Working with gifted children at primary school age. Features of working with gifted children of primary school age in Russian conditions In the field of technical giftedness

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:

Classwork (work in pairs, in 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 things that are 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), which means that these children should fill all educational institutions. If the latter is absent, it means that the problem appeared before we had time to notice it.

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Working with gifted children at primary school age

Introduction

1. Ways to develop giftedness in primary school age

1.1 The concept of giftedness

1.2 Giftedness in primary school age

1.3 Features of the development of giftedness in primary school age

2. Experimental work on the development of giftedness in younger schoolchildren

2.1 Diagnostic work

2.2Work to develop creative abilities

Conclusion

Bibliography

Introduction

Currently, the attention of many psychologists and teachers both in our country and abroad is attracted by the problem of children's giftedness.

There are different groups of gifted children. The first group includes “super gifted” children with extremely accelerated mental development. They are a contingent of special schools and boarding schools. There is another group - children with a very high specialized level of abilities, for example musical or mathematical. Typically, children in this group study in specialized schools, and for a mass school, working with them is also not urgent. I would like to dwell in more detail on the third group, which includes quite numerous children who study together with others in a public school, but differ from the rest in their special predisposition to mastering a particular educational field, early psychological maturity, and a high level of social culture. It should be noted that important in working with gifted children is not only timely diagnosis and selection, but also ensuring further development.

The main task is to structure the entire educational process and its psychological support in such a way that any individual characteristics of children, which contain the grain of advanced development in one area or another, do not pass our attention, are realized and cultivated in our pedagogical activities with these children.

“Every child is to a certain extent a genius,” wrote Schopenhauer. The teacher must remember that no two children are alike: each has something of their own, something that sets them apart from the crowd and makes them unique. For one, this is the ability to quickly and without errors solve mathematical problems, for another, the ability to draw, for a third, golden hands, for a fourth, a predisposition to sports success, for a fifth, organizational skills... In a word, our attention to gifted children should organically fit into image of the world of any child and be completely natural for him. This should happen both in class and in extracurricular activities.

In the classroom, this approach to students can be implemented using various innovative technologies, including problem-based and dialogic learning (one of the most currently developed technologies in the School 2100 OS).

The main thing in problem-dialogical teaching is the creation of a problem situation that:

· must have a sufficiently high level of difficulty, but accessible to the student;

· should arouse interest by its content and the student’s need to solve it;

· should contribute to the student’s “discovery” of new knowledge and advancement in educational activities.

We see that problem-based dialogical learning is a type of teaching that ensures creative learning by students through dialogue with the teacher. This technology is effective and health-saving, as it ensures high quality of knowledge acquisition, effective development of intelligence and creative abilities, and nurturing an active personality.

Children take part with pleasure in various creative intellectual competitions, small educational Olympiads, brain rings, KVNs, quizzes, etc.

I would also like to dwell on methods for developing leadership talent (organizational abilities) of students. A children's association “Buttons” has been created in the class, which is meaningful for students and corresponds to the real, and not imposed, values of children. It has its own symbols, rituals, a system of norms and rules of behavior that do not contradict the School Charter. There is an active class self-government body, the Class Council, which is elected for a period of one year.

All students in the class are divided into groups - “families”. The Class Council includes group leaders and the headman. They are the ones who create temporary creative teams to organize and conduct class events, holidays, games, etc. The work of the Class Council is coordinated by the class teacher together with the parent committee.

Students included in the “families” have various assignments: know-it-alls, craftsmen, entertainers, athletes, tubes, pills.

The supreme body of the class is the general meeting, which is held once a month. At the meeting, the work of the “families”, the fulfillment of assignments by students, the work of the Class Council, etc. are analyzed.

Thanks to the work of the class self-government body, most students take an active part not only in class affairs, but also in school and district events, competitions, cooperate with district organizations, provide assistance to the elderly, participate in the improvement of the village, etc.

All of the above is just a brief description of the methods and techniques of working with gifted children. In conclusion, I would like to remind you once again that giftedness is diverse, manifests itself at different levels, in all spheres of life, and it should be considered not only as achievements, but also as an opportunity for achievements.

1. Ways to develop giftedness

1.1 The concept of giftedness

Giftedness or general talent-- the level of development of any human abilities associated with their development. The concept as such was first formulated in the mid-19th century by the English psychologist Francis Galton. In the analysis, “artistic” and “practical” talents are separated. Early manifestation of abilities indicates giftedness. B. M. Teplov defined giftedness as “a qualitatively unique combination of abilities, on which the possibility of achieving greater or lesser success in performing a particular activity depends.” At the same time, giftedness is understood not as a mechanical set of abilities, but as a new quality, born in the mutual influence and interaction of the components that make up it. Giftedness does not ensure success in any activity, but only the opportunity to achieve this success. In addition to having a set of abilities, to successfully perform an activity a person must have a certain amount of knowledge, skills and abilities. In addition, it should be noted that giftedness can be special - that is, talent for one type of activity, and general - that is, talent for different types of activity. Often general talent is combined with special talent. Many composers, for example, had other abilities: they painted, wrote poetry, etc.

Giftedness, talent, genius manifest themselves in a person as bright, individually unique creative, intellectual, emotional, and physical abilities in one or another area of human activity. Differences in the degree, quality and direction of a person’s talent are predetermined by nature and the genetic fund. Every normal child is gifted with all human essential powers and the opportunity, under necessary and sufficient social conditions, to develop them in himself. In children, essential forces develop, as a rule, evenly, cumulatively, harmoniously. Which of the essential forces, be it intellect, feelings, will, arms and legs, vision and hearing, abstract or concrete imaginative thinking, can manifest itself most powerfully and vividly depends on the social and pedagogical background against which the general development of the child’s personality takes place. Under favorable circumstances, every child can prove himself to be a gifted being. Phenomenal, extraordinary abilities, brilliant talent, talent are based on a special organization of the brain, a predisposition to theoretical or artistic thinking; special connection between the eye, imaginative thinking and motor skills of the hand; the specific interaction of hearing, imagination, muscles of the pharynx, chest and lungs; sensitive and overreacting nervous system; the relationship between the constitution of the body and the organs of coordination of body movement. Such rare phenomena of early giftedness deserve special attention. However, they should not distract psychologists and teachers from the problem of giftedness of every normal child. The more opportunities are created for all children to express themselves creatively, the greater the chances of discovering and nurturing gifted, rare, bright and strong diverse talents in the general mass. Therefore, the task of pedagogy is to, based on the idea of the universal genetic giftedness of children, to create a methodology for working not only with clearly manifesting talents, but also to provide a field of activity for creative self-display and self-expression for all children. In a healthy social environment, individuals effectively interact in work, culture, and social relations, thanks to their diversity of talents, they complement, mutually develop and mutually elevate each other. Some are more gifted intellectually, others emotionally, physically, motorically, and others in moral-volitional, organizational, artistic, social-compassionate terms. Creative, brightly gifted individuals, involving those around them in their social circle, awaken their creative abilities, make the social environment morally and intellectually purer, more favorable for human development.

Giftedness in its essence is a holistic and multifaceted phenomenon. It has an anatomical and physiological basis, a certain organization and structure of the brain and all its functional systems. In the emergence and development of giftedness, a significant role is played by neuropsychic formations that determine the child’s capabilities for a special, original perception of the world, for educability and learning ability, for comprehension and creativity, self-expression and self-affirmation. In the structure of giftedness, emotional-volitional and effective-practical components occupy an important place. They stimulate the child’s activities in the practical use of abilities and creative powers. Talent is determined by the individual, personal, moral and aesthetic characteristics of a person. Ideology, conviction, adherence to principles, intellectual and moral looseness and freedom, perseverance, stubbornness, the ability to stand on one’s own, internal self-discipline, civil conscious discipline - all these are certainly internal conditions for the development of abilities, talent, talent. The talent of an individual is determined by subjective-objective factors that either contribute to the development of talent, or restrain and suppress the manifestation of abilities in children. The development of a child’s giftedness is facilitated by both the presence of a healthy genetic basis and conditions of a social, pedagogical and psychological nature. Giftedness arises and makes its way either as a spontaneous manifestation of the uniquely formed biological structures of the brain and body, requiring appropriate practical activity for its development, or as neuropsychic and physical new formations that arise in the process of upbringing and training as the body’s response to the demands of the environment, and also specific physical, social, intellectual, artistic activities in which children are involved. In both cases, the development of a child’s giftedness requires conditions that ensure the testing and application of spiritual and physical abilities. Of particular importance is the system of productive, creative activity, which creates the opportunity for experimentation and gives the right to one’s own opinion and mistakes. It is organized in the forms of children's amateur performances, the essence of which is not limited to spontaneity, the spontaneity of children's self-expression and self-affirmation. Amateur activity is effective when it represents an organic fusion of internally determined drives and impulses, needs and incentives with socially meaningful activities. Its implementation by children, provided with adult counseling, a psychologically favorable environment and the necessary socio-material conditions, must be independent. At the same time, any talent that is gradually brought to the level of creative and professional activity cannot be successfully formed in isolation from the master, outside of pedagogical guidance. Organized introduction and mastery not only does not suppress a creatively developing personality, but, on the contrary, supports the child’s faith in his own strength, in the possibility of achieving success, and stimulates healthy self-esteem and ambition. At the same time, a child who wants to succeed in developing his talent must prepare himself for hard work. Life and human nature are such that success and crucification of abilities come! only to those who are ready to overcome external and internal obstacles and difficulties. The shortage of talents is explained not by the impoverishment of human nature, but by the absence of strong natures capable of showing courage, perseverance, perseverance, strict self-discipline in self-education and self-education, in critically rethinking generally accepted dogmas, stereotypes, “immutable truths”, in upholding the new.

The self-development of a gifted nature, a creatively thinking personality is also determined by a moral and psychological attitude that dictates that one seek support not so much in other people and favorable external circumstances, but first of all in oneself, one’s inner spiritual world, filled with faith in oneself and one’s calling. Internal spiritual self-affirmation is facilitated by the process of creativity itself, which completely absorbs the creator, giving him the highest moral and aesthetic satisfaction and pleasure, compensating for all the costs of a harsh attitude towards himself. As a result, a talented child becomes committed to internal spiritual values, which help to withstand the external adversities that await a talented person everywhere.

