Ramil Hairytdinova

The relevance of the problem under study is due to the need of modern society for the development of gifted children and talented youth, capable of self-realization and the development of their intellectual and creative potential as a factor in the innovative development of society. The role of the educational school is dominant in this process, but the role of parenthood in the psychological and pedagogical support of the process of “cultivating” the child’s giftedness and student youth talents should not be underestimated. However, there are questions concerning the concepts of psychological and pedagogical support of gifted children by various social institutions, including parents. The purpose of the article: to substantiate theoretically and identify the concept of psychological and pedagogical support of gifted children by their parents. The leading approaches to the study of the problem of psychological and pedagogical support of gifted children by parents are systemic, subject-activity oriented, those of equal basic opportunities, social partnership, an individual approach, and feedback. These approaches were applied to the study of the psychological and pedagogical support of gifted children by parents as a part of the Talents University 2.0. activities in the framework of the government program "Strategic talents management in the Republic of Tatarstan for 2015-2020". The principal idea is that the psychological and pedagogical support of gifted children and talented students should be in creating conditions for self-realization of children and youth in a new scientific, educational and creative environment. In the Republic of Tatarstan, the Talents University 2.0 as an authorized body for the implementation of the “Perspective” concept, the government program and the initiator of a database of winners and prize-winners of competitive events, becomes an innovative scientific, educational and creative environment for the manifestation and development of children’s gifts and students’ talents. The theoretical significance of the article lies in the contribution to the theory of psychological and pedagogical support with new concepts for the development of the intellectual and creative potential of gifted children and talented youth. The practical significance of the article lies in the opportunity to use the creative experience of the Talents University 2.0. in the work with parents as strategic talent management in the innovative development of the Republic of Tatarstan and in the possibility of transforming this experience into other regions of the Russian Federation. The main results of the article reflect new concepts of psychological and pedagogical support of gifted children in the joint activities of parents.

The article analyzes the current state of the master's degree program education. The master's degree program is positioned today as “supra-professional” education, but its role remains uncertain. On the one hand, the master's degree program allows students to focus on the development of scientific research, on the other hand, it serves as a continuation of professional education, focused on the practical activities of graduates. The legal background of the master's degree program education is vague and permanently changing. This creates difficulties for master's degree program development strategy in each higher education institution. The purpose of this article is to show the problems of the pedagogical design of the master's education at the university and the ways to solve them. The author analyzes the conceptual apparatus of pedagogical design, this object is considered as a continuous process, divided into stages. The target object is the perfect project of master's degree program. The systemic and subject-activity oriented approaches are the methodological basis of the research. The results of the article were the conclusions that the master's degree program as an object of pedagogical design can be a scientifically oriented structure that trains highly qualified specialists. A variant of such a design may be the creation of a kind of “end-to-end” master's degree program, in which all the resources necessary for the purposeful preparation of masters as representatives of “supra-professional” specialization are concentrated. Pedagogical design of master's degree program education in each specific university is based on an analysis of the external and internal environment. The external environment is determined by the region as a specific socio-cultural and economic space. The internal environment is determined by the quality of the subject potential of students and academic staff of the university. The theoretical significance of the study consists in the possibility of using the designated aspects of pedagogical design in the creation of the proper educational environment for master’s degree program implementation. The practical significance lies in the focus of the pedagogical design on increasing the effectiveness of master's education.

The urgency of the problem under study is in an attempt to design the formation model of scientific creative potential of a master's level student in the context of this process concept. To immerse the future master in the innovative educational environment of the university, it is necessary to develop his scientific and creative potential. However, the conceptual provisions of the graduate student scientific and creative potential formation process are insufficiently substantiated in the theory and practice of higher education pedagogy; it is necessary to settle issues of the development of scientific potential concept formation. The purpose of the work is to acquaint readers with the theoretical and practical aspects of designing the model of modern graduate students’ scientific creative potential formation. The leading approach to the study of the problem is the design of a graduate student’s scientific creative potential formation. The following approaches and principles are chosen as a conceptual basis for designing: the system-target approach, the principles of consistency and goal-setting; personality-oriented approach and the principle of cultural and historical development; a subject-oriented approach, including the principle of personality subjectivity; anthropological approach, including the principles of eventfulness, nature conformance, cultural congruence; synergistic-integrative approach and the principles of differentiation, synergism and integration; competence-oriented approach. The leading approach is subject-oriented one, based on a graduate student’s subjectivity development principle. The main results of the article are in designing the formation of scientific creative potential of the modern graduate student based on the working out indicative markers (indicators) of this process success, which consists in creating conditions for the development of the graduate student as a subject of research and practical scientific activity. The theoretical and practical significance of the article lies in working out components and indicators of the master's level student’s scientific creative potential formation in the discourse of this process concept. The practical significance of the study lies in the adaptability and focus on improving the quality of master's education.