2 Content Introduction 3 Chapter 1. Children's giftedness as a psychological pedagogical problem 6 1.1. The essence of the concept of "giftedness", "gifted child" 6 1.2. Identification of gifted children 12 Chapter 2. System of work with gifted children 19 2.1. Development of creative abilities in the lessons and in the after-hour time 19 2.2. Creating conditions for the comprehensive development of gifted children 25 Conclusion 29 List of sources used 31 Annex 34 Introduction.

3 Among the most interesting and mysterious phenomena of nature, children's gifts traditionally occupies one of the leading places. Problems of its diagnosis and development, and the system of working with it worry teachers over the centuries. Interest in it is currently very high, which can easily be explained by public needs. What is giftedness? Rare individual gift or social reality? And how to treat gifted children? Do they require a special study, approach and development? Do you need a certain system of working with gifted children? Giftedness is still a mystery for the majority of members of society. For the general public, the most important problems are not so much scientific foundations of gifting, as first of all their real life manifestations, ways to identify, development and social implementation. Caring for gifted children today is a concern for the development of science, culture and social life tomorrow. The problem of gifting is currently becoming increasingly relevant. The system of working with gifted children is one of the options for the specific realization of the personal rights of individuality. The problem of working with gifted students is extremely relevant for modern society. Foreign and domestic psychologists were engaged in questions of the gifting of children. Large studies in the field of psychology of the creative gifting of Americans J. Gilford, P. Trenza, F. Barron, K. Taylor. Based on the ideas of psychologists, J. Carrol and B. Bloom their followers developed a technique of learning gifted children. The study of especially gifted children was engaged in J. Bruno. ("Gifted children: psychologicopedagical research and practice").

4 PROBLEMS PROBLEMS studied domestic psychologists: Matyushkin A.M. In the work "The Concept of Creative Gifts", etc., Shumakova N.B. in a number of their works, Chistyakova GD. The article "Creative Gifts to the Development of Cognitive Structures", Yurkevich V.S. In the "Problems of the diagnosis and prediction of the giftedness in the work of a practical psychologist." Traditionally, the goals of social progress took a very significant place. For example, the confrontation of capitalist and socialist systems required a significant voltage of the forces and the maximum use of intellectual resources. In this regard, a fairly effective system of detection and training was functioning. highly gifted children. Modern personal-oriented trend is associated with access to the first valuable plan of personal development and self-realization. So, high individual achievements usually contribute to self-realization of the personality and drive society forward. Recently, the term "giftedness" has recently received public recognition, as well as social The significance of the problem of working with gifted children, which is an important step towards her decision. The main objective of this graduation work is to disclose the essence of the concept of gifting and the main directions of work, i.e. its systems, from the s) Rhenna children based on the analysis of psychological and pedagogical literature. Objectives of work: 1. The fact of the concept of "gifts", "gifted children". 2. To examine and analyze the psychological and pedagogical literature on this issue.

5 3. Reveal the basic methods of working with gifted children. 4 Use the system of working with gifted children. As part of the subprogramme "Gifted children", it is proposed to identify and develop the natural deposits of children at all levels of their upbringing, to provide children to children who contribute to the maximum disclosure of their potential capabilities. It is planned to create a system for identifying gifted from an early age and providing targeted support to every gifted child, the development of individual "educational routes", taking into account the creative and intellectual abilities of the child. state

6 Chapter 1. Children's gifting as a psychological pedagogical problem 1.1. The concept of "giftedness", "gifted child" is a significant advance in mental development in mental development or the exclusive development of special abilities (musical, artistic, mathematical, etc.). The phenomenon of gifted children was actively spoke in the second half of the 20th century. From that time a lot of work was written in this area, special programs for working with gifted children were created, including the Gifted Children program, within which the "working concept of giftedness" was developed and nevertheless each family in which there are gifted children , faces individually with the phenomenon of giftedness and those problems that are behind it. The childhood of children can be established and has been studied only in the process of learning and education, during the fulfillment by a child of one or another meaningful activity. The manifestations of mental gifting in the child are associated with the extreme opportunities of children's years of life. The main difficulty of identifying at the time of childhood signs of gifting is that they are not easy to identify individual, relatively independent of age-related. So, observed in the child high mental activity, special readiness for tension is

internal condition of mental growth. And it is not known whether it will be a stable feature in the subsequent age stages. Gifted children, showing outstanding abilities in some one area, sometimes they do not differ from their peers in all 7 other relationship. However, as a rule, the gifts covers wide (they say: the spectrum of the individual attachment features "Talented man talented in everything"). In the region of the outpacing development of knowledge, the following is noted: Increased curiosity. Gifted children are very curious. They need to actively explore the world around them. Scientists argue that gifted children of gifted children are characterized by a huge "appetite" and a huge ability to digest intellectual food; The ability to trace causal links and make appropriate conclusions. This ability is based on intuitive jumps ("resetting" through the steps). For such children, a faster transmission of neural information is characterized; Their intracerell system with a large number of connections. is more extensive, psychophysiological studies have shown that such children have increased biochemical and electrical activity of the brain; Excellent memory, which is based on early speech and abstract thinking. The child is distinguished by the ability to classify information and experience, the ability to widely use accumulated knowledge; Large vocabulary, ability to build complex syntactic designs and set questions. Children with pleasure read dictionaries and encyclopedias, invent words, prefer games that require activation of mental abilities;

8 Increased concentration of attention on Schlibo, perseverance in achieving the result in the field that the child is interesting, a high degree of immersion in the task; Bright imagination, highly developed fantasy. In the field of psychosocial development, the following features are characterized by gifted children: a highly developed sense of justice, manifested very early. In force of early formed personal value systems, children are acutely perceived by public injustice, establish high requirements for themselves and others; Well developed sense of humor. Adore inconsistencies, the game of words, "hike", often see humor there, where peers do not detect it; Attempts to solve the problems that they are not yet on the teeth; Exaggerated fears, due to their excessive susceptibility and ability to imagine. In the field of physical characteristics for gifted children, a very high energy level and low peculiar: sleep duration. Most parents argue that their gifted children in infancy slept less and early abandoned daily sleep. In psychology and pedagogy, the idea of \u200b\u200bthe presence of general and special abilities and gifts is common. First include such that meet the requirements of many activities at once (for example, intellectual abilities). Special abilities meet the requirements of only a narrow specific activity (for example, artistic abilities, the presence of a singing voice). True, there are opinions that a clear line between them is difficult and this division is quite conditionally.

9 Types of adarbility: 1. Children's giftedness. This type of gifted is supported and developed in special schools, circles, studios. It implies high achievements in the field of artistic creativity and performing mastery in music, painting, sculpture, acting abilities. These children pay a lot of time and energy exercises, achieving skill in their field. They have few opportunities for successful studies, they often need individual programs on school subjects, in understanding from teachers and peers. 2. General intellectual and academic gifts. The main thing is that children with the gifting of this species quickly master the fundamental concepts, easily remember and maintain information. Highly developed information processing abilities allow them to succeed in many areas of knowledge. A somewhat different character has academic gifts, which manifests itself in the success of learning to individual educational subjects and is more frequent and selective. These children can show high results on the lightness and speed of promotion in mathematics or foreign language, physics or biology and sometimes have unimportant performance in other subjects that are perceived by them are not so easy. The pronounced selectivity of aspirations in a relatively narrow area creates its problems in school and in the family. Parents and teachers are sometimes dissatisfied with the fact that the child does not study equally well in all subjects, refuse to recognize its gifts and do not try to find opportunities to support and develop special dating. Pupils can demonstrate a high IQ test indicator, and learning badly. Direct link between readiness for successful learning and

10 IQ indicators are missing. According to E.Translans, up to 30%, contributed to the abuse of gifted children. 3. Music giftedness. Currently, disputes continue about the need to allocate this type of gifting. The essence of disagreements is as follows. Some experts believe that creativity, creativity is an integral element of all types of gifts that cannot be represented separately from the creative component. So, A.M. Matyushkin insists that there is only one type of gifting - creative: if others do not have creativity, it is meaningless to talk about giftedness. Researchers defend the legitimacy of the existence of creative giftedness as a separate, independent species. Studies show that children with creative orientation often have a number of behavioral characteristics that allocate them and which are not at all positive emotions from teachers and the surrounding people: no attention to conventions and authorities; great independence in judgments; Slim sense of humor; lack of attention to the order and organization of work; Bright temperament. 4.Social giftedness. This is the exceptional ability to establish mature, design relationships with other people. Social gifts acts as a prerequisite of high success in several areas. She implies the ability to understand, love, empathize, get along with others, which allows you to be a good teacher, a psychologist, a social worker. These features allow you to be a leader, that is, to exercise leader's gifold, which can be considered as one of the manifestations of social giftedness.

