From time to time, now in one or in another newspaper, a message that never ceases to seem surprising will flash about a student of thirteen or fourteen years old entering a university. This means that someone went to school instead of 10-11 years, only 6-7 years. Most often, an unusually developed child, like everyone else, enters the first grade at the age of six or seven, but then he is accelerated, sometimes in the very first school year, to subsequent grades. It also happens that a "jump" over the class or several such "jumps" occur already in adolescence.
Despite the fact that now in a general education school it is allowed to take as an external student, this does not remove the difficulties in the development of gifted children. After all, this creates new difficulties.
Firstly, certain gaps in knowledge, skills and abilities are formed, the proper systematicity in their assimilation is not ensured. Secondly, one has to deal with the differences in the physical and moral development of a gifted child and his classmates. Here and physical education, and labor training, and finally, ethics and psychology family life... How is self-esteem, relations with classmates and adults developing under these conditions? Who and how should develop individual educational programs and plans for gifted children? Above all, it is essential that in all classes where such children are present, teachers have at least the appropriate course training. Otherwise, the members of the teaching staff, primarily the school leaders, will treat the “leapfrogging” with great apprehension.
The second way is the creation of lyceums and gymnasiums for the gifted. These types of educational institutions are very popular these days. Is not bad decision Problems. All the more so if the educational process in lyceums and gymnasiums is built on scientific principles and a fairly diverse methodological base.
The third way is to create special classes for children with increased abilities in the structure of a mass general education school. Now this path is being introduced in many schools. One of its positive features is that the problem of teaching and upbringing of gifted children is not considered in isolation from the fate of children with less developed abilities. And the very structure of education and upbringing of children of different levels of development should be not only differentiated, but also unified.
It is appropriate here to recall the works of our psychologists. In particular, in the Ukrainian Republican Scientific and Practical Center "Psychodiagnostics and Differentiated Education" under the guidance of Dr. psychological sciences Yu.3. Gilbukh developed a system of differentiated education in a general education school. It involves the creation, starting from the first year of study, three types of classes. Children are enrolled in these classes according to their psychological readiness for schooling. The latter is determined by the actual (that is, available on this moment) the level of development of their mental abilities. Determining the contingent of accelerated learning classes in such a composition, it is necessary to create the most favorable conditions for the development of all children with increased mental abilities. First, it allows the creation of accelerated learning classes in all any large schools. Secondly, provides more favorable conditions for the development of all children whose mental abilities exceed the age norm. Thirdly, it has a beneficial effect on the mental and moral development of gifted children.
What are these types of classes? The first - classes of accelerated learning, designed for the most developed 15% of the contingent of children entering school. This group of first-graders has a CI (intelligence quotient) of 120 points and above; it naturally includes the gifted.
Along with classes of accelerated learning, classes of the age norm are created (65% of the total student population) and classes of increased individual attention (the latter - for poorly prepared students, accounting for about 20%). In classes of these two types, the educational process is built according to the usual programs, but in classes with increased individual attention, the occupancy is two times less than usual.
The direction of a child in a class of one type or another depends solely on the degree of his readiness for schooling and the wishes of his parents. They are present during a short (within 25 minutes) psychological examination, which is carried out by two specially trained teachers (examiner and assistant). The test is carried out in a playful way, in an atmosphere of friendliness and emotional relaxation, which allows the child to reveal his intellectual capabilities. Psychological testing is limited to those aspects of the child's mental personality, on which the success of his school start depends decisively.
The critical areas that determine the degree of readiness for school start are: phonemic perception (hearing), self-regulation of educational actions, vocabulary development, short-term memory and the ability to carry out elementary inferences. The sixth indicator is the rating of the examiner and the assistant in relation to the mental activity of the child, determined on the basis of observations of his behavior during the performance of the entire set of tests.
As for creative abilities as an integral quality of a gifted child, the main attention at this stage is paid to the manifestations of intellectual initiative. For example, a child takes a vocabulary test. And here are the first three words, the meaning of which he has to explain: bicycle, hammer, book. But if, in addition to this, the child also tries to somehow connect the words to be explained to each other, although this is not required of him (for example: a hammer is a type of instrument that is used to strike different materials and details; it can be used when repairing a bicycle; book - a type of textbook; from it you can learn how to repair a bicycle with a hammer, etc.), which means that this child is with extraordinary thinking and imagination.