Along with stimulating factors, there are factors that hinder the development of giftedness in children. Among them is not only the lack of a socio-material base, a field for the manifestation of the diverse talented activities of children, their creativity, but also formalized, automated and mechanized learning systems. By practicing the skills of performance, imitation, reproductive activity, obedience, external discipline, achieving success in training, they suppress in the bud the human “self,” spirituality, giftedness, talent, which comes to the light of day in all its uniqueness as a result of the organic unity of self-organization and creative intellectual freedom . Overorganization and shallow methods of teaching and upbringing explain the underachievement and bad behavior in the lessons of gifted children. It contains an external instinctive manifestation of protest of dying talent. Mediocrity, a child’s lack of interest in himself, is a natural consequence of being included in the mass of “incapable”, “mediocre” “hooligans” and “fools”, in the group of socially and psychologically rejected. giftedness school talent

The development of children's talent is also hampered by the enslavement of a significant part of children to a spiritually impoverished, soulless mass culture that manipulates their feelings and consciousness, turning them into passive objects of aggressive influence. The lack of psychotherapeutic and psychological assistance to schoolchildren in overcoming inferiority complexes, aggressiveness, sexuality, and in developing the desire to sublimate internal energy into useful creative self-expression has a negative impact.

Central to the problem of giftedness is the question of its types, strength and completeness of manifestation, as well as the main criteria of talent. The types of giftedness in children are very diverse. In order to determine and identify types of giftedness, a close combination of general developmental and special exercises is necessary. There are several types of intellectual giftedness. The rational-thinking type is manifested in the child’s inclination towards conceptual, abstract, abstract thinking, towards various kinds of theoretical generalizations. This ability is primarily necessary for scientists, politicians, economists, public figures - everyone whose profession requires the ability to generalize, operate with symbols, make informed, informed choices in a variety of scientific, economic, and political situations and make responsible decisions. The abstract rational way of mastering the real world is opposed by the figurative and artistic thinking type. Its distinctive feature is thinking in images, the ability to operate with figurative-visual, figurative-auditory ideas, to create in the imagination new figurative generalizations, designs, models, combinations of elements of sound, visual and verbal material. Imaginative thinking is widely used in artistic, creative, design, construction professions, it allows you to effectively choose the best options for new technical, technological and artistic-industrial solutions, and create original works of art. There is also a mixed, rational-imaginative type of talent, which allows a scientist to use imagination in scientific discoveries and create works of art, and an artist, writer, composer to clearly express themselves as thinkers: philosophers, historians, politicians, scientists, religious figures. Giftedness also manifests itself in the increased emotional sensitivity of one person to the biofield of another. On this basis, the extrasensory ability of individual individuals to actively influence the physical and spiritual-psychological states of people develops. Such talent is extremely important for a doctor, especially a psychotherapist, actor, director, public figure working with the masses.

There are various types of giftedness in physical organization, often combined with certain types of intellectual giftedness. Among them are such types as motor-physical, neuroplastic, intellectual-physical. Physical talent is important for every person, but it is absolutely necessary for the performance of workers, peasants, space, military professions, as well as for dancers, actors, athletes and athletes.

Giftedness of various directions and types as a qualitative new formation in a person manifests itself as a result of various combinations of all essential forces. Its development in a child is facilitated by information about age-related manifestations of talent, the degree, strength and form of its expression. The direction of some of the child’s abilities can clearly manifest itself already at an early, preschool age. Giftedness in the motor-physical sphere, which gives the body special plasticity and opens up the prospect of practicing ballet and sports, is subject to development as soon as the initial stage of the formation of the body is completed. Early manifestations of talent are found in the field of theoretical, intellectual and artistic creativity. The inclusion of the corresponding essential forces of preschoolers (hearing, vision, touch, mental processes, nervous system, breathing) in active activities is a decisive condition for their acquisition of special skills and success in achieving mastery in the future.

At the same time, many children may not have a clear manifestation of their abilities at an early age. Their hobbies are changeable and unstable, they achieve average success both in their studies and in freely chosen activities. However, this does not mean that such children are generally mediocre. Some of them have not yet found themselves in everyday everyday affairs, have not found themselves in a situation most favorable for the manifestation of their individual abilities. The process of maturation of the essential forces of others is somewhat slower, requiring significant time expenditure and greater efficiency in the chosen area of activity. In such children, seemingly average, in later age periods there is a rapid manifestation of hitherto hidden, internally formed talent, a kind of alloy of essential forces that finally acquire the form of manifestation in the sphere. A spontaneous explosion of abilities can direct the child’s interests and activities in the most unexpected direction: into invention, artistic or scientific creativity, into the field of organizing social human activity. Finally, a child’s giftedness may not be discovered for a very long time, or may remain undiscovered altogether. Most often, this depends on the fact that the student never finds himself in his environment, does not encounter activities that would awaken the dormant creative forces in him, set them in motion and form a talented personality. A teenager living in the countryside, in the outback, who is interested in technology, does not have the opportunity to master more advanced machines than a tractor or a car. And a schoolchild in the city, who has a love for animals and is interested in environmental problems, is limited to communicating only with pets, fish in an aquarium, and birds in a cage. It is obvious that the decisive condition for the manifestation of mass talent in children is the sprat of universal secondary education and the variety of opportunities for practical creative activity. The law of random spontaneous manifestation of various human abilities is confirmed more often, the wider and more diverse the possibilities for the practical application of children's creative essential powers. At the same time, in this case, the element of chance in the child becoming a capable person is reduced.

Observations of capable children show that there is no strict and unambiguous positive relationship between their giftedness and academic success. Moreover, as everyday practice convinces, high success in all general education subjects is demonstrated, as a rule, by students of average, not clearly identified abilities. The need for equally equal tension of mental strength for the successful mastery of all academic subjects, the dispersion of spiritual and physical forces muffles, restrains, bleeds, and slows down the process of development of talent in any one direction. That is why, by including schoolchildren in the process of mastering various general education sciences, crafts, types of labor activity, it is not necessary to demand from them an equal distribution of forces and equal success in all disciplines. Moreover, there is a direct and strict relationship between identified talent and children’s activity, manifestation of targeted interest, passion, and hard work.

Internal psychological and physiological criteria of giftedness are characterized by the development, originality of the course and manifestation of all mental and neuro-physiological processes. Depth, clarity, originality of theoretical or figurative thinking, freedom of verbal expression; wealth of creative imagination, strength and efficiency of logical, visual, auditory, emotional, sensory-motor memory; speed of reaction, flexibility of the nervous and physical organization of the body; intellectual emancipation, the ability to question and critically comprehend established ideas, stereotypes, dogmas. All these mental features are clearly revealed in children in the process of everyday educational and extracurricular activities, in conditions of freedom of creative self-expression, necessary and sufficient material base.

As an external psychological criterion for the emerging abilities and creative potential of a child’s personality, the internal material-spiritual pulsating power of the individual can be taken, spontaneously manifesting itself as interest, curiosity, passion, desire, persistent desire, spiritual-organic need for creativity” in one or another type of activity. Such free attraction, spontaneous manifestation of a complex of abilities can occur outside of organized educational or even club work.A gifted child, passive at school, finds refuge in a home workshop, laboratory, is engaged in invention, sawing, drawing, handicrafts, embroidery.

Moral and aesthetic measures of giftedness are expressed in emerging character traits, personal qualities, spiritual aspirations and ideals. Teenagers, boys and girls with developed abilities, as a rule, know what they want and who they expect to become. They are characterized by dedication to their chosen cause, perseverance, perseverance and will in achieving their goals. They sacrifice small pleasures to a sense of duty and responsibility, and show faith in the success of the business, endurance and discipline. They are able to endure inconvenience, oppression and even suffering for the sake of their passion; they are ready to fight and defend their spirit of creativity. Talented children are proud, straightforward, ambitious, honest, value talent in other people, are devoid of envy, vile intentions and feelings, and consider it beneath their dignity to take part in intrigues. They are endowed with an aesthetic vision of the world, they perceive the beauty of a person, his work, bright and original creative self-expression.

Activity-practical criteria for giftedness are specifically expressed in the results of children's creativity. The higher the quality of the work or product, the more mature the abilities, the more obvious the child’s talent. These are the originality of the essay, the logic of solving problems, the depth of understanding of problems, the practical significance of technical creativity, the aesthetics of amateur performances, the quality of material products of labor, the clarity of organizational activities, a high level of achievement in sports, mastery in the visual or performing arts.

The direction, strength and depth of a child’s giftedness is measured most accurately and clearly in the case of complex application of all criteria and simultaneous assessment of all indicators. The highest level of talent is recorded when the ability for creativity, revealed in a specific activity, is accompanied by passion, a strong will in the pursuit of a goal, is organically connected with simple norms of human beauty and morality in behavior, and is characterized by success and high quality of labor results. The manifestation of lack of will, laziness, and lack of aesthetic sense by a capable child is clear evidence of a dormant state, insufficient maturity and talent. Only a teacher is able to help such a student pull himself together, develop qualities and character traits, without which no natural talent can be realized or take place. Nurturing giftedness in children is at the same time nurturing their integral personality.

Criteria for children's giftedness are effectively used only in conditions that are resolved by the general problems of organizing pedagogical work and developing the creative abilities of schoolchildren. Children's creative work is pedagogically effective when it is expedient from the point of view of its usefulness! values, social significance. The direct goal of creativity, which can inspire and stimulate the active activity of a child, is self-affirmation through the creation of material and spiritual values. The indirect, actually pedagogical goal is to develop, in the process of expedient, useful activities of children, their essential powers: intelligence, vision, hearing, feelings, hands, fingers, nervous system, skills and abilities, the ability to acquire and use knowledge. These goals are achieved when creative methods are widely used in organizing children's life and work. Among them are games using children's improvisation and invention; own tasks and practical exercises; business letters, diaries, essays, poems, stories, songs, reviews, critical articles; analysis of modern socio-political events, historical facts, works of art and scientific data; participation in performances; activity in creative, economic, production, organizational activities, and research work. It is also important to encourage independence in children’s creativity: their defense of a position, an original vision of the world, an extraordinary author’s project, a seemingly absurd approach to a problem, the manifestation of independent thought, asceticism. It is also necessary to maintain an atmosphere of honest, open criticism in the children's creative team, combined with goodwill and mutual assistance.

