Keyword: «gifted children»

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.

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.

The article highlights the main features of the organization of inclusive education for different categories of students (highly motivated, gifted children, children with disabilities). Particular attention is paid to describing the organization of the educational process using modern digital educational systems and criteria-based assessment methods when working with children with special educational needs.

One of the forms of working with talented children is the technology of problem-based learning which is helped by the ability to work with the content of the Mobile E-Education website.

The article reveals pedagogical methods and techniques for working with gifted children. Organizational and methodological possibilities for identifying gifted children are determined. The regional model of the education system in this area is indicated.