mode:
Problems of gifted children and ways to resolve them within the framework of social and pedagogical activities //Electronic resource. Access mode: .
Psychology of giftedness in children and adolescents [Text] / Ed. N.S. Leitesa, - M., 1996.
Yurkevich V.S. Gifted child: illusions and reality: a book for teachers and parents. - M.: “Enlightenment”, educational literature, 1996.

Current issues in working with gifted children

Giftedness is a mystery to most teachers and many parents. For teachers important issues are real manifestations of giftedness, ways of identifying, of course, development and social realization. Caring for gifted children today is caring for the development of science, culture and society tomorrow.

Lessons using modern educational technologies undoubtedly contribute to the development of the child’s creative initiative, the process of his self-realization and socialization. But Special attention should be given to the role of personal relationships between the teacher and the gifted student. A teacher is an authority for a student only when he himself is an interesting person who is passionate about his work. In addition, it often happens in life that a child, including a gifted one, is often deprived of the attention of adults. To make up for the lack of attention, not to forget to celebrate each of his achievements, to encourage him to take further steps in creative work - this is the task of the teacher.

In his work, the teacher is faced with the problem of identifying gifted children and preserving the uniqueness of a gifted individual. Conducting psychological and pedagogical testing, creating comfortable communication, situations of cooperation in and outside of class, teaching self-analysis and self-esteem will help solve the above problem.

Also, the teacher has to face the problem of motivating gifted children to research, creative work, to participate in competitions. Creation of creative project groups, scientific society of students, monitoring creative development, the creation of an incentive system - all this contributes to the introduction of gifted children to science.

When working with gifted children, it is very important to build an individual educational trajectory in your subject. The subject teacher needs to draw up a lesson plan with the child, taking into account the topic of his self-education, inclinations, and mental characteristics of the child. Determine the topics of consultations on the most complex and confusing issues, select the form of the student’s report on the subject.

When we see the giftedness of our children, when we strive to develop their creativity and increase their intellectual potential, the process of co-creation begins, which opens up new creative perspectives for the teacher.

On the topic: methodological developments, presentations and notes

The most optimal organizational form of work with gifted children is the school scientific society. Gifted children are involved in the activities of this organization, i.e. children with highly developed abilities...

Organization of work with gifted children. Individualization of work with gifted children.

The practice of developing the creative potential of gifted students involves the development and implementation of special educational programs, curriculum and educational...