11 There are many definitions of leader's gifting, however, you can allocate general features: intelligence above average; the ability to make decisions; the ability to deal with abstract concepts, with the planning of the future; adaptability; sense of responsibility; self confidence; perseverance; enthusiasm; The ability to clearly express thoughts. The above-mentioned types are manifested by domestic and meet specific barriers to their development depending on the individual characteristics and originality of the child's environment. Such a conclusion is confirmed by numerous data that the needs of gifted children in individualization of training, emotional comfort, awareness of the value of their own gift, independence and recognition are very high and in training oriented on the average student, are often not satisfied. Having studied the scientific ideas about the gifting of children, it is necessary to consider the definition of the term "gifts" and "gifted children" of various psychologists and outstanding teachers of Russia and abroad. V. A. Mizherikov offers the following definitions of gifts: 1) a qualitatively peculiar combination of abilities, ensuring successful performance; 2) general abilities or general moments of abilities caused by the breadth of human capabilities, level and originality of its activities; 3) mental potential, or intelligence, a holistic individual characteristic of cognitive opportunities and ability to teach; 4) a set of deposit, natural data, the characteristic of the degree of severity and the originality of natural prerequisites; 5) talent; The presence of internal conditions for outstanding achievements in activities.

12 Also V.A. Mizherikov offers the following definition of the concept of "gifted children" are children who discover general or special gifts (in music, drawing, technique, etc.). The giftedness is made to diagnose by the tempo of mental development of the degree of advance by the child. The gifts of children (in the field of music, then in drawing). In the field of science, it is faster than the best practices for mathematics. Children with extraordinary early mental development or with particularly bright, emergency achievements in some kind of activity are called priests. Similar definitions of the concepts of "giftedness" and "gifted The child "in his pedagogical dictionary is offered by G.M. Kodzhaspirova and A.Yu. Kodjaspirov The concept of gifting is considered somewhat different in their brief pedagogical dictionary of teachers Khoruzhenko K.M. and Kurepina A.V. Ottomans I natural background of high abilities. Identical definition gives in its psychologicopedagogical dictionary V. A. Mizherikov: the giftedness set of deposit of the natural background of the high development of the abilities. In his pedagogical dictionary, V. I. Pozenaminsky brought the definition of "gifting" and "gifted child"

13 Gifts - systemic, developing the quality of the psyche during the life of a person, which determines the possibility of achieving a person compared to other people of higher (unusual, outstanding) results in one or more activities. A gifted child is a child who is distinguished by obvious, sometimes outstanding achievements (or has internal prerequisites for such achievements) in one or another activity. Multivality of the term giftedness indicates the multi-term problem of a holistic approach to the field of human abilities. Ottoman as the most general characteristic of the sphere of abilities requires a comprehensive study: psychological and social andchologicopedagogical. Psychophysiological, differential 1.2. The detection of gifted children detection of gifted children has a long-term process associated with the analysis of the development of a particular child. Effective identification of gifting through a single-time testing procedure is impossible. Therefore, instead of simultaneous selection of gifted children, it is necessary to send efforts to a gradual, phased search for gifted children in the process of their training on special programs, or in the process of individualized education. It is necessary to extremely reduce the likelihood of an error that can be allowed in the assessment of the child's gifting, both in positive and on a negative criterion, the high values \u200b\u200bof one or another indicator are not always evidence of the giftedness, the low values \u200b\u200bof one or another indicator are not yet proof of its absence. This circumstance is especially important when interpreting test results. The principles of identifying gifted children should be highlighted:

14 1. A comprehensive nature of the evaluation of different aspects of the child's behavior and activity, which will allow using various sources of information and cover as much as possible spectrum of its abilities; 2. The duration of identification (expanded over time monitoring the behavior of this child in different situations); 3. Analysis of the behavior of a child in those areas of activity that maximize the extent to its inclinations and interests (inclusion in specially organized subjective lessons, involvement in various forms of relevant subject activity, etc.); 4. Use of training methods, within which you can organize certain developing influences, to remove the psychological "barriers" typical for this child, etc.; 5. Connecting to the evaluation of a gifted child of experts: specialists of higher qualifications in the relevant subject area of \u200b\u200bactivity (mathematicians, philologists, chess players, engineers, etc.). It should be borne in mind the possible conservatism of the opinion of the expert, especially when evaluating the products of adolescent and youth creativity; 6. The assessment of the signs of the child's rift is not only in relation to the current level of its mental development, but also taking into account the zone of the nearest development (particular, on the basis of the organization of a certain educational environment with building an individual trajectory of training); 7. The preemptive support for environmentally valid psychodiagnostic methods, which are dealing with the assessment of the real behavior of the child in a real situation, such as analysis of activities, observation, conversation, expert assessments of teachers and parents, a natural experiment. The special area is experimental substantive studies of gifted, which are carried out in order to obtain new

15 Theoretical and empirical data on the nature of children's gifting. These studies can use a wide variety of psychological techniques aimed at identifying the structure of different types of gifts, as well as the patterns of the relationship of a gifted child with the surrounding social environment. Without such studies, progress is impossible in practical activities related to the identification, training and development of gifted children. In the practice of working modern schools, complexity represents the diagnosis of children's risening. In order to understand what kind of cognitive style to which type of all the infinite variety of personalities belongs to this, alive, real, to see a unique child, you need to be able to determine the degree of development from him, if not all, then at least the main, most important, key mental and physiological features. The complexity is to determine its intellectual features, the presence of any particularly developed properties of its intelligence, those properties that do not "reach" to the top plank or the norm, which are higher than this plank, identify individual abilities or any of them. The diagnosis of mental abilities has a very important point to which L.S. Vygotsky. He showed that tests for determining mental abilities diagnose the degree of development of the child at the moment, but they cannot be used to determine the zone of nearest development. Differences of children are concluded not only in cash levels, but also in potential development opportunities. Arsenal of diagnostic tools in educational institutions is still poor. Determine the various types of gifts seems to be difficult. However, practical developments and

16 The use of the results of scientific research in the field of diagnostics diversified searches in this direction. One of the most common options for the organizational pedagogical approach is one-time examinations, or expressadiagnosis. Since the time of A. Bina, for many decades, "high intelligence", determined by standardized tests (IQ), played the role of "working" definition of giftedness. At the same time, the practice of psychodiagnostic surveys was emphasized by the autonomous examination of the psychodiagnostic examination of the most economical express examination. Thus, the problem of selection of children in the level of "giftedness" was solved: on theoretical, psychometric and organizational and organizational levels. Practice needed a relatively simple and economical measurement and selection tool. And at the first stage, thus was "saved" on "permanently interfering" practices of theory and on a complex multi-level, long-term survey system. In the future, psychological studies, and above all, work in the field of psychology of thinking, forced to radically revise the concept of giftedness, which resulted in equally radical changes at the psychometric level. There was a need for a multidimensional examination. A multidimensional assessment implies other requirements for the methodological apparatus of the examination (intelligence and creativity, as well as the level of personal development), but in organizational terms it can be different, including upgraded express examinations. One example of such a solution can be the so-called "reservoir model" by J. Gauen. Based on many estimated procedures, including the results of group testing, recommendations

