The starting point for understanding the nature of mental development is the ratio in the child of natural and social, congenital and acquired.

From birth, a child receives an organism with its anatomical and physiological structure, which includes morphological and physiological properties and patterns of their maturation, gender, nervous system, congenital individual characteristics (constitution, skin color, hair, eyes, blood group, type of GNI, etc.). In a newborn, activity almost entirely consists of innate forms of behavior - unconditioned reflexes. A child, unlike an animal, is born with a minimum number of congenital reflexes, but rich potential for their lifetime development in the process of interaction with the social environment.

So for holistic process mental development, the natural basis, due to the genotype, acts premise, a kind of foundation, relying on which mental neoplasms arise under the decisive influence of the social environment.

For example, when certain mental reactions occur, it may change depending on the conditions created by the adult. If he shows benevolent attention and care to the child, speaks kindly, then the smile of the baby appears earlier. The child receives from birth the ability to elementary mental functions (the so-called inclinations): various types of sensation and perception (visual, auditory, tactile, etc.), simple memorization. Higher mental functions (speech, theoretical thinking, arbitrary memory, imagination, will) will require a long period of training and education.

Terms mental development is divided into external and internal.

External - factors of the natural and social environment that affect the mental development of the child through internal conditions (S. L. Rubinshtein). Social environment is source mental development. It has three components:

1) macro environment: society, its socio-economic and political system;

2) Strategic - national-cultural and socio-demographic features of the child's place of residence;

3) microenvironment - immediate environment, close adults, family.

Internal the conditions for the mental development of a child are his mental characteristics (development of consciousness, experience, education, motivation).

External and internal conditions of personality development are closely interconnected, their interaction has qualitative differences at each age stage.

The interaction of external and internal conditions has two main forms. First, as mutual transitions of interiorization and exteriorization.

Secondly, as the emergence and resolution of contradictions. Thus, the experience of perception and understanding of the surrounding "adult" world is reproduced by preschoolers in role-playing games. At school, students learn the basics of the sciences: the knowledge accumulated by mankind is internalized, which are used in the further work of the individual (exteriorization).

The contradictions between external and internal conditions are reflected by the human psyche as internal contradictions and act as the driving forces of mental development.

driving forces - internal contradictions that encourage a person to activity aimed at overcoming them. For example, G.S. Kostyuk singled out a number of such important internal contradictions.

1. Between new needs, goals, aspirations and the level of mastering the means necessary to satisfy them, achieved by a person. For example, as a result of the emergence of a communicative need, a child masters speech as a means of communicating with others.

2. Between inertia, stability, stability and variability, flexibility. The solution of this contradiction leads to the emergence of “flexible stability.” In particular, the generalization of various changing motives and ways of behavior by a person leads to its stability in various life circumstances.

3. Between the achieved level of mental development of the individual and the way of his life.

4. Between promising and close goals.

Overcoming some contradictions leads to the emergence of others, which, in turn, lead to new actions, to further improvement of the personality's activity, and constitutes the process of its development. Thus, the personality acts as the subject of its own development, occurs only because of its activity.

CONCLUSIONS about the prerequisites, conditions and driving forces of the mental development of the child:

A prerequisite for the mental development of a child is its natural basis, due to the genotype;

The social environment is the source and external condition for the mental development of the child;

The internal condition for the mental development of the child is his mental characteristics;

The contradictions between the external and internal conditions for the development of the child's psyche act as the driving forces of his mental development.

The principle of determinism is a general scientific principle of scientific knowledge and explains the dependence of any phenomenon on the facts that produce it (from Latin determinare - to determine). According to the principle of determinism, all phenomena are interconnected and interdependent in a natural way. His understanding changed significantly with the development of psychological science. This principle is not exhausted by simple causality. It is assumed that the phenomenon under study is due to the interaction of "factors accessible to empirical control" . It is a priority principle of scientific knowledge. The principle of determinism is interconnected with the principles of development and consistency.

Causality cannot be considered separately for the external world and the internal world; causality is given by a single common determination.

S. L. Rubinshtein formulated the principle of determinism in psychological science: “The effect of the impact of one phenomenon on another depends not only on the nature of the impact itself, but also on the nature of the phenomenon on which this impact is made.” “External causes act through a system of internal conditions”, the environment causes mental phenomena indirectly, being refracted through the personal and cognitive properties of the subject. According to S. L. Rubinshtein, a person acts as a single integral system of internal conditions through which all external influences are refracted.

The refraction of the external through the internal presupposes the mediation of external influences by the entire history of the development of the individual. A person's ability to determine his future is connected with the development of the previous stages of his life, each of which was previously the future.

That is, determinism includes historicism. The cause, which generates the effect as a change in the object, gives different effects depending on the internal conditions. The nature of the object, its state changes its influence. It is also important that the total effect of different causes is not additive, the overall effect is not equal to the sum of individual effects. There are also reverse causal relationships.

The environment causes mental phenomena indirectly, being refracted through the personal properties of the subject. In order to talk about the influence of external factors, it is necessary to know the internal ones. The state of learned helplessness occurs under the influence of traumatic events in those people who have internal preconditions(pessimistic attributive style, high anxiety, low self-esteem, external locus of control, etc., that is, a set of stable characteristics, which in this study is designated as personal helplessness, and these prerequisites are studied in detail in the work), which, in turn, are determined by the entire history of a person’s life, his experience of interaction with the world. These internal prerequisites at an earlier stage were formed in interaction with the family and the presence or absence of experience of traumatic events.