P The problem of working with gifted students is one of the modern tasks of modernization of education, but it has always been present and solved to one degree or another at all stages of the development of any education system through differentiated and individual approach in teaching. I believe that the duty and gift of a teacher is this. to create conditions in which the student could express himself and show the path for self-realization. My academic subject, English, has enormous potential for the comprehensive development of personality, and therefore for identifying gifted children, since here, like nowhere else, interdisciplinary connections are realized. A child's giftedness can be determined by professionally trained people according to the following parameters: outstanding abilities, potential for achieving high results and already demonstrated achievements (intellectual abilities, specific learning abilities, creative and productive thinking, abilities in visual and performing arts, psychomotor abilities). OD does not always manifest itself externally, i.e. there is no intellectual brilliance, it may be passive, shy, it may be dysfunctional family. High motivation to achieve and a positive attitude towards school is a sign of giftedness, but its absence does not mean the opposite. There are those who are ahead of their peers in mental development, who have extraordinary learning ability, but there are children of a creative mind who have self-willed behavior, an independent character, and are disobedient. Such children often irritate teachers; they do not see talent in them. Types of giftedness: - intellectual; creative; academic; artistic and aesthetic; social or leadership; psychomotor (i.e. sports). The problems of working with gifted children are as follows: 1. Dislike for school. This attitude often appears because the curriculum is boring and uninteresting for a gifted child. Violations in the behavior of gifted children may appear because the curriculum does not correspond to their abilities. 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 successfully overcome. Insufficient psychological level of teacher training for working with children who show non-standard behavior and thinking, leads to the fact that, when assessing their students, teachers note in them demonstrativeness, a desire to do everything their own way (stubbornness), hysteria, reluctance and inability to follow positive models, etc. Intolerance to regulation and monotony is regarded as stupidity, stubbornness, and laziness. Psychologists believe that such assessments are often the result of a teacher’s inadequate understanding of the personality and development of a gifted child. In particular, P. Torrance's research has shown that gifted children quickly go through the initial levels of intellectual development and resist all types of reproductive work, which is assessed by teachers as stubbornness, laziness or stupidity. The difficulty, according to D. Webb, E. Meckstroth and S. Tolan, lies precisely in the fact that the gifted child himself, without the special help of a psychologist or qualified teacher, cannot understand the reason for his resistance to those types of work that are willingly performed by others children. A gifted child does everything faster than other students and becomes bored in class. Then he starts to play pranks, and later he starts to misbehave - a conflict arises. After all, the teacher is aimed at teaching a group of children and in such a situation the gifted child remains a loser. If such a child is in a group for a long time and teachers do nothing to support and provide the opportunity to adequately develop further, stagnation occurs, development stops, and learning motivation decreases. In the final version, we have a notorious lazy person. But there may be a more unfortunate situation when a child ends up in the criminal world, where his talent will be in demand. 2. Need for adult attention. Due to their natural curiosity and desire for knowledge, gifted children often monopolize the attention of teachers, parents and other adults. This causes friction in relationships with other children who are irritated by the desire for such attention. 3. Many gifted children also exhibit an insufficient level of responsibility, protest against any restrictions, and intolerance to the situation of loss and failure. 4. Gaming interests. Gifted children like challenging games and those that their peers of average abilities are interested in are uninteresting. As a result, the gifted child finds himself isolated and withdraws into himself.5. Discrepancy between physical, intellectual and social development. Gifted children often prefer to socialize and play with older children. Because of this, it is sometimes difficult for them to become leaders, since they are inferior to the latter in physical development.6. Unrealistic goals. Gifted children often set high goals for themselves. Not being able to achieve them, they begin to worry. On the other hand, the desire for excellence is the force that leads to high achievements.7. . Hypersensitivity. Because gifted children are more receptive to sensory stimuli and have a better understanding of relationships and connections, they tend to be critical not only of themselves, but also of those around them. Gifted child more vulnerable, he often perceives words or non-verbal signals as manifestations of rejection of himself by others. 8. Fear of error, adults need not only to be restrained in blaming the child’s failures, but also to control the manifestations of their own negative emotions. 9. Problems of self-regulation - they engage only in activities that are interesting enough for them. 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, showing an obvious inclination towards their favorite work, still do not know how to work in cases where a pronounced volitional effort is required from them. 10. The problem of communicating with adults. Parents sometimes discover a child’s talent and eagerly begin to develop it, limiting other activities, games, and communication with children, believing that this will harm the child. Sometimes this takes on an almost manic form, parents literally drive the child into a Procrustean bed of their own ambitions and unrealized abilities, and as a result, neurosis. The child begins to get sick, runs away from home, and even in the worst cases there are suicide attempts.11. Intolerance. Gifted children often show insufficient tolerance towards children who are inferior to them in intellectual development. They can repel others with remarks expressing contempt or impatience. At the same time, it is necessary to take into account that the OD may develop an inflated ego. That is, it is necessary to choose situations that have a beneficial effect on children. 12. Ignoring special talent when problems arise in the field of academic success (great difficulties in mastering writing and literacy, inability to write a test, answer the question posed). But let’s return to the general methods of working with OD. My task is to create conditions under which children can “learn to study,” that is, master the techniques of educational activities. To do this, I conduct classes in which I teach how to use a book, take notes, highlight the main thing, and teach how to plan activities. In the field of advanced cognition, they usually highlight great curiosity, from an early age the ability to trace cause-and-effect relationships and draw appropriate conclusions, and the possession of excellent memory, which is based on thinking.