17 class leader (educator), outlined cool candidates. The child should either show high results in any three (out of four possible) types of evaluation, or to gain a certain amount of software points (measuring mental abilities). When the Standbinet scale, the final assessment is also taken into account by the opinion of the qualifying committee. On this basis, selection is carried out. Numerous socioedagogical problems, and above all, the impossibility of building a reliable forecast for the development of intellectually creative abilities based on one-time or even periodic testing was forced by researchers and practitioners to look for the most adequate ways to solve organizational confirmations. Also one of the methods for identifying gifted children is observation. When approaching a gifted child, it is impossible to do without observations of its individual manifestations. To judge his gifting, you need to identify the combination of psychological properties that is inherent in it. That is, a holistic characteristic obtained by versatile observations is needed. Signs of child's gifting is important to observe and study in development. It requires sufficiently long-term tracking of changes that compete during the transition from one age period to another. Each case requires primarily individual Longituda, that is, a monographic description and analysis. This refers to systematic observation of the subject over a number of years. Observation can be continuous, day after day, and maybe with interruptions. A biographical method is of great interest to study the gifting. Studying the life path began to extend as a very effective approach to clarify the characteristics of the test in this period, and partly to the forecast for the future. The development of the biographical method is related to

18 The use of such information methods such as questionnaires addressed to the most under study, conversations and interviews with him, as well as questionnaires for others, studying products, diaries, letters, etc. Popova L.V. Indicates that among the new diagnostic techniques, the biographical questionnaire is coming out on the fore, which is more reliable than traditional tests, means of identifying creative possibilities and forecast of achievements. Thus, the initial insufficiency of traditional intelligence tests and creativity had a consequence of an increase in interest in less formalized diagnostic methods. The biographical method began to apply to children and adolescents. Conclusions:

19 Currently, there has been an increased interest in the problem of gifting, the problems of identifying, learning and developing gifted children and, accordingly, to the problems of training teachers to work with them. The problem of gifted is complex. It intersects the interests of various scientific disciplines. The main ones are the problems of identifying, learning and developing gifted children, as well as problems of professional and personal training of teachers, psychologists and management managers for working with gifted children. From a psychological point of view, it should be noted that the giftedness is a complex mental object. Features inherent in gifted children enrich our lives in all its manifestations and make their contribution to it extremely significant. First, such children are distinguished by high sensitivity in everything, many have a highly developed sense of justice; They are able to sensibly capture changes in social relations, new time trends in science, culture, technology, quickly and adequately assess the nature of these trends in society. The second feature is cognitive incessant activity and highly developed intelligence make it possible to receive new knowledge about the world around. Creative abilities entail them to create new concepts, theories, approaches. Thieh, most of them are characterized by high energy, purposefulness and perseverance, which, combined with huge knowledge and creativity, make it possible to implement a lot of interesting and significant projects.

20 Chapter 2. System of work with gifted children 2.1. Development of creative abilities in lessons and at nightly time The state system of working with gifted children includes several levels. The basis of this system is a school covering the most wide range of children. At the school level, a prerequisite is a prerequisite for the teacher recognition skills of their students, the creation of optimal conditions in terms of study and relationships with peers. And if necessary, the indication of ways to appeal to out-of-school institutions working with gifted children; It is also desirable that the school allow for flexible programs to receive additional knowledge of those students who need them to be rare. Schools in large cities have great opportunities for the presentation of special forms of educational for gifted children than, for example, rural schools, although it can be found infrequently. Therefore, for especially capable children from rural areas, training can be recommended in boarding schools for gifted children. The introduction of a state educational standard allows you to develop a combination of the main, additional and individual education. Children through gifts The optimal systemic approach, which underlies standards, should ensure the formation of readiness for the self-development of students, their active educational activities, as well as building an educational process, taking into account the individual age, psychological and physiological characteristics of students. Principles of working with gifted children. Individualization, Differentiation of training (the presence of an individual

21 student learning plan); Principle of advanced training; Principle of comfort in any activity; Principle of the diversity of the proposed opportunities for the implementation of students' abilities; Principle of educational training; The introduction of new pedagogical technologies into the educational process. In the urgent form of education, wide opportunities for the development of individual abilities of students give a system of problematic differentiated training through group forms of work, design assignments, role training, "brainstorming", "creative workshops", discussion meetings "Round Table". The use of elements of multimedia technologies contributes to self-development, the formation of an information community personality, an active subject of educational activities. Individual development of adaratences is represented by a set of additional classes in extracurricular times aimed at preparing for intellectual-making competitions, subject responds, quiz, games, conferences in various directions. The participation of schoolchildren in conferences, competitions, competitions provides a positive result in working with the family: a positive psychological climate in the family is formed, the interaction between the school and family is activated. The work of the child with the support of parents gives a good result in the formation of its worldview and personal qualities. Work with gifted children continues all year round. During the summer holidays, children attend a school health camp, teachers working in the camp are engaged in them. Summer holidays make up a significant part of children's free time. This period is like more

22 is favorable for the development of their creative potential. Work forms in individual classes with gifted children, Summer period: Independent work of students with didactic material, individual consultations for students on working with didactic material, pedagogical consultations for parents of gifted children. The result of the implementation of such a program is the improvement of children involved in the mode of camp life, constantly in motion, encourage them to sports and healthy lifestyle, the ability to live in the team, receiving new knowledge, skills and skills, the realization of the creative potential of the child's personality. School teachers cannot but excite questions how to make the learning process available and interesting for each student, how to give any student to feel in a success situation. We see answers to these questions in the implementation of differentiated and individual approaches in training. The purpose of the individual approach to notice in each student his strong side and allow it to be pronounced. Conductive objectives help various types of lessons: a lesson for searching for rational solutions, a lesson for testing results by comparison, a lesson for independent work, requiring a creative task, a lecture in the form of competition, the lesson "Dubler begins to act", the classroom, panorama, TV shows, live newspaper, oral magazine, hardware, lesson, dignuliar journey, excursion, living room, urchkvn, "What? Where? When? ", History. The priority forms of work in the lesson are individual independent work, the frontal discussion of its results, the work of students in pairs, groups.

23 The task of the teacher to see the individuality of his student and save it, help the child to believe in their strength. Provide its maximum development. The Olympiads allow the disciple to know of themselves, make it possible to make a greater degree to establish themselves in their own eyes and among others. In general, they serve the development of the creative initiative of the child. So students of elementary school are happy to participate and win both in school, urban competitions and in the Republicans: "Golden Fleece", "Cognition and Creativity", "Man and Nature", "Kangaroo", "Russian Bear". Olympiads in the initial period of study occupy an important place in the development of children. It is at this time that the first independent discoveries of the child occur. Let them even small and as if minor, but in them the sprouts of the future interest in science. The opportunities have been implemented on a child developing. Conferences are competitions of creative work of schoolchildren who may have the form of independent theoretical or experimental studies. Suggested by research work. As the experience shows the preference of this in the events for gifted children, they always identify particularly outstanding "stars", capable of thinking out, observe, draw conclusions. Project activity acts as the main form of the organization in the urgent and extracurricular activities of schoolchildren. Project activities stand out in the process of learning a unique opportunity to actually use and develop the individual abilities of each student. At the lesson, the children independently choose topics for projects. The role of teacher- Help students, to advise and coordinate students' work, assist in choosing the directions for collecting information,

24 Wonderful wonders at each lesson. The teacher, together with the children, dares and creates, is looking for answers to the questions exciting us. The guys give the teacher a minute of fantasy and imagination, inspiration and creativity. Large responsibility also lies on parents' shoulders when collecting information and project preparation. It attracts parents to actively participate in the teaching of the child, and the child gets continuous support and understanding, attention and care from parents. In the class, thanks to a new approach in learning and raising children, close contact with parents is installed. The network of additional education "Grow grooves of adaratences" through extracurricular visits to subject and creative circles, events. Additional education in school is directly related to basic education, it expands and deepens it, creates conditions for its individualization. Additional education ensures the implementation of extracurricular activities in elementary school. Extracurricular activities reflect the goals and objectives of the main educational program of primary general education. Circles and associations included in the curriculum of extracurricular activities occupy a significant place in the educational space of the school, help to develop creative abilities from students, to identify musical and acting data, forms their common culture, expands and deepens knowledge in the field of applied art, the history of the native land. In addition, extracurricular activities in elementary school allows you to solve another number of very important tasks: to ensure a favorable adaptation of the child at school; optimize learning training; improve the conditions for the development of the child; take into account age and individual characteristics of students.

