Giftedness : Concept and Features

1. Giftedness : concept and features

Every child is born with an amazing ability - disinterested desire for knowledge of the world. But often this is not the ability to find the necessary support and satisfaction, and then the child ceases to develop according to his talent , and his creative potential and remains unsolved. The most acute problem is manifested in the school for children with high intellectual and creative abilities as well as their needs and capabilities are different from those they are intended traditional training .

Indeed, such characteristics of these children as extreme curiosity and the need for knowledge , advance their peers in terms of intellectual and creative development , expressed the desire for independence in the process of learning , independent thinking , and more, are unlikely to be fully taken into account within the framework of traditional training programs and methods of teaching . As a result of non-compliance of the curriculum to the needs and capabilities of gifted children , there is a rapid decline in interest in learning, and growing boredom that accompanies this process can become an insurmountable obstacle to their further development.

The acuteness of the problem of training and development of gifted children in school, rediscovered in our country in recent years , has generated wide interest in it on the part of researchers and educators and practitioners . A considerable number of studies that allow us to further our understanding of the phenomenon of giftedness , the laws and the conditions of its development.

In the history of psychology of giftedness and its current directions are several major approaches to the theory and practice of understanding , diagnosis, and development of talent. Here are some of them.

1. Cleverness , represented as a high level of development of cognitive processes ( attention, memory, thinking and imagination .) Sometimes added to these processes and motivation will ( G.Myunsterberg , G.I.Rossolimo , V.Mede , G.Piorkovsky ; U.Shtern , etc.).

2 . Cleverness , studied as a high level of intelligence , mental ability , as measured by intelligence tests .

3 . Cleverness , represented as a differential characteristic differences , which are expressed in a general or special abilities ( B.M.Teplov , N.S.Leytes , V. D.Nebylitsyn , E.A.Golubeva , VA Krutetskiy , VD Shadrikov , V.N.Druzhinin ) .

4 . Cleverness , considered as a high level of creativity that is expressed in high research activity of man, in his ability to easily and creative teaching, the creation of new creative "products" in the sciences , arts , technology, and social life (A. M.Matyushkin , N.B . SHumakova , V.S.Yurkevich , E.L.Yakovleva , D.B.Bogoyavlenskaya , etc.).

It is this diversity has led the Ministry of Education and Science of the Russian Federation to the