Based on this, I offer such children task-games based on classification, for example, based on “substance”, “clothing”, “appearance”, etc., such students can independently give examples of vocabulary by topic. The task must be creative, bring the joy of discovery; after completing it, you must answer questions and draw conclusions. At the same time, we need lessons in which ODs can contribute to the common cause of the class, communicate with less capable children and children with other abilities (for example, with an inclination towards the arts) and find common activities where fantasy and reality are combined. They try to raise and train a gifted child in such a way that he represents the interests of the society that raised him. But it is talented children who can deliver biggest problems during training. First of all, this is due to their advanced development and unconventional views on the world. Quite often, gifted children do not want to comply with general requirements at school: they do not do homework, do not want to learn step by step what they already know, etc. 13. Inability to do regular “routine” work, lack of perseverance, lack of readiness to overcome difficulties. IN school years these children do not gain such experience because learning usually comes very easily to them. Often those around them involuntarily direct them towards avoiding efforts that are considered as the lot of the “incapable”. Lack of effort often becomes the object of social recognition, as proof of high abilities. Thus, the child is not only “too lazy” to make an effort, but he also considers it humiliating (proving a lack of ability). Along with this problem, there is another one - precocious children think much faster than they write. This leads to the fact that their work is poorly designed, sloppy, and looks unfinished. In some cases, this can lead to a complete refusal of the child to record his thoughts.
Such cases are rare; instability of interests is more common, which leads to a situation where the child does not know what he wants to become in the future. Typically, gifted children show increased demands on themselves and others, and intolerance towards violators of their own canons. Such features of behavior and consciousness allow a gifted child to abandon idols and authorities, which, on the one hand, complicates the learning process, and on the other hand, helps to form his own style. In the early stages of working with gifted children, another unpleasant feature can be observed - superficiality of knowledge. This is explained by the multiplicity of interests of the child, his desire to engage in everything in which he is interested.
It should also be said that gifted children cause inconvenience not only to others, but, often, to themselves. This is most clearly manifested in communication, that is, problems arise in interpersonal communication of gifted children. Taking on the role of organizer and leader at an early age, they thereby cause dissatisfaction on the part of other participants in communication or play. This dissatisfaction is stronger the less understanding of the originality of the person who has taken power into his own hands. Later, gifted children tend to command, control others, and become tougher and intolerant. 14. Communication difficulties, tendency towards individualism, egocentrism. This significantly reduces their achievements in those activities that require coordination of their actions with the actions of other participants general work. Subsequently, in professional activities, this leads to an inability to work effectively in a team. Communication difficulties are also one of the main sources of disruption of an individual’s social adaptation. This fact can be viewed from various points of view: if a talented child makes every effort to attract attention to his personality, then he will have high authority and respect from the group in which he develops; and, on the contrary, unclaimed managerial talents lead to the fact that a person is rejected by the team. In the first case, a favorable psychological environment is created for further personal development, in the second, conflicts can lead to a complete loss of interest in further development. The above facts lead to the conclusion that one of the most important tasks of a teacher when working with gifted children is to create a favorable environment in the team and resolve conflict situations. It is important to note that overprotection of talent can lead to sad consequences - deification of oneself and humiliation of others, as well as refusal of further self-improvement. To improve knowledge in specialties, Olympiads are held at various territorial levels (city, district, regional, etc.). General characteristics of gifted children. With sufficient attention to the manifestations of intelligence and cognitive needs of the child, as well as the use of complementary diagnostic methods, it is possible to identify children with extraordinary mental capabilities. Then the problem immediately arises of what and how to teach them, how to promote their optimal development. How should programs for the gifted differ from regular educational programs? It seems that everyone involved in education understands that the education of such children must be different and meet their essential needs. However, how can this be implemented? After all, gifted children are not alike - both in the range and uniqueness of their abilities, and in their personal characteristics. A flexible program recognizes these differences in the development of cognitive processes and some skills in preferred work styles. However, children with high mental abilities have some common characteristics that educational programs for them should take into account. Such general features include the following. - The ability to quickly grasp the meaning of principles, concepts, provisions. This feature requires a breadth of topics and material for generalizations. An interdisciplinary approach offers excellent opportunities in this regard. - The need to focus on the interested parties of the problem and the desire to understand them. This need is rarely satisfied in traditional education; it must be allowed to be realized in special education. educational programs through independent work, assignments open type, development of necessary cognitive skills. - The ability to notice, reason and put forward explanations. The purposeful development of higher cognitive processes in special educational programs raises these abilities to a qualitatively new level and relieves them of the burden of endless repetitions of the obvious. - Concern, anxiety due to being different from peers. Including an affective component in the curriculum enables the child to better understand himself and others, learn to express himself and his experiences, and leads to acceptance of himself and others. There are different strategies for teaching gifted children that can be implemented in different shapes. For this purpose special ones are being developed. learning programs. The main strategies for teaching children with high mental potential include acceleration and enrichment; they have a number of specific forms. Accelerating learning. Acceleration problem. The pace of learning has been the subject of a long-standing debate among psychologists, educators, and parents. Many strongly support acceleration, pointing out its effectiveness for