Extracurricular work is another link in working with gifted children, contributes to the development of cognitive interest and the formation of the individual 25 entertaining exercises, rebuses, students. Puzzles all contribute to the development of thinking of students. Lessons, extracurricular work allows you to identify individual features of each student, to work with the maximum interest of children and seek creative satisfaction from each child. Among the forms of extracurricular work with gifted children, you can note the work of circles and electives. Extracurricular activities - gives an excellent opportunity to see children in an informal setting, form their horizons and interest in the world around them. One of the educational technologies supporting is a competence-oriented approach in education, work technology with a portfolio. Systematic work with a portfolio helps students solve very important tasks: to timely celebrate their successes, trace the individual growth of success in study and develop self-confidence on the way to achieve small school victories. Students responsibly belong to the filling of the portfolio. As part of the implementation program of the general education system, the offices are equipped with arm, educational equipment, which is used in work, both in the urgent time and when conducting extracurricular activities. The use of modern equipment contributes to the formation of universal academic actions among students, as well as it allows to intensify the cognitive motivation of schoolchildren to research and project activities and more widely use pedagogical technologies, attracting parents to the process of learning and upbringing.

26 Systematic work with gifted children gives positive results. As a result of the painstaking work of teachers in school, there is a stability of the quality of knowledge. The number of medalists and winners of various contests and the Olympiads increases. Teachers are a lot of work on identifying and supporting gifted children. All classes, a pedagogompsichologist, has been done to work on the formation of cognitive activity of students, it is clear that the guys learn to be more independent in their judgments, have their own point of view and arguedly defend it. But the most important thing is that the child has its cognitive activity and training motivation. If these qualities are developed, it will develop and thinking. A thinking person is that man, to raise which the teacher seeks. 2.2. Creating conditions for the comprehensive development of gifted children. Leisure ignites children with insight, anticipating their personal discoveries, guesses or, as defined by S.A. Amonashvili, "Personal Evrica". One of the common forms of organizing leisure children is club activity. According to S.T. Shatsky (1878-1934), one of the first organizers of club associations to compete with the street, the club must create a medium in which children would be interesting; Club employees must have a fantasy, be able to diversify work forms. Additional education institutions are such out-of-school institutions that organize leisure children and adolescents, help the family and school to carry out harmonious identity development, taking into account the abilities, interests and tanks. The purpose of the establishment of additional education at the present stage is the correct and effective organization of the free time of the younger generation and gifted children.

27 The following additional education is distinguished: educational functions of institutions a) education according to additional subjects, i.e. subjects, supplementary to the standard list of educational items of general education institutions. For example, a court and aircraft modeling, sports sections, choreography, etc. b) propaedeutics of vocational education (for example, design studio or children's television studio); c) professional self-determination; d) training that satisfies the cognitive interest of this child, e) socializing (communication with peers, self-affirmation, self-determination, including the opportunity to try to find themselves in different activities, enrichment by public experience, the formation of a child as a person, acquiring the possibility and ability to be Not only an object, but also a subject of social impacts and interactions). Understanding the need for the system of interrelated events between the school and employees of the Center for Children's and Youth Creativity with Gifted Children, an open pedagogical project "From the search for gifted - to the disclosure of giftedness", aimed at creating an adaptive educational space of students within the integration of an average educational school, additional education and cultural institutions, the main ideas of which consist in the productive development of the personality of the teenager. The process of identifying, learning and upbringing gifted, talented children is a new task of improving the education system, as learning gifted children today is a model of learning all children tomorrow.

World experience shows that often faith in the possibility of a student, multiplied by the skill of teachers and parents, are able to work wonders. In life, it is often important not even what gave man nature, but the fact that he managed to do with the gift that he has. 28 Conclusions Litected Literature allows you to draw the following conclusions: Gifted children require a special approach. The main directions in the system of working with them are an individual approach and work in groups created on the basis of the level of knowledge and abilities. Creative principles in man are manifested independently of education and education, but you can create conditions for their development. As a result of many years of work on the creation of techniques, concepts, the developmental development systems has accumulated the original experience, which should be used in pedagogical practice and further research. Work on the proposed methods requires serious training, in particular, the special training of the pedagogical team, the creation of methodical and solo services, established communication with parents - a special organization of the whole work of the school as a whole.

29 I would like to pay attention to the fact that in the psychologicopedaging literature there are many definitions of giftedness. Each child is appreciated and impossible in the framework of the general theory to develop an approach that guarantees 100% success in working with gifted children. Abilities and talent is an individual concept. Someone is given the gift of the Word, CTOTO clearly has artistic abilities, ktoto music. There are children who are capable of analyzing, and there are a tendency to generalize, there are inborn researchers who are often interesting for the research process itself even more than its object. Here with such children you can spend different work: projects, research and so on. After all, the ultimate goal of the teacher is not to identify who is gifted more, who is less, but to provide an opportunity for the development of different children's best practices. It is necessary not only to recognize that all children are gifted, but at the same time creating conditions for their development. Undoubtedly, the school should work with gifted children, creating conditions for their self-determination, self-realization and socialization at all stages of development. The professional interest of the teacher, one way or another, is associated with the problem of identifying, supporting and developing children's gifts.

30 Conclusion In this graduation work, the main definitions of gifted, using psychological literature, was revealed by the essence of the concept of giftedness, the classical methods and concepts used in working with gifted children were presented, as well as the most promising in our opinion modern techniques. These include: forms and methods of working in classourific activities: work on individual programs; interactive learning; Multi-level and creative tasks. Forms and methods of work in extracurricular time: elective courses; Intellectual clubs, games, marathons;

31 Olympiads, quiz, contests; subject circles; Conferences: know, design investigation. In conclusion, I would like to give several universal councils to teachers for working with gifted children. Undoubtedly the basic demand for teachers of a gifted child is an unconditional understanding and respect for his personality. The main task of the teacher to instill a child taste for serious creative work. The teacher should always remember, gifted children are very proud, easy wounds. Therefore, the teachers are most needed the quality of personal, mental, and not only intellectual and methodical "baggage". It is necessary that the creation of the teacher and the student in conscription in the process of education and training. And also I want to remind you that the work of the teacher with gifted children is a complex and never stopping process. It requires teachers of personal growth, good, constantly updated knowledge in the field of psychology and their learning, as well as close cooperation with psychologists, other teachers, administration and necessarily with parents gifted. It requires constant growth of skill, pedagogical flexibility, ability to abandon what today seemed creative find and a strong side. Unfortunately, it is still very little done for children who are superior to their age standing in various respects. Meanwhile, it is highly gifted people who are able to make the greatest contribution to the development of society. Taxing talents is an incomplete mistake for the development of any state.

