SYSTEM OF WORKING WITH GIFTED CHILDREN IN PRIMARY SCHOOL
Relevance
“A person’s talent is a small sprout that barely emerges from the ground and requires enormous attention. It is necessary to care for and cherish it, to look after it, to do everything so that it grows and bears abundant fruit.”
Today, the problem of identifying, developing and supporting gifted children is extremely relevant for Russia. Discovering and realizing their abilities and talents is important not only for a gifted child, as an individual, but also for society as a whole. Gifted and talented children and youth are the potential of any country, allowing it to develop effectively and constructively solve modern economic and social problems. In this regard, working with gifted and highly motivated children is extremely necessary.
Russian President Vladimir Putin spoke about the importance of this problem.
Here is one of the points of the message to the Federal Assembly Russian Federation: «… It is necessary to complete the creation of a nationwide system for finding and supporting talented children. Everyone should have the opportunity to develop their abilities from an early age, regardless of income level, social status of parents and place of residence of families."
Identification of gifted children, organization systematic work– one of the main tasks of modern school and educational practice in the context of modernization of the Russian education system.
Every normal child has enormous development opportunities. But this does not mean that, under equal conditions, we can expect the same abilities in all children. Indeed, there are children who, either explicitly or implicitly, stand out among their peers in their ability to learn. And these children really require a special approach, because the higher their difference from their peers, the richer the prospects for their personal development.
Therefore, it is necessary to deal with gifted children, but with a clear understanding that problem of identification, training and development gifted children is complex, lying at the intersection of the above problems.
Introduction of the Federal State Educational Standard
Since September 2011, the Federal State Educational Standard (hereinafter referred to as the Federal State Educational Standard) has been introduced in all educational institutions of our country. The basis of the Federal State Educational Standard is a systemic-activity approach, which, among the many planned results, assumes: education and development of personality qualities that meet the requirements modern society; taking into account the individual characteristics of students; diversity of their development, ensuring the growth of creative potential and cognitive motives.
Among the key areas of education development within the framework of the national educational initiative “Our new school» a special place is occupied by the development of a support system for gifted children, improving the development of a creative environment for identifying gifted children
The reforms that have taken place in the domestic education system over the past decade, the focus on humanistic, personality-oriented and developmental educational technologies, have changed the attitude towards students who show extraordinary abilities. Gradually, an understanding begins to form in the public consciousness that the transition to a century innovative technologies is impossible without preserving and increasing intellectual potential, since this is one of the decisive factors in the economic development of the country. Consequently, the creation of conditions that ensure the early identification, training and education of gifted children, the realization of their potential, is one of the promising directions for the development of the education system.
The most important priority in such a situation is intelligence, creative development those who will later become carriers of the leading ideas of the social process. Therefore, gifted children should be considered as a national treasure of the country and be at the center of special pedagogical and social programs, since the greatest hopes for improving living conditions and prosperity of Russia are connected with gifted young people.
Also, to record the results of educational and extracurricular activities, a “Portfolio” was created, which serves as a good stimulator for their educational activities, because it reflects the children's achievements.
Today there is a social order for a creative personality, so in my teaching activities I pay great attention to this problem, especially since every teacher knows that an important period in the development and formation of a personality is the initial period of education. It is this age that is most amenable to the education and development of a child’s creative abilities. Children of primary school age are the most open, receptive and curious.
Goals and objectives
Primary school age is a period of absorption, accumulation and assimilation of knowledge, which means that the most important problem of our society is the preservation and development of giftedness. Primary school teachers have the main task of promoting the development of each individual. Therefore, it is important to establish the level of abilities and their diversity in our children, but it is equally important to be able to correctly carry out their development.
If a schoolchild from the first grade is prepared for the fact that he must learn to create, invent, find original solutions, then the formation of a personality will take place on the basis of enriching its intellectual profile...
Goals and objectives of the system of working with gifted children.
I am a teacher, which means that my main target– to raise every student to be successful. My tasks:
Identification of gifted children and creation of a system of working with children;
Creating conditions for the optimal development of gifted children.
Selection of teaching aids that promote the development of independent thinking, initiative and research skills, creativity in class and extracurricular activities;
Giving modern education using differentiation in the lesson based on the individual characteristics of children;
Development in gifted children of a qualitatively high level of ideas about the picture of the world, based on universal human values.
Scientific, methodological and information support for the development of gifted children;
Social and psychological support for gifted children
Expected results.
Realization of children's creative potential
classes in clubs, sections, prizes in competitions, positive dynamics of student advancement.
Methodological results:
Creation of a data bank that includes information about children with different types of giftedness;
Development and implementation of programs for the support and development of gifted children, creation of a system of interaction with the primary school and parents of students;
Using diagnostics to identify and track various types giftedness;
generalization and systematization of materials of pedagogical activity
Distinctive features of gifted children
1.Have higher intellectual abilities, receptivity to skills, creative capabilities and manifestations compared to most other peers.
2. They have a dominant, active, unsatisfied cognitive need.
3.Experience joy from mental work.
1.Children with unusually high general level mental development, all other things being equal.
2. Children with signs of special mental giftedness - giftedness in a certain field of science and art.
3. Students who, for some reason, do not achieve success in their studies, but have bright cognitive activity, originality of mental makeup, and extraordinary mental reserves.
Model of a gifted child:
A person who is physically, spiritually, morally and socially healthy;
a person who is capable of independently finding a way out of a problem situation, carrying out search activities, conducting research, reflecting on activities, owning the means and methods of research work;
a person capable of carrying out independent activities;
a person with versatile intelligence, compensatory abilities, and a high level of culture;
a person who is guided in his life by universal human values and norms, who perceives another person as a person who has the right to freedom of choice and self-expression;
a person who is ready to make a conscious choice and master professional educational programs individual areas of knowledge, taking into account inclinations, established interests and individual
Principles of working with gifted children
1. The principle of differentiation and individualization of training (the highest level of implementation of which is the development individual program development of a gifted child).
2. The principle of maximum variety of opportunities provided
3. The principle of ensuring students' freedom of choice of additional educational services.
4. The principle of advanced learning.
5. The principle of comfort in any activity
6. The principle of developmental education.
7. The principle of increasing the role of extracurricular activities of gifted children through clubs, sections, electives, and interest clubs.
8. The principle of increasing attention to the problem of interdisciplinary connections in individual work with students.
9. The principle of creating conditions for students to work together with a minimal role for the teacher.
It is very important for me, first of all, to teach children to think independently, search for the necessary information, and compare facts. Then they will not stop learning throughout their lives, regardless of their profession, surpassing me and themselves. Lev Nikolaevich Tolstoy wrote: “Knowledge is only knowledge when it is acquired through the efforts of one’s thoughts, and not through memory...”.
Development of creative potential
I organize my work in the group for developing the creative potential of children as follows:
1. As you know, in any business, first of all, it is important motivation.
Younger students are probably the most active students in any school. However, if at first they are interested in everything, they are eager to try themselves in everything, then by the 3rd-4th grade the interest gradually fades away and here it is important not to miss them.
To motivate me for various types of activities, I use techniques such as:
- “place of honor in the class.”
Psychological class hours (class hours of self-determination “A trip to the world of your Self”, “Fairytale therapy for schoolchildren”),
Creation of a portfolio followed by a public presentation.
2. Next stage - diagnostics students' abilities, which is one of the important aspects in working with gifted children.
It is carried out in two stages:
-Preliminary search stage
The main point of work at this level is to collect preliminary information about the child. As a rule, information is collected from four sources: from parents, teachers, psychologists and the children themselves and is compiled in psychological and pedagogical cards.
- Test diagnostics(determining the level of starting capabilities).
In my work I use the following diagnostics:
Study of school motivation,
Map "Interests and needs"
Strategy for working with gifted children
The success of working with gifted children largely depends on how work with this category of students is organized in primary school. When identifying gifted children, their success in any activity is taken into account: educational, artistic, physical, etc. This stage (1-4 years of study) is characterized by the fact that children willingly master the skill content of learning under the guidance of a teacher and independently. At this stage, it is very important to organize classroom and extracurricular activities as a single process aimed at developing the creative and cognitive abilities of students, to offer a number of additional educational services where each student can realize their emotional and physical needs. Classroom and extracurricular activities should be structured in such a way that the student can demonstrate his capabilities in a wide variety of areas of activity. This is important as a source of acquiring new knowledge and new experiences, and should serve as the basis for transforming this knowledge into other areas of activity in the classroom.
Conditions for successful work with gifted students.
Awareness of the importance of this work by each member of the team and, in connection with this, increased attention to the problem of developing positive motivation for learning.