“A gifted child is a child who stands out for bright, obvious, sometimes outstanding achievements (or has internal prerequisites for such achievements) in one form or another ...”

“A gifted child is a child who stands out with bright, obvious,

sometimes outstanding achievements (or has internal prerequisites for such

achievements) in one or another type of activity. Presidential program "Children

One of the priority social tasks of modern society is the creation

conditions that ensure the identification and development of gifted children and the implementation of their

potential possibilities.

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

Today, children who can be classified as gifted come to elementary school. They have higher, in comparison with the majority, intellectual abilities, creative possibilities and manifestations; dominant active, unsaturated cognitive need; enjoy mental work.

They are distinguished by the ability to clearly express their thoughts, demonstrate the ability to apply knowledge in practice. They are characterized by acute perception of the world around them, the ability to focus on several activities at once, a high threshold of perception, and a long period of concentration.

Who is considered gifted?

Specialists distinguish several categories of children, usually called gifted.

1. children with high scores on special intelligence tests;

2. children with a high level of creative abilities;

3. children who have achieved success in any areas of activity

4. children doing well in school

5. children who love sports, games, well developed physically, energetic.

characteristics of gifted children.

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

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

Advanced cognitive development:

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

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

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

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

Along with the ability to perceive semantic ambiguities, to maintain a high threshold of perception for a long time, with pleasure to deal with complex and even problems that do not have a practical solution, gifted children do not tolerate when a ready-made answer is imposed on them.

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

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

The preoccupation with a task, which is characteristic of a gifted child, combined with a lack of experience, often leads to the fact that he aims at something that is not yet within his power. He needs support and help.

Psychosocial sensitivity:

Gifted children show a heightened sense of justice, moral development, advanced perception and knowledge.

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

Vivid imagination, the inclusion of elements of the game in the performance of tasks, creativity, ingenuity and rich imagination (imagination) are very characteristic of gifted children.

They have a great sense of humor, love funny inconsistencies, puns, jokes.

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

Sometimes they are characterized by exaggerated fears and increased vulnerability. They are extremely sensitive to nonverbal cues from others.

Egocentrism, as in ordinary children.

Often, gifted children develop a negative self-perception, there are difficulties in communicating with peers.

Physical characteristics:

Gifted children are distinguished by high energy level And they sleep less than usual.

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

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

Problems of gifted children.

Leta Hollingworth has made a great contribution to understanding the adaptation problems facing gifted children.

1. Dislike for school. This attitude often comes from the fact that the curriculum is boring and uninteresting for gifted children. Behavioral problems may occur because academic plan does not match their abilities.

2. Gaming interests. Gifted children enjoy complex games and are not interested in those that their peers are fond of. As a result, a gifted child finds himself in isolation, withdraws into himself.

3. Conformity. Gifted children, while rejecting standard requirements, are not inclined to conformism, especially if these standards run counter to their interests.

4. Immersion in philosophical problems. It is common for gifted children to reflect on such phenomena as death, afterlife, religious beliefs and philosophical problems.

5. Discrepancy between physical, intellectual and social development. Gifted children often prefer to associate with older children. Because of this, it is sometimes difficult for them to become leaders.

6. Striving for excellence. Gifted children are characterized by an inner need for perfection. Hence the feeling of dissatisfaction, their own inadequacy and low self-esteem.

7. Need for adult attention. Due to the desire for knowledge, gifted children often monopolize the attention of teachers, parents and other adults.

This causes friction in relationships with other children. Often, gifted children are intolerant of children who are below them in intellectual development. They may alienate others with remarks of contempt or impatience.

8. Sensitivity to new situations. Researchers show a higher sensitivity of gifted children to new situations, which leads to particular difficulties. Therefore, a teacher working with gifted children must be prepared for such work.

Special types of giftedness, manifested in certain areas of activity.

Musical gift.

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

Artistic talent.

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

Mathematical and chess talent.

Appears early. At three or four years old, some children enthusiastically play with numbers:

they look for them on house signs, pages of books and magazines, and later try to make different new combinations. Mastering simple arithmetic operations is joyful and fast. At the age of four or five, gifted children easily demonstrate the ability to add and subtract two-digit and three-digit numbers in their heads, and at five-six years old they begin to show great interest in mathematics textbooks, and not only for elementary school.

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

literary gift.

Revealed later. Depends on the experience and knowledge of the child. But in some cases, signs of literary abilities are also revealed at the stage of preschool childhood.

The child is tuned to the music of words, he is fascinated by the sound of rhymes, he rejoices in the emergence of new words and combinations. Compared to the works of their peers, the compositions of gifted children are more original and expressive.

Social giftedness.

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

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

The task of the primary school teacher:

firstly, to see the abilities of each student, thanks to which he has a need for their implementation, and secondly, to skillfully develop and apply them in practice.

And what a joy it is to discover talent in every child and develop it. Every child is special in some way. And my task as a teacher is to help my students.

Observing my children, I made a verbal portrait of a student belonging to this category.

