Keyword: «parental support»

This research topic is relevant for the following reasons. Firstly, parental support is a significant condition for the social development of gifted children, so modern schools are interested in expanding interaction with parents. Secondly, parents of gifted children need psychological and pedagogical assistance from the educational community, because special knowledge and understanding of the specifics of children's giftedness are needed for productive support of gifted children's development. Thirdly, there is a necessity to develop the theoretical aspects of the concept “parental support for the development of gifted children”. The aim of this article is to clarify the theoretical aspects of the concept “parental support for the development of gifted children” and the content of parental support for the development of gifted children. The study is based on the provisions of phenomenological and sociocultural approaches, which allows us to consider the relationship between the development of giftedness and parental support for gifted children in the context of their social development harmonization. The following theoretical methods were used to conduct this research – analysis, comparison and generalization of scientific works and literature on the problem. The results of study formulate the concept “parental support for the development of gifted children”, propose the principles of parental support, clarify the content and value of parents' activities to support the development of this category of children. The theoretical significance of the study lies in clarifying the essence of the concept and the content of parental support for the development of gifted children. The study highlights the fact that parents' knowledge of psychological and pedagogical features of children's giftedness development, understanding of gifted children's needs, readiness and ability to support affects the quality of parental support. In a practical aspect, the results of the study can be used by teachers to improve communication with parents, and also by curriculum developers to create effective courses focused on the preparation for accompanying the development of gifted children in education.