Children's talents are discovered and revealed in an environment where creativity permeates the entire life of schoolchildren. In organizing the life, education and training of students, the flow of their creative activity should gradually increase and conquer more and more living space and time. Elements of creativity should be present in the study of any subject, in almost every lesson. Even if only for a short time, all students find themselves in situations where they need to demonstrate independence and their unconventional thinking. At the next stage of creative development, each schoolchild gets the opportunity to choose a subject of interest and carries out its creative development. Individualization—the choice of optimal forms and means of learning for each student—becomes a serious help in the development of creative abilities. The greatest opportunities for creative improvement of all schoolchildren are provided by a wide range of extracurricular and extracurricular work, participation in a variety of public organizations and informal associations, including at the place of residence. These are research technical centers and centers of aesthetic education, houses and palaces of pioneers and schoolchildren, societies for the protection of nature and book lovers, friends of animals, the study and preservation of national culture, groups supporting social, cultural, and sports public initiatives. General education and differentiated educational classes, a system of extracurricular state and public institutions make it possible to involve literally all schoolchildren in the process of self-development of abilities and talents.

The implementation of the idea of the universal development of children's creativity and talent does not eliminate the problem of early, special, well-founded education and training of individual young talents. This is caused, conditioned and justified by the manifestation in some very young children of interests, inclinations, as well as natural mental, psychophysiological and physical data, which require early specialization and inclusion in specific activities for their development. A number of professions in the field of science, language, and art require specific training and development of the psyche, thinking, and the acquisition of skills in preschool age. The emergence and proliferation of schools for the especially gifted is also due to the acute need of society for personnel in especially complex, delicate, and scarce professions. In response to it, physics and mathematics, ballet, language, artistic and visual arts, arts and crafts, music, physical education and sports, acting, and now pedagogical special classes and schools arise and develop.

Thus, the problem of children's giftedness is recognized in theory and implemented in practice simultaneously as the need for the general development of the creative abilities of all children, the creation of a talented “human community that ensures material well-being, wealth and diversity of communication between people, and at the same time the requirement for specific education and training especially gifted children in unique areas of human creativity.

1.2 Giftedare at primary school age

Primary school age is a period of absorption, accumulation of knowledge, a period of mastery par excellence. The successful fulfillment of this important life function is facilitated by the characteristic abilities 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 noted abilities appears mainly as its positive side and this is a unique feature of this age.

Some of the characteristics of younger schoolchildren fade away in subsequent years, while others largely change their significance. It is necessary to take into account the different degrees of expression in individual children of a particular age trait.

But there is no doubt that significant features affect the cognitive abilities of children.

It is extremely 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 vivid manifestations of the abilities of the child’s psyche. However, early signs of ability cannot leave parents and teachers indifferent - after all, they can indicate the prerequisites for genuine talent.

To better understand such children, you must first of all know and take into account the age-related characteristics of the child’s psyche. A rapid increase in mental strength as they grow older can be observed in all children. Childhood is a time of development unique in its possibilities. With age, there is not only an increase in capabilities, but also a limitation or even loss of some valuable features of the child’s psyche.

An age-related phenomenon - the uniqueness of the course of development affects the rise of intelligence and acts as a factor of giftedness. Only among some children who are ahead of their age will such an obsession with mental pursuits become a stable feature. For other such children - all other things being equal, the relentless need to make mental efforts will decrease in the future - this will also affect their developing abilities. These differences in the subsequent course of development can be considered as confirmation of the fact that the bright manifestations of children's giftedness largely depend on age-related characteristics that arise to some extent at a certain time.

When it comes to the perception of gifted children, great responsibility lies with specialists: kindergarten teachers, teachers, child psychologists. They should prompt parental education in a timely manner.

But a child with an early blossoming of intelligence encounters difficulties and misunderstanding not only at home, among his family, but also at school, where everyone is taught the same way, and learning often begins with something that is no longer interesting to him.

It is the children, the most inquisitive ones, who often become bored in the classroom after the very first lessons.

Most teachers simply do not have time to deal with gifted children, since the trouble with our schools is that even the best teacher, when dealing with a whole class, is deprived of the opportunity to focus on those who are ahead.

A child with early mental blossoming often has difficulties in relationships with peers.

A lot of additional experiences befall such a child if for some reason he is not given physical education or labor classes.

“Geeks” previously required special permission from public education authorities. Now, according to the new regulations on comprehensive secondary schools, the right to take external examinations for any class and for the school as a whole has been officially introduced.

But this does not eliminate the difficulties in the development of gifted children. After all, new difficulties arise.

Some abilities manifest themselves early, while others take time, but there is no need to rush to declare a child ungifted if he does not show himself as a young talent. This means only one thing: the “buds” of his abilities have not yet opened.

How to recognize talent.

If your child is gifted and differs from everyone else like a “black sheep,” in order to nurture his talent, you need to know about most of the characteristics of a “non-standard child” and understand his problems.

How should parents behave with a gifted child?

· Understand the child and recognize his uniqueness.

· Do not ignore the uniqueness of its data.

· Do not admire him beyond measure.

· Do not turn your child’s entire life into a “race” to satisfy your parental ambitions.

· Create conditions for “encouraging” talent.

· Do not project your own hobbies and interests onto a gifted child.

· Don't cultivate the need to succeed. Don't force him to please you all the time, using your uniqueness.

· Do not force yourself to become overly involved in what you love and do not overload it.

· Create an atmosphere of creativity for the child and not extinguish the interest that arises.

· Teach patience and reward for all efforts.

Help him tactfully and delicately

· Learn to lose and not perceive any failure as a tragedy.

· Try in every way to reduce the baby’s vulnerability.

· Teach your child to be as vulnerable as possible.

· Relates calmly to the baby’s emotional swings.

· Learn to control emotions.

· Try to help overcome the feeling of dissatisfaction in oneself by slightly grounding the ideal that he imitates.

· Do everything that depends on you, so that he does not underestimate his self-esteem and at the same time, so that he does not flaunt his talent beyond his limits.

· Do not elevate him above other children in the family.

· Build relationships with peers. Learn to be friendly in a team.

· Take into account his individuality.

· Encourage him all the time.

· Do not clip your child’s wings, but go on a “flight” with him.

· Monitor the level of motor development and help master various physical skills.

· Be able to create a friendly atmosphere towards him, attracting not only relatives, but also the child’s educators.

If the child is certainly talented. But in what area can a test - a questionnaire developed by psychologists specializing in the field of child psychology A. de Joan and G. Cough - assess the correctness of the assumption about a child’s innate abilities?

1.3 Features of gifted developmentearly school age

The evolution of giftedness depends on the level of development and maturity of the individual. Scientists associate the well-known fact in psychology of the loss of bright abilities by the time of growing up with the characteristics of personal development. It is important not to miss the moment when the pedagogical influence on the individual will be most favorable. Many authors emphasize that in order to become a gifted and talented individual, an approving attitude towards her on the part of society is necessary.

At each stage of ontogenetic development, a person acquires a number of personal qualities and properties, which later become the foundation for the emergence of new personality formations. Primary school age plays a special role in personal development. The beginning of systematic learning causes a series of changes in the development of the individual. These changes are largely due to the fact that learning is becoming the leading activity for children. As a junior student enters school, the importance of the adults around him increases. The child trusts his elders; this faith is essentially limitless. The teacher often becomes the central figure for the student. The teacher, as a bearer of knowledge, certain norms and rules, in the eyes of a child is an idol, a kind of “cult” person. At first, the teacher is extremely authoritative for younger students. They unconditionally obey him and imitate him in many ways (copying manifests itself in attempts to be similar to their favorite teacher in appearance, in borrowing certain manners, etc.). Children at this age are very sensitive to adults' assessments. Self-assessment is often a reflection of adults’ opinions about the child.

Children of primary school age begin to more consciously control their actions and behavior. An extensive system of motives for activity arises. The child consciously formulates for himself the purpose of any activity, motivating it. Children can intentionally, purposefully manage their behavior, guided not only by momentary desires, but also by intentions and long-term perspective. Due to the inclusion of the child in active social relationships, due to the fact that he becomes a subject of activity, a motive for achieving success is formed. At primary school age, children begin to clearly understand their capabilities and abilities. Often, a child’s developed abilities are revealed in educational activities and are associated with the development of the cognitive sphere (attention, memory, thinking, imagination). In this regard, it seems important to use the emerging motive for achieving success as fully as possible, because this further leads to the development of various abilities of the individual.

Studying at school makes fundamental changes in a child's life. The formation of verbal and logical thinking and the assimilation of theoretical knowledge lead to the emergence of an internal plan of action and reflection. There is a change in the child's self.

By the end of primary school age, the authority of adults is gradually lost. Peers and social groups begin to play a big role in children’s lives. Communication skills with peers are actively formed and developed, and strong friendships are established.

Primary school age is the age of positive changes. How difficult or easy it is for a student to overcome the difficulties of adolescence depends on the degree and depth of personal transformations at a given age stage.

Adolescence is a special period in personality development. This period is characterized by abrupt qualitative changes. Age transformation often occurs in jerks and unevenly. Some teenagers develop faster, others lag behind their peers. Individual development can also proceed unevenly: intellectual formation is ahead of personal development and vice versa.

The teenager begins to “distance himself” from adults. At the same time, he expects adults to understand his aspirations and desires, support, and trust. For a teenager, it is important for his elders to recognize him as having equal rights with them. Otherwise, conflict situations arise.

For teenagers, the leading activity is communication with peers. Wanting to take a worthy place in a group of peers, a teenager becomes more conformist to the actions and values of group members.

Adolescence is a time of transition to a qualitatively new level of self-awareness and self-concept. The teenager is actively looking for himself, comparing himself with adults and peers. He begins to understand his own value, uniqueness and originality. There is a change in the formation of self-esteem: from focusing on the assessments of adults, the teenager moves on to his own criteria for evaluating his actions, behavior, and personality as a whole. Psychologists believe that it is in adolescence that the substitutive formation of self-awareness and self-concept occurs.

The age from 12 to 14 years in Russian psychology is considered by many scientists to be a critical period of development. L.I. Bozhovich connects the emergence of this crisis with the fact that the rapid pace of physical and mental development creates the prerequisites for the formation of such needs that cannot be satisfied in conditions of insufficient social maturity of schoolchildren of this age (3, p. 105). L.I. Bozhovich believes that the crisis of adolescence is associated with the emergence during this period of a new level of self-awareness, a characteristic feature of which is the emergence in a teenager of the ability and need to know himself as a person who possesses his own, in contrast to all other people, inherent qualities.