Portrait of a gifted child:

1. Shows curiosity about many things, constantly asking questions.

2. Offers many ideas, solutions to problems, answers to questions.

3. Freely expresses his opinion, persistently, vigorously defends it.

4. Prone to risky actions.

5. Has a rich imagination, imagination. Often concerned with the transformation, improvement of society, objects.

6. Has a well-developed sense of humor, seeing humor in situations that others may not find funny.

7. Sensitive to beauty, attentive to the aesthetics of things.

8. Not conflict, not an opportunist, not afraid to be different from others.

10. Strives for self-expression, creative use of objects.

11. He willingly shares his knowledge with others.

12. Always finds a way out of any situation.

There are basically two strategies for teaching gifted children: acceleration and enrichment.

I chose an enrichment strategy for myself, where a gifted child does not advance faster, but receives additional material to traditional programs, great opportunities for developing thinking, creativity, and the ability to work independently.

The enrichment strategy includes several directions: broadening one's horizons, knowledge about the world around and self-knowledge, deepening this knowledge and developing tools for obtaining knowledge.

Work with gifted children should consist of both classroom and extracurricular activities:

Working with gifted children in the classroom includes:

Differentiated and individual approach;

Modern educational technologies (problem-based learning, activity method, project activity, technology of organized communication of younger students);

Work in the "consultant" mode (capable students in a certain educational area supervise the rest, carrying out mutual learning and helping the teacher in the educational process);

Ability to select tasks advanced level difficulties during the implementation of control, verification and independent work in different subjects;

Offering students individual homework assignments of a creative and exploratory nature (their own initiative is welcome);

1. research;

2. partial search;

3. problematic;

4. projective;

5. synectics.

Most effective following methods work with gifted students, the variation of which allows teachers to maintain cognitive interest and motivation for self-improvement.

Living method. Allows students to "move" into the object being studied, to feel and know it from the inside through sensory-figurative and mental representations.

Heuristic questions method. Answers to seven key questions: Who? What?

What for? Where? How? When? How? and their various combinations give rise to unusual ideas and solutions regarding the object under study.

comparison method. It makes it possible to compare the versions of different students, as well as their versions with cultural and historical analogues formed by great scientists, philosophers, etc.

Concept construction method. Contributes to the creation of a collective creative product - a jointly formulated definition of a concept.

Way to travel to the future. It is effective in any general educational area as a way to develop foresight and forecasting skills.

error method. It involves changing the established negative attitude towards mistakes, replacing it with the constructive use of mistakes to deepen educational processes. Finding the relationship of error with "correctness"

stimulates the heuristic activity of students, leads them to an understanding of the relativity of any knowledge.

Invention method. Allows you to create a product not previously known to students as a result of certain creative actions.

The "if only" method. Helps children paint a picture or write a description of what would happen if the world changed. Completing such tasks not only develops the imagination, but also allows you to better understand the structure of the real world.

Brainstorming (A.F. Osborne). Allows you to collect big number ideas as a result of the release of participants in the discussion from the inertia of thinking and stereotypes.

The inversion method, or the inversion method. Promotes the use of a fundamentally opposite solution alternative. For example, an object is examined from the outside, and the solution of the problem occurs when considering it from the inside.

It will be effective to use the following methods of work in the classroom when working with gifted children in elementary school:

1. The “Press Conference” technique is based on the ability of children to ask meaningful questions. Moreover, questions can be reproductive (on the repetition of knowledge), expanding (to learn something new about the subject) and developing (carrying a research principle).

2. The “Attractive Target” or “Surprise” technique is based on increasing the motivation of children at the beginning of the lesson, when the teacher finds such an angle at which the ordinary becomes amazing.

3. The technique "Dialogue with the text" is used to organize individual work, when the student independently works with the text, completing the task.

4. Reception "Two hats of critical thinking", which is based on the clash of two opposing opinions.

5. The game "Yes - no", which is easy to organize in the classroom and in extracurricular activities. The purpose of the game: to connect disparate facts into a single picture, to systematize information, to be able to listen to other students and teachers.

Application didactic games provides an opportunity to develop in children the arbitrariness of such mental processes as attention, thinking, memory, develops ingenuity, resourcefulness, ingenuity.

Development of abilities in extracurricular activities:

Research work;

Subject Olympiads;

Intellectual marathons;

Various contests and quizzes;

Word games and fun;

Projects on various subjects;

Role-playing games;

Creation of children's portfolio;

Individual creative tasks;

Visiting subject and creative circles according to abilities, as well as sports sections according to interests;

Psychological consultations, trainings, testing;

Use of modern media;

Theatrical holidays.

These methods and forms enable gifted students to choose suitable forms and types of creative activity. The identification of gifted children is already carried out in elementary school on the basis of observations, the study of psychological characteristics, speech, memory, logical thinking and communication with parents. The teacher pays attention to the peculiarities of the development of the child in the cognitive sphere.

As a rule, gifted children show:

High productivity of thinking;

Ease of association;

Ability to predict;

High concentration of attention.

When working with gifted children, I am guided by the following principles:

Use a large number of creative tasks in your work;

Learning should bring pleasure to the child;

It is necessary to obtain information independently;

Respect for the child's desire to work independently;

Encouragement of perseverance, activity;

Don't lower the student's self-esteem.

Assistance to gifted students in self-realization of their creative orientation:

Creating a situation of success and confidence for the student through individual training and education;

Inclusion in the curriculum of optional courses on in-depth study subjects of the school curriculum;

Organization of research activities;

Organization and participation in intellectual games, creative competitions, subject Olympiads, scientific and practical conferences.