Creation and constant improvement of a methodological system for working with gifted children.
The teacher must be:
Passionate about his work;
Capable of experimental, scientific and creative activity;
Professionally competent;
Intellectual, moral and erudite;
A conductor of advanced pedagogical technologies;
Psychologist, educator and skillful organizer of the educational process;
Expert in all areas human life.
Forms of work with gifted students.
- creative workshops;
- group classes on parallel classes with strong students;
- hobby groups;
- competitions;
- intellectual marathon;
- participation in Olympiads;
- work according to individual plans;
- research conferences.
Stages of working with gifted students.
Each child is unique, but despite all the individual uniqueness of the real manifestations of children's giftedness, there are quite a few traits that are characteristic of the majority of gifted children. Moreover, along with the deep ones, hidden from the unprofessional eye, there are quite a few that often manifest themselves in the child’s behavior, in his communication with peers and adults and, of course, in cognitive activity. Their value lies in the fact that they can almost always be noticed not only by psychologists, but also by kindergarten teachers, school teachers, and parents in early period. The main thing is to notice the child’s characteristics in a timely manner and develop his gift. The organization of work with gifted children in elementary school can be divided into several stages:
Stage 1- during the period of pre-school preparation;
Stage 2– admission to 1st grade;
Stage 3- in the process of studying in primary school.
Stage 1
Work with gifted children begins during the pre-school preparation period.
Our school cooperates with a preschool educational institution. Primary school teachers conduct classes with preschoolers to prepare for school. During this period, the first acquaintance with future first-graders begins. Teachers often attend classes conducted by kindergarten teachers, observe preschoolers, communicate with them, organize games, competitions, and quizzes. Experience shows that such communication helps a preschooler quickly adapt to school life. The teacher has a general picture of which students will come to his class.
Many years of work experience allowed me to identify a certain list of qualities characteristic of future creators:
They acquire knowledge in their chosen field early.
They show high intelligence and good memory.
Passionate about their work, energetic.
They demonstrate pronounced independence, the desire to work alone, and individualism.
They know how to control themselves.
They have a desire to contact other gifted people, young and old.
They are able to gain practical experience and quickly acquire artistic and intellectual experience.
But the main indicator of a child’s giftedness is kindergarten in my opinion is his curiosity. Curiosity, which manifests itself quite early, continues to be the most important at all age stages. distinctive feature talented person. I am convinced that when educating a creator, it is very important that curiosity develops in time into a love of knowledge - inquisitiveness, and the latter into a stable mental formation - a cognitive need.
Stage 2
When admitting preschoolers to the 1st grade, the teacher must conduct an interview, and the school psychologist must monitor the child’s behavior. Along with the “knowledge” indicators, highlight for yourself the main signs that a gifted child exhibits:
educational initiative;
high level of development logical thinking;
originality and flexibility of thinking;
high concentration of attention;
excellent memory;
independence;
leadership (not always).
The parents of the future first-grader must also be present at the interview and fill out the questionnaire.
The psychologist and teacher may ask questions to the parents during the interview. As a result, already upon admission to 1st grade, an impression will be formed about the child, his capabilities and abilities. The main thing will become clear in what environment the baby developed, was brought up and grew up.
Experience shows that most often gifted children grow up in intelligent families. And the point here is not at all in the special genes of genius - nature distributed them equally among all children. It's about the family atmosphere, the system of family values.
It is no secret that many parents encourage and would like to develop their child's cognitive needs and various abilities. But they do it, naturally, in different ways and, unfortunately, not all of them.
Stage 3
Junior school age is a period of absorption, accumulation and assimilation of knowledge. The success of this process is facilitated by the characteristic features of children of this age: trusting submission to authority, increased susceptibility, impressionability, and a naive playful attitude towards much of what they encounter. In younger schoolchildren, each of the listed abilities is expressed mainly by its positive side, and this is the unique uniqueness of this age. Some of the characteristics of younger schoolchildren fade away in subsequent years, while others change their significance in many respects. It is difficult to assess the actual significance of the signs of abilities manifested in childhood, and even more so to foresee their further development. It is often discovered that the bright manifestations of a child’s abilities, sufficient for initial success in some activities, do not at all open the way to real, socially significant achievements in the future. When working with gifted children at the initial stage of schooling, the relationships between natural inclinations, the society in which the child develops and is raised, and the creation of the child are observed. optimal conditions to develop his talent.
Conclusions:
When working with gifted children, the personal and age characteristics of each child, character family relations and the development of emotional and volitional qualities of children, conditions are created for parents to master ways of forming a positive “I-concept” in a child as the most important condition for the full realization of the potential capabilities of a gifted child.
This allows each child to self-realize and identify a large group of talented and gifted children. early stage training and create an environment for each lyceum student to develop motivation for knowledge and creativity, intellectual and personal initiative
Forms and methods of creative teaching for younger schoolchildren
Practice has shown that children with early blossoming intelligence encounter difficulties in the first days of school. And the reason is that learning often begins with something that is no longer “interesting.” It is they, the most inquisitive ones, who often become bored in the classroom after the very first lessons. Already able to read and count, they have to remain idle while others learn the alphabet and basic arithmetic operations. Of course, a lot depends on how the teaching is conducted, but no matter how the teacher tries to treat students individually, when dealing with a whole class, he is deprived of the opportunity to focus on strong students. An intelligent and active student, trying to attract attention by quickly and easily completing all tasks, can soon become a burden to both the teacher and his peers.
I actively use a differentiated approach, various forms and methods of creative teaching
Gradual approach of younger schoolchildren to independent problem solving is carried out with the help of partially search or heuristic method. One of the techniques this method is a heuristic conversation
The essence of such a conversation is that questions are thought out in advance, each of which stimulates the student to carry out a small search. By considering all the questions, students understand a new phenomenon for them.
Maximum cognitive activity is achieved with the help of research method. Knowledge gained through one's own observations and experiments is usually the most durable. Educational research allows free search necessary information, form independent work skills. Research and observations encourage the primary school student to think big, look for cause-and-effect relationships in the phenomena being studied, and draw independent conclusions and generalizations.
The organization of student research activities is carried out through the educational process:
1. Use in the lesson, taking into account age guidelines, pedagogical technologies based on the use of the research method of teaching:
developmental education technology,
technology of using circuit and symbolic models,
humane-personal technology of education,
advanced learning technology;
project activities;
2. Conducting various types of non-traditional lessons that involve students performing educational research or its elements:
lesson - research,
lesson - travel,
lesson - creative report,
lesson - defense of research projects.
3. Conducting a training experiment.
4. Students completing long-term homework of a research nature.
When choosing the form of work, the age characteristics of the children, their interests and inclinations are taken into account. One of the most difficult stages of educational and research work with children from a methodological point of view is the moment of initial inclusion of students in their own research activities. The first step in this matter, as in many others, often seems to be the most difficult, and it must begin precisely at the first stage of training.
Formable components of a student’s research culture
1st–2nd grades:
inclusion in the lesson of tasks aimed at creating a sequence of actions;
solving problems in combinatorics, logical problems with the concepts of “truth”, “false”;
carrying out work to identify cause-and-effect relationships;
training in observation and description techniques;
familiarity with terminology, some concepts about research methods;
developing experience working with dictionaries and other sources of information;
carrying out collective research according to a specific plan.
3rd grade:
carrying out long-term research using existing knowledge and skills:
conducting information search, highlighting the main thing;
conducting experiments, conducting observations, protecting messages and reports.
4th grade:
formation of reading competence;
formation of the desire and basis for the ability to learn: the ability to see the boundary between the known and the unknown;
correlation of results with the sample, finding errors and eliminating them, developing criteria for evaluating creative work;
formation of techniques and skills of educational cooperation.
Lately I have been actively using it at work. project method.
Main target inclusion of junior schoolchildren in project activities - stimulation of cognitive activity, disclosure of individual creative inclinations, formation of skills in planning and implementation of scientific research, individualization of the process of learning, education and development. The organization of project activities from grades 2-3 contributes to the development of the following knowledge, skills and abilities:
independently identify a problem, prove facts, phenomena, patterns;
find several options for solving the identified problem and justify the most rational of them;
classify, compare, analyze and generalize the studied phenomena and patterns;
conduct data collection, experiments, put forward and substantiate hypotheses;
apply scientific methods research;
design your work;
review and evaluate your own work, as well as the work of other students.
Useful for the development of logical thinking in younger schoolchildren are deciphering and composing cryptograms, labyrinths, exercises for comparison and contrast
A big role is played by tasks on identifying semantic elements in the mass of educational information, solving creative problems when children receive new information in addition to the question, drawing up logical chains from formulas, finding physical terms in a randomly selected test.