gifted students. Others believe that speeding up is a one-sided approach to learning. children with high level intelligence, since their need to communicate with peers is not taken into account, emotional development. It should be noted that acceleration is possible not only, as it is imagined, in the form of “skipping” over a class. There are other options. Acceleration is associated, first of all, with a change in the speed of learning, and not in the content of what is taught. What are the psychological prerequisites for turning to acceleration? Need for acceleration. One of the most striking features of intellectually gifted children is their early speech development. For various reasons, these children understand more words and more messages. Hence the speed in grasping the essence and meaning that is characteristic of them. As a result, such students are able to master the curriculum at a high speed. There is reason to believe that when the level and speed of learning does not meet the child's needs, both his cognitive and personal development are harmed. Quick grasp, excellent memorization of information, power of generalization, curiosity and independence of judgment under the influence of already mastered boring curriculum are spent idle. The following analogy makes it possible to feel Gifted children are mostly individualists and prefer to work alone, so when working with them we use individual and collective forms of work (pairs, groups, teams). From our own experience of teaching English to children outside of school hours, we can say that the most effective in terms of developing social, as well as communicative, competence is the use of the project method, the use of modern information and communication technologies, including multimedia training programs. Having become acquainted with multimedia educational programs in English, we came to the need to change our attitude towards teaching this subject at school - students are of great interest not only in the variety of topics and activities, but also in the colorfulness and fascination of the computer programs. Today there are many computer-based English language learning programs, most of which are designed for individual lessons. The development of giftedness in high school students is facilitated by the fact that last years In working with high school students, we began to apply in our practice the methodology of teaching in collaboration, part of which is the project method. This method is widely used in our school in computer science lessons, so our students are already familiar with the technology of creating projects. The project method is a way to achieve a didactic goal through detailed development of a problem (technology). The project is based on a problem, a task that requires research to solve it, independent activity of students in class and outside of class time. The possibilities of using Internet resources when working using the project method are enormous. The global Internet creates conditions for obtaining any information students need, located anywhere globe: regional studies material, news from the life of young people, articles from newspapers and magazines, necessary literature, etc. In addition, students take part in testing, quizzes, competitions, competitions held on the Internet, correspond with peers from other countries, participate in chats, video conferences, etc. International telecommunications projects are of particular interest. This is a joint educational and cognitive creative activity of students - partners, organized on the basis of computer telecommunications that have a common problem, goal, agreed upon methods, methods of activity aimed at achieving a common goal.
the result of joint activities. An important role in this is played by the reaction of adults, the ability of the teacher to create the most favorable conditions for the comprehensive development of the child, to stimulate the creative activity of gifted children, which is what we try to do in our lessons. The teacher’s task is to create conditions for practical language acquisition for each student, to choose teaching methods that would allow each student to show their activity, their creativity, but at the same time, it is necessary to help a gifted child identify his talent in time, and not bury it. him into the ground. To do this you need to early stage training to identify such children and help them further develop their talents. Integration with music. Using music and singing in lessons foreign language allows you to include the reserve capabilities of each child’s personality in the active cognitive activity of learning a foreign language, creates the prerequisites for friendly teamwork in an atmosphere of positive emotions.
There is a close relationship between the development of speech and musical hearing. The use of musical texts contributes to the development of auditory attention and control, improves the functioning of the articulatory apparatus.
In this direction, I begin work with song exercises, singing tongue twisters, because they are focused on developing the articulatory features of vowels and consonants in the structure of words and at the junctions of words, and on developing the skills of intonation expressive speech. At the next stage, I move on to performing songs in lessons and during extracurricular activities. Children also love to play out songs, which allows them to use children’s involuntary attention and involuntary memory, makes it possible to create a relaxed, creative atmosphere in the lessons, and also solve not only language, but also general developmental problems. Working according to the principle “A language cannot be taught, a language can only be learned,” I use tasks in the lessons that would stimulate the creative thinking of children. Such tasks include puzzles, puzzles, teawords and others.
Since gifted schoolchildren are distinguished by a high speed of processing and assimilation of information, they love not only solving puzzles, chainwords, crosswords, and rebuses, but also composing such tasks themselves. At the same time, the children firmly assimilate lexical material, remember the spelling of words, and learn to work with a dictionary. I am sure that these exercises will be useful during leisure hours.
Lessons are built on interdisciplinary connections with the Russian language and literature, which ensure maximum effectiveness of lessons in English, contributes to the intellectual development of students, expansion of linguistic, philological and general horizons, and develops literary talent. Students independently translate excerpts from the works of great writers, and the writing style is assessed rather than the accuracy of the translation.
The kids really like poetry translation competitions. Such tasks contribute to the development of creative abilities and expand the vocabulary of schoolchildren. Students realize that sometimes literary translation it is not possible to preserve all the details of the original. And using the native language, you need to convey the main meaning of the translated poem. Integration with biology, ecology. Whether a child with signs of giftedness will grow into a talented person depends on many reasons. An important role in this is played by the reaction of adults, the ability of the teacher to create the most favorable conditions for the comprehensive development of the child, to stimulate the creative activity of gifted children, which is what I try to do in my lessons.