Control over the development of cognitive activity of gifted students:

Thematic control of knowledge in the framework of educational activities;

Control over the mandatory participation of gifted and talented children in competitions of various levels.

Encouragement of gifted children:

Compiled according to the following criteria:

1. The activity of students in extracurricular activities.

2. The activity of students in sports competitions. In the first and second sections are recorded: diplomas, diplomas, certificates, the level of the event, the degree of merit - on a 10-point scale.

3. Study (on a 5-point scale).

Presentation of certificates, letters of thanks, medals.

4. The presentation "The best students of the class" is being drawn up.

5.Organization of exhibitions.

6.Speech to an audience.

Development of creative talent through the system additional education:

Interaction and cooperation with social partners, use of additional education programs for individual development creative personality of a gifted child:

Visiting cinemas, theaters, museums, exhibition halls (participation in thematic exhibitions of creative works of city students);

Children's Central Library (cycles of conversations, offer of various events and competitions);

Children's music school of arts (musical, artistic and aesthetic education, participation in concerts and exhibitions);

Physical culture and sports development, participation in competitions and tournaments of various levels;

Expansion on the basis of the school of a network of circles, sections, clubs of interest at the social request of parents and students.

The system of additional education is used to motivate students to knowledge and creativity, to develop their abilities in various activities. It is aimed at creating conditions for the development of the personality of each student.

1. Provide a favorable atmosphere, because goodwill on the part of the teacher, his refusal to express assessments and criticism of the child contributes to the free manifestation and development of his thinking.

2. You should not get carried away with elements of competition, because. gifted children are more likely to be winners, which can cause hostility from classmates and is not conducive to creating an atmosphere of general interest.

3. Try not to overpraise a gifted child for some individual success, but rather encourage joint activities with other children, which will contribute to the acceptance of a gifted child in a peer group.

4. Inappropriate protrusion of his exclusivity of achievements most often gives rise to irritation, jealousy. The other extreme - public belittling of unique abilities and even sarcasm on the part of the teacher - of course, is unacceptable.

5. Always remember that gifted children do not perceive well regulated, repetitive activities. It is necessary to diversify the program taking into account the needs of highly gifted children.

6. Use a personal example of a creative approach to solving problems.

7. Make the most of the hobbies, specific hobbies and individual inclinations of gifted children.

8. Encourage work on projects proposed by the students themselves.

9. Study individual characteristics behavioral characteristics of a gifted child.

10. You must overcome the prevailing everyday idea of ​​​​inflated self-esteem; not only destroy such self-esteem, but in cases of despair just instill in the child the consciousness of his outstanding possibilities.

11. Improve the system of development of abilities, not the stock of knowledge.

12. Pay due attention to the individuality and differentiation of learning in the classroom and outside of school hours, reducing the load in the schedule and allocating more hours for circle and individual work with gifted children. At the same time, the principle of voluntary choice of extracurricular activities should be present.

13. In the classroom and outside, actively use the problem-based research method, developing the cognitive and creative abilities of students.

14. The teacher needs to be friendly and sensitive, take into account the psychological characteristics of the child, encourage his creative and productive thinking, strive for a deep study of the chosen topic.

15. It is necessary to create applications for your programs in the form of a set of original tasks that develop students' creativity, imagination, and fantasy.

16. Teach on high level complexity, so that students all the time rise to their "ceiling", thereby raising their bar higher and higher.

Orientation should be ahead of the already achieved level of abilities, positive motivation.

17. For the development of abilities, a high cognitive activity of the student is needed, and not every activity develops abilities, but only emotionally pleasant. Therefore, classes should be held in a friendly environment.

A situation of success must be created.

18. Respect and discuss any of his ideas. Believe that this child is sometimes given to understand and do what seems incomprehensible to you.

19. When preparing for classes with gifted children, remember the need for a serious mental load of a gifted child. Independence of thinking, questions to the teacher, and then to oneself - are essential components of the success of the lessons.

20. Think about the teaching methodology. Gifted students require a fundamentally different preparation, since they are distinguished by an extraordinary desire for double-checking, for "clarification for themselves", for experimentation.

21. The central task of a teacher in working with a gifted child is to instill a taste for serious creative work.

22. Develop a sense of humor. But it must be remembered that gifted children are very proud, vulnerable, with heightened sensitivity - and a not very successful joke can unsettle them for a long time.

23. Try to create a favorable atmosphere for working with children. Be kind, don't criticize. Gifted children are the most susceptible.

24. Stimulate the student, praise, do not be afraid to give a higher mark, but not vice versa.

25. Experiment in class. Don't be afraid to be funny and at the same time prove that you should be respected and not feared.

26. Let children be free to ask questions. If the child is interested in something, then he thinks, and if he thinks, then the teacher has achieved something. After leaving school, the student can achieve something, or just become a good man, and, therefore, the teacher fulfilled his duties.

Cooperation with parents:

Conducting thematic parent meetings (“The problem of children's giftedness”, “Which child is considered gifted?”, “Development of the creative potential of younger students”, etc.);

Consultations for parents and individual meetings;

Open extracurricular activities;

Joint practical activity of a gifted child and parents.

Parents have a responsibility to strive to develop the following personal qualities in their children.

Confidence based on the consciousness of self-worth.

Understanding the strengths and weaknesses of oneself and others.

Intellectual curiosity and readiness for exploratory risk.

Respect for kindness, honesty, friendliness, empathy, patience and spiritual courage.

