Keyword: «giftedness»

Identification and training of talented young people is the priority in the development of the modern system of education. It is clear that the economic and intellectual potential of the country depends, to some extent, on the quantity and quality of the so-called gifted individuals. Every educational institution works in this direction. As for our Gymnasium, there have been created the following conditions for the development of gifted children: the didactical system of developing teaching by D.B. Elkonin – V.V. Davydov, as the basis for class activities; the system of extra-curricular activities; organized supervision of students’ project and research work; an individual curriculum in high school based on career preferences of students; participation in contests and Olympiads. In order to identify and develop children’s talents and abilities, we have worked out and implemented the system of monitoring students’ achievements, as well as the system of encouragement and rewards for gifted students and their tutors.

The author actualizes the problem of psychological and pedagogical support for the development of the personality of gifted students in modern social conditions. The main activities of the specialist psychologist are described: diagnostic, correctional and developmental, advisory, expert, support of professional development of teachers. The most common stereotypes about giftedness are revealed.

The article deals with ways to identify talented and gifted children in an educational institution. The problems of giftedness and ways of their research are also updated, including the management of the process of identifying and supporting gifted and talented children in an educational institution. According to the author, such tasks should be solved by a special methodological service as a link between various participants in the pedagogical process.

Primary school age is a period of active development of personality abilities, which are revealed and improved in the process of educational and cognitive activity. Talent as a systemic quality of a person, manifested under the influence of certain factors as successful achievements in certain types of activity, requires special conditions. Individualization of the educational system, which involves taking into account the interests and abilities of students, contributes to the actualization of the individual talents of primary school children, the implementation of the prerequisites for giftedness. Differentiation in mass school contributes to the creation of conditions for the optimal design of an individual educational trajectory for each student. The relevance of the research presented in the article is determined by the need for pedagogical practice in effective ways of organizing the teaching of gifted primary school children on the basis of an individually differentiated approach in a mass school. The purpose of the pedagogical research is the development and experimental testing of a work system on the organization of education for primary school children with academic talent in the aspect of an individually differentiated approach. The theoretical significance lies in the development of ideas about the category of "giftedness"; determination of the structural components of the work system on the organization of education for primary school children with academic talent in the aspect of an individually differentiated approach, their content. The practical significance lies in the possibility of implementing in pedagogical practice a system of work on organizing the education of academically gifted primary school children in the aspect of an individually differentiated approach, as well as provided educational tasks for primary school children with academic giftedness, differentiated in accordance with the level of independence and knowledge of educational material. In addition, the results of the study are of practical interest: a selected list of the most effective forms and methods of teaching primary school children in the context of the individually differentiated approach implementation can be used in the work of a primary school teacher when organizing work with academically gifted schoolchildren. There are also recommendations for conducting training sessions using a combination of forms of education organization. The results obtained in the course of the research may be used for working out teaching aids and didactic materials for primary schools.

This article examines the problem of and various approaches to working with gifted children and children with an intellectual level of development above average. The purpose of the article is to analyse the work and use of different methods of teaching such children. The article highlights and describes various types of giftedness of children and adolescents, as well as examines various learning strategies. The author offers several options for working with gifted children based on practical experience.