DI. Feldstein characterizes adolescence as an age of increased activity, initiative, desire for knowledge, danger, risk. Adolescents develop the volitional sphere of personality. But often showing strong-willed efforts in one activity, the student becomes weak-willed in another. Teenagers are very impulsive, quick-tempered, easily excitable, they are prone to mood swings and affective outbursts.

Ambiguous, unstable ideas of a teenager about himself and others lead to accentuations of character.

Puberty has a significant impact on the formation of a teenager's personality. Going through puberty can often be very painful. Teenagers are extremely critical of their own appearance; experiences are associated with insufficient development or with its rapid pace. At this age, dysmorphophobia often occurs.

The changes that have occurred in Russia in recent decades have entailed a transformation of the personal qualities of adolescents. There is a sharp decline in spiritual needs. Among teenagers, the manifestation of such qualities as cynicism, selfishness, cruelty, and aggressiveness has increased. Children feel rejected when adults are increasingly concerned only with material well-being, without creating normal conditions for the development of a growing psyche. This leads to difficult personal experiences of adolescents: increased anxiety, fears, feelings of inferiority and loneliness. Academician D.I. Feldshtein argues that ““these new negative acquisitions, leading to deformation of the motivational-need sphere of the individual, cause particular concern today, since here we are faced with a nature of generational conflict in which lies the danger of a kind of destruction of the entire system of inheritance of cultural and historical experience "" (11, p. 191).

The psychological development of a teenager is uneven, various tendencies are revealed in it, and the desire of adolescents for self-affirmation, self-determination and self-realization is manifested. Awareness of one’s place in the system of social relations creates the prerequisites for the realization of one’s abilities in the future.

Psychologists who study gifted and talented children note that the gifted often stand out from the rest. Their dissimilarity is explained not only by the brightness and uniqueness of their talent, originality and originality of thinking. Many scientists are unanimous in their opinion: a gifted child often matures faster, his personality is formed earlier, and among his peers he is distinguished due to the presence of certain personal qualities and properties.

The role of personality in the formation and development of giftedness is great. It is emphasized that giftedness involves the whole personality of a person, including the motivational sphere, interests, volitional manifestations, feelings, creativity (J. Gallagher, P. Klein, N.S. Leites, A.M. Matyushkin, V.E. Chudnovsky, V. S. Yurkevich).

The psychology of giftedness recognizes the fact that gifted children and adolescents have characteristics of personal development. Psychologists draw attention to the fact that the formation of the personality of a gifted child has certain age-related trends and is often ambiguous and painful.

A. Tannenbaum, who proposed the “psychosocial” model of giftedness, took into account both external and internal personality factors when constructing it. The scientist notes that it is difficult to determine what personal characteristics determine human talents. There is reliable evidence that the highest level of ability is associated with a strong desire for self-realization.

It is necessary for gifted children to have a positive self-perception. In this case, it is important to adequately assess abilities: neither belittling them, nor ignoring them, or, conversely, nor overly emphasizing them. This state of affairs can lead to disturbances in personal development, and the emotional sphere of children suffers. The child needs to feel and understand that he is valuable; parents and adults love him and see him as a growing person, and not just a collection of certain outstanding abilities and achievements.

In some cases, children with a high level of development of abilities face rejection by society. Parents try not to notice their child's talent, trying to avoid difficulties. Peers do not accept a student who is “too knowledgeable” and knowledgeable in all matters. Awareness of inconsistency with the expectations of others, the perception of oneself as a “black sheep” leads to the fact that the child begins to hide his abilities, and traits of a conformist personality appear. In this situation, we should talk not just about adaptation, about adaptation of the personality, but about the falsification of one’s own “I” (6, p. 39).

Gifted children are characterized by increased vulnerability and sensitivity. Harmless and neutral remarks often cause a strong emotional reaction in them. It is necessary to develop in children of this category a patient attitude towards other people's opinions, especially in cases where they have to deal with less capable schoolchildren. The emergence of arrogance, selfishness, and misanthropic traits kills the manifestations of talent.

Excessive persistence in achieving a goal leads to the desire to bring everything to complete perfection. Work performed at a high level of skill is assessed by the performer as unsuccessful. Inflated personal standards, dissatisfaction, and evaluation of one’s own activities by adult standards lead to painful experiences and personal dramas.

For a 7-8 year old child, one of the strongest motives for activity is the desire to please parents and to succeed in their eyes. It is necessary to maintain a balance in priorities so that personal development is not disrupted by the mere desire to look advantageous in the eyes of adults. Encouragement for various attempts, and not just for success; praise for effort leads to the fact that the child will try himself in various activities, and not try to avoid failures.

If in the process of teaching capable children their potential is not noticed and not fully used, emotional problems arise. Some children may begin to ignore learning, while showing a nonconformist mood and self-confidence. The other part gradually loses interest in learning, motivation for activity disappears, emotional distress appears, and low self-esteem is possible. According to J. Freeman, such personal qualities as motivation, self-discipline, curiosity and the desire for autonomy are key for a gifted child.

Capable children are often not recognized by adults because... First of all, academic performance and success in school are assessed. "The complexity of the situation is aggravated by the fact that the children themselves are aware of their difference. They may blame themselves, perceiving their characteristics as an anomaly, they may begin to consciously hide their achievements and thereby disguise their abilities and move into a fairly broad category of gifted, which is designated as “underachievers.”

Children with bright creative abilities exhibit traits that cause negative emotions from others: lack of attention to conditions and authorities; greater independence in judgment; subtle sense of humor; lack of attention to order and “proper” organization of work; bright temperament.

Two conventionally polar groups among gifted children are distinguished by V.I. Panov. The first group is children with the harmonious development of cognitive, emotional, regulatory, psychomotor, personal and other aspects of mental development. The second is children whose mental development is characterized by dyssynchrony (imbalance, disharmony) in terms of the level of formation of these aspects. That is, a child with high intelligence may be characterized by emotional instability, instability of self-esteem, etc. To the unfavorable characteristics one can add sharp changes in attitude towards oneself and others, neuroticism. Children may show concern and anxiety due to their differences from their peers. At times, gifted students experience increased silence or, conversely, an increased need to constantly express and defend their opinions.

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FORMS AND METHODS OF WORKING WITH GIFTED JUNIOR SCHOOLCHILDREN

“Children are born artists, scientists, inventors -
they see the world in all its freshness and pristineness; every
day they reinvent their lives. They like
experiment and look at the wonders of the surrounding
peace with surprise and delight." (P. Weinzweig)

1. Reasons for studying giftedness.

In a dynamic, rapidly changing world, society much more often rethinks the social order of the school, adjusts or radically changes the goals and objectives of school education.

The main goal now seems to be to place emphasis on educating individuals who are active, creative, aware of the global problems of humanity, and ready to participate to the best of their ability in solving them.

Now we need people who think outside the box, who can look for new ways to solve proposed problems, and find a way out of a problematic situation.

Another urgent task is an individual approach and assistance to each student. Development of individual abilities to demonstrate the personality of each student.

Not so long ago it was believed that all children are equal both intellectually and emotionally. You just need to teach them to think, empathize, and solve complex logical problems.

However, the experience of modern schools shows that there are differences between students. Children are distinguished with more developed intelligence than their peers, with creativity, with the ability to classify, generalize, and find relationships. They are constantly in search of answers to questions that interest them, they are inquisitive, independent, and active.

2. Characteristics of gifted children.

Let's start by defining the concept itself:

Giftedness - this is a systemic quality of the psyche that develops throughout life, which determines the possibility of a person achieving higher, extraordinary results in one or more types of activity.

Giftedness is determined by advanced cognitive development, psychosocial sensitivity and physical characteristics.

Advanced cognitive development:

Distinguished by their breadth of perception, gifted children are keenly aware of everything that is happening in the world around them and are extremely curious about how this or that object works. They are interested in why the world is structured this way and not otherwise and what would happen if external conditions changed. They are able to monitor several processes at the same time, and tend to actively explore everything around them.

They have the ability to perceive connections between phenomena and objects and draw conclusions; they like to create alternative systems in their imagination.

Excellent memory combined with early language development and the ability to classify help such a child accumulate a large amount of information and use it intensively.

Gifted children have a large vocabulary that allows them to express their thoughts freely and clearly. They invent new words for fun.

Along with the ability to perceive semantic ambiguities, maintain a high threshold of perception for a long time, and enjoy engaging in complex and even non-practical problems, gifted children do not tolerate having a ready-made answer imposed on them.

Some gifted children have increased mathematical abilities in terms of calculations and logic, which can affect their reading progress.

They are distinguished by a long period of concentration and great persistence in solving a particular problem.

The passion for a task that is characteristic of a gifted child, combined with a lack of experience, often leads to the fact that he tries to do something that is not yet possible for him. He needs support and help.

Psychosocial sensitivity:

Gifted children exhibit a heightened sense of justice, moral development, advanced perception and cognition.

They quickly react to injustice and make high demands on themselves and others.

A vivid imagination, the inclusion of game elements in completing tasks, creativity, ingenuity and rich fantasy (imagination) are very characteristic of gifted children.

They have an excellent sense of humor and love funny inconsistencies, wordplay, and jokes.

They lack emotional balance; at an early age, gifted children are impatient and impetuous.

Sometimes they are characterized by exaggerated fears and increased vulnerability. They are extremely sensitive to non-verbal signals from others.

Egocentrism, like in ordinary children.

Gifted children often develop negative self-perception and have difficulties communicating with peers.

Physical characteristics:

Gifted children have high energy levels and sleep less than usual.

Their motor coordination and hand control often lag behind their cognitive abilities. They need practice. The difference in the intellectual and physical development of such children can discourage them and develop lack of independence.

The vision of gifted children (under 8 years of age) is often unstable, and it is difficult for them to change focus from close to far (from desk to board).

3. Special types of talent, manifested in certain areas of activity.

Musical talent.

From an early age, a musically gifted child has an increased curiosity about any sounding objects. By the age of two or three, such children can distinguish all the melodies they hear and intone them accurately. Some people start singing before they speak. At three to five years of age, the desire for independent actions to “extract” sounds sharply increases. Initially, it is an imitation of playing musical instruments. In the future, this will lead to the first attempts to come up with something of your own. The appearance of the first works marks a transition to a higher level of development of talent.

Artistic talent.

High selectivity in relation to visual images and ideas appears in early childhood in acute observation, strong impressionability, the ability to see everything around in colors, in color contrasts, to notice the unusual, beautiful and remember for a long time. A big role is played by the child’s own activity, his desire for creative search. Talent without creative search is unthinkable.