The habit of relying on one's own strengths and the willingness to take responsibility for one's actions.

Ability to help find mutual language and joy in interacting with people of all ages, races, socioeconomic and educational levels.

Parents will create excellent conditions for the development of these qualities, if their own behavior will demonstrate that:

They value what they want to instill in the child in (moral, social or intellectual) terms.

They accurately calculate the moment and degree of response to the needs of the child. If a child asks a sex-related question, the parents respond by offering only slightly more information than the question specifies.

They rely on their own strength and allow the child to look for a way out of the current situation, to solve every problem that he can do; even if they themselves can do everything faster and better.

They practically do not put pressure on the child in the ego school affairs but always ready to help in case of need or provide Additional information area in which the child is interested.

Give your child time to think and reflect.

Try to communicate regularly with gifted professionals and parents of gifted children to stay up to date with the latest information.

Try to develop the child's abilities in all areas. For example, for an intellectually gifted child, classes aimed at developing creative, communicative, physical and artistic abilities would be very useful.

Avoid comparing children to each other.

Give your child the opportunity to find solutions without fear of making mistakes. Help him above all to value his own original thoughts and learn from his mistakes.

Encourage good organization of work and proper time management.

Encourage initiative. Let your child make their own toys, games and models with whatever materials are available.

Encourage asking questions. Help your child find books or other sources of information to get answers to their questions.

Give your child the opportunity to get the most life experience.

Encourage hobbies and interests in a wide variety of fields.

Don't expect your child to be gifted all the time. Be careful when correcting your child. Excessive criticism can drown out creative energy and a sense of self-worth.

Find time to connect with the whole family. Help your child express himself.

Creative development of your child. David Lewis Tips:

* Answer your child's questions patiently and honestly.

*Take your child's questions and statements seriously.

* Give your child a room or a corner exclusively for his affairs.

*Make a stand where the child can show their work.

* Do not scold the child for the mess on the table, if this is due to his creative process.

* Show the child that he is loved and accepted, of course, i.e. as he is, and not for success and achievement.

* Entrust your child with feasible tasks and worries.

* Help him make his own plans and make decisions. * Help him improve his performance.

* Take your child on trips to interesting places.

* Help your child communicate with children from different cultural backgrounds.

* Do not compare your child with others, while pointing out his shortcomings.

* Do not humiliate your child, do not let him feel that he is somehow worse than you.

* Teach your child to think independently.

* Provide your child with books, games and other things he needs for his favorite activities.

* Encourage your child to make up stories and fantasize. Do it with him.

* Teach him to read regularly from an early age.

* Be attentive to his needs.

* Find time each day to be alone with your child.

* Include your child in a joint discussion of common family matters.

* Don't blame your child for mistakes.

* Praise for any success.

* Teach him how to communicate with adults of all ages.

* Design hands-on experiments to help your child learn more.

* Do not forbid the child to play with all sorts of rubbish - this stimulates his imagination.

* Encourage your child to find problems and then solve them.

* Praise the child only for specific successes and deeds and do it sincerely.

* Be honest about how you feel about your child.

* Do not limit the range of topics discussed with the child.

* Give the child the opportunity to make their own decisions and responsibility for them.

* Help your child to become a person * Help your child to find noteworthy TV and radio programs.

* Develop in your child a positive perception of his abilities.

* Encourage your child to be as independent as possible from adults.

* Believe in your child's common sense and trust him.

* Never dismiss your child's failures by telling him "you can't do that either."

* Prefer that the bulk of the work that your child has undertaken, he did on his own, even if you are not sure of a positive end result.

* Keep a diary of your child's development and analyze the development process.

Children grow up fast. But they will be able to live independently and successfully if today we help develop their abilities and talents. Every child is talented in their own way. Identification and education of gifted, talented children is extremely important question. Our main task is to build educational and extracurricular activities in such a way that any individual characteristics of children, fraught with the grain of advanced development in one area or another, do not pass by our attention, are realized and cultivated in our pedagogical activity with these kids.

List of used literature:

1. Ananiev B.G. On the ratio of abilities and giftedness // Problems of abilities.

2. Gilbukh Yu.Z. Attention: gifted children. - M .: Knowledge, 1991.

3. Kees P.Ya. On the development of diagnostic tests for the intellectual development of six-year-old children. Abstract. 1993.

4. Leites N.S. Age giftedness // Family and school, - No. 9.- 1990.

5. Leites N.S. About mental talent. M., 1960.

6. Leites N.S. Abilities and talents in childhood. M., 1984.

7. Scientific and practical journal "Head teacher of elementary school", No. 4, 2008.

8. Scientific and practical journal "Head teacher of elementary school", No. 3, 2009.

9. Scientific and practical journal "Head teacher of elementary school", No. 8, 2009.

10. Scientific and practical journal "Head teacher of elementary school", No. 4, 2011.

11. Savenkov A.I. A gifted child at home and at school. - M., 1981.

12. Volkov I.P. Are there many talents in the school? - M., 1989.

13. Gifted children. Ed. G.V. Burmenskaya and V.M. Slutsky. - M., 1991.

14. Matyushkin A. M. Riddles of giftedness. M., 1992.

15. Vinokurova N.K. We develop children's abilities. - M: ROSMEN-Press, 2004.

16. Korbakova I.N. Activity method of teaching. - Volgograd: Teacher, 2007.

17. Monina G.B. Oh, those gifted kids. - St. Petersburg: Creative Center, 2010.

18. Solovieva I.V., Dzhumagulova T.N. Gifted child. Gift or punishment. - St. Petersburg:

Creative center, 2009.