Special tests of creative giftedness are also used. Children who receive high marks on the entire range of tests and do not suffer from sluggishness (phlegmatic temperament) are recommended to the accelerated class, where increased attention is paid to the development of creativity.
In teaching methodology, the emphasis is on the formation of the ability to learn. Students are regularly given the opportunity to act in the classroom as a teacher. All kinds of creative tasks are widely used, including competitive assignments, role trainings, and group discussions. Since classes of this type have only a relatively homogeneous composition, the educational process in many cases is built on the basis of intra-class differentiation. This presupposes the use of group forms of organizing educational work, the opportunity for gifted children to independently work according to an individual plan. In classes of this type, great importance is attached to independent reading of fiction and popular science literature.
When implementing a differentiated educational program, the task is not set for a child with heightened mental abilities to graduate from school a year earlier (although this in itself is also a definite benefit). Acceleration is, first of all, a means to optimally load the abilities of a gifted child, to create favorable conditions for their further fruitful development. At the same time, it should be emphasized that for such children, the faster completion of educational programs, in fact, is not an acceleration. After all, for them this pace is completely natural, normal. Many adhere to the point of view that since gifted children go through certain topics in a shorter time, then the resulting excess time can be used for additional subjects of the aesthetic cycle, foreign languages, rhythmics, etc. But the problem is not to somehow occupy the children's time or even expand their aesthetic education. The problem is to optimally load the mental capacity. And this means providing a gifted child with the opportunity to move forward non-stop towards mastering more and more complex conceptual structures. We must not forget about the sensitive periods. Indeed, in gifted children, each of these periods occurs, as a rule, much earlier. Consequently, the moment of mastering the corresponding knowledge, skills and abilities must also come earlier.
Younger school age is a period of absorption, accumulation and assimilation of knowledge, which means that the most important problem is the preservation and development of giftedness. Before the teachers primary grades the main task is to contribute to the development of each personality. Therefore, it is important to establish the level of abilities and their diversity in our children, but it is equally important to be able to properly carry out their development. Gifted children clearly show 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 it a thirst for knowledge, a desire for discoveries, active mental work of 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, to 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.
That is why the methods and forms of the teacher's work should contribute to the solution of the designated problem. For this category of children, the preferred working methods are:
- -research;
- -partly search;
- -problem;
- -projective;
Forms of work:
- - classroom work (work in pairs, in small groups), multilevel tasks, creative tasks;
- - Consulting on the problem that has arisen;
- - discussion;
- - games.
Very important:-intellectual marathons;
- -various contests and quizzes;
- -verbal games and fun;
- -projects on various topics;
- -role-playing games;
- -individual creative tasks.
These methods and forms enable gifted students to choose suitable forms and types of creative activity. The identification of gifted children is carried out already in elementary school on the basis of observations, study psychological characteristics, speech, memory, logical thinking and communication with parents. The teacher pays attention to the peculiarities of the child's development in the cognitive sphere.
As a rule, gifted children show:
- -high productivity of thinking;
- - ease of association;
- -the ability to predict;
- -high concentration of attention.
Using a differentiated approach, each teacher works to develop these qualities. In my opinion, for the successful development of the abilities of gifted children, the training of teaching staff is a prerequisite.
The teacher must be:
- - by all means talented, capable of experimental and creative activity;
- -professional literate;
- -intelligent, moral and erudite;
- -to master modern pedagogical technologies;
- - a psychologist, educator and a skillful organizer of the educational process;
- - to have a positive I - concept, to be purposeful, persistent, emotionally stable.
When working with gifted children, you must be able to:
- - to enrich the curriculum, i.e. update and expand the content of education;
- -stimulate the cognitive abilities of students;
- -work differentially, implement an individual approach and advise students;
- -to make balanced psychological and pedagogical decisions;
- -analyze your teaching and educational activities and the whole class;
- - to select and prepare materials for collective creative affairs.