Mathematical and chess talent.

Appears early. At three or four years old, some children enthusiastically play with numbers: they look for them on house signs, pages of books and magazines, and later try to make different new combinations. Mastering simple arithmetic operations happens joyfully and quickly. At four or five years old, gifted children easily demonstrate the ability to add and subtract two- and three-digit numbers in their minds, and at five or six years old they begin to show great interest in mathematics textbooks, and not only for elementary school.

For other gifted children, it is not difficult to calculate complex chess combinations in their minds. Having learned to play chess at the age of four or five, they then spend most of their time at the chessboard, achieving amazing results. The game of chess is a constant experimentation that requires attentiveness, concentration, and the ability to think quickly and logically. It is the child’s cognitive activity that determines the development of his talent in this area.

Literary talent.

Revealed later. Depends on the experience and knowledge of the child. But in some cases, signs of literary abilities are also revealed at the stage of preschool childhood. The child is attuned to the music of words, he is fascinated by the sound of rhymes, and he rejoices at the emergence of new words and combinations. Compared to the works of their peers, the works of gifted children are more original and expressive.

Social giftedness.

It is impossible not to notice the leader in a group of children. A confident, proactive child will quickly attract attention. His speech is well developed, he is not afraid and does not hesitate to address another child, an adult. Such a child reveals his own businesslike approach to everything that happens. His distinctive feature is that such a child cares about everything.

Any child necessarily has talent in one of the areas of human activity. Questionnaire tests developed by specialists in the field of child psychology will help assess the correctness of the assumption about the child’s innate abilities or help in this most important matter.

3. Methods and forms of working with gifted children in primary school

Children who can be classified as gifted come to elementary school. These children have higher intellectual abilities, receptivity to learning, creative abilities and expressions than the majority; dominant active, unsaturated cognitive need; They experience the joy of acquiring knowledge and mental work. Based on this, the identification of gifted children and the development of the degree of their giftedness should begin already in elementary school.

In educational activities, work with gifted children is based on a differentiated approach, which contributes to the expansion and deepening of the educational space of the subject. Therefore, work with gifted children should consist of both classroom and extracurricular activities.

4. Lesson activities

Problem-based developmental training,

Design and research activities,

Gaming technologies (business games and travel),

Information and communication technologies to satisfy cognitive motivation

Development of abilities (multi-level tests, presentations, simulators),

Creative and non-standard tasks.

Problem-based developmental education

Most teachers working with gifted children successfully implement problem-based learning technology. Teachers create a situation of cognitive difficulty in the classroom, in which primary schoolchildren are faced with the need to independently use one or more mental operations to study a new topic: analysis, synthesis, comparison, analogy, generalization, etc. This makes it possible to organize active independent activity of students, as a result of which there is a creative mastery of knowledge, skills, abilities and the development of thinking abilities.

Design and research activities

One of the new forms of working with gifted children at school is design. The project method represents a method of teaching that can be described as “learning through doing,” when the student is directly involved in the active cognitive process, independently formulates an educational problem, collects the necessary information, plans possible solutions to the problem, draws conclusions, analyzes his activities, forming new knowledge “brick by brick” and acquiring new educational life experience

5. Extracurricular activities.

This includes the following activities:

electives,

Subject weeks

Theatrical holidays,

Olympiads and competitions in subjects.

Electives.

One of the forms of working with gifted children is the use of electives. Here, working in small groups, teachers maximize the differentiation of teaching, an individual approach, using different methods of work: observation, experiment, research, work with scientific literature. The use of different electives allows us to take into account the different needs and capabilities of gifted children.

Subject weeks.

One of the forms of organizing extracurricular activities, aimed, in particular, at revealing the creative potential of students, is subject weeks. During Primary School Week, children have the opportunity to use their creativity to the fullest.

Theatrical holidays.

Theatrical events are a special form of working with gifted children, since in them children have the opportunity not only to realize their acting abilities by directly participating in performances, but also to demonstrate creative skills by developing scripts for productions, to develop a penchant for artistic reading and literary creativity, to demonstrate erudition and research. skills in quizzes and literary rings. Such work helps to increase the motivation of gifted children to cooperate with teachers and painstaking work on self-improvement.

Olympiads and competitions in subjects.

To find gifted children, holding school Olympiads is of great importance. At school, you need to create and constantly replenish a bank of tasks for Olympiads in various educational fields.

6. System of work.

Work with a gifted child must begin by identifying this child in the children's team. The main form of diagnosis in primary school is observation. After noticing the student’s bright abilities, it is necessary to identify the level of giftedness. To do this, you can use various forms: questionnaires for parents, questionnaires, the “Giftedness Map” technique, the methodology for assessing general giftedness, etc.

Once identified, be sure to coordinate your further actions with the student’s parents and administration. After this, a plan for working with the gifted child is drawn up. It includes not only topics that need to be studied during the work, but also involves cooperation with the teaching staff. The psychologist carries out diagnostics, testing, identification, and helps to draw up a work plan taking into account the psychological characteristics of the student. Primary school teachers help each other in organizing joint events, subject Olympiads, choosing the most effective forms and methods of work, and sharing experiences that have brought results. The administration manages, coordinates, and analyzes the activities of teachers and students. The children's team can and should, to some extent, influence the development of highly motivated students through friendly competition in the classroom, during expert club games, and at extracurricular activities.

The results of the work are summed up annually and appropriate adjustments are made to the work plan.

When choosing forms and methods, we are guided by several aspects:

Type of giftedness;

The age of the child;

Social status of the child’s family;

Level of talent;

The activity of the child himself;

Professional training of a teacher;

When working with gifted students, we pay attention to their achievements, since adult grades for them are both a reward and a measure of their self-perception and self-esteem. We create in them motivation to achieve, a willingness to take creative risks, and encourage independent thinking.

Thus, a gifted child from childhood may be distinguished by unique ways of acting. His abilities are well above average. The assessment of giftedness should not be based only on testing: its degree and originality are discovered in the course of training and education when performing meaningful activities. Giftedness at early age stages should be considered and developed as a certain general, universal ability, which with age acquires specific features and a certain subject orientation.

Therefore, the main pedagogical task should shift from the development of general abilities to the search for an adequate way to realize the individual in certain types of activities. If adults were able to discern talent, then their main task is to form high motivation in the child.

To successfully work with a gifted child, teachers 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.

EDUCATION OF 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 his work during the lesson, the teacher can 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.

Method of constructing concepts.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 a large number of ideas as a result of freeing discussion participants from the inertia of thinking and stereotypes.

Inversion method or method of address. 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.

USING EDUCATIONAL GAMES

WHEN ORGANIZING EXTRA-CURRICULAR ACTIVITIES

All activities designed to increase creativity are based on the following principles: to teach the human brain, firstly, to ask unusual questions, and secondly, to look for unexpected answers and experiment with images and ideas.

The five most famous exercises that must be performed regularly, and ideally daily.

1. “And yet they have a lot in common.” Exercise:Take two nouns at random that belong to completely different areas of vocabulary. For simplicity, you can use a dictionary by opening it at random and pointing your finger at the first word that comes up. Having chosen two concepts that seem to have nothing in common, try to “grope” for some connection between them. By any means. Even if you need to come up with a completely incredible story, the plot of which will connect these two words with each other. This exercise trains the brain to recognize unusual combinations and teaches you to use “ingredients” located in its different sectors. For example:

“What do an eye and a water tap have in common?”

Both words are four-letter words;

In both cases, the letter “A” is the third;

With the help of the eye you can see the faucet, with the help of the faucet you can wash the eye;

Both can shine;

Water sometimes pours out of them;

When they deteriorate, they leak.

Conclusion: repairing an eye is a thousand times more expensive than repairing a faucet.

2. “The Mad Geneticist.”For this exercise you will need a piece of paper and a pen (pencil).Attention! The process is important here, not the result.

Exercise : Draw a fantasy animal that contains as many features of different real animals as possible.

While working on this work of art, you will see that rich imagination can have a completely mechanical origin. The main thing is to “strangle” logic and common sense, which will interfere with your work.

3. "Crazy Architect." Exercise:you need to draw a house. To do this, you will need, first of all, to randomly select any 10 words (you can from the dictionary, you can name them at random). The task is this: you are an architect, you have been approached by a customer who is willing to pay a lot of money for a sketch of his home. His condition: the sketch must present... (followed by 10 selected words). Draw the house transparent so that you can place furniture inside.

For example: “Pan” -great, the house will be shaped like a pan. “Crow”... let the porch be black like a crow. “Cress salad”? Let's set aside a room for a winter garden and plant a useful plant there.

While drawing, even schematically, try to simultaneously imagine how it could be in reality.

4. "Ten plus ten."Take any noun and write in a column 10 adjectives that go with it.

For example, “the hat is big, green, warm, fashionable, beautiful, etc.” It's easy. Now try to write ten adjectives in another column that do not fit this noun. This is not as simple as it might seem at first glance. The same hat cannot be, say, sour. ... Try to select adjectives from different spheres of perception (for example, if you wrote “yellow,” you can assume that you are done with the color scheme).

5. “And this is called...”The exercise can be repeated several times a day. Every time something catches your attention, imagine seeing it in a painting. Now come up with a suitable name for the picture. It can be short, it can be extended. The main thing is that you like it yourself.

For example, “View from the window when I’m in a bad mood,” etc.

Exercises to develop creative perception

They help the student discover their capabilities and find a personal path to creative development.

Exercise “One letter”. The teacher counts to thirty, and at this time the children find and remember all the objects in the class whose names begin, for example, with the letter “C.”

Exercise "A few letters."It is necessary to determine the characteristics of the presented item, starting with the three selected letters.

Exercise "Shifting attention"Students examine the object in their hand and, on command, turn their gaze to the wall. Then again - at the object in your hand, trying to continue the train of your thoughts from the same place where you left off, and not from the beginning. The intervals between commands are gradually reduced from a minute to several seconds.

"What's new?" Checking the degree of development of observation and at the same time relieving tension, the teacher asks the students at the beginning of the lesson: “What new things have you noticed in our class today?”

"Metaphors". The teacher asks what the students see when they hear the word “go out.” This exercise can be done in writing.

"Filling up words."Students try to understand what this or that word looks like, what it reminds them of, what it is like. By revealing the figurative meaning of words, they ensure that the word becomes full and comes to life in the imagination.

"Chain of associations".Starting from a word, we look for the associations that it evokes, then the associations that one of the words that arises evokes.