1.Zak A.Z. The development of mental abilities of younger students.-M., 1994.

2. Matyushkina L.L. Development of creative activity of schoolchildren. M., 1991.

3. Wisdom of education: A book for parents // Comp. B.M. Beam - Bud, E.D. Dneprov, G.B.

Kornetov. - 2nd ed., add.-M .: Pedagogy, 1989.

4. Savenkov A.I. Development of cognitive abilities//Academy of Development, Academy Holding, 2004.

5. Savenkov A.I. Development of logical thinking // Academy of Development, 2005.

6. Belova, E. S. Giftedness of the baby: reveal, understand, support [Text]: a guide for educators and parents. - 3rd ed. / E. S. Belova. - M .: Moscow Psychological - social institution: Flinta, 2004. - 144 p.

Annex 1 Characteristics of the dominant abilities of the child

1. Intellectual ability

1.1. Learns new knowledge very quickly and grasps everything easily.

1.2. Has a sense of "common sense" and uses knowledge in practical, everyday situations.

1.3. He talks well. Thinks clearly, does not get confused in thoughts. It captures well the connection between one event and another, between cause and effect. He understands the unsaid well. Guesses what is often not directly expressed by adults, but is meant. Captures the reasons for the actions of other people, the motives of their behavior.

1.4. He quickly remembers what he heard or read without special memorization, does not spend a lot of time repeating what needs to be remembered.

1.5. He knows a lot about such events and problems that his peers do not know and do not guess.

1.6. Rich vocabulary, easily uses new words, expresses his thoughts without difficulty.

1.8. Solve complex problems that require mental effort.

1.9. asks a lot of questions. He has many different interests, about which he often asks adults.

1.10. He is ahead of his peers in studies by a year or two, i.e. should really study in a higher grade than he is studying now. Often bored in the classroom due to the fact that the educational material is already familiar to him (her) from books, magazines, adult stories.

1.11. Thinks in an original way and offers unexpected, original answers, solutions.

1.12. Very receptive, observant, quickly reacts to everything new and unexpected.

2. Artistic ability

2.1. In his drawings and pictures, he depicts a wide variety of different objects, situations, people (there is no monotony in the subjects of the drawings).

2.2. Serious about works of art. Becomes thoughtful and very serious when he sees good picture, hears music, sees an unusual sculpture, a beautifully and artistically executed thing.

2.3. He is original in the choice of plot (in a drawing, essay. Description of some event), makes original compositions (from flowers, drawings, stones, stamps.

Postcards, etc.).

2.4. Always ready to use any new material for the manufacture of toys, paintings, drawings. Compositions, in the construction of children's houses on the playground, in work with scissors, glue.

2.5. When has free time, willingly draws, sculpts. Creates compositions that have an artistic purpose (decoration for the home, clothes, etc.).

2.6. He resorts to drawing or modeling in order to express his feelings and mood.

2.7. Interested in works of art created by other people. Can express his own assessment and tries to reproduce what he liked in his own drawing or created toy, sculpture.

2.8. He likes to work with glue, plasticine, clay, in order to depict events or things in three dimensions and spatially.

3. Musical talent

3.1. Responds very quickly and easily to rhythm and melodies, always listens to them.

3.2. Sings well.

3.3. He puts a lot of energy and feelings into playing an instrument, into a song or dance.

3.4. Likes music recordings. Wants to go to a concert or where you can listen to music.

3.5. He likes to sing along with others so that it turns out harmoniously and well.

3.6. In singing or music expresses feelings, his state.

3.7. Composes original, own melodies.

3.8. He plays well on any instrument.

4. Ability to engage in scientific work

4.1. Expresses thoughts clearly and accurately (orally and in writing).

4.2. Reads books, articles, popular scientific publications ahead of his peers for a year or two.

4.3. Has an above average ability to understand abstract concepts, to establish generalizations.

4.4. Good "motor" coordination, especially between visual perception and hand (fixes well what he sees and clearly writes down what he hears).

4.6. He does not lose heart if his project or new idea is not supported by the teacher or parents, or if his “experiment” does not work out.

4.7. He tries to find out the causes and meaning of events.

4.8. Spends a lot of time creating his own "projects":

constructing a radio receiver, building a telescope, aircraft, collecting, etc.

4.9. Likes to discuss scientific events, inventions, often thinks about it.

5. Literary talent Can easily build a story, starting from the beginning of the plot and ending with the resolution of any conflict.

He comes up with something new and unusual when he talks about something already familiar and known to everyone.

Adheres to only the necessary details in the stories about events, discards everything insignificant, leaves the main, most characteristic.

6. Technical ability

6.1. Performs manual tasks well.

6.2. Interested in mechanisms and machines.

6.3. The world of his hobbies includes the design of machines, instruments, models of trains, radios.

6.4. Can repair simple devices and mechanisms, use old parts to create new crafts, toys, appliances.

6.5. Determines the causes of the vagaries of mechanisms, likes mysterious breakdowns and questions for "search".

6.6. He likes to draw blueprints and draw sketches of mechanisms.

6.7. Reads magazines and articles about the creation of new devices and machines, mechanisms.

7. Ability for sports

7.1. Energetic and gives the impression of a baby who needs a lot of volume physical movements to feel happy.

7.2. Likes to participate in sports games and competitions.

7.3. Constantly succeeds in some kind of sports game (wins in some kind of sports game).

7.4. Runs the fastest in the class.

7.5. Compared to peers, coordination of movements is well developed, moves easily and gracefully.

7.6. He likes to go hiking, play outdoor sports grounds.

7.7. He prefers to spend his free time in outdoor games (hockey, basketball, football, etc.).

Appendix 2 Student Portfolio One of the most striking forms of evaluating one's abilities and achievements is the creation of a school portfolio.