The success of this process is facilitated by characteristics children of this age: gullible submission to authority, increased sensitivity, impressionability, naive-playful attitude to many of what they encounter. In younger schoolchildren, each of these abilities is expressed mainly by its positive side, and this is the unique originality of this age. Some of the characteristics of younger schoolchildren in subsequent years "come to naught", others in many respects change their meaning. It is difficult to assess the actual value of the signs of abilities manifested in childhood, and even more so to foresee them further development... It is often found that vivid manifestations of the child's abilities, sufficient for initial success in some activities, do not at all open the way to real, socially significant achievements in the future. But early signs of aptitude in children should not be overlooked by parents and educators, as they may indicate prerequisites for genuine talent. So let's say there are children - prodigies.
Prodigies are children in whom an age-related phenomenon (the desire to recognize, absorb, remember) affects the rise of intelligence and acts as a factor of giftedness. But only in a part of children who are ahead of their age in intellectual development, the obsession with mental activities will not disappear with age and will become a stable feature. For other children, the relentless need to exert mental effort will diminish further.
It is a mistake to believe that a child who is ahead of his peers in terms of intelligence will not encounter difficulties in school and in life - on the contrary, such children will face considerable difficulties both at home and at school. It is important that parents are correct about the characteristics of their child.
Often, excessive enthusiasm for mental activity, unnatural for an elementary school child, causes anxiety and concern in parents, and in this case it is important not to bring all your doubts and fears onto the child's head. In other families, a child's giftedness is a gift that promises a great future. The child is admired, proud of him, developing vanity and high self-esteem in him. Gifted children are often especially sensitive to the expectations of others, their approval and criticism. Both admiration and dislike will certainly be reflected in the child's mind. In a family, children with signs of giftedness have a harder time than ordinary children, whether they are admired beyond measure or considered strange. Adults can make mistakes in their assessments when they meet with a child something that they did not expect.
But gifted children, children with an early flowering of intelligence meet difficulties, misunderstandings not only at home, 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 they, the most inquisitive, who often get bored in the classroom after the very first lessons. Already able to read and count, they have to be in idleness while others master the alphabet and basic arithmetic operations. Of course, a lot depends on how the teaching is conducted, but no matter how hard the teacher tries to treat the students individually, when dealing with the whole class, he is deprived of the opportunity to focus on strong students. Able students need a workload that matches their mental strength, and the high school curriculum has very little to offer. Some children with an early rise in abilities eventually adapt to general requirements, but this happens at the cost of losing their independence, curiosity and creative impulses, and their real opportunities remain unclaimed.
One of the main features of gifted children, which greatly interferes with his disciplined study at school, is a stubborn reluctance to do what he is not interested in. Such children strive to study themselves, they are offended and offended if adults try to lead their studies.
One of the opinions of modern educators is that specialized classes or schools should exist to teach children with high abilities. It is better for such a child to be in the environment of similar children and study according to programs corresponding to his level of intelligence. In addition, gifted children have the opportunity to leave 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 is that gifted children should not be an “exception”. The younger generation should be composed of such children (in one direction or another), which means that these children should fill all educational institutions. If, however, the latter is absent, then the problem appeared before we had time to notice it.
Is it possible to restore the process of the fall of modern youth, to cure it? Or maybe at this stage it is more important to protect the present, suddenly looking at a high intelligence and level of development, someone will pay attention and recover himself ?! After all, gifted children are, and always will be.
Giftedness is now defined as the ability to excel in any socially significant area of human activity, not just in the academic field. Giftedness should be seen as an achievement and as an opportunity for achievement. The meaning of the statement is that it is necessary to take into account both those abilities that have already manifested, and those that may appear.
The problem of giftedness is a complex problem in which the interests of different scientific disciplines intersect. The main ones are the problems of identifying, teaching and developing gifted children, as well as the problems of professional and personal training of teachers, psychologists and education managers to work with gifted children.
From a psychological point of view, it should be noted that giftedness is a complex mental object in which cognitive, emotional, volitional, motivational, psychophysiological and other spheres of the human psyche are inextricably intertwined.