32 List of belite used Bogoyavlenskaya, D.B. Working concept of gifting [Text] / D. 1. B. Bogyowlenskaya M.: ICP "Master's Publishing House", 2010. 68 p. 2. Wenger, A.L. Psychological Picturesque tests: Illustrated manual. [Text] / A. L. Wenger M.: Vse Vpospress, 2003. - 160 p. 3. Lochov, M.I. Bad good baby. (Problems of development, violation of behavior, attention, letters and speech) / M. I. Lokhov - St. Petersburg: 2005. - 320 p. 4. Zagognaminsky, V.I. Pedagogical Dictionary: studies. Manual for studies Higher. Uch. establishments / V.I. Pozmenhansky, A. F. Zakirova, T. A. Strokova et al.; Ed. V.I. Zagognamsky, A.F. Zakirova. M.: Publisiki Center "Academy", 2008.352c.

33 Kodjaspirova, G.M. Pedagogical dictionary for stud. Higher. and media. 5. Ped. studies. Vehicles / G.M. Kodjaspirova, A.Yu. Kojaspirov.: Publishing Center "Academy", 2006. 176 p. 6. Landau E., Giftedness requires courage: psychological support of a gifted child / lane. with it. A.P. Golubev; Scientific ed. Rus. Text N.M. Nazarova. / E. Landau - M., 2005. - 144 p. Marchenko, E.V. The interaction of a psychologist with parents of gifted 7. Child [Text] / E. V. Marchenko 2010. No. 6. Bibliogr.: With. 121. Mezhieva M.V., the development of creative abilities in children is 59 years old / M.V. 8. Mezhieva Yaroslavl: Academy of Development: Academy Holding: 2008128 p. Mizherikov, 9. Mizherikov Rostov N / D: Phoenix, 2009544 p. V.A., Psychologistagogical Dictionary / V.A. 10. Mizherikov, V. A. Dictionary of Pedagogy / V.A. Mizherkov M.: TC Sphere, 2010. 448 p. 11. Popova L.V. "Biographic method in learning adolescents with different types of gifting", / L.V. Popova M., 1993. 12. "Psychology of the giftedness of children and adolescents" / Ed. Yu.D. Babayeva, N.S. Letes, TM Marygin - M; 2000, 13.Savenkov, A. I. Gifted child in the mass school / A. I. Savenkov - M.: September, 2010208 p. 14.Satynskaya, A.K. On the problem of developing curricula for gifted children / A. K. Satynskaya 2010. No. 6. Bibliogr.: With. 33. 15. Khoruzhenko, KM Brief pedagogical dictionary / K. M. Khoruzhenko, A. V. Kurepina - Taganrog: Taganrog Edvo. State Ped. Inta, 2010.200 p. 16. Khutorskaya A.V. "Development of schoolchildren's risening: technique of productive training" / A.V. Khutorsk M; 2000416 p.

34.Chudnovsky V.V. Godarness is a gift or test / V.V. Mushanovsky, 17. M.: Knowledge of 1999.200 p. 18. Stern V. Mental Gifold: Psychological Methods of testing mental giftedness in their application to school children / Per.s. age St. Petersburg.: Union, 1997.128 p. A.P. Boltunov; Under Ed.v.A.Mukov. 19. Shumakova N.B. Gifted child: Training features: Teacher's allowance / NB Shumakova, N.I.Avdeeva, L.E. Zhuravleva et al.; Ed. NB Shumakova // M.: Enlightenment.2006. 20. Instanese V.M. "School Problem for Gifted", / V. M. Eczeply M., 1977. 21. Yurkevich V.S. "Gifted child" / V.S. Yurkevich - M.: Enlightenment. 1996 22. Diagnosis of children's gifting [Electronic resource]. Access mode http://www.s11017.edu35.ru/teacher/test/275Dar 23. Psychological foundations of children's gifting [Electronic resource]. Access modeHttp: //Festival.1September.ru/articles/578791/ 24. Gifted children Children's psychology [Electronic resource]. Access modeHttp: //tvoypsiholog.ru/publ/odarennye_deti/1710711

35 Appendix 1.

37 Appendix 2.

System of working with gifted children in OU: problems and prospects.

Dibdine L.A. MOUOU SOSH№ 1 G. BELEBECH

I want my speech to start with the words of George Valentinovich Plekhanov: "It has long been noticed that talents are everywhere and always, where and when there are conditions favorable for their development"

Any society needs gifted people, and the task of society is to consider and develop the ability of all its representatives. Unfortunately, not every person is able to realize his abilities. Very much depends on the family, and from school.

The task of the family is to see in time, see the ability of a child, the task of the school is to support the child and develop its ability, prepare the soil so that these abilities are implemented.

In everyday life, giftedness is synonymous with talentedness. The pedagogical dictionary gives such an interpretation of the term gifting: it is a systemic, developing quality during the human life, which determines the possibility of achieving them compared to other people of higher results in various activities. A gifted child is a child who is distinguished by bright, sometimes outstanding achievements in one form of activity.

1. Work system with gifted children in Maou Sosh№1. BELEBECH.

The system for organizing work with gifted and talented children in our school is built as follows:

2. The adventure of gifted and talented children:

1) Diagnostics of potential children's capabilities (Class leader, invite a psychologist), uses questionnaires, tests, Opole Anatoly Ivanovich Savenkova (You can show)

2) analysis of special success and student achievements;

3) creating a data bank on gifted children;

4) continuity between pre-school, initial, main general and secondary education.

5) the development of creative abilities in the lessons;

6) the development of abilities in extracurricular activities (Olympiads, including remote Olympics, contests, research work);

Conducting subject decades

Organization of exhibitions, competitions;

Carrying out extracurricular activities;

7) Creating conditions for the comprehensive development of gifted children.

Each class teacher monitors the participation of children and the effectiveness of their activities in various events. (Portfolio)

3. Helping gifted students in self-realization of their creative orientation:

- organization of research activities . The school has a creative association in which schoolchildren of 7-11 classes entered. Students get acquainted with research activities, are engaged in search and local history work. Directions of their work: "Belebean nugget" (Peter Prokopyev, etc.), "Veterans of the Great Patriotic War", "Our countrymen at the fronts of the First World War", "Aksakov places on the Earth Belebeev", "Temples of the Earth Belebeev". The work of the creative association is headed by Gabdullina E.B. Students successfully perform on municipal and All-Russian competitions and Olympiads ("Roads of Fatherland", "Intellect of the Future", "Albus", Olimpius, etc.); - organization and participation in intellectual games and marathons, creative competitions, subject Olympiads, scientific and practical conferences.

Every year, our students are actively involved in distance contests, competitions, intellectual games:

With 3-9 grades participated in the International Mathematical Competition "Kangaroo";

Primary classes in the Intellectual Competition "Keetynok 2013";

In the All-Russian Marathon "Merry Mathematics" (for students grades 1-4) "Unicum";

Design of design work among the 2 classes "Mystery of Nature" (Gorbunov Roman);

In the All-Russian Mathematics Olympiad for 5-6 classes "Here is a problem";

in English for 1-4 classes "Here is a problem";

olympiad in physics for the 10th grade "Here is a problem";

In the All-Russian remote quiz "70 years of the Kursk battle"; - 6 to 10 classes participated in the contest "Man and Nature";

From 3 to 11 classes in the game "Russian Bear-Linguless Linguistics for All";

From 7po11 classes took part in the British Bulldog Game Competition,

In the All-Russian distance game-contest "Unity of formulas and pen" (based on materials of GIA and EGE) (Grigorieva Marina, Nikiforov Dmitry, Curator Rassenova L.Yu)

In the All-Russian remote contest of the drawings "Winter Night" (Ishkova Svetlana, Curator Shangareva M.T.)

In the All-Russian remote competition Essay "Patriotism and its borders" (Ivanov Andrei 10 KL, Curator Gabdullina E.B.), "Word as a source of happiness" (Kvashin Fedor 11 cl., Curator Nikolaev R.P.)