In order to find a solution to a particular issue, not only observational method, experiments, modeling, but also fantasy, exaggeration, brainstorm, whose main task is to collectively collect as many ideas as possible.
Working with gifted children in the classroom
Find a growth point
To successfully work with a gifted child, I try to find his strengths and give him the opportunity to show it, feel the taste of success and believe in his capabilities. Showing your strengths means being able to deviate from the school curriculum and not be limited by its framework. Following this principle revealed a problem: often the point of growth lies outside the school curriculum.
Identifying individual characteristics
Giftedness does not lie on the surface. Teachers must master the methodology for determining it well. Most teachers place too much faith in testing and have insufficient information about students. It is believed that a child with high intelligence should be superior to others in all school subjects. Consequently, teachers expect the greatest emotional and social maturity from him and are convinced that he does not need special help.
Upbringing leadership qualities
A creative personality is characterized by the ability to independently choose a field of activity and move forward. In an educational institution, this is facilitated by a well-thought-out teaching methodology, designed not only to transfer knowledge, but also to develop “the ability to think.”
In my work with a group of gifted children I use:
Implantation method . Allows students, through sensory, figurative and mental representations, to “move” into the object being studied, to feel and know it from the inside.
Method of heuristic questions. Answers to seven key questions: Who? What? For what? Where? How? When? How? and their various combinations give rise to unusual ideas and solutions regarding the object under study.
Comparison method. It makes it possible to compare the versions of different students, as well as their versions with cultural and historical analogues formed by great scientists, philosophers, etc.
Concept construction method . Promotes the creation of a collective creative product - a jointly formulated definition of a concept.
Method of traveling to the future. Effective in any general educational field as a way to develop foresight and forecasting skills.
Error method . It involves changing the established negative attitude towards mistakes, replacing it with the constructive use of mistakes to deepen educational processes. Finding connections between error and “correctness” stimulates students’ heuristic activity and leads them to understand the relativity of any knowledge.
The method of inventing. Allows you to create a product previously unknown to students as a result of certain creative actions.
The “if only...” method. Helps children draw a picture or write a description of what would happen if something changed in the world. Completing such tasks not only develops imagination, but also allows you to better understand the structure of the real world.
"Brainstorm" (A.F. Osborne). Allows you to collect big number ideas as a result of the liberation of discussion participants from the inertia of thinking and stereotypes.
Inversion method or reversal method . Promotes the use of a fundamentally opposite solution alternative. For example, an object is examined from the outside, and the problem is solved by examining it from the inside.
In the process of working as a teacher, I came to the conclusion that a child who has not mastered the techniques of educational activities in the primary grades of school inevitably becomes an underachiever at the secondary level. Learning through activity method provides for the implementation of the educational process in which, at each stage of education, a number of intellectual qualities of the individual are simultaneously formed and improved.
The correct use of the activity-based teaching method in lessons in primary school and in extracurricular activities will optimize the educational process, eliminate student overload, prevent school stress, and most importantly, make studying at school a unified educational process
say a word in class so that the first-grader opens his eyes and says: oh, what a wonderful teacher is standing in front of me.
Young children think in pictures. In lessons I give the opportunity to think, and not “quickly, quickly, I can’t see my hands.” I ask questions that have no answer, but need to be thought about. So in class we search, we whisper, and we decide. I create a situation of success, comfort, and collaborate with children. I love humor. And children love teachers with humor. They cannot live without humor, without a smile, without joy.
Of particular pedagogical interest to me is the use modern technologies, since they are aimed at developing and realizing abilities. I use information and communication technologies at different stages of lessons and extracurricular activities.
Project activities
The main factor in the novelty of working with gifted children using information and communication technologies for teachers is project activities.
However, taking into account the age capabilities of younger schoolchildren requires making a number of clarifications in the methodology for organizing design and research technology:
in elementary grades, project and research activities should become a special subject of study;
the research project for younger schoolchildren is largely predetermined (prompted) by adults;
in terms of volume it is a mini-project,
according to the method of construction - “quasi-research”;
in form - this is a group design, individual work is possible at the level of performing individual actions;
within the framework of the “Education for the Future” program, a special subject for primary schoolchildren to master when implementing the project should be computer programs and their capabilities.
Organizing learning through design and research requires fundamental changes in the teacher’s activities.
Including the child in design and research activities, interactive teaching methods (techniques) are used, such as group discussion, brainstorming, thinking stars, and role-playing business games. The use of such methods relies on student independence and activity during design and research.
At different stages of organizing students’ design and research activities, I act in various role positions:
| Role positions | Kind of activity |
| Designer: | designs the main milestones of students’ design and research activities before their implementation; |
| Facilitator-consultant: | encourages independent search for problems and their solutions, knows ways to ask research-type questions, while creating an atmosphere of safe expression by students of their opinions; |
| Coordinator: | helps track the movement of the search, connecting or contrasting individual statements, and also performs procedural functions (for example, determining the order of statements). |
The teacher can build all of the above-mentioned positions provided he has the appropriate means. Such means include:
emotional positions (for example, not understanding, doubting, attentive listener);
game positions (for example, inspirational hero, customer, debater).
Conclusions:
In general, the use of information and communication technologies in the educational process enhances the educational effect;
improves the quality of material absorption;
builds individual educational trajectories for students;
implements a differentiated approach to students;
organizes simultaneously children with different abilities and capabilities.
Using health-saving technologies in working with gifted children
« To make a child smart and sensible, make him strong and healthy: let him work, act, run, scream, let him be in constant motion.”
According to the latest legislative documents in the field of preschool, primary and general education programs should be aimed at protecting and promoting the health of the child. Moreover, the concept of “Quality Russian education“is not reduced only to training, a set of knowledge and skills, but is associated with upbringing, the concept of “quality of life.” These concepts are revealed through such categories as “health”, “social well-being”, “self-realization”, and “security”. Indeed, we can talk about the quality of education when it contains a health-preserving and health-enhancing basis.
Sociological studies claim that the physical activity of younger schoolchildren is 50% less than that of preschoolers, and for high school students it is only 25% of their waking time. Three school lessons physical culture, of course, cannot compensate for the lack of movement of children. As a result, their vitality decreases, fatigue sets in faster, which in turn leads to inactivity. Therefore, today the teacher is forced to orient schoolchildren towards both physical and spiritual self-improvement, help develop the need for independent physical exercise, and teach them to use it during leisure time to restore activity.
Gifted children who show symptoms of stress are of particular concern: the child cannot control his emotions, restrain himself, excitability increases, at the same time there is a decline in academic performance, and the risk of psychosomatic diseases increases. The main reasons for these phenomena are determined: a sedentary lifestyle, dissatisfaction with oneself. Children with signs of intellectual giftedness, but with physical immaturity, are distinguished by a physical form that is inappropriate for their age. I am making efforts to equalize the imbalance in collaboration with medical professionals.
A psychological characteristic of the student’s personality is being compiled, which will help identify the characteristics of the physical and mental development child.
Goal: ensuring the health of students.
Taking into account the characteristics of each student.
Creation favorable microclimate in class, in extracurricular life.
Using techniques that promote the emergence and maintenance of interest in educational material.
Creating conditions for students' self-expression.
Initiating a variety of activities.
Prevention of physical inactivity.
Expected results:
Prevent fatigue and fatigue.
Increasing motivation for learning activities.
Increase in educational achievements.
Organization of work according to Federal State Educational Standards
With the introduction of the second generation Federal State Educational Standard in primary school, teachers must teach the child not only to read, count and write, which they still teach quite successfully, but also must instill two groups of new skills. The first includes a group of universal learning activities that form the basis of the ability to learn: skills in solving creative problems and skills in searching, analyzing and interpreting information. The second is the formation of motivation in children to learn, helping them in self-organization and self-development.
1st stage– mastering group work . Communicative UUDs are formed, which ensure social competence and consideration of the position of other people, the ability to listen and engage in dialogue.
2nd stage – organization of intergroup discussion . At this stage, children develop regulatory learning skills: the ability to accept and maintain an educational task, plan its implementation, control and evaluate their actions, and make appropriate adjustments to their implementation. Special techniques embedded in this program will help the teacher start an educational discussion: tasks - traps; problems that have no solution; tasks with missing data and others.
At the third stage a full-fledged subject of collective activity is formed , when the group is capable of independently assessing a learning task, choosing a way to work together, dialogue, analysis, proof, modeling and evaluation. Regulatory, communicative and cognitive UUDs are being formed.