The peculiarities inherent in the gifted enrich our life in all its manifestations and make their contribution to it extremely significant. First, the gifted are distinguished by a high sensitivity in everything; many have a highly developed sense of justice; they are able to sensitively perceive changes in social relations, new trends of the time in science, culture, technology, quickly and adequately assess the nature of these trends in society.
The second feature is continuous cognitive activity and highly developed intellect make it possible to gain new knowledge about the world around us. Creativity draws them to the creation of new concepts, theories, approaches. The optimal combination of intuitive and discursive (discursive - rational; justified by previous judgments) thinking in gifted children (in the overwhelming majority of cases when the former dominates over the latter) makes the process of acquiring new knowledge very productive and meaningful.
Thirdly, the majority of gifted people are characterized by great energy, dedication and perseverance, which, combined with great knowledge and creativity, allow them to implement a lot of interesting and significant projects.
Municipal budgetary educational institution
"Secondary school with. Krasny Yar"
Organization of work with gifted children
Organization extracurricular work with gifted children
Prepared by the teacher
primary grades
Arkhipova N.P.
December 2018
Organization of work with gifted children
Organization of extracurricular work with gifted children
Childhood time should be a time of joy
a time of peace, play, study and growth. Children's lives should become more fulfilling as their perspectives expand 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 introduction of the Federal State Educational Standard acquire a new relevance, since extracurricular forms and methods of work have ample opportunities to identify and develop the giftedness of students.
Extracurricular activities allow the most productive upbringing and development of gifted children in their free time, using extracurricular activities as a resource that allows you to achieve a new quality of education.
The requirements of the Standard for the organization of extracurricular activities of 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 educational program of the school. 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 lesson and extracurricular activities in the framework of the implementation of the main educational program is 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 educational institution. Let's take a look at some of them.
Creative workshop.
A creative workshop is a form of organizing the educational process for the development of the creative abilities of gifted children.
The creative workshop as a form of extracurricular activity has a very great importance... Its main goals and objectives are to create additional opportunities for the development of young talents. Through creative workshops, educational and methodological assistance to children and teachers is provided, the horizons of students are expanded and the pedagogical skills of teachers working with gifted children are improved, 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, there is a creative understanding of the educational material, self-development of the student and the development of creativity.
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 the awareness of the laws of this activity. "
A workshop is a technology that requires a 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, anticipatory search, 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 activities.
In accordance with the Federal State Educational Standard, optional classes in schools are becoming the main form of differentiation of education.
Extracurricular activities are a form of organizing extracurricular activities aimed at expanding and deepening students' knowledge of 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-raising 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 optional classes, there is a need for search, cognition, creativity, and this forms a stable cognitive motivation for further development.
For electives aimed at deepening students' knowledge of disciplines 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.
The circle is an effective form of extracurricular educational work in a specific subject. During the lessons, it is not always possible to satisfy all the needs of the students. The cognitive interests of gifted children often go beyond the curriculum and textbooks. In this case, skillfully organized circle work acquires great pedagogical significance.Subject circles 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 for gifted children of primary school age provide the formation and improvement of practical skills and abilities in one way or another academic subject, the development of students' individual inclinations to a particular branch of science.
Systematic classes of students in a subject circle contributes to the improvement of the quality of their knowledge, the development of giftedness, and good breeding.The community of interests of schoolchildren in the subject circle creates favorable conditions for the establishment of closer interpersonal ties, which positively affects 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, the creation of a festive atmosphere around their usual activities, an extraordinary event remains in their memory for a long time. Competitions give students the opportunity to declare themselves, to show their abilities - memory, knowledge, ability to think logically, not to lose self-control 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 to develop thinking, higher mental functions, logic, processes of analysis and synthesis, generalization and classification, comparison and opposition.
All mind games are divided into two blocks - quizzes and strategies. Quizzes are a form of intellectual game where success is achieved through the greatest number correct answers. Quizzes are divided into test and story quizzes.
Test quizzes - here participants answer a question and receive an assessment in points. Such games can be seen on TV - "Oh, lucky!", "What, where, when?" Narrative quizzes are more interesting. In these games, the imagination is turned on, elements of theatricalization are applied. Examples include television programs such as "Why Much", "Wheel of History".