A gifted student's portfolio will include: business card, a map of the child's interests, information about achievements and awards at competitions at the school and district levels, samples of the best creative work, photographs, certificates and diplomas.

–  –  –

Exercises for the development of creative perception Help the student to discover their capabilities and find a personal path of creative development.

1. Exercise "One letter". The teacher counts up to thirty, the children at this time find and memorize all the objects in the class, the name of which begins, for example, with the letter "C".

2. Exercise "For several letters." It is necessary to determine the characteristics of the presented subject, starting with the three selected letters.

3. Exercise "Switching attention." Pupils examine the object in their hand, on command they look at the wall. Then again - on the object in the hand, trying to continue the course of their thoughts from the same place where they stopped, and not from the beginning.

The intervals between commands are gradually reduced from a minute to a few seconds.

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

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

6. "Filling words." Students try to understand what this or that word looks like, what it reminds them of what it is. Revealing the figurative meaning of words, they achieve that the word becomes filled, comes to life in the imagination.

7. "Chain of associations". Starting from any word, we look for the associations that it causes, then the associations that cause one of the words that have arisen.

8. "Story by pictures." Have the child come up with a story using a series of pictures. Let him suggest a continuation of the story. Complicate this task by adding a series of illustrations, at first glance, unrelated.

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

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

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

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

13. "Rhymer". First, invite the child to come up with words whose endings would sound the same (stick - jackdaw); then - compose couplets on the given rhymes; then pick up a rhyme and finish the given couplets. At the end of the game, you can ask the child to compose a poem of unlimited length, using as many raw rhymes as possible.

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

Appendix 4 Test to determine the teacher's inclination to work with gifted children Choose one of the suggested answers.

1. Do you think that modern forms and methods of working with gifted children can be improved?

b) no, they are already good enough;

c) yes, in some cases, but with state of the art schools are not very good.

2. Are you sure that you yourself can participate in changing the work with gifted children?

a) yes, in most cases;

c) yes, in some cases.

3. Is it possible that some of your ideas would contribute to a significant improvement in the identification of gifted children?

b) yes, under favorable circumstances;

c) only to some extent.

3. Do you think that in the near future you will play an important role in fundamental changes in the education and upbringing of gifted children?

a) yes, for sure;

b) it is unlikely;

c) maybe.

5. When you decide to take some action, do you think that you will carry out your plan to help improve the situation?

b) I often think that I won’t be able to;

c) Yes, often.

6. Do you feel like studying the characteristics of extraordinary personalities?

a) yes, it attracts me;

b) no, it does not attract me;

c) everything depends on the demand for such people in society.

7. You often have to look for new ways to develop children's abilities. Are you satisfied with this?

b) I am satisfied only with what I have;

c) no, because I think the incentive system is weak.

8. If the problem is not solved, but its solution worries you, do you want to find the theoretical material that will help solve the problem?

b) no, knowledge of best practices is sufficient;

9. When you experience pedagogical breakdowns, then:

a) you continue to persist more strongly in the undertaking;

b) wave your hand at undertakings;

c) keep doing what you're doing.

10. Do you take criticism lightly and without offense?

b) not very easy;

c) painful.

11. When you criticize someone, are you trying to cheer them up at the same time?

a) not always.

b) in a good mood;

c) basically try to do it.

12. Can you immediately recall in detail a conversation with an interesting person?

a) yes, of course;

b) remember only what interests me;

c) I can't remember everything.

13. When you hear an unfamiliar term in a familiar context, can you repeat it in a similar situation?

a) yes, no problem

b) yes, if the term is easy to remember;

14. A student asks you a difficult question about a "forbidden" topic. Your actions:

a) you avoid answering;

b) you tactfully transfer the answer to another time;

c) you are trying to answer.

15. Do you have your main creed in professional activity. When you defend it, then:

a) you can refuse it if you listen to the convincing arguments of your opponents;

b) stay on your positions, no matter what arguments you put forward;

c) change your mind if the pressure is too strong.

16. In the lessons in my subject, I am impressed by the following answers of students:

a) average;

b) sufficient;

c) original

17. During your vacation, do you prefer:

a) solve problems related to work;

c) immerse yourself in the world of your favorite hobbies.

18. You are developing a new lesson. You decide to end this case if:

a) in your opinion, the case is well done, brought to completion;

b) you are more or less satisfied;

c) you have not yet managed to do everything, but there are other things to do.

Calculate the points you have scored as follows:

for the answer "a" - 3, "b" - 1; "in 2.

Results:

49 or more points. You have a great aptitude for working with gifted children. You have potential for this. Can you stimulate creative activity to support various types of creative activities of students.

24 to 48 points. You have an inclination to work with gifted children, but they require additional desires, resources and active self-regulation in the intellectual process. You need the right choice of the object of orientation of the creative interest of students.

