Keyword: «giftedness»

The issue of giftedness has been of interest to mankind since ancient times. Many attempts have been made to explain this phenomenon for such a long time. There are at least a dozen concepts and even more definitions of the idea of "giftedness" at the moment. However, modern psychology and pedagogy have not come to a consensus on the definition, diagnosis, preservation and development of giftedness. The development of giftedness is a trend in modern technological education. The issue of national security of the country, the transition to the highest stage of the post-industrial economy development – the "knowledge economy", the demand for a "successful" person – all this determines the relevance of the problem under study. Educational institutions need a single integrated approach to the development of students' technical and artistic talents in technological education, which would meet the needs of each specific school. Focusing on the national importance of the issue of student giftedness, the need for comprehensive work with gifted students and the lack of methodological elaboration, the aim of this article was to develop an integrated approach to supporting and developing the giftedness of students of technical and artistic orientation in technological education. The detection and development of giftedness is a complex, multidimensional and lengthy process that requires an integrated approach to the organization of special psychological and pedagogical conditions. Working with the learner's abilities involves psychological support that takes into account his/her individual characteristics. This study was conducted on the basis of the Novosibirsk State Pedagogical University and Ushinskaya Secondary School in the Kondinsky District of the Khanty-Mansiysk Autonomous Okrug – Yugra in 2021-2024 and was devoted to the development of an integrated approach to the support and development of technical and artistic talents of students in technological education in an educational institution. It has both theoretical and practical significance. The theoretical conclusions drawn as a result of the work suggest a shift in emphasis in the existing curriculum in favor of extracurricular activities and additional educational programs. They also open up new possibilities for the application of these programs in the future. The practical materials developed during the research will be useful for teachers at schools and organizations of additional education working on the development of students' abilities of technical and artistic orientation in technological education, both as methodological support and as learning materials for advanced training.

The relevance of the topic under study is determined by the needs of educational practice to identify resources for the social development of gifted children, one of which is leisure activities. The author considers this problem on the basis of several significant aspects. Firstly, the focus is on the fact that the manifestation of giftedness has its own characteristics which are reflected in the behavior of children in society; so gifted children have difficulties with social interaction and they need the support of teachers and parents to acquire the necessary social experience. Secondly, the characteristics of leisure activities are considered from the perspective of enriching the social experience of gifted children, which is necessary to meet their developmental needs. Thirdly, both teachers and parents should be actively involved in the organization of leisure activities for gifted children; and coordination of their actions will contribute to the social development of gifted children. The aim of this article is to define the essence of the concept of «leisure activities for gifted children» in the context of their social development, and to actualize the use of this concept in the theory and practice of pedagogy of children's giftedness. The research is based on the principles of activity, phenomenological, and socio-cultural approaches. These approaches allow us to understand leisure activities as an essential resource for the social development of gifted children. This is necessary for the harmonious development of their social skills. The results formulate the concept of «leisure activities for gifted children» and its qualitative characteristics that contribute to the social development of gifted children; it is clarified that leisure activities and the interaction of social educational institutions and family in leisure activities are an important resource for the development of the social experience of gifted children. The results obtained contribute to the development of the theory of support for the development of gifted children, and also allow us to outline the prospects for research on the social development of gifted children. This study is aimed at a theoretical understanding of the resources of leisure activities in the social development of gifted children and updating the educational practice of leisure activities for gifted children.