What is a gifted child like? (qualities with a “-”) - dislike for traditional teaching methods, - desire for leadership, - increased demands on oneself and others, - desire for perfection in everything, intolerance.

Problems of gifted children 1. Dislike for school. 2. Gaming interests. 3. Dive into philosophical problems. 4 . Discrepancy between physical, intellectual and social development. 5 . Feeling of dissatisfaction. 6. Unrealistic goals. 7. Hypersensitivity. 8 . Need for adult attention. 9 . Intolerance.

The main approaches to working with gifted children: - acceleration, - deepening, - enrichment, - problematization. -

Creating projects and presentations: makes the learning process interesting; expands knowledge beyond the topic; make the educational process dynamic and attractive; students become creative explorers; get satisfaction from work.

Role-playing games. Activate the creative process in the classroom. Includes elements of dramatization. They provide an opportunity to organize a discussion and a lively exchange of opinions. Informal communication is expected.

Types of creative tasks: -come up with a riddle; -make a chainword, crossword, rebus; - essay competitions; -translator competitions; -make a quiz on a given topic.

Extracurricular work on the subject. -Subject weeks. -Olympics. -Holidays for studying English traditions. -Marathons, evenings, etc.

“all children are gifted” “gifted children are extremely rare” There are two points of view

Listed below are the personality traits and business qualities that a teacher looks for in his students. Mark with a “+” sign those properties that you like in your students, and with a “-” sign those that you don’t like.