Strategies are a form of intellectual play. Here, success is achieved by the correct planning by the participants of their actions. Role-playing strategy develops along the script and improvised directions.
Scientific and practical conferences .
Student conferences as an individual form of extracurricular work
is thematic. In the process of preparation, students, based on a wide range of sources, prepare reports, messages, videos, a series of stands and albums on various topics. The conference, like no other form of extracurricular educational work, forms the personal aspect of the perception of knowledge, contributes to the instilling of skills and abilities, a culture of intellectual and practical work, the ability to independently obtain and replenish knowledge, fosters the social activity of schoolchildren.
The task of the student conference is to attract the attention of as many students as possible to the studied educational problem, topic. Therefore, the topic should be not only relevant, but also interesting, accessible to the majority of students.
Student conferences are designed to develop students' skills public speaking... This is due not only to the intellectual, meaningful support of the report, but also to the development of students' speech, its correctness, expressiveness, brightness, naturalness, correct intonation, simplicity, scientific nature, accessibility, clarity.
Olympiads.
Olympiads are the joy of intellectual competition and an opportunity to test your knowledge of school subjects.
The most important means of developing a child's giftedness is to conduct subject Olympiads. The Olympiad develops students' interest in the subject, introduces them to non-traditional tasks and questions, awakens the desire to work with additional literature, forms the skills of independent work, and helps to unleash their creative potential.
The participation of gifted children in the Olympiads helps the teacher to show the importance of the subjects studied at school, enriches the quality of education, allows planning individual work with talented students and showing parents the prospects for the development of their child.
The Olympiads summarize all extracurricular activities in the subjects studied and provide an opportunity to compare the quality of preparation and development of students. It is the Olympiads that allow the student to know and express himself, give the opportunity to assert himself. Even the smallest achievements give rise to faith in the student's capabilities. In addition, the 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 show their abilities when solving non-standard tasks.
Literature.
1. Dal V. I. Explanatory dictionary living Great Russian language. SPb. Dynamite LLP, 1996.
2. Leites NS Age endowments of schoolchildren. M .: Publishing Center "Academy", 2000.
3. Slutskoy G.B. Gifted children. Moscow: Progress, 2001.
4. Gifted children and pedagogical conditions for their development.
5. School work with gifted children.
Balandina E.G.
primary school teacher MBOU School number 41 "Harmony" g. Samara
Annotation: The article discusses the importance of identifying gifted children, the organization of work with gifted children, forms of work with gifted children, describes the positive aspects of identifying gifted children, touches on the development of children's giftedness.
Keywords: giftedness, the phenomenon of gifted children, systemic - activity approach, mental giftedness.
Organization of work with gifted children of primary school age.
Today the problem of identifying, developing and supporting gifted children is extremely urgent for Russia. The disclosure and implementation of their abilities and talents is important not only for a gifted child as an individual, but also for society as a whole. Gifted, talented children and youth are the potential of any country, which allows it to develop effectively and constructively solve modern economic and social problems. In this regard, working with gifted and highly motivated children is imperative.
Identifying gifted children, organizing systematic work is one of the main tasks of a modern school and educational practice in the context of modernization. Russian system education.
The FSES is based on a systemic activity approach, which, among the many planned results, presupposes: education and development of personality traits that meet the requirements of modern society; taking into account the individual characteristics of students; diversity of their development, ensuring the growth of creative potential and cognitive motives.
Foreign and domestic psychologists dealt with the issues of the giftedness of children. There are major studies in the field of the psychology of the creative giftedness of Americans by J. Guildford, P. Torrance, F. Barron, and K. Taylor. Based on the ideas of psychologists J. Carroll and B. Bloom, their followers developed a methodology for teaching gifted children. J. Bruno studied especially gifted children. The problems of giftedness were studied by Russian psychologists: A.M. Matyushkin. in the work "The concept of creative giftedness", etc., Shumakova NB. in a number of his works, Chistyakova G.D. in the article "Creative endowments in the development of cognitive structures", Yurkevich V.S. in "Problems of diagnosis and prognosis of giftedness in the work of a practical psychologist."