In the All-Russian remote game-competition "In Search of Klade Knowledge" (based on the cartoon "Masha and the Bear", Hairullina Dilara, Curator Lapina T.I.)

Participants received certificates, winners diplomas, teacher thankful letters.

4. Control over the development of the cognitive activity of gifted and talented schoolchildren:

Thematic knowledge control in the framework of training activities. Control over the obligatory participation of children in this category in contests of different levels.

5. Promotion of gifted children:

Scholarship of the head of administration. (Diobda A, Makarov Oh, Comonova N, Rtishchev A, Popova A., Safieva D, Kupriyanova a)

Cash awards named after the former director Vladimir Luzina (established the daughter of . Lulus)

Encouraging on the communal line. 6. . Working with parents of gifted children:

joint practical activity of a gifted child, parents and teachers. Support and encouraging parents of talented children (the presentation of diplomas, thanks and valuable gifts at the solemn line of dedicated to the completion of the school year).

7. Work with a pedagogical team:

educational seminars on working with gifted children: "Organization of research work with students", "Creating a situation of success, an atmosphere of understanding at a lesson and in extracurricular time." Improving professional skills through coursework and certification. Selection and accumulation in the Literature Library Fund required for self-education, systematic review of new arrivals, the use of Internet capabilities. (Gabdullina EB, when IRO RB participated in the Internet pedsow on the topic "Gifted children and talented young people: identification, development, maintenance")

8. The interaction of OU with other society structures to create favorable conditions for the development of adarability: School for a number of years in close cooperation works with institutions of additional education: Children's School of Arts, Sports School, TsA "Ural-Batyr" ("Bravo", "Aphrodite"), clubs DOSAAF (Checkers, Chess), District Children's Library, School Creative Association.

Perspectives

1. To include features of working with gifted children.

2. In the work from intuition to the system.

3. The diagnosis to identify the abilities in children.

4. The program of the development of gifted children and phased tracking of the results of their achievements.

5. Conducting various extracurricular competitions, the Olympiads that allow the child to show their abilities.

Problems:

1. In school there are few intellectually gifted children, so the same student has to participate in the Olympiads in several subjects, which leads to the overload of the children's body, as well as difficulties in preparation.

2. In school there is no psychologist. Work on identifying gifted children, a certain type of gifting fully falls on class managers. It is clear that they cannot spend this work as competent, as this psychologist would have done.

3. Incolates can not always present to gifted children of development conditions according to the type of gifting due to the lack of specialists. Parents can not always provide their children to attend the institutions of additional education, where there are specialists as they are mainly paid.

All information about our achievements will be posted on the School website, because information openness is one of the necessary conditions for progressive development. School teachers are qualified psychological and pedagogical assistance to gifted children. After all, it is no secret that sometimes moms and dads cannot decide which educational institution to choose for a child gifted in one area or another; What preferred the program and the learning mode where to get additional educational services.

Of course, the process of identifying and supporting young tissues is complicated and multifaceted. But it is obvious that work with gifted children will be successful only if it leads to this difficult process of the formation of young talented citizens of Russia as well as gifted adults - teachers.

I want to finish my speech by the words of Vasily Aleksandrovich Sukhomlinsky: "Man's gifting is a small sprouting, barely proceeded from the Earth and requiring great attention. It is necessary to cherish, care for it, to do everything you need so that he grows and gave up abundant fruit "


Actual problems of the teacher when working with gifted children in a rural school.

Article teacher's biology

MBOU "MOVEKO SOSH"

Sustovaya V.K.

Actual problems of the teacher when working with gifted

children in rural school.

Support for talented children - one of the trends in the National Educational Initiative of the President D. A. Medvedev "Our New School". Gifted and talented children are the potential of any country, allowing it to effectively develop and constructively solve modern economic and social tasks. Within the framework of this direction, teachers "a branching system of finding and supporting talented children, as well as their psychological and pedagogical support during the entire period of the formation of the personality, will be built.

Each educational institution, including our school, is actively working in this direction, there are numerous victories in competitions of various levels - from the municipal to All-Russian. But we are all faced with a number of problems in working with gifted students. They are especially acute in rural school due to the specifics of the organization in it educational and educational processes. About these problems and I would like to talk.

About giftedness, probably written everything or almost everything. The problem of working with gifted students is extremely relevant for modern Russian society, and for rural school especially. Why? I'll try to tell. The mass school is usually faced with various kinds of problems in working with gifted children. Our school is not an exception. Today, high demands are presented to the school. What does it mean for society and parents "Good School"? This is a school where it is well teaching in all subjects, GIA and EGE are well handed over, and at the end, children are easily entering universities. The school should have their own traditions. In a good school, they respect the identity of the child, they are engaged not only in the lessons, but also in the system of additional education. When it comes to children, we simply don't want to hang on them a label of giftedness or "not gifted." Everyone has its own special gift, a huge potential, an amazing force that makes them grow and develop. If you still insist on the so-called term "gifted children", then among them there are those who find out their bright abilities early enough, and those who can show them quite late during life, such abilities may be hidden (or unnoticed) in childhood and manifest much later. Therefore, arguing about the system of working with gifted children, I would like to emphasize the idea of \u200b\u200bworking with all the children, that is, the maximum development of skills, skills and cognitive abilities.

Our school is rural. It employs 20 teachers. Number of students -192. Therefore, the first problem with which we often come across recently, probably close to both rural and large urban schools. A truly talented children - nuggets - in an educational institution a little: 1-2 people in the classroom, but a lot of contests offered to us from a wide variety of organizations. They cover both teachers, and up to a dozen gifted guys, because it is precisely the numerous essay contests and drawings, the Olympiads, scientific and practical conferences, etc. and Ave. and on all the vulture of "participation." With such a system of commitment-forced participation, competitions do not develop the abilities of the child, but only exploit them. They deplete the gentleness of the child just as the expectations and hope of adults who are trying to match it. An immense can not be arranged, in everything and you always need to know the measure.

The problem is the second. Unfortunately, already that year most of the first-graders coming in the walls of our school have the status of "unorganized" or simply "home" children. The kindergarten in our village there is, but individual parents due to material difficulties (there is no work in the village) they do not have the opportunity to determine their children there. So it falls forever busy household mother to raise her child himself. Many mothers do not know about early development techniques, and if they read about the like somewhere, they still consider it a waste of time - after all, they will still teach everything. And it turns out that the precious time to start the development of the talent is missed, it is not rationalized. It is necessary to create conditions so that children from low-income families can attend kindergarten.

Further education at school reveals in front of a gifted child. Great opportunities: differentiation and individualization of training, multi-level and prefigure education, design activities, and in addition to the additional formation of aesthetic circles and sports sections, environmental and local lore associations. And here in front of our school is another sharp problem: there are no additional education professionals. Not every parent from the village will let go of his child to the district center "on the cross-country", in our time it is really dangerous, especially since it will be necessary to return to the last bus. In our case, there is hope for the teachers themselves and to rely on the rural house of culture, which actively cooperates with our school. Thus, the guys do not have the ability to grind, wrap their talent under the competent leadership of the mentor, and, consequently, to achieve a higher result. The way out of the current situation can serve as a quotation from the national educational initiative "Our New School": "The search and support system of gifted children should be built, individual development and maintenance programs have been developed for them during the entire period of formation." It is tempting and the definition of the "School of Full Day" sounds, but again, all this will require large-scale cash investments, which the school simply does not have.

The most generally accepted criterion for determining giftedness is the successes of children in various competitions and the Olympiads. Failures and lesions in these cases, such children are experiencing sharply and long. In addition, the expectation of high results from a gifted child from parents put it in a situation of necessity by all means to justify these expectations and support their reputation not only at school, but also in the family. The consequence of this is the problems of gifted children in behavior, communication, training. Talented children refer to the category of children with problems in socialization (these are the data of many studies), as well as such children should be in the center of social pedagogy. Therefore, the problem of the absence of a teacher-psychologist's pedagogue rate in our school has become the problem of working with gifted children. Only he can provide qualified help to such a child in a crisis moment, moreover, to recognize and prevent his approximation. Output one - return to schools of psychologists.