"A story from pictures."Invite your child to create a story using a series of pictures. Let him suggest a continuation of the story. Complicate this task by adding a series of illustrations that at first glance are not related to each other.

"Make a comic."Ask your child to make upcomic. To do this, you can use ready-made pictures or come up with them yourself and draw them.

"Music". The child is invited to listen to music. Then he is given four colors: red, green, blue, yellow. Using these paints, the child must depict the music he heard and title the drawing.

"Unfinished drawing."The child is offered a series of circles (lines, squares, crosses, etc.). His task is to come up with each circle, using various elements, some kind of image. You can't repeat yourself.

“Come up with a name.”It is necessary to come up with as many names as possible for the story, fairy tale or drawing. You can use proverbs, sayings, and catchphrases for names.

"Rhymer". First, ask your child to come up with words whose endings sound the same (stick - daw); then - compose couplets to the given rhymes; then choose a rhyme and complete the given couplets. To conclude the game, you can ask your child to compose a poem of unlimited length, using as many raw rhymes as possible.

"Archimedes". Offer your child a number of problems to solve; his task is to find as many solutions as possible. Problems may be: “How to grow a palm tree near the house? How to plant a garden on the moon? How to count all the stars? How to prepare a machine for preparing lessons?

ADVICE FOR PARENTS OF GIFTED CHILDREN

1. Create a safe psychological base for the child in his quest, to which he could return if he is frightened by his own discoveries.

2. Support your child's creativity and show empathy for early failures. Avoid disapproving evaluation of your child's creative attempts. (You should not tell the child how his work can be improved: “It’s not bad, but it could be much better if...” In this case, no matter how hard the child tries, the result will never be good enough.)

3. Be more tolerant of strange ideas, respect the child's curiosity, questions and ideas. Try to answer all questions, even if they are beyond the bounds or seem wild.
4. Leave the child alone and allow him, if he wishes, to mind his own affairs. Too much patronage can hamper creativity. Children's wishes and goals are their own, and parental advice may be perceived as an invasion of the child's privacy. Even very young gifted children stubbornly resist parents who are too insistent in their desire to share with the child the joy of a living, creative imagination.
5. Help your child satisfy basic human needs - a sense of security, love, respect for oneself and others.
6. Help him cope with disappointments and doubts when he is left alone in the process of creative search: let him find his reward in himself and not pay attention to the opinions of his peers. Give children the opportunity to get acquainted with the autobiographies of famous creative personalities, let the child understand that he is not alone in his struggle.

7. Explain to your child that not all of his questions have clear answers.
8. Help your child appreciate his creative personality. However, his behavior should not go beyond the bounds of decent.

9. Help your child to know himself more deeply so as not to miss a fleeting (subconscious) idea.

10. Help your child become a reasonable adventurer, sometimes relying on risk and intuition in his creative search: most likely, this is what will allow him to make a true discovery.

11. Find words of support for your child’s new creative endeavors, avoid criticizing first experiences - no matter how unsuccessful they are.

12. Maintain the atmosphere necessary for creativity. Help your child avoid social disapproval, reduce social friction, and cope with negative reactions from peers.

14. Find your child a companion of the same age and ability. It is important for a school-age child to have a friend of the same age and gender.

Activities, games

1. Write a story on behalf of another character: “Imagine that you have become a toy, a piece of furniture, a tree, an animal. Tell me about one day in your imaginary life.”

2. “How many meanings and subject?” Brick, newspaper... find as many options as possible for the actual use of the item.

3. Search for causes of events

4 . Write a fairy tale. Compose a fairy tale that begins with the phrase: “Mom bought fish in the store...” and ends with the phrase: “...That’s why I had to turn on the light in the evening.”

5. Come up with an animal with the given properties (car, house...)

6. What does it look like? The cards depict various figures. Come up with as many objects and phenomena that they resemble as possible.

7. Experiments with water, air, paints, metals and magnets, with a ray of light, with reflection...

8. Graphic games: “Rollers” on a sheet of paper, the teacher or children draw lines of any configuration; you must use the line to complete it so that you get an image of an object, a person, a fairy-tale or fantastic image. “Five dots” - The teacher or child puts five dots on a piece of paper and completes the task of drawing a person or animal using all these dots: one dot should be on the nose, two on any parts of the arms or paws. Since the points are located at different distances, the static, uniformity of the image disappears in children.

9. “Convert one object into another” (developing the ability to connect the observed with previously developed theoretical concepts). Try to transform one object into another. This is done in stages, at each stage you can change only one attribute of the object. For example, how to turn a pillar into a hole. First The pole can be made hollow inside, then sawed into shorter pieces, then one of the pieces can be dug into the ground.

DOOR-BICYCLE, FLOWER-FLOWER-HEATING RATTER, BOTTLE-HOUSE, TREE-BOOT.

10. Inferences by analogy require not only intelligence, but also rich imagination. Name as many objects as possible that are both solid and transparent (glass, ice, plastic, amber, crystal...)

Shiny, blue and hard

Big, shiny, metallic, new

Living creatures are kind, noisy, active and strong

11. Educational research. Stages: first – choosing a topic. The second is asking questions. The third is conducting research. Fourth – summing up. Children can make simple notes - drawings (schematic), familiar letters or special characters. Collecting information can be difficult for children, so we can prepare cards in advance with symbols that reflect ways of obtaining information: THINK, ASK ANOTHER PERSON, LEARN FROM BOOKS, CONDUCT AN OBSERVATION AND EXPERIMENT, FIND OUT ON THE INTERNET. At the end the children give a message.

Problems of gifted children

1. Dislike for school. This attitude often appears because the curriculum is boring and uninteresting for a gifted child. Behavioral problems in gifted children may occur because the curriculum does not match their abilities.

There is no doubt that with an appropriate system of training and education, with a clearly thought-out system for the development of motivation, this problem of intellectually gifted children can be successfully overcome.

The insufficient psychological level of teacher training for working with children who show non-standard behavior and thinking leads to the fact that, when assessing their students, teachers note in them demonstrativeness, a desire to do everything their own way (stubbornness), hysteria, reluctance and inability to follow positive samples and Intolerance to regulation and monotony is regarded as stupidity, stubbornness, and laziness. Psychologists believe that such assessments are often the result of a teacher’s inadequate understanding of the personality and development of a gifted child. In particular, P. Torrance's research has shown that gifted children quickly go through the initial levels of intellectual development and resist all types of reproductive work, which is assessed by teachers as stubbornness, laziness or stupidity. The difficulty, according to D. Webb, E. Meckstroth and S. Tolan, lies precisely in the fact that the gifted child himself, without the special help of a psychologist or qualified teacher, cannot understand the reason for his resistance to those types of work that are willingly performed by others children.

A gifted child does everything faster than other students and becomes bored in class. Then he starts to play pranks, and later he starts to misbehave - a conflict arises. After all, the teacher is aimed at teaching a group of children and in such a situation the gifted child remains a loser. If such a child is in a group for a long time and teachers do nothing to support and provide the opportunity to adequately develop further, stagnation occurs, development stops, and learning motivation decreases. In the final version, we have a notorious lazy person. But there may be a more unfortunate situation when a child ends up in the criminal world, where his talent will be in demand.

2. Need for adult attention. Due to their natural curiosity and desire for knowledge, gifted children often monopolize the attention of teachers, parents and other adults. This causes friction in relationships with other children who are irritated by the desire for such attention.

3. Intolerance. Gifted children often show insufficient tolerance towards children who are inferior to them in intellectual development. They may alienate others with remarks that convey contempt or impatience.

4. Ignoring special talent when problems arise in the field of academic success (great difficulties in mastering writing and literacy, inability to write a test, answer the question posed).

5. Inability to do regular “routine” work, lack of perseverance, lack of readiness to overcome difficulties. During their school years, these children do not gain such experience, since learning usually comes very easily to them. Often those around them involuntarily direct them towards avoiding efforts that are considered as the lot of the “incapable”. Lack of effort often becomes the object of social recognition, as proof of high abilities. Thus, the child is not only “too lazy” to make an effort, but he also considers it humiliating (proving a lack of ability).

6. Communication difficulties, tendency towards individualism, egocentrism. This significantly reduces their achievements in those activities that require coordination of their actions with the actions of other participants in the overall work. Subsequently, in professional activities, this leads to an inability to work effectively in a team. Communication difficulties are also one of the main sources of disruption of an individual’s social adaptation.

7. Many gifted children also exhibit an insufficient level of responsibility, protest against any restrictions, and intolerance to the situation of loss and failure.

8. Gaming interests. Gifted children like complex games and are not interested in those that their peers of average abilities enjoy. As a result, the gifted child finds himself isolated and withdraws into himself.

9. Discrepancy between physical, intellectual and social development. Gifted children often prefer to socialize and play with older children. Because of this, it is sometimes difficult for them to become leaders, since they are inferior to the latter in physical development.

10. Unrealistic goals.Gifted children often set high goals for themselves. Not being able to achieve them, they begin to worry. On the other hand, the desire for excellence is the force that leads to high achievements.

11. Hypersensitivity.Because gifted children are more receptive to sensory stimuli and have a better understanding of relationships and connections, they tend to be critical not only of themselves, but also of those around them. A gifted child is more vulnerable; he often perceives words or non-verbal signals as manifestations of rejection of himself by others.

12. Fear of mistakes, adults need not only to be restrained in blaming the child’s failures, but also to control the manifestations of their own negative emotions.

13. Problems of self-regulation - they engage only in activities that are interesting enough for them. Many gifted children avoid any other activity that is not within the scope of their inclinations, taking advantage of the condescending attitude of adults towards this. Ultimately, a specific situation arises. When especially gifted children, showing an obvious inclination towards their favorite work, still do not know how to work in cases where a pronounced volitional effort is required from them.

14. Problems of everyday life, self-care, solving the simplest problems of life. You need a person who would always be there and help.

15. Problem communicating with adults. Parents, sometimes discovering a child’s talent, eagerly begin to develop it, limiting other activities, games, and communication with children, believing that this will harm the child. Sometimes this takes on an almost manic form, parents literally drive the child into a Procrustean bed of their own ambitions and unrealized abilities, and as a result, neurosis. The child begins to get sick, runs away from home, and even in the worst cases, there are suicide attempts.

16. The problem of tolerance of others towards a gifted person. Gifted people, as a rule, are bright individuals, and for most people it can be very difficult to recognize the right of another person to be “different.” But it is sometimes difficult for a gifted person to accept that there are other people around who are not like him.