The basis of my activities in the implementation of the second generation Federal State Educational Standards is a system-activity approach to training using innovative technologies. Schoolchildren’s own educational activities are an important component of the system-activity approach. It can be expressed by the formula “activity-personality”, i.e. “as is the activity, so is the personality,” and “outside of activity there is no personality.” UD becomes a source of internal development of the student, the formation of his creative abilities and personal qualities.
At the beginning of the academic year, I conduct a starting diagnostic, with the goal of identifying the main problems that are typical for the majority of students, and in accordance with them, I plan a system of work to ensure personal and meta-subject results. It clearly traces the holistic work on the formation of educational learning through subject lines of development, extracurricular activities, the use of project technology, technology for productive reading, group work, and work in pairs.
Work on the formation of the UUD is based on the following algorithm:
Planning,
Formation,
Diagnostics,
Adjustment plan
Selection of tasks,
Reflection
To sum up the results for the first half of the year, a diagnostic map of the success of the educational results of 1st grade students is being developed.
It is important to note such a regulatory universal educational action as reflection. Students' reflection of their actions presupposes their awareness of all components of learning activities. She was an integral part of all lessons in the class. To evaluate their work in class, children use so-called “traffic light” cards, as well as emoticons with phrases.
As I have already said, the Federal State Educational Standard of the NEO defines personal, meta-subject and subject results as the results of mastering the main educational program, therefore, at the end of each quarter and academic year, tests were carried out in the classroom in order to identify the personal development of a first-grader. The system of differentiated tasks provides students with space to independently select tasks and determine activities adequate to their level of preparedness.
In addition, to track the quality of learning by first-graders in individual subjects, monitoring is used, the creation of which is based on the Requirements for the results of mastering basic educational programs according to the 2nd generation Federal State Educational Standard, where the main attention is paid to personal, meta-subject and subject results. Tracking methodology (Toolkit) - level of knowledge in the subject, personal observations of the teacher, control sections, tests...
The process of students acquiring knowledge is individual, so I use various forms of diagnostics that monitor work in the lesson, which take into account the learning ability and proficiency levels of each student in the class.
Extracurricular activities
In order to determine the interests of students for extracurricular activities at our school, parents of first-graders and their children are offered questionnaires, based on the results of which groups of children are formed for activities based on interests.
Extracurricular activities in the classroom are organized in such a way as to ensure a balance between motor-active and static activities. The form of their implementation is completely different from the lesson teaching system and is represented by the following areas:
general intellectual
In the afternoon, children do not show signs of fatigue, are active, and are happy to engage in creative activities. Throughout the year there are a number of parent meetings, where the successes and problems of children were discussed, the results of extracurricular activities were presented - the creative works of students.
The introduction of hours for extracurricular activities for students increases the school’s ability to expand the range of educational services provided and creates opportunities for organizing individual design and research work with students
Based on the results of the first stage of education, I imagine such a primary school graduate: this
A student with an interest in research
Communication skills
Responsibility
Has self-organization skills and healthy image life.
The experience of introducing the second generation Federal State Educational Standards allowed me to conclude that this kind of reform of the system of operation of an educational institution is necessary, because the Second Generation Standards are a means of ensuring the stability of a given level of quality of education and its constant reproduction and development.
Working with parents
A child is not an amorphous mass, but a creature concealing within itself forces the likes of which cannot be found on the entire planet. This power of spirit, mind and heart hidden in a child, if brought to perfection, will become a superpower capable of transforming, enriching, decorating everything around him - and in himself.
But the point is that no matter what powers are hidden in a child, he himself will not be able to develop anything in himself, he will not even be able to stand on his feet, let alone rise to the level of a human being.
Making, raising, creating a person out of him is a serious task for wise adults, loving adults.
Trinity of education and upbringing: teacher-student-parent. I see this connection as a social partnership, living life together with children in cooperation. And cooperation is possible if it is built through common efforts, while observing several fundamental conditions, using modern pedagogical technologies, in which the chances of mutual understanding between teachers, children and parents increase.
Parents are the child’s first educators and teachers, so their role in shaping his personality is enormous.
As part of working with gifted children, work is carried out with parents, who are allies and assistants to the teacher in working with children.
increasing the psychological and pedagogical knowledge of parents;
inclusion of parents in the educational process;
interaction between the lyceum and parents in the development of the child’s abilities
Basic principles in working with parents are:
Openness to parents
The teacher strives to ensure that children's families regularly receive the necessary and reliable information about the life of the class and the educational achievements of their children. To do this, it provides families with basic information about the curriculum, children's progress, important events in the classroom, and also creates the conditions for parents to want to attend training sessions.
Respect for the interests and capabilities of each family
The teacher studies and discusses with parents the interests and needs of each family, and builds his work based on taking into account its capabilities.
Finding your allies in your parents
The teacher discusses with parents a wide variety of issues in the child’s life and strives to develop joint decisions, which are the basis for bilateral cooperation.
Encouraging families to have closer contact with each other
The teacher helps families discover and satisfy their common interests, encourages families to participate jointly in preparing children for various contests, games, and competitions.
Various forms are actively used in working with parents.
Developed by me subject matter working with parents of gifted children.
Working on the problem of “Working with gifted children in elementary school,” she divided parents into several types:
« Activists"
"Contemplatives"
"Observers"
"Practices"
"Activists"
These parents constantly offer their children some educational games, activities, and interests.
With some persistence and consistency, this strategy brings results. But often a child has an internal protest, even with external submission. Sometimes this is expressed in increased fatigue of the child from any intellectual activity.
"Contemplatives"
Parents entrust the determination of abilities and their development in the child to specially trained people. There are a lot of services of this kind offered now. These include development groups for preschoolers, school preparation groups, and all kinds of specialized classes in schools. Of course, with a good level of such services, the benefits for the child are undoubted. But provided that parents are not going to completely shift the worries about his development onto the shoulders of specialists.
"Observers"
Parents are not active in the development of their child. They believe that if a person is given a gift, then it will not go anywhere, will not disappear, and will definitely manifest itself somewhere. However, recent studies refute this point of view. Giftedness exists only in constant movement, in development; it is a kind of garden that needs to be cultivated tirelessly. The creative gift does not tolerate stagnation and self-satisfaction. It exists only in dynamics - it either develops or fades away.
"Practices"
Parents do not seek to completely control the development of the child’s abilities, but they provide him with opportunities to choose and try to choose a good school. The most important thing in such families is the atmosphere of bright cognitive interests of the parents themselves. They themselves are constantly passionate about some activity, read a lot, choose educational programs on television, try to visit a new exhibition, without imposing all this on the child, but giving him the opportunity to find a suitable activity himself. As it turns out, this self-development strategy is the most effective.
School education is the area where the formation of personal qualities and creative abilities mainly takes place. The middle and older age stages are the most attractive for parents from the point of view of developing the child’s intellectual and creative abilities, but to be effective in working with gifted children, it must begin at an early age, in elementary school. The practical task in such conditions is to provide psychological, medical, and pedagogical support families with capable and gifted children should develop a system of recommendations for parents on the upbringing, development, and education of children. It can be solved through:
1. Questioning parents to determine the main approaches of parents to this problem.
2. Lectures for parents.
3. Selection of scientific and practical literature for parents.
4. The system of teaching children in the system of additional education.
Among the activities for working with parents, a significant place is occupied by reading for them popular science series of lectures on the problems of development, training and education of gifted children. These are lectures of the following nature:
The concept of giftedness.
Types of giftedness.
Giftedness and gender.
Psychological aspects of giftedness.
Career guidance for gifted children.
Social adaptation of a gifted child.
Parents should accept their children for who they are, and not view them as bearers of talent. Their talents grow out of the personality of the individual, and their achievements ultimately depend on how that personality develops.
Gifted child will not be able to realize his abilities without the conditions created for this. The environment must be such that the child can draw information from it, help him realize himself, constantly expand his zone of proximal development and form a motivational sphere. For this purpose, various circles, clubs, sections should work in different directions. Participation in various competitions and olympiads outside of school also stimulates the development of gifted children.
A reasonable system for encouraging the success of a gifted child is needed. It is very important to formulate the concept of result not for the sake of reward, but for the sake of self-improvement and self-development.
give your child time to think and reflect;
Try to regularly communicate with gift specialists and parents of gifted children to stay up to date with current information;
try to develop the child’s abilities in all areas. For example, for an intellectually gifted child, classes aimed at developing creative, communicative, physical and artistic abilities would be very useful;
avoid comparing children with each other;
Give your child the opportunity to find solutions without fear of making mistakes. Help him value, above all, his own original thoughts and learn from his mistakes;
encourage good work organization and proper time management;
encourage initiative. Let your child make their own toys , games and models from any available materials;
encourage asking questions. Help your child find books or other sources of information to get answers to his questions;
Give your child the opportunity to get the most out of life experience. Encourage hobbies and interests in a wide variety of areas;
do not expect that the child will always show his talent in everything;
Be careful when correcting your child. Excessive criticism can stifle creativity and a sense of self-worth;
Find time for communication as a family. Help your child express himself .