The next and, perhaps, the most important problem is the identity of that teacher who works with gifted children. A gifted personality is able to educate only gifted and trained in the teacher. Since the teachers do not always identify gifted children, do not know their features, then often there is a question in front of him how to implement an educational process with gifted children? The teacher must be provided not only by the relevant professional skills, but also the abilities for experimental, scientific and creative activities, and often teachers have practically no educational programs for gifted children, which he could use in his work. I think that today the quality of learning and education of children of this category is provided only by intuition and teacher experience, many of whom are trying to develop elective courses and gifted children. Recently, all our term training is reduced to ensure the qualitative results of GIA teachers, the children's talent of the university is not yet prepared. Probably, it should be applied to solve this problem to our methodical service.

The problem of material incentives for gifted children is also relevant. There is nothing galloping in addition to the literacy, the guys will receive monthly scholarships (or one-time payments) at school or head of the administration of the municipality for success in learning, achievements in sports, creativity and social activities.

The main idea of \u200b\u200bworking with gifted children is to combine the efforts of teachers, parents, the public in order to create favorable conditions for the implementation of the creative potential of students.

The system for organizing work with gifted and talented children in our educational institution has the following content. Detection of gifted and talented children:

-analysis of special success and student achievements;

-creation of a data bank on talented and gifted children;

-diagnosis of potential abilities of children;

- continuity between primary and basic education

Helping gifted students in self-realization of their creative orientation:

- creation for a student of a situation of success and confidence through individual training and education;

- inclusion in the school curriculum of the expanded study of the items of the school program;

-formation and development of a network of additional education;

-organization of research and project activities;

- organization and participation in intellectual games, creative contests, subject Olympiads, scientific and practical conferences

Control over the development of cognitive activity of gifted schoolchildren:

-thematic knowledge control in the framework of educational activities;

-control over the obligatory participation of gifted and talented children in contests of different levels

Encourage gifted children:

Awards to the winner of the school and municipal levels of the "Student of the Year" contest;

Prize winners of the municipal level graduates who graduated from school on a gold medal;

-publications in the media, on the School website;

- fellowships established by the administration of the Krasnokamsky district

Working with parents of gifted children:

-psychological support of the parents of the gifted child;

-joint practical activity of a gifted child and parents;

Work with teachers:

- seminars on working with gifted children;

-improving professional skills through coursework and certification;

Stimulating working with gifted children

The interaction of OO with other society structures to create favorable conditions for the development of giftedness.

The basis of the activities of the AU on the development of the child's rivalry is the principles of active creation of the environment for the disclosure of the creative abilities of talented and gifted children, the principle of a comprehensive, comprehensive approach to solving the strategic problems of the development of gifting in children.

The OO developed the program "Gifted children", and as part of part, work plan for the 2015-2016 academic year.

The main directions of the implementation of the program are the following:

Early detection of capable and gifted children (annual school Olympiads),

Organize their training on different levels of education,

Individual support for gifted children

Introduction into the educational process of special lessons and techniques that contribute to the development of gifting (educational training, ICT, project activity, critical thinking technology);

Annual Intelligent Marathon for Students 6-7 Classes,

School classes for gifted children 7-9 classes,

Participation in scientific and practical conferences,

Creating a microclimate of prestigestinity.

Work with gifted children and trained, positively motivated to study, is traditionally conducted in all subjects. Pedagogues use individual and group tasks for training, orient schoolchildren on additional literature with an indication of the source of information. Individual, group work implies practical tasks, project activities, work with additional material, solving research and design tasks in mathematics, chemistry, physics, biology, geography.

In Russian language and literature, much attention is paid to the development of creative abilities, the fulfillment of creative tasks (writing works, essay, independent reading of software, works with a subsequent discussion).

Participation in contests of different levels: "Russian Bear", "Fox", "Kangaroo", "Exchanges", "oral public performance", "poster session" and others, forms certain skills of public speaking, the ability to answer questions, expands the horizons of knowledge .

All work with gifted children is held at the lesson and in the afternoon.

School teachers believe that training and participation in contests, the Olympiads forms the competencies of oral communication, the ownership of a written speech, the ability to take responsibility, the ability to participate in joint decision-making, etc.

Work with gifted children in OO is conducted through:

Prefropful training in 7-9 classes

Individual work (consultations)

Mass part in various subject and extracurricular contests of various levels

Conducting a school conference on the protection of research and design work with 1-9 grades

Mind games

Development of design methods

Wide use of computer equipment and internet

Creating a portfolio of achievements

Honoring the winners and winners on the community-wide line, parent meetings

The use of various pedagogical technologies.

The children of our school successfully perform on subject Olympiads of various levels. In this school year, the school pays great attention to the project and research work as a student and pedagogical. Subsection Olympics are held annually at school, weeks of various subjects, within which open lessons are held, extracurricular activities, contests, etc. Prizes in district competitions occupy most often on biology, forestry, ecology, literature, geography, Russian language.

I would like to finish my speech about the problems of working with gifted children: "Talent - as a purebred horse, you need to teach them to manage it, and if you twin in all directions, the horse turn into Klyach."

Regional pedagogical lecture

"Actual problems of modern science and technology.

Organization of work with gifted students "

FROM 24 P. September 28, 2018 In Barnaul in the walls of the Altai State Pedagogical University, a lecturing for teachers of the region took place "Actual problems of modern science and technology. Organization of work with gifted students ". The event was organized Regional Center for Information and Technical Workas part of the regional competition for gifted schoolchildren and youth "The Future of Altai - 2019".

Participants Lecture - Teachers and representatives of the administration of basic and general education institutions, teachers of additional education, teachers central Professional and Higher School of Territory.

The event was attended by more than 500 participants from 6 cities (Alesk, Barnaul, Belokurikha, Zarinsk, Kamen-Na-Obi, Novoaltaysk) and 25 districts (Alasky, Altai, Biysky, Blagoveshchensky, Zavyalovsky, Zaroshinsky, Zarinsky, Kamensky, Kosikhinsky, Kulundinsky, Courier, Mamontovsky, German National, Pavlovsky, Pervomaysky, Petropavlovsky, Rospelikhinsky, Rodinsky, Talmensky, Trinity, Anglovsky, Khabarsky, Charysh, Shipunovsky, virgin).

Participants lecture were familiar with calendar of events and the position of the regional contest "The Future of Altai - 2019", the results of the participation of Altai schoolchildren in federal and international competitions ("Step into the Future", "Start to Science", the Competition named after D.I. Mendeleev, "Youth. Science. Culture", "Steps to Science").

Teachers Altai State Technical University. I.I. Polzunova, Altai State University, Altai State Pedagogical University, Altai State Medical University, Altai State Institute of Culture Looking for lecture on topical problems of modern turning and technology, gave recommendations on the organization of work with gifted students, discussed the possible subject of work, conducted interesting trainings and demonstration of experiments that can be applied to the teacher in order to attract children to research activities.

At the lecturing advocated schoolchildren - Diploma The regional contest "The Future of Altai" and federal competitions, participants in the "Big Challenges" program, which visited this summer in the Sirius educational center (Sochi). The guys represented research projects, told the participants a lecture on their achievements.

Also every day, teachers were performed before the audience, the mentors of the young researchers of the program "The Future of Altai", who were divided by their experience.

The event worked an exhibition of information and methodological materials of the program "The Future of Altai".

At the end of the lecture, the participants were given certificates.