GIFTEDNESS is a significant advance in mental development or exceptional development of special abilities (musical, artistic, mathematical, etc.) compared to age norms.
The phenomenon of gifted children was actively discussed in the second half of the 20th century. Since that time, many works have been written in this area, created special programs on work with gifted children, including the "Gifted Children" program, within the framework of which the "Working Concept of Giftedness" was developed. And nevertheless, each family in which there are gifted children is faced individually with the phenomenon of giftedness and the problems that lie behind it.
Gifted children who demonstrate outstanding ability in one area are sometimes indistinguishable from their peers in all other respects. However, as a rule, giftedness covers a wide range of individual psychological characteristics.
In psychology and pedagogy, the idea of the presence of general and special abilities and giftedness is widespread. The first include those that meet the requirements of many types of activities at once (for example, intellectual abilities). Special abilities meet the requirements of only a narrow specific activity (for example, artistic ability, the presence singing voice). True, there are opinions that it is difficult to draw a clear line between them and this division is rather arbitrary.
Undoubtedly, the school should work with gifted children, creating conditions for their self-determination, self-realization and socialization at all stages of development. The teacher's professional interest, in one way or another, is associated with the problem of identifying, supporting and developing children's giftedness.
The identification of gifted children should begin already in elementary school on the basis of observation, study of psychological characteristics, speech, memory, logical thinking.
All kinds of forms and types of activities allow you to maintain and develop their abilities and talents.
The main forms of work with gifted children in our school are:
Subject week.
Subject and creative circles, extracurricular activities that allow students to show their creativity in various forms of its manifestation: stage creativity, fantasizing, imagination, inventing and writing, searching for additional information for the lesson.
Organization research work and project activities.
Contests, olympiads, intellectual games, quizzes.
Generalization and systematization of materials and results of work with gifted children - "Portfolio".
Not a new, but popular form of work with gifted children of primary school age is the research activity of students, which contributes to the development and individualization of the personality, as well as the formation of motivation for students to acquire knowledge. The lessons of the surrounding world help in this as well as possible. The research lesson allows us to pose serious problematic questions, research tasks, and the childish craving for “secrets” turns him into a “researcher”. The success of such tasks forms “intellectual” joy and positive emotions. Children, starting from the first grade, take part in the interschool conference "First Steps to Science".The youngest participants are first graders. Of course, adults also help them: teachers, parents. But the guys in the 4th grade are already doing it on their own. For several years, our school has been running a city tour international Olympiad"Intelligence". In 2016, an interregional round of this Olympiad took place. Our guys are active participants in this event. More than once we were proud of their victories! It is not necessary to say what kind of preparation is carried out with children before that in the classroom and at home: individual lessons by a teacher with a gifted child, a differentiated approach during the lesson, individual homework. If such work is systematic, then the result will be. Gifted guys have excellent results in the all-Russian games-contests "Kangaroo", "Russian Bear". It is great that the students themselves are interested in the date of the competition, and other children are also involved.
There are different forms and methods of working with gifted children, but the formation of intellectual abilities is highlighted. Regardless of the level of giftedness and even the level of intellectual capabilities, it is necessary to develop their creative qualities.
Thus, the work of a teacher with gifted children is a complex and never-ending process. It requires from teachers personal growth, good, constantly updated knowledge in the field of the psychology of the gifted and their training, as well as close cooperation with psychologists, other teachers, the administration and, of course, with the parents of the gifted. It requires constant growth of skill, pedagogical flexibility, the ability to abandon what even today seemed to be a creative find and a strong point.
Bibliography:
Belova E.S. The giftedness of the baby: to reveal, understand, support - M; 1998 -251s.
Leites N.S. Age endowments of schoolchildren: M .: Publishing Center "Academy", 2000.-320 p.
V.I. Panov If giftedness is a phenomenon, then gifted children are a problem // Primary school: plus - minus. - 2000. - No. 3. - S. 3-11.
Savenkov A.I. Gifted children in kindergarten and school: Uchebn. manual for students of higher pedagogical educational institutions. - M .: Publishing Center "Academy", 2000. - 232 p.
Federal State Educational Standard for Primary General Education. M., Education, 2010.