Parents must strive to develop the following personal qualities in their children:
confidence based on a sense of self-worth;
understanding the strengths and weaknesses in oneself and in others;
intellectual and creative curiosity;
respect for kindness, honesty, friendliness, empathy and patience;
habit of relying on own strength and willingness to take responsibility for one’s actions;
ability to help find mutual language and joy in interacting with people of all ages, races, socioeconomic and educational levels.
Parents will create excellent conditions for the development of these qualities if they demonstrate through their own behavior that:
they value what they want to instill in the child morally, socially or intellectually;
they accurately calculate the moment and degree of response to the child’s needs;
they rely on their own strengths and allow the child to look for a way out of the current situation himself, to solve every task that he can do (even if they themselves can do everything faster and better);
They put virtually no pressure on the child in his school affairs, but are always ready to help if necessary or provide additional information in an area in which the child shows interest.
Effectiveness of the work system
Most important result work carried out with gifted and capable children, I consider high motivation for educational activities, increasing the degree of independence of students in acquiring knowledge and improving skills, developing skills in working with popular science, educational and reference literature, and developing students’ creative abilities. In addition, the cognitive activity of children has increased, their participation in various kinds of competitions, olympiads and competitions. The results of the work carried out are evidenced by the following data.
Subject Olympiads
Identifying the intellectual potential of children, determining their creative abilities and aptitudes for individual subjects is the main step in working with gifted children. Olympiads play a major role in developing interest in subjects.
Subject Olympiads are competitions among schoolchildren in various fields of knowledge.
The goal of the Olympiad is to increase the level of knowledge and skills of gifted students, develop and maintain interest in learning, the desire for self-realization, and develop planning and self-control skills.
It is advisable to hold olympiads in mathematics, Russian language, literary reading, and the surrounding world at the end of the school year - March, April, once a year in two rounds (the first is qualifying - class, the second is in parallel). Everyone in the class participates in the first round, and the winners of the qualifying round participate in the second round. During the academic year, painstaking work takes place to prepare students for the Olympiad. Students are offered questions and assignments on subjects, reference literature is recommended, and entertaining exercises are given.
Materials for the Olympiad include several types of tasks. They provide both program material and advanced material. When performing such tasks, the student demonstrates the ability to classify, generalize, predict the result, and “turn on” intuition and imagination.
The Olympics are primarily a holiday for children. Therefore, before the start of the Olympiads, it is planned to hold a solemn assembly at which congratulations and wishes of good luck in the intellectual competition will be heard.
Indicators of the effectiveness of implementing a system of work with gifted children:
Children's satisfaction with their activities and an increase in the number of such children.
Increasing the level of individual achievement of children in educational areas for which they have aptitude.
Adaptation of children to society in the present time and in the future.
Increasing the level of children’s knowledge of general subject and social competencies, increasing the number of such children.
Advanced training courses, competitions, and seminars help me understand the modern requirements for working with gifted children.
Studying other people's experiences, I am happy to share my own. Always happy to help my colleagues.
1.Together with teachers and parents, design the educational activities of a particular student.
2. Provide self-analysis of the student’s success and further personal development.
3.Give each student a chance to take a higher ranking position.
4.In the next academic year, subject teachers will carry out more
in-depth preparation of students for participation in Olympiads.
Pedagogical commandments for raising gifted children:
Accept everything that is in the child as natural, in accordance with his nature, even if it does not correspond to your knowledge, cultural ideas and moral principles. If a child screams or runs through the corridors, this is, first of all, a legitimate and special manifestation of his internal energy, and only secondly, a violation of the rules of social behavior. The only exception is the child’s rejection of what threatens the health of people and his own health.
Having accepted all the child’s manifestations, both positive and negative, accompany him with positive self-realization. If you help and approve the child’s cultural work in every possible way, stimulate his creative ideas, then they will grow and develop in him. Miscalculations and shortcomings that teachers do not clearly focus on will go away without receiving external energy support.
Try not to teach your child anything directly. Always learn by yourself. Then the child, being with you, will always see, feel and know how to learn. During art classes, draw yourself; if everyone is composing a fairy tale, compose one too; In math, solve problems together with your students.
Don't ask your children questions you know the answer to (or think you know). Seek the truth with them. Sometimes you can apply a problem situation with a solution you know, but in the end, always strive to end up with your children in the same ignorance. Feel the joy of joint creativity and discovery with them.
Sincerely admire everything beautiful that you see around you. Find beauty in nature, science, art, and in the actions of people. Let the children imitate you in such delight. Through imitation of feelings, the very source of beauty will be revealed to them.
Don't do anything for nothing. If you are with children, then you are a teacher at any given time. Any situation is pedagogical for you. Know how to create it yourself or use the situation that has arisen to solve educational objectives. A student who finds himself in an educational situation always acquires as a result personal knowledge and experience, his own conclusion. This is better than broadcasting and explaining common truths to him. But be sure to help your child understand and formulate his results, assessments, and conclusions.
Consider conscious observation of the child as your main pedagogical method. Everything he does or does not do is an outer expression of him. inner essence. Always try to understand the inner through the outer. Be a “translator” of all his actions and works. Look, listen, think about the student. Discuss with him his successes and problems. Even if you do it without him, you will be helping him.
Conclusion
Modern society requires people who are intellectually and creatively developed, have communication skills, can think outside the box, are confident in their strengths and abilities, and are physically and mentally healthy. The school, fulfilling the social order, must also promote the development of the child for the sake of the child himself, especially if he “stands out for bright, obvious, sometimes outstanding achievements in one or another type of activity.”
Teaching practice has shown that with the purposeful organization of educational activities, the formation and development of students’ skills and abilities proceed very quickly, since this process is controlled and regulated by the teacher.
The implementation of the “School of Russia” program through the use of an activity-based approach creates the necessary conditions for the development of students’ abilities to think independently, navigate a new situation, and find their own approaches to solving problems.
In the educational process, students’ emotional response to the learning process, motivation for learning activities, and interest in mastering new knowledge, skills and their practical application increase. All this contributes to the development of schoolchildren’s creative abilities, oral speech, the ability to formulate and express their point of view, and activates thinking.
The activity approach creates conditions for the formation of educational and cognitive activity of students and their personal development; for social and socio-psychological orientation in the surrounding reality. These tasks are solved through joint and independent educational and cognitive activities of students to solve a system of interrelated educational tasks and rely on internal motivation.
Summarizing all of the above, we can conclude that working with gifted and capable children in elementary school is an important and necessary part of a teacher’s activity. Who else but a teacher can help children discover their talents? Therefore, in the future, I plan to continue working with gifted children, and will also monitor their progress in the future.
And one more thing: it is important to remember that “If a person walks in formation to the beat of drums out of step with his companions, think about it, perhaps it is because he hears the beat of completely different drums...”
Gifted children clearly demonstrate the need for research and search activity - this is one of the conditions that allows students to immerse themselves in the creative learning process and fosters in them a thirst for knowledge, a desire for discovery, active mental work and self-knowledge.
In the educational process, the development of a gifted child should be considered as the development of his internal activity potential, the ability to be an author, a creator, an active creator of his life, be able to set a goal, look for ways to achieve it, be capable of free choice and responsibility for it, and make the most of his abilities.
Research;
Partially search;
Problem;
Projective;
Forms of work:
Classroom work (work in pairs, small groups), multi-level tasks, creative tasks;
Consulting on the problem that has arisen;
Discussion;
Very important:
Subject Olympiads;
Intellectual marathons;
Various competitions and quizzes;
Word games and fun;
Projects on various topics;
Role-playing games;
Individual creative tasks.
As a rule, gifted children exhibit:
High productivity of thinking;
Ease of association;
Forecasting ability;
High concentration.
When working with gifted children, you must be able to:
Enrich the curriculum, e.g. update and expand the content of education;
Stimulate students' cognitive abilities;
Work differentiatedly, provide an individual approach and advise students;
Make informed psychological and pedagogical decisions;
Analyze your teaching and educational activities and the entire class;
Select and prepare materials for collective creative activities.
One of the main features of gifted children, which greatly interferes with his disciplined studies at school, is a persistent reluctance to do what is not interesting to him. Such children strive to study on their own; they are hurt and offended if adults try to direct their studies.