Municipal budgetary educational institution

“Secondary school with. Krasny Yar"

Organization of work with gifted children

Organization of extracurricular activities with gifted children

Prepared by the teacher

primary classes

Arkhipova N.P.

December 2018

Organization of work with gifted children

Organization of extracurricular activities with gifted children

Childhood should be a time of joy,

a time of peace, play, learning and growth. Children's lives should become more fulfilling as their perspectives broaden and they gain experience.

(Convention on the Rights of the Child).

According to the Federal State Educational Standard, an educational institution is obliged to organize extracurricular activities for students, including gifted and talented children. Extracurricular activities of gifted students in the context of the implementation of the Federal State Educational Standard take on new relevance, since extracurricular forms and methods of work have broad opportunities for identifying and developing students’ giftedness.

Extracurricular activities allow the most productive education and development of gifted children in their free time from school, using extracurricular activities as a resource that allows them to achieve a new quality of education.

The Standard's requirements for organizing extracurricular activities for schoolchildren are as follows:

Extracurricular activities are an integral part of the educational process at school.

Extracurricular activities contribute to the full implementation of the requirements of the Federal State Educational Standard.

Extracurricular activities are included in the school's educational program. Filling this section with specific content is within the competence of the educational institution.

The forms of organization of the educational process, the alternation of classroom and extracurricular activities within the framework of the implementation of the main educational program are determined by the educational institution.

To develop the potential of students, especially gifted children, various forms of extracurricular activities can be organized in a general education institution. Let's look at some of them.

Creative workshop.

A creative workshop is a form of organizing the educational process to develop the creative abilities of gifted children.

A creative workshop as a form of extracurricular activity is very important. Its main goals and objectives are to create additional opportunities for the development of young talents. Through creative workshops, educational and methodological assistance is provided to children and teachers, the horizons of students are broadened and the pedagogical skills of teachers working with gifted children are improved, and conditions are created for the exchange of pedagogical experience.

A creative workshop for gifted children is a special creative environment in which every child can feel the joy of creation.

Classes for gifted children in creative workshops stimulate a burst of activity and increase interest in subjects, creative comprehension of educational material occurs, student self-development and creativity develop.

According to Inna Alekseevna Mukhina’s definition, “a workshop is a form of teaching children that provides conditions for each participant to ascend to new knowledge and new experience through independent or collective discovery. The basis for discovery in any field of knowledge, including self-knowledge, in the workshop is the creative activity of each participant and awareness of the patterns of this activity.”

A workshop is a technology that requires the teacher to move to a position of partnership with students; this technology is aimed at “immersing” workshop participants in the process of search, cognition and self-knowledge.

Classes in the workshops are based on the principles of cooperation, co-creation, joint search, independence, proactive search, and employment of all students. Everyone contributes to the process of mastering new knowledge, practicing options for behavior in a situation of striving for success.

Optional classes.

In accordance with the Federal State Educational Standard, elective classes in schools become the main form of differentiation of education.

Optional classes are a form of organizing educational activities outside of school hours, aimed at expanding and deepening students' knowledge in academic subjects in accordance with their needs, requests, abilities and inclinations, as well as enhancing cognitive activity.

Electives perform important functions in the development of giftedness. One of them is the subject-increasing function. Gifted students in elective classes increase the level of study of individual subjects and can successfully prepare for subject Olympiads and competitions.

The second function is the motivating function. In elective classes, the need for search, knowledge, and creativity arises, and this forms a stable cognitive motivation for further development.

For electives aimed at deepening students' knowledge in the disciplines of the curriculum, continuity in the goals, content and technologies of teaching is of great pedagogical importance, since it predetermines a high level of educational achievements and personal development of students.

Subject circles.

A circle is an effective form of extracurricular educational work in a specific subject. During lessons, it is not always possible to satisfy all student requests. The cognitive interests of gifted children often go beyond the boundaries of curriculum and textbooks. In this case, skillfully organized circle work acquires great pedagogical significance.Subject clubs serve as an effective means in solving such problems as instilling interest in the subject, expanding and deepening the knowledge gained in the lesson. Classes in clubs for gifted children of primary school age ensure the formation and improvement of practical skills in a particular academic subject, and the development of individual inclinations of students towards a particular branch of science.

Systematic classes of students in a subject group contributes to improving the quality of their knowledge, development of talent, and good manners.The commonality of interests of schoolchildren in a subject group creates favorable conditions for establishing closer interpersonal connections, which has a positive effect on the psyche and character of gifted children.

Intellectual marathons and games.

Intellectual marathons and games are another form of extracurricular work with gifted children, in which competitive elements are introduced into the intellectual activity of students.

Such intellectual games make it possible to diversify ordinary school life. Children are emotional and impressionable; creating a holiday atmosphere or an extraordinary event around ordinary activities remains in their memory for a long time. Competitions give students the opportunity to express themselves, to demonstrate their abilities - memory, knowledge, ability to think logically, not to lose composure in difficult moments - not in the usual conditions of a typical lesson, but in an atmosphere of general attention and interest.

The main function of intellectual games is the development of thinking, higher mental functions, logic, processes of analysis and synthesis, generalization and classification, comparison and contrast.

All intellectual games are divided into two blocks - quizzes and strategies. Quizzes are a form of intellectual game where success is achieved through the largest number of correct answers. Quizzes are divided into test and story-based.

Test quizzes - here participants answer a question and receive a score. Such games can be seen on TV - “Oh, lucky one!”, “What, where, when?” Story quizzes are more interesting. These games involve imagination and use elements of theatricality. Examples include such television programs as “Why” and “Wheel of History.”

Strategies are a form of intellectual game. Here, success is achieved by proper planning by the participants of their actions. The role-playing strategy develops along scenario and improvised directions.

Scientific and practical conferences .

Student conferences as an individual form of extracurricular activities

is thematic in nature. In the process of preparation, students, based on a wide range of sources, prepare reports, messages, videos, a series of stands and albums on a particular issue. The conference, like no other form of extracurricular educational work, forms the personal aspect of the perception of knowledge, helps to instill in students skills, a culture of intellectual and practical work, the ability to independently obtain and expand knowledge, and fosters social activity in schoolchildren.

The purpose of the student conference is to attract the attention of as many students as possible to the educational problem or topic being studied. Therefore, the topic should not only be relevant, but also interesting and accessible to most students.

Student conferences are designed to develop students' public speaking skills. This is connected not only with the intellectual, meaningful support of the report, but also with the development of students’ speech, its correctness, expressiveness, brightness, naturalness, correct intonation, simplicity, scientific character, accessibility, and clarity.

Olympics.

The Olympics are the joy of intellectual competition and the opportunity to test your knowledge of school subjects.

The most important means of developing a child’s giftedness is holding subject Olympiads. The Olympiad develops students’ interest in the subject, introduces them to non-traditional tasks and questions, awakens a desire to work with additional literature, develops independent work skills, and helps to unleash their creative potential.

The participation of gifted children in Olympiads helps the teacher to show the importance of the subjects studied at school, enriches the quality of education, allows you to plan individual work with talented students and show parents the prospects for the development of their child.

The Olympiads sum up all extracurricular work in the subjects studied and provide an opportunity to compare the quality of students’ preparation and development. It is the Olympiads that allow the student to learn and express himself, and give him the opportunity to assert himself. Even the most insignificant achievements give rise to faith in the student’s abilities. In addition, Olympiads contribute to the identification and development of gifted students, since some students do not stand out in the classroom: they diligently study the program material without going beyond it. But during the Olympiad, such students often demonstrate their abilities when solving non-standard tasks.

Literature.

1. Dal V.I. Explanatory dictionary of the living Great Russian language. St. Petersburg Dynamite LLP, 1996.

2. Leites N. S. Age-related giftedness of schoolchildren. M.: Publishing center "Academy", 2000.

3. Slutskoy G.B. Gifted children. M.: Progress, 2001.

4. Gifted children and pedagogical conditions for their development.

5. School work with gifted children.

“Umka” lesson system

for identifying and developing gifted children in primary school

Galina Nikolaevna KOZEL,

primary school teacher,

State Educational Institution "Massolyansky"

educational and pedagogical complex

kindergarten--comprehensive school."

INTRODUCTION

Modern society places increasingly high demands on the modern individual: a person needs not only to obtain the necessary knowledge and skills, but also to be able to apply them creatively. Therefore, one of the tasks of a modern school is the development of creative abilities and creative thinking of students; the formation of a full-fledged, independently thinking, decision-making personality.

At primary school age, the child’s thinking intensively develops, which leads to a qualitative restructuring of perception and memory, turning them into voluntary, regulated processes. A junior schoolchild usually thinks in specific categories. The development of theoretical thinking is preceded by the development of the ability to abstract and generalize. By the time they enter secondary school, children must learn to reason independently, draw conclusions, contrast, compare, analyze, find the general and the particular, and establish patterns. Therefore, in primary school, special attention must be paid to the development of logical thinking and creative abilities of students.

UMKA CLASS SYSTEM

The “Umka” lesson system was developed for primary school students and is aimed at solving the problems of developing a child’s intellectual abilities. The system is comprehensive: it helps to expand the worldview of students; is focused on preparing primary school students for the transition to secondary education.

Purpose of the program:

Systematic development of intellectual abilities, formation of sustainable interest and positive motivation for learning in schoolchildren.

Tasks:

Develop skills and abilities to perform logical and creative tasks of various directions; skills of independent activity, goal determination, planning stages of work, self-control, self-analysis, self-esteem.

To develop the thinking processes and individual abilities of students, the culture of oral and written speech, the independence of creative thinking of students in research activities and the ability to apply acquired knowledge in practice.

To cultivate a communicative culture, attention and respect for one’s comrades, and tolerance for other people’s opinions.

The system is designed for 34 hours(at the rate of 1 hour per week), of which 4 hours - the course "Introduction to school life", 4 hours - diagnostics and identification of giftedness, 4 hours - assessment of the level of formation of a stable need for the thinking process, 2 hours - holidays “We have become schoolchildren” and “Farewell to the Primer.”

The “Umka” lesson system is based on the study of scientific works on general psychology, psychology of abilities and giftedness (L. B. Ermolaeva-Tomina, E. Landau, A. Z. Zak, F. Galton, G. Eysenck, N. V. Talyzina), on the ability to plan educational and cognitive activities in accordance with functional systems and sensitive (optimal) periods of child development, study and use in activities of modern achievements of pedagogical and psychological science and practice.