Disciplined. Uneven achiever. Organized. Out of step with the general tempo. Erudite. Strange in behavior, incomprehensible. Able to support a common cause. Jumping out in class with ridiculous remarks. A consistently successful student (always a good student). Busy with his own affairs (individualist). Fast, on-the-fly grasping. Unable to communicate, conflict-ridden. Easy to communicate with, pleasant to talk to. Sometimes slow-witted, sometimes unable to understand the obvious. Expresses his thoughts clearly and understandably for everyone. Not always willing to obey the majority or the official leader.

If there are more even “+”s, then you are a non-standard teacher who knows how to detect, identify, discern hidden extraordinary talent. In practice, such teachers are rare! Which pluses are there more?

Thank you for your attention!

One of the common myths is that gifted child - This is a difficult child. It is believed that teachers are afraid of them, parents are puzzled by them, peers are looking at them unkindly, and most likely this is not just a myth. It is accepted that gifted children are distinguished by their breadth of perception of the world, a keen sense of what is happening around them; the brains of gifted children are in permanent job, they have well-developed speech, they also have a huge vocabulary, they enjoy solving complex problems, and do not tolerate interference and the imposition of a ready-made answer on them.

It is very difficult to work with such children, since they have their own thoughts, their own position, which differs from the generally accepted one. Another problem is that gifted children sometimes suffer from some social rejection from their peers, and this develops in them a negative perception of themselves. Talented people with outstanding abilities are almost always characterized by behavior with the desire to succeed. Because gifted and talented children have great persistence in achieving goals, their high level of passion can lead to an undesirable desire to achieve everything to perfection. These high personal standards make talented people very vulnerable."

Gifted and talented children have a variety of interests. This creates a tendency to start several things at once. Talented people, with a certain amount of stubbornness, can often achieve both outstanding results and failure. In the latter case, their emotional experiences can lead to depression and disappointment in their abilities.

Free Difficulties self-regulation - This is one of the most common problems in the development of gifted children, when activities are carried out effectively only if they are of personal interest. In all other cases, activity is either ignored or performed in a significantly reduced form.

Insufficient need V creative activities And, respectively, short level creativity V in general. This problem is especially often found in children with a sharply accelerated rate of mental development (child prodigies).

Until recently, such problems were ignored by domestic specialists, or the very giftedness of a child with such problems was ignored. The “Working Concept of Giftedness” notes that children who have pronounced signs of giftedness in the field of special abilities, or who show accelerated development in intellectual parameters, often have specific problems in adapting to a group of peers, emotional lability, and personal infantilism. It is noted that especially gifted children, due to their exhaustion, find it difficult to endure any activity that requires physical or mental effort. These children are able to remember large amounts of information and easily assimilate educational material in a specific area of knowledge. As a rule, these are mathematics and natural science subjects. Teachers and parents, appealing to high cognitive abilities and non-standard reasoning, classify such children as gifted even in preschool age.

At the same time, these children may be characterized by motor disinhibition, inability to concentrate for long periods of time, difficulties in communication, and conflict. Such children have difficulty learning social norms, often reinterpreting them, which sometimes looks like “depth” unusual for their age. And, despite the fact that they have significant problems in adapting to the team and delayed emotional and personal development, serious violations in their behavior and communication by adults are regarded as another confirmation of their originality of thinking.

Another problem of a gifted child is “double exceptionalism”

Attention deficit hyperactivity disorder in many cases is combined with giftedness. Gifted children with health problems (including ADHD and learning disabilities) are sometimes referred to as "double exceptional" children. In some countries around the world (particularly the United States), providing "double exceptional" children with an education appropriate to their special needs is considered important task of the education system.

In Russia, there are a number of scientific developments in the field of “double exclusivity” that have not yet found wide acceptance. practical application. Unfortunately, within the framework of the domestic education system, no actions are being taken to solve the educational problems of such children and fully develop their abilities.