One of the opinions of modern educators is that specialized classes or schools should exist to educate children with high abilities. It is better for such a child to be surrounded by similar children and study according to programs that correspond to his level of intelligence. In addition, gifted children have the opportunity to graduate from school and go to college earlier. This gives them an advantage - they can make a career earlier and achieve creative success in their chosen field.
Another thing is that gifted children should not be an “exception.” The younger generation should consist of such children (in one direction or another), and this means that these children should fill everything educational institutions. If the latter is absent, it means that the problem appeared before we had time to notice it.
Organization of work with gifted children of primary school age.
MBOU secondary school No. 3 village. Serafimovsky MR Tuymazinsky district of the Republic of Belarus,
“A person’s talent is a small sprout that barely emerges from the ground and requires enormous attention. It is necessary to care for and cherish it, to look after it, to do everything so that it grows and bears abundant fruit.”
Today, the problem of identifying, developing and supporting gifted children is extremely relevant for Russia. Discovering and realizing their abilities and talents is important not only for a gifted child as an individual, but also for society as a whole. Gifted and talented children and youth are the potential of any country, allowing it to develop effectively and constructively solve modern economic and social problems. In this regard, working with gifted and highly motivated children is extremely necessary.
Russian President Vladimir Putin spoke about the importance of this problem.
Here is one of the points of the message to the Federal Assembly of the Russian Federation: «… It is necessary to complete the creation of a nationwide system for finding and supporting talented children. Everyone should have the opportunity to develop their abilities from an early age, regardless of income level, social status of parents and place of residence of families. I instruct the Government to take this recommendation into account when introducing new educational standards and to develop a per capita funding standard for pedagogical support for gifted children.”
Identifying gifted children and organizing systematic work is one of the main tasks of modern schools and educational practice in the context of modernization of the Russian education system.
Ø Participation of children in the work of non-governmental educational institutions.
Ø Competitions, Olympiads, Mind games, quizzes.
Ø Generalization and systematization of materials and results of work with gifted children - “Portfolio”.
Not a new, but popular form of work with gifted children of primary school age is the research activity of students, which contributes to the development and individualization of personality, as well as the formation of motivation for students to acquire knowledge. Lessons from the surrounding world are perfect for this. A research lesson allows you to pose serious problematic questions and research tasks, and a child’s craving for “mysteries” turns him into a “researcher.” The success of completing such tasks creates “intellectual” joy and positive emotions.
The problem of developing giftedness in our school is relevant; we have conditions for the development of students and there is a need to identify their abilities. There are different forms and methods of working with gifted children, but the formation of intellectual abilities comes to the fore. Regardless of the level of talent and even the level of intellectual capabilities, it is necessary to develop their creative qualities. An important condition is the ability to find talented children among the many students. The process of identifying gifted children is based not only on such objective data as the level of academic performance, but also on the experience of the teacher and his intuition. This task - to identify as many children as possible with signs of giftedness and to provide them with favorable conditions for improving their inherent activities - is one of the most important in the work of a teacher and class teacher.
Identification of gifted children at primary school age begins with the first visit to a psychologist or teacher upon entering 1st grade (this can also be in kindergarten). It cannot be said that the elementary school actively cooperates with the preschool institution. Throughout the year, children come to classes at the preschool school. We have been doing this kind of work for more than 10 years. The main content of the work in the preparatory period: work with families, consultations with teachers, speech therapist, work on continuity between kindergarten and school, parental education, classes with children. Then, the identification of the gifted occurs in the process of teaching the child based on observation, study psychological characteristics, speech, memory, logical thinking. Almost the entire first year of a child’s schooling is aimed at identifying abilities. As a rule, such children have higher intellectual abilities, receptivity to learning, creative abilities and manifestations compared to the majority; dominant active cognitive need; experience the joy of acquiring knowledge. Already in the first grade, capable mathematicians, readers, artists, and simply activists are identified. The teacher needs to attract such children to help him through play at the initial stage. From experience I can say that this technique works. To develop the child’s identified abilities, the teacher invites parents to enroll the child either in an additional education school, or in a circle, section, etc. It is important here to cooperate with parents and provide them with assistance in the development of the child. In addition, we solve another problem: we involve parents in cooperation and family unity. Having identified children who are capable of research activities, we invite them to carry out a short study on any subject or topic. Typically, children are actively involved in such work: they conduct research, look for material confirming this fact, and prepare a computer presentation, starting from the first grade. Using this approach, we solve a number of other educational problems: we teach children to access different sources of information, process information, and instill an interest in reading. It should be noted that having identified young researchers in our school, we are holding a school scientific and practical conference. The youngest participants are first graders. Of course, adults also help them: teachers, parents. But the 4th grade kids cope with everything on their own. Since the third grade, an intellectual marathon has been held in our area for elementary schools, where the most gifted in in this direction. There is no need to say what kind of preparation is carried out with children before this in the classroom and at school: individual lessons by a teacher with a gifted child, a differentiated approach during the lesson, individual homework, participation in the school Olympiad. If such work is systematic in nature, then there will be results.
As a rule, gifted children have good results in all-Union games such as “Kangaroo”, “Russian Bear”, “CHIP”, “Infoznayka”, “Gagarin Cup”, etc. And what’s great is that students themselves are interested in the date of the competition , involve other children. Isn't this a cognitive activity?
The viability of the system of working with gifted children is confirmed by the presence of winners and prize-winners different levels subject and developmental Olympiads (district, republican, all-Russian), student research competitions, creative and sports competitions and competitions. Thanks to systematic work, gifted children become successful.
In conclusion, I would like to say that in order for work with gifted children to be successful, it is necessary to create certain working conditions:
· Awareness of the importance of this work by each member of the team and, in connection with this, increased attention to the problem of developing positive motivation for learning.
· Creation and continuous improvement of a methodological system for gifted children.
· Recognition by the staff of teachers and school management that the implementation of a system of work with gifted children is one of the priority areas of the educational institution’s work.
There is no magic, there is no miracle,
Art begins with a simple...
Find the key to a child's soul,
So that he could paint the whole world...
See the blue in the eyes of heaven,
Wrap the winter forest with an acrylic scarf,
Look at the rainbow, the successor of the rain
And in this rainbow you suddenly see... yourself!
Balandina E.G.
primary school teacher MBOU School No. 41 “Harmony” Samara
Annotation: The article discusses the importance of identifying gifted children, organizing work with gifted children, forms of work with gifted children, describes the positive aspects of identifying gifted children, and touches on the development of children's giftedness.
Keywords: giftedness, the phenomenon of gifted children, systematic activity approach, mental talent.
Organization of work with gifted children of primary school age.
Today, the problem of identifying, developing and supporting gifted children is extremely relevant for Russia. Discovering and realizing their abilities and talents is important not only for a gifted child as an individual, but also for society as a whole. Gifted and talented children and youth are the potential of any country, allowing it to develop effectively and constructively solve modern economic and social problems. In this regard, working with gifted and highly motivated children is extremely necessary.
Identifying gifted children and organizing systematic work is one of the main tasks of modern schools and educational practice in the context of modernization of the Russian education system.
The Federal State Educational Standard is based on a systemic-activity approach, which, among the many planned results, involves: the education and development of personality traits that meet the requirements of modern society; taking into account the individual characteristics of students; diversity of their development, ensuring the growth of creative potential and cognitive motives.
Foreign and domestic psychologists have been studying the issues of giftedness in children. There are major studies in the field of psychology of creative talent of Americans J. Guilford, P. Torrance, F. Barron, K. Taylor. Based on the ideas of psychologists J. Carroll and B. Bloom, their followers developed a methodology for teaching gifted children. J. Bruno studied especially gifted children. Problems of giftedness were studied by domestic psychologists: Matyushkin A.M. in the work “The Concept of Creative Giftedness” and others, Shumakova N.B. in a number of her works, Chistyakova G.D. in the article “Creative talent in the development of cognitive structures”, Yurkevich V.S. in “Problems of diagnosis and prognosis of giftedness in the work of a practical psychologist.”
GIFTED is a significant advance in mental development compared to age norms or exceptional development of special abilities (musical, artistic, mathematical, etc.).
The phenomenon of gifted children was actively discussed in the second half of the 20th century. Since that time, many works have been written in this area, special programs have been created to work with gifted children, including the Gifted Children program, within the framework of which the Working Concept of Giftedness was developed. And yet, every family with gifted children faces individually the phenomenon of giftedness and the problems that lie behind it.
Gifted children who demonstrate outstanding ability in one area are sometimes no different from their peers in all other respects. However, as a rule, giftedness covers a wide range of individual psychological characteristics.
In psychology and pedagogy, the idea of the presence of general and special abilities and giftedness is widespread. The first include those that meet the requirements of many types of activities at once (for example, intellectual abilities). Special abilities meet the requirements of only a narrow specific activity (for example, artistic ability, the presence of a singing voice). True, there are opinions that it is difficult to draw a clear line between them and this division is rather arbitrary.
Undoubtedly, the school should work with gifted children, creating conditions for their self-determination, self-realization and socialization at all stages of development. The teacher’s professional interest, one way or another, is related to the problem of identifying, supporting and developing children’s giftedness.
Identification of gifted children should begin already in elementary school on the basis of observation, study of psychological characteristics, speech, memory, and logical thinking.
All kinds of forms and activities allow them to support and develop their abilities and talents.
The main forms of work with gifted children in our school are:
Subject week.
Subject and creative clubs, extracurricular activities that allow students to show their creativity in a variety of forms of its manifestation: stage creativity, fantasy, imagination, inventing and writing, searching additional information to the lesson.
Organization of research work and project activities.
Competitions, Olympiads, intellectual games, quizzes.
Generalization and systematization of materials and results of work with gifted children - “Portfolio”.
Not a new, but popular form of work with gifted children of primary school age is the research activity of students, which contributes to the development and individualization of personality, as well as the formation of motivation for students to acquire knowledge. The lessons of the surrounding world help in this as well as possible. A research lesson allows you to pose serious problematic questions and research tasks, and a child’s craving for “mysteries” turns him into a “researcher.” The success of completing such tasks creates “intellectual” joy and positive emotions. Children, starting from first grade, take part in the interschool conference “First Steps into Science.”The youngest participants are first graders. Of course, adults also help them: teachers, parents. But the 4th grade kids are already coping on their own. For several years, our school has been hosting the city tour of the international Olympiad "Intellect". In 2016, the interregional round of this Olympiad took place. Our guys are active participants in this event. More than once we were proud of their victories! There is no need to say what kind of preparation is carried out with children before this in the classroom and at home: individual lessons by a teacher with a gifted child, a differentiated approach during the lesson, individual homework. If such work is systematic, there will be results. Gifted children also have excellent results in the all-Russian games-competitions “Kangaroo” and “Russian Bear”. It’s great that the students themselves are interested in the date of the competition and involve other children.
There are different forms and methods of working with gifted children, but the formation of intellectual abilities comes to the fore. Regardless of the level of talent and even the level of intellectual capabilities, it is necessary to develop their creative qualities.
Thus, the work of a teacher with gifted children is a complex and never-ending process. It requires from teachers personal growth, good, constantly updated knowledge in the field of psychology of the gifted and their education, as well as close cooperation with psychologists, other teachers, administration and, of course, with parents of the gifted. It requires constant growth of skill, pedagogical flexibility, and the ability to abandon what even today seemed like a creative find and strength.
Bibliography:
Belova E.S. The child’s giftedness: reveal, understand, support - M; 1998 -251 p.
Leites N.S. Age giftedness of schoolchildren:. M.: Publishing center "Academy", 2000.-320 p.
Panov V.I. If giftedness is a phenomenon, then gifted children are a problem // Primary school: plus - minus. - 2000. - No. 3. - P. 3-11.
Savenkov A.I. Gifted children in kindergarten and school: Textbook. manual for students of higher pedagogical educational institutions. - M.: Publishing center "Academy", 2000. - 232 p.
Federal state educational standard for primary general education. M., Education, 2010.
“Working with gifted children of primary school age in the classroom and outside of school hours”
The problem of giftedness and organization of work with gifted children in modern system education is becoming increasingly relevant in connection with the ongoing socio-economic transformations in the state, the priority of innovative forms of development of production, society, and personality.
Most modern educational projects have the goal of developing the individual talent of an individual who has key competencies that allow him to be successful in the professional and social sphere of relationships. From an educational point of view, the goal of the system of working with the gifted is to achieve optimal compliance of the conditions of a particular educational environment with the needs of a particular social group.
One of the most important directions of the State educational policy, focused on creating conditions and opportunities for the successful socialization and effective self-realization of the younger generation, to develop its potential in the interests of Russia, to ensure the country’s competitiveness and strengthen its national security, is the identification, accompaniment and support of gifted children.
In the message voiced by D.A. Medvedev Federal Assembly The Russian Federation's national educational strategy - the "Our New School" initiative - pays special attention to working with gifted and talented children.
The problem of giftedness is complex problem, in which the interests of different scientific disciplines intersect. The system for the development of a child’s giftedness must be carefully built, strictly individualized, and its implementation must occur at a fairly favorable time. age period. Childhood is a period of formation of abilities, personality and rapid integrative processes in the psyche.
“A person’s talent is a small sprout that has barely emerged from the ground and requires special attention. It is necessary to care for and cherish it, to look after it, to do everything necessary so that it grows and bears abundant fruit.”
V.A. Sukhomlinsky
In modern Russian society, there is an increasing need for people who think outside the box, are creative, active, and are capable of solving assigned problems in an unconventional way and formulating new, promising goals. In these conditions, the support, development and socialization of gifted children undoubtedly becomes one of the priorities of the education system. The process of identifying, training and educating gifted children and talented children constitutes a new task for improving the education system, since educating gifted children today is a model for educating all children tomorrow. One of the areas of educational development is the system of support for gifted children.
To solve this problem, a consistent consideration of a number of particular problems is required: first, what is “giftedness”; secondly, what are the main characteristics of the criteria for its formation and identification methods; thirdly, how it manifests itself and is formed in the classroom.
In accordance with this, we found that there are several definitions of the concept"giftedness" . Dictionary D.N. Ushakova defines this concept as talent, giftedness, one or another degree of it, mental giftedness.
Gifted - a person who has some properties, qualities, abilities.” (Ushakov’s Explanatory Dictionary. D.N.Ushakov. 1935-1940). In Ozhegov’s dictionary, this word is explained as “giftedness is the same as talent” (Ozhegov’s Explanatory Dictionary. S.I. Ozhegov, N.Yu. Shvedova 1949-1992).
Analysis of existing theoretical views allowed us to formulate as working definitions thatgiftedness is a complex mental formation in which cognitive, emotional, volitional, motivational, psychophysiological and other mental properties, potential inclinations and special abilities are intertwined, the development or extinction of which is determined by factors of a personal, social and pedagogical nature.
Gifted child is a child with outstanding intelligence and non-standard thinking, individual inclinations and abilities, their combination, a creative approach and high motivation for activity, which leads, in the process of complex interaction of personal potential, socio-cultural environment and professional pedagogical support, to high achievements and outstanding results in one or several areas.
Didactic approaches to teaching
The distinctive features of gifted children, as psychologists note, are: a high level of thinking and intelligence, cognitive need, excellent memory, well-developed speech, and a large vocabulary.
The question of how to identify gifted children still remains unresolved. First of all, don't waste time. Identifying children's giftedness is very important for building a pedagogical system focused on the development of students' intellectual and creative abilities. It should be noted that tests have been developed that successfully identify gifted children. The methodology for diagnosing giftedness is based on the model of the American scientist Joseph Renzulli, who views giftedness as a combination of intellectual abilities, motivation and creativity. Among educators and psychologists, there are at least two points of view on gifted education. According to one of them, for the education of gifted children it is necessary to create special classes and special educational institutions. According to another point of view, gifted children must be educated along with all children, otherwise they will not learn to live among “ordinary” people, communicate and work with them.
It must be remembered that we are considering the problem of the development of children's talent in the context of educational activities carried out in a traditional mass school. Many theoretical and practical findings of Russian educational psychology and didactics are in good agreement with the needs and characteristics of mentally outstanding children. These are the ideas of enlarging content units through meaningful generalization (V.V. Davydov), a problem-based approach to teaching (A.M. Matyushkin and others), the use of reference diagrams and signals (V.F. Shatalov), the use of enlarged didactic units (P.M. .Erdniev). All of these approaches should be explored in relation to the situation of teaching gifted children.
Highlight different kinds giftedness. For example, by type of activity:
– intellectual - the child has increased curiosity, exceptional intelligence, complete immersion in mental activity, etc.;
– creative – ease of generating ideas, the ability to offer qualitatively different, non-repetitive solutions, originality of thinking, etc. (please note: this is not artistic and aesthetic talent and not intellectual talent, and there are different points of view on the relationship between intellectual and creative talent);
– academic, manifested in successful teaching of certain academic subjects, in the expressed selectivity of the child’s interests (very often to the detriment of other academic subjects);
– artistic and aesthetic: visual, musical, literary, acting;
– social or leadership (the most recently recognized type of talent and still controversial), associated with the ease of establishing contacts and high quality interpersonal relationships;
– psychomotor (i.e. sports) – characterized by a person’s ability to have objective information about his movements, accurately control his movements and manage them (motor, sensory and cognitive abilities).
Thus, working with gifted children involves three stages:
Taking into account the success of children in any type of activity;
Individualization of the child’s creative capabilities and abilities;
Formation, deepening and improvement of the student’s extraordinary abilities.
Diagnosis of gifted children is carried out annually by the school's psychological service and teachers for timely identification and creation of optimal organizational and pedagogical conditions for the development of students.
Of course, in this process it is necessary to take into account and determine the role, place and significance of each educational subject. Therefore, before modern school The task is to create conditions that help support and develop the child’s individuality, his abilities, realize and develop his potential, provide educational needs gifted children so that in the future these abilities turn into their achievements.
The relationship between factors of giftedness and the external environment
Having identified gifted children, the teacher must interest them in their subject, its significance in the modern integrated development of society, teach them to think logically, enrich their knowledge and vocabulary, engage them in creative, problem-solving tasks, give impetus to creativity and awaken imagination, do everything possible for development their talents.
There is a contradiction between the opportunities and abilities of a creatively gifted individual and the educational services that a regular secondary school offers him.
In this situation, a large role and responsibility falls on the teacher, as the main subject of the didactic process. In our opinion, the system of working with gifted children can be divided into three parts:
1-lesson activity - traditional lessons, innovative lessons: lessons with ICT, projects, round table, excursion, debate, debate, press conference, role-playing game, integrated lessons;
2-extracurricular work: subject Olympiads, subject decades, special courses, research work, consultations, creative homework;
3-system of additional education – distance olympiads, distance courses, independent work students, language portfolio.
In our opinion, the implementation of creating conditions for personal development in education occurs mainly in training sessions, that is, in a lesson where the age and individual characteristics of children, the level of subject knowledge and the level of training in general are taken into account. The lesson is the basis for working with gifted children, but in this case it requires a different composition, different content and a different organization of educational and cognitive activity of students.
There are four main approaches to working with gifted children: acceleration, deepening, enrichment, and problematization. All these approaches require non-standard lesson forms, such as differentiated work, multi-level technology, creating projects, lessons with ICT, debate lesson, excursion lesson, teleconference lesson, role-playing game, integrated lesson, which allows you to maintain and maintain interest in the subject , development of cognitive activity of students, based on facts, phenomena, socio-cultural component historical development nation. A differentiated approach in this case means determining the quantity, quality and sequence of exercises, tasks, tasks that require mental operations of varying quantity and quality. The most valuable thing in this point of view is that this happens invisible to students, that is, they all work in the same key, for example, discussing the text they read, life situation, unusual case, act.
As for multi-level technology, it involves the invisible division of children into gifted, advanced and ordinary. Multi-level technology - when gifted children gather in one group during lessons and study according to a special program.
Much attention is paid to educational cooperation, collective creative activity, that is, working in a team or group, when each group receives the same task. At the same time, the role of each student in completing the task is specified. A strong student plays the role of a teacher: helps to understand what they read, grammatical structures, vocabulary, and corrects mistakes if necessary. It is believed that such an organization of activity allows everyone to realize themselves to the best of their capabilities and abilities; see and feel the product of their own activity, in other words, each student develops himself as an individual through collective creative activity, analyzes and compares himself with others, makes plans for the future - to be no worse than others.
One of effective means solving the problem is also the project method as an active way of teaching gifted children. This is a practical and effective method for the comprehensive development of a child’s giftedness, nurturing his independence and educational success. The advantages of project activities are obvious because they:
includes integrated cross-cultural work;
promotes social and cultural development;
through involvement in productive activities, children can feel the joy of success;
makes the educational process dynamic and attractive;
projects develop independence, as children learn not only to have their own opinions, but also to make decisions;
The project comprehensively develops the child, enriches his educational level
has a positive effect on the emotional development of the child.
An important component when organizing training using the project method is social interaction, since interpersonal communication, built according to certain principles, allows you to see the problem, create an atmosphere of creativity, comfort, which contributes to the manifestation of the individuality of each student.
But this requires the teacher to work in a certain stage-by-stage manner:
A- the teacher proposes a problem for discussion, the result of the work is the teacher’s personal position on this problem, which he presents to the students logically and demonstrably (as an example);
B- students themselves identify the problem and collectively solve the identified problem;
B-students identify and solve the problem themselves.
In fact, such an organization of activity implements the theory of the gradual formation of mental actions (P.Ya. Galperin, N.F. Talyzina).
Thus, the teacher, as a professional and as an individual, is the main subject of the didactic process, which must have:
Appropriate theoretical and practical training for working with gifted children;
Ability to recognize signs of giftedness;
Ability to structure training in accordance with diagnostic results;
Kindness, sensitivity, sense of humor;
Emotional stability;
The ability to coordinate your actions with the actions of parents.
Ability for self-analysis;
All of the above indicates that when teaching in collaboration, the teacher also acquires a new, very important role - the organizer and inspirer of independent educational, cognitive, communicative, and creative activities of students.
In the process of teaching gifted children, the search for the most effective forms of classes is important. The classroom-lesson form of organizing educational activities can either promote or hinder the development of a child’s intellectual and creative abilities. The main ways of working with gifted children in these conditions are differentiation and individualization.
Traditionally, the most common forms of work with gifted children are the All-Russian Olympiad and the scientific conference of schoolchildren. These events have established traditions and occupy a special place among intellectual competitions. These intellectual competitions are a proven way to identify children with outstanding abilities, give them motivation and opportunities for further development and the realization of these abilities.
The project method includes student research activities. Educational research conducted by students outside of class time allows for a free search for the necessary information; Regular observations and measurements develop students’ ability to work independently. When organizing such work, project-oriented learning is widely used both in class and in extracurricular activities, in which students set and solve their own problems, culminating in the creation of a product of their work.
The following activities help develop the creative abilities of students:
1. Involving students in project and research work. This makes the learning process interesting; expands knowledge beyond the topic; make the educational process dynamic and attractive; students become creative explorers; get satisfaction from work.
2. The use of role-playing games that activate the creative process in the lesson; include elements of dramatization; provide an opportunity to organize a discussion and lively exchange of opinions; involve informal communication.
3. Using creative tasks, for example, coming up with a riddle; create a teaword, crossword, rebus; essay competitions;
4. Extracurricular work in the subject: subject weeks; Olympics; holidays; marathons, evenings, etc.
Forms of work with gifted students:
- creative workshops;
- electives;
- hobby groups;
- competitions;
- intellectual marathon;
- Olympiads (school, district, regional, interregional);
- scientific and practical conferences;
- elective courses;
- work according to individual plans;
Principles of pedagogical activity in working with gifted children:
· the principle of maximum diversity of opportunities provided for personal development;
· the principle of increasing the role of extracurricular activities;
· the principle of individualization and differentiation of training;
· the principle of creating conditions for students to work together with minimal teacher participation;
· the principle of freedom for students to choose additional educational services, assistance, and mentoring.
Personality characteristics and behavioral traits of teachers of the gifted.
The personality of the teacher is the leading factor in any teaching. The situation with a teacher for gifted children is no exception. Since any good teacher should be a model of pedagogical virtues, a teacher who works with highly intelligent children is in the eyes of.
Interpersonal communication, promoting the optimal development of children with outstanding intelligence, should be in the nature of help, support, and non-directiveness. This is determined by the following characteristics of the teacher’s ideas and views:
Beliefs about others: Others are capable of solving their own problems, they are friendly, they have good intentions, and they have a sense of self-worth that should be valued, respected and protected. Those around you have a desire for creativity; they are a source of positive emotions rather than negative ones
Self-Beliefs: I believe that I am connected to others rather than separate and alienated from them, I am competent in solving problems at hand, I am responsible for my actions and trustworthy, I am loved, I am attractive as a person
The teacher's goal: to help the student develop and develop his abilities, to provide him with support and assistance.
According to researchers, the behavior of a teacher for gifted children in the classroom in the process of learning and constructing their activities should meet the following characteristics:
He develops flexible, customized programs;
Creates a warm, emotionally safe atmosphere in the classroom;
Provides students feedback;
Uses a variety of learning strategies;
Respects the individual;
Contributes to the formation of positive self-esteem of the student;
Respects his values;
Encourages creativity and imagination;
Stimulates the development of mental processes top level;
Shows respect for the student's individuality.
A successful teacher for the gifted is, first of all, an excellent subject teacher who deeply knows and loves his subject. In addition to this, he must possess such qualities that are essential in communicating with any gifted student. Finally, the teacher needs special qualities associated with a certain type of giftedness: intellectual, creative, social, psychomotor, artistic.
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