23 points or less. Of course, there are not enough inclinations to work with gifted children. To a greater extent, you yourself do not show “special zeal” for this.

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gifted child- this is a child who stands out for bright, obvious, sometimes outstanding achievements (or has internal prerequisites for such achievements) in one or another type of activity.

Signs of giftedness

• Signs of giftedness - these are the features of a gifted child that are manifested in his real activities and can be assessed at the level of observation of the nature of his actions.

Instrumental An aspect of the behavior of a gifted child can be characterized by the following features:

• Presence of specific activity strategies.

• Formation of a qualitatively original individual style of activity, expressed in the tendency to “do everything in one's own way” and associated with the self-sufficient system of self-regulation inherent in a gifted child.

• Highly structured knowledge, the ability to see the subject being studied in the system, the curtailment of methods of action in the relevant subject area. In other words, the originality of the methods of activity of a gifted child is manifested in his ability to see the simple in the complex, and the complex in the simple.

• A special type of learning. It can manifest itself both in high speed and ease of learning, and in a slow pace of learning, but with a subsequent sharp change in the structure of knowledge, ideas and skills.

Motivational aspect of the behavior of a gifted child can be characterized by the following features:

• Increased, selective sensitivity to certain aspects of objective reality or to certain forms of one's own activity, accompanied, as a rule, by the experience of a feeling of pleasure.

• A pronounced interest in certain occupations or areas of activity, an extremely high enthusiasm for any subject. The presence of such an intense propensity for a certain kind of activity has as its consequence an amazing perseverance and industriousness.

• An increased cognitive need, which manifests itself in insatiable curiosity, as well as a willingness to go beyond the initial requirements of activity on one's own initiative.

• Preference for paradoxical, contradictory and uncertain information, rejection of standard, typical tasks and ready-made answers.

• High criticality to the results of one's own work, a tendency to set super-difficult goals, striving for perfection.

Main activities

• practical,

• theoretical (cognitive),

• artistic and aesthetic,

• communicative,

• spiritual value.

• sensorimotor

• spatial-visual

• conceptual and logical

Types of giftedness according to the criterion "Types of activity and the spheres of the psyche that provide it"

Types of giftedness according to the criterion “the degree of formation of giftedness”

• Actual giftedness –

• psychological characteristics of a child with such cash (already achieved) indicators of mental development, which are manifested in a higher level of performance in a particular subject area compared to the age and social norm.

Types of giftedness in accordance with the criterion "form of manifestation"

• manifests itself in the child's activity quite clearly and distinctly (as if "by itself"), including under adverse conditions. The child's achievements are so obvious that his giftedness is beyond doubt.

General giftedness

General giftedness appears in relation to various types activities and acts as the basis of their productivity. The psychological core of general giftedness is mental abilities (or general cognitive abilities), around which the emotional, motivational and volitional qualities of the individual are built. General giftedness determines, accordingly, the level of understanding of what is happening, the depth of emotional and motivational involvement in activities, the effectiveness of goal setting and self-regulation.

Special talent

• Special talent reveals itself in specific activities and can only be determined in relation to certain areas of activity (music, painting, sports, etc.).

Types of giftedness according to the criterion "level of achievement of the child"

• Abilities that exceed the average level of the abilities of their peers, to a small extent. However, children with such giftedness nevertheless have the main hallmarks of giftedness and should be assessed accordingly by teachers and school psychologists.

• Very bright intellectual, artistic, communicative or some other abilities and inclinations Their giftedness, as a rule, is obvious to others, with the exception of cases of the so-called hidden giftedness.

• Abilities that are so superior to the average age norm that it allows us to speak of such children as children with exceptional, special gifts. The success of their activities can be unusually high.

PRINCIPLES AND METHODS FOR IDENTIFYING GIFTED CHILDREN

Principles for identifying gifted children:

• 1) the complex nature of the assessment of different aspects of the child's behavior and activities, which will allow the use of various sources of information and cover the widest possible range of his abilities;

• 2) the duration of identification (expanded in time observation of the behavior of a given child in different situations);

• 3) analysis of the child's behavior in those areas of activity that correspond to the maximum extent to his inclinations and interests;

• 4) the use of training methods, within the framework of which it is possible to organize certain developmental influences, remove psychological “barriers” typical for a given child, etc.;

• 5) involvement in the assessment of a gifted child of experts: highly qualified specialists in the relevant subject area of ​​activity;

• 6) assessment of the signs of a child's giftedness, not only in relation to the current level of his mental development, but also taking into account the zone of proximal development;

• 7) predominant reliance on environmentally valid psychodiagnostic methods that deal with the assessment of the child's real behavior in a real situation, such as analysis of activity products, observation, conversation, expert assessments of teachers and parents, natural experiment.

• a) the system of preschool educational institutions;

• b) a system of general education schools, within which conditions are created for the individualization of the education of gifted children;

• c) a system of additional education designed to meet the constantly changing individual socio-cultural and educational needs of gifted children and to ensure the identification, support and development of their abilities within the framework of extracurricular activities;

• d) a system of schools focused on working with gifted children (including lyceums, gymnasiums, non-standard educational institutions of the highest category, etc.) and designed to provide support and development of opportunities for such children in the process of obtaining a general secondary education.

Forms of teaching children in the system of additional education

What is the difference between "causes" and "causes".

1. They are often confused. There may be one reason, and many prerequisites, but they are not all enough without this