It is generally accepted that “a talented person is talented in everything”; everything comes easy to a gifted child - children study well and progress through classes. However, the combination of talent and problems that seriously impede learning is not at all uncommon. Moreover, it is known that many outstanding people had difficulty reading, writing or mathematics. For example, it is widely known that Albert Einstein could not speak by the age of four and could not read by the age of seven. Thomas Edison (who received 1,093 patents for inventions by the age of 21) was told by teachers that he was stupid as a child, and Winston Churchill failed his sixth grade exams. Rocket creator Wernher von Braun failed algebra in ninth grade.

If we summarize all the information about the problems of a gifted child, we can identify the reasons:

- exceptional curiosity
- the desire to communicate more often with adults than with peers;
- high demands on oneself, tendency to self-criticism;
- the ability to concentrate on an activity or subject of interest;
- desire to learn to read faster,
- love of reading;

Experts believe that gifted girls adapt more easily to such an average school curriculum and are less likely to show indiscipline. Boys are more emotional and girls are more likely to demonstrate behavioral problems. They are more mobile, less assiduous and attentive. This is often explained by the fact that gifted boys simply do not consider it necessary to concentrate on studying a subject that they already understand. However, giftedness is less common among girls and appears at a later age compared to boys.

But I would like to remember that gifted children treat problems as another opportunity to realize themselves. They are passionate about achieving results and are obsessed with the ideas and goals they strive for. Everything ordinary and mediocre causes them dissatisfaction and irritation. They know when to call it a day and leave. Patience rarely fails them, but they must believe in what they are doing. They are characterized by courage in their actions, gathering all their strength and energy to achieve seemingly simple goals, but this is far from an exhaustive characteristic of creative people.

Problems and prospects for working with gifted children in Russia

According to the participants of the round table, in Russia there is no system for identifying, selecting, and supporting talented people. Only serious business, which needs competitive advantages and is obliged to search for, form and promote strong personnel, retains incentives for the search and development of talent. However, business, as a rule, begins to work with narrowed talents. Many gifted people simply cannot express themselves due to unequal starting conditions. Today there is only one universally working mechanism for identifying the talent of adolescents and young people - the Olympiad, which must, first of all, be “transparent” and meet certain educational requirements.

During the round table, N.Yu. Sinyagina, Director of the Federal State Scientific Institution “Center for Research on Problems of Education, Formation of a Healthy Lifestyle, Prevention of Drug Addiction, Social and Pedagogical Support for Children and Youth,” Doctor of Psychology, Professor, made a report “Problems and prospects for working with gifted children in Russia.” According to her, when working with gifted people, pedagogical and psychological difficulties constantly arise due to the variety of types of giftedness, many contradictory theoretical approaches and methods. It is also necessary to take into account the specifics of the education and development of gifted children in the system of preschool and school education, state and non-state education, and in the system of additional education.

It is also worth paying attention to the different manifestations of people’s talent in various fields of activity. So, for example, talent in mathematics manifests itself at an early age, while in literature it manifests itself quite late.

Currently, the federal target program “Children of Russia” and its subprogram “Gifted Children” have been created and are being implemented. The program provides for significant investments in the following articles:

holding All-Russian subject Olympiads, competitions, festivals;
support for gifted children in international Olympiads;
targeted support for the development of educational institutions working with gifted children;
payment of scholarships.

In order to provide a wide operational information field for the implementation of the subprogram, a special website was created and maintained - www.odardeti.ru.

But this is just the beginning of the journey. There are still many superficial problems to be solved. For example, in the opinion of Babaeva Yu., candidate of psychological sciences, it makes no sense to limit giftedness to age limits. In her words, “the moment of examination is very important, and, as a rule, modern experts support the good, but banal.” It is planned that the materials of the round table will initiate the development of a public-state project “System for identifying, selecting and supporting gifted people from various age and social groups” and will be published in print.

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Current problems in organizing work with gifted children. Current problems of working with gifted children. Every teacher knows that from time to time there appear children for whom mathematical knowledge is given literally “on the fly”, without visible difficulties. How

On the topic: methodological developments, presentations and notes