Attitious lectures noted that they liked the new forms of presentation of the material on the lecturally, the organization of meetings with scientists helps in working with schoolchildren. His wishes, words of gratitude for the participation of teachers were reflected in feedback:

"Many thanks to the organizers lecturer LED program" Future of Altai ", high Organization and clear lecturing for a meeting with interesting people, an excellent exhibition in which you can see what colossal work you spend and achieve high results. "

Love Andreyevna Tikoto, teacher of physics KGBPOU

"Barnaul Lyceum of Railway Transport".

"I am very grateful to the organizers for the necessary, timely information. With pleasure he listened A.E. Kaplinsky. Received the necessary information for teaching astronomy at school, as many skills are already lost due to the long absence of the subject! ".

Lyudmila Alekseevna Borisova, teacher of physics,

MBOU "SOSH №98", p. Vlasiha, G. Barnaul.

"Thanks to the organizers of a lecture for informational support, stimulating research with children. Friendly atmosphere Your interest, the exhibition of student work helps to determine areas of research, identify "gaps", arrange priorities for further work. Thank you".

Natalia Vasilyevna Kotlyarov, Chemistry Teacher

MBOU "May Day School No. 2", Biyan district.

"I visit the lecture annually! I really like this event! Every year I carry useful information for myself and try to apply in practice. Thanks to the organizers and lecturers for topical materials, for helping educators in organizing work with gifted children. "

Galina Valerievna Androsova, Russian teacher and literature,

MBOU "Lyceum No. 8 of Novoaltaisk".

"Cooperation with the" Altai future "(since 2006) is always an interesting, informative. It would seem that much already know, we can, but every year Kzith staff surprise. The exhibition is historic, huge. Pleasantly surprised. Thank you so much!".

Svetlana Valerievna Gordeyev, teacher history, social studies,

MBOU "May Day Sosh", Pervomaisky district.

Among the most interesting and mysterious phenomena of nature, children's gifts traditionally occupies one of the leading places. Problems of its diagnosis and development worry teachers over the centuries. Interest in it is currently very high, which can easily be explained by public needs.

What is giftedness? Rare individual gift or social reality? And how to treat gifted children? Do they require a special study, approach and development?

Giftedness is still a mystery for most children, teachers and many parents. For the general public, the most important problems are not so much scientific foundations of gifting, as first of all their real life manifestations, ways to identify, development and social implementation. Caring for gifted children today is a concern for the development of science, culture and social life tomorrow.

Traditionally, the goals of social progress took a very significant place. For example, in our country, the confrontation of capitalist and socialist systems required a significant voltage of the forces and the maximum use of intellectual resources, especially in the field of physics and mathematics. In this regard, a fairly effective system for identifying and learning highly gifted children was functioning. Modern personal-oriented trend is associated with access to the first plan of personal development and self-realization. So, high individual achievements usually contribute to personality self-realization and drive society forward.

Recently, the term "giftedness" received newly public recognition, as well as the social significance of the problem of learning gifted children, which is an important step towards her decision.

Work with gifted children is one of the options for the specific realization of the personal rights of individuality. And since the school is not very well adapted for those who are very different from the average level towards large abilities, as it is difficult to rebuild the training system, change the attitude of teachers to "non-standard" children, the school is experiencing special needs for textbooks and programs in which Individual requests and interests of gifted children were taken into account, this right to work with gifted children took over the system of additional education. In the conditions of the establishment of additional education, this is real, since it is an additional education that expands the scope of a gifted child. Consequently, it is highly gifted people who are able to make their greatest contribution to the development of society.

The state of the problem of gifted in the modern world.

In modern science there are dozens of interpretations of the concept of childhood gifting, many of them are extremely contradictory. Therefore, it is necessary to be satisfied with the "average" concept, according to which the giftedness is an individual combination of abilities, which allows a person perfectly for a relatively short time to master the skills and skills necessary for the successful performance of activities.

A number of psychological research and special observations show that gifted children are generally much more prosperous than other children: do not have problems in learning. Better communicate with peers, they adapt faster to the new setting. Their rooting interests and inclinations, developed from childhood, serve as a good basis for a successful personal and professional determination itself.

True, at the present stage, these children may have problems in the event that their increased opportunities are not taken into account: training becomes too easy or there are no conditions for the development of their creative potencies.

Many specially gifted children are especially noticeable to the problems associated with their physical development. So, some children obviously avoid everything that requires physical efforts, physical education lessons.

Special, very difficult in terms of helping these children, is the problem of volitional skills or wider - self-regulation. For especially gifted children, the development situation often develops in such a way that they are engaged only to activities, quite interesting and easy for them, that is, the essence of their giftedness. Any other activity that is not included in the scope of their inconsistencies, many gifted children avoid using a condescending attitude towards adult people. Ultimately there is a specific situation. When especially gifted children, showing an obvious tendency to his beloved work, still do not know how to work when they require a pronounced volitional effort. To a much lesser extent, this refers to children with psychomotor (sports) gifting and is significantly more to children with elevated cognitive abilities.

Another serious problem of some of the intellectually gifted children is the lack of creative manifestations. Judging by the existing empirical and literary data, it arises in children most likely as a personal problem, as a consequence of a special orientation only to master knowledge. Especially often this happens with children who have an accelerated pace of mental and total age development. From early childhood, they receive the approval of the importance of knowledge around others, which becomes later the leading motivation of their mental activity.

There is no doubt that with the relevant system of learning and education, with a clearly thought out system of development of motivation, this problem of intellectually gifted children can be successfully overcome. In this case, the system of development of gifted should be carefully built. It is strictly individualized, and its implementation should be at a fairly favorable age period.

Another common problem of many gifted children is the difficulty of professional orientation. It often happens that even by the end of the adolescence, gifted young men or girls are hampered with the choice of their vocation.

In general, there is a situation of some depletion of a particularly gifted child, which can take a rather serious nature, sometimes quite justifying the classification of a group of gifted children into a group of increased risk.

Definition of concept is a giftedness and a gifted child.

Gifting is systemically developing during life the quality of the psyche, which determines the possibility of achieving a person with higher (unusual, outstanding) results in one or more activities compared to other people.

To date, most psychologists recognize. What level. The qualitative originality and nature of the development of giftedness is always the result of the complex interaction of heredity (natural deposits) and the social sphere of the child mediated by the activities (gaming, educational, labor). At the same time, it is impossible to ignore the role of psychological mechanisms of self-development of the person underlying the formation and implementation of individual dating.

Children's age - the period of the formation of abilities, individuals and turbulent integrative processes of the psyche. The level and latitude of integration characterize the formation and maturity of the phenomenon itself - giftedness. One of the most discussion issues relating to the problem of gifted children is the question of the frequency of manifestation of children's gifting. There are two extreme points of view "All children are gifted" - "gifted children are extremely rare." This alternative is removed within the following position: potential giftedness with respect to different types of activity is inherent in many children, while current gifts demonstrates a significant part of children

This or another child can show its success in a fairly wide range of activities, moreover, even in the same form of activity, various children may discover the originality of their donation in relation to its different aspects. There are many types and forms of gifting, since the psychic capabilities of the child are extremely plastic at different stages of its age development.

The childhood of the child is often manifested in the success of activities with a natural, amateur. For example, the child is enthusiastic at home builds its own models, but to school, or socio-organized out-of-school activities (in a circle, section, studio), its occupation has nothing to do. Another child enthusiastically composes poems or stories, but does not want to demonstrate their teacher. To judge the gifting of the child should not only on his school activities, but also on his extracurricular affairs, as well as on the forms of activity initiated by them.

As one of the reasons for the lack of manifestations of one or another type of gifting, there may be a flaw (by virtue of living conditions) of the corresponding knowledge, skills and skills. It is worth the child to assimilate them how his giftedness becomes clear and obvious to the teacher

In some cases, the cause of the disguise manifestations of the genus is those or other difficulties in the development of the child. For example, stuttering, increased anxiety, conflict nature of communication, etc. Can lead to a decrease in the success of the child's success.