Preference is given to teaching methods and techniques that stimulate complex cognitive processes that promote independent activity of students, focused on their creativity. The system is based on a personal approach to developing the ability to solve logical, non-standard, creative-search, verbal-didactic, spatial-combinatorial and other cognitive problems.

To achieve the set objectives, the following are used: methods training:

Verbal: conversation, discussion, story, explanation, work with a book.

Visual: table, demonstration, drawings, technical and interactive teaching aids, Internet resources.

Practical: exercises, individual independent work on assignments, programmed teaching method.

Inductive and deductive methods.

Partial search or heuristic method.

Research method.

Control: oral individual and frontal, mutual control, tests, performing creative tasks, erudite competitions, poster presentations of creative works with logical tasks created by children in teams.

The system provides for training sessions in various form:

Individual independent work.

Work in pairs.

Group forms of work.

Differentiated work (explain).

Frontal inspection and control (is this a form of work?).

Self-assessment of completed work. (is this a form of work?).

Didactic game.

Competition.

Lesson 1. Identifying the level of giftedness of children of primary school age

Progress of the lesson

1. Introductory conversation.

Teacher. Guys, this year we are starting classes to develop creative abilities. Our classes will not be evaluative, but educational and developmental in nature. The main thing is not, “What grade did I get in class today?”, but “What did I learn today?”

Don't be discouraged if the answer to a question doesn't come to mind right away. Follow the rule: “If it didn’t work out today, it will definitely work out tomorrow, you just have to want it!” And you can evaluate your success yourself, and symbols will help you with this.

Red flag - great.

Yellow flag - good.

Green flag - only part of the tasks were completed as desired.

Blue flag - it didn’t work out the way I wanted.

For classes, each of you must have: a workbook, colored pencils, a simple pencil, pens with colored pastes, a ruler, matches or counting sticks.

The order of work in classes will be as follows:

To prepare for work, let’s do some “brain gymnastics.”

During the warm-up, you will have to give the correct answers to questions as quickly as possible, which are designed to test your intelligence, reaction speed, and memory. Keep in mind that many of the tasks have a trick. Be careful!

Then we will do several exercises to promote the development of memory, attention, imagination, and thinking.

During the “fun break” we will play.

Then we will solve several logical, creative and search problems.

Let's do a graphic dictation.

And finally, let’s summarize the lesson and evaluate ourselves.

I believe that you will succeed!

2. “Brain gymnastics.”

Shaking your head (exercise stimulates thought processes). Instructions. Breathe deeply, relax your shoulders and drop your head forward. Allow your head to slowly swing from side to side as your breath releases tension. The chin traces a slightly curved line across the chest as the neck relaxes. (Perform for 30 seconds).

"Lazy Eights" (exercise activates brain structures responsible for memorization and increases stability of attention).

Instructions. Draw figure eights in the air in a horizontal plane three times with each hand, and then with both hands.

"Cap for thought" » (improves attention, clarity of perception and speech).

Instructions.“Put on a hat,” that is, gently roll your ears from the top to the lobe three times.

"Keen Eyes"

Instructions. With your eyes, draw 6 circles clockwise and 6 circles counterclockwise.

"Shooting with the Eyes" (the exercise serves to prevent visual impairment).

Instructions. move your eyes left and right, up and down 6 times.

3. Warm up.

How many: (give answers)

Days in a week, including days off?

Toes on your right foot?

Hind and front legs of a goose?

Seasons, autumn months?

Months of the year other than summer?

Snow White's dwarfs?

Human eyes and eyebrows?

Letters in the name of our country?

Angles for a square?

Tails for two cats?

Identification of the level of development of cognitive processes

Task No. 1.

Instructions. The sample contains numbers written in a row. Each number has its own picture. Consider them. After I say: “Start!”, you must fill in all the empty cells under the numbers as it was done in the sample. Be careful, numbers are written out of order. You are given 2 minutes to complete the task. When I say “Stop!”, you will put down your pens and finish the task.

Are these 2 table options? Or should each child complete both tables?

Task No. 2.

((please check the correctness of the figures. Please give an example of completing the task)

Instructions. Read the words and schematically sketch the objects they represent in the proposed figures.

domino net house

Letter airplane

hang glider

5. Fun break.

Teacher. Now let's take a rest. Our holiday will be active and useful. The exercise is designed for coordination of movements. First, touch your right ear with your left hand, and then touch the tip of your nose with your right hand; then quickly change the position of your hands: right hand - left ear, left hand - nose. (5 times).

6. Continued work.

Task No. 4.(Performed to check the level of development of auditory memory and auditory perception.)

Instructions. Listen carefully to the proverbs and write down only the names of the numbers.

Seven troubles - one answer.

Two of a Kind.

On all four sides.

Better to see once than hear a hundred times.

They've been waiting for the promised thing for three years.

Like the back of my hand.

Task No. 5.

Instructions. Think about how long a piece of wire needs to be to make such an arc. Draw a line segment. (give the correct answer)

Task No. 6(task to test understanding of the relative position of objects on a plane).

Instructions. Draw the cucumber to the left of the beets, but to the right of the carrots.

(give an example of completing the task)

Task No. 7.

Instructions. Draw the missing doll.

(give an example of how to complete the task correctly)

7. Graphic dictation.

Guess the riddle:

I'm under a colored hat

I stand on my own leg,

I have my own habits.

I always play hide and seek. ( Mushroom).

1, 1→, 1↓, 1→, 5, 3←, 1, 1→, 1, 1→, 1, 1→, 1, 3→, 1↓, 1→, 1↓, 1→, 1↓, 1→, 1↓, 3←, 5↓, 1→, 1, 1→, 1↓.

How do children see from this task that they need to draw 2 more cells inside the mushroom stem? And the bottom line? (highlighted in red)

8. Results of the lesson. Reflection.

What work did we do in class?

Which tasks did you like best? Why?

What didn't work out the first time? Why?

9. Students’ self-assessment of their activities

Coloring the flags in the appropriate color. Calculation of results. (please describe the process: who issues the flags? How do children determine what color to paint the flag? On what basis are the results calculated).

Job Analysis

Based on the results obtained for tasks 1-4, the quantity is determined:

filled cells under the numbers in two minutes - an indicator of concentration, its stability in monotonous work; (give in points or numbers what is considered a high, average, low level of concentration)

correctly filled cells are an indicator of the ability to distribute attention; (give in points or numbers what is considered high, average, low indicator of the ability to distribute attention)

completed drawings - an indicator of the brightness and power of imagination; (how is it assessed?)

accurately depicted and colored drawings - an indicator of the completeness of perception, the level of development of visual memory, (give in points or numbers what is considered an indicator of high, average, low level of visual memory development)

thick lines and lines in the image are an indicator of the accuracy of perception; (give in points or numbers what is considered high, average, low indicator of perception accuracy)

dots in a recording - an indicator of the ability to notice subtle details during perception; recorded numerals – an indicator of the development of auditory memory. (give in points or numbers what is considered high, average, low)

In task No. 5, you should pay attention to the correctness of the drawn segment - an indicator of the development of imagination and the ability to transform a given figure.

What and how is determined in task No. 6?

In task No. 7, you should pay attention to the correctness of the drawn matryoshka - an indicator of the ability to notice an existing pattern and apply it to complete the proposed task.

The results of completing the listed tasks are entered into the table.

1. Please provide the form of the table.

2. Give an example of filling out this table - it is not very clear in what form the data is entered there.

3. If there is a block of exercises for identifying gifted children, it is logical to assume that based on the results of its implementation it will be possible to identify gifted children. What criteria are used to assess the degree of giftedness of a child? At what number of points/points??? Is the child considered gifted or non-gifted?

Lesson 2. Thinking and logic.

1. Warm up(give correct answers)

How many times do you need to measure to cut once?

What is the sum of the last two digits of this year?

What is the number of “b” in the name of the first month of autumn?

Two brothers rode two-wheeled bicycles, and their sister rode a three-wheeled one. How many wheels were there in total?

Which month names end in “t”?

What birds can be postmen?

What date is next Saturday?

What is behind the hare and what is in front of the heron?

What date was 5 days ago?

Largest two-digit number?

2. Development of concentration

Task No. 1.

Instructions. Without moving your hand along the lines, but only following with your eyes, determine which numbers correspond to the letters. (please indicate the correct answers)

Task No. 2.

Instructions. Count how many pentagons there are in the picture. (correct answer. Is the rectangle relevant to this task?)

Sveta, Marina and Dasha were sitting on the bench. Sveta is to the right of Marina, Marina is to the right of Dasha. Therefore, in the middle there was…(answer)

Gena is smarter than Vasya, Artem is smarter than Gena. Therefore, the smartest...…(answer)

Timur does not like to go to school when they are giving vaccinations. Today he returned in a good mood. Hence, ……(answer)

Checking assignments. Drawing on the board. Display of solution options on the beam. (example picture)

5. Logical tasks to develop the ability to reason.

Work in groups.

Instructions. There are 2 groups of tasks before you. Read them, choose one group of problems that you like best, and solve them.

I group.

Task No. 1.

“How many students are there in your class?” ─ Grisha asked Fedya. Fedya, after thinking a little, replied: “If you subtract from the largest two-digit number, written as two eights, and add the smallest two-digit number to the resulting number, then you will get exactly the number of students in our class.” How many students are in this class, count and write. (answer)

Task No. 2.

Different amounts of ice cream were delivered to three tents. Moreover, the third brought as much as the first two together. And the first brought more than the second. How many boxes of ice cream were brought to each tent if they brought 10 boxes in total? (answer)

Group II.

Task No. 1.

Masha and Tanya each have one dog, Zhuchka and Polkan. What kind of dog does Tanya have if Masha has Zhuchka? Give the dogs their names.

Task No. 2.

Lisa, Galya and Nina live in different houses. The first house is a tall stone house, the second is a tall wooden house, the third is a low stone house. Write down who lives in which house, if Galya and Nina live in a tall one, and Nina and Liza live in a stone one. (answer)

8. Graphic dictation.

1←, 1, 1→, 1, 1←, 1, 1→, 1, 1→, 10, 2←, 3, 5→, 3↓, 2←, 14↓, 1←, 1↓, 1←, 1.

Working with gifted children at primary school age. Features of working with gifted children of primary school age in Russian conditions In the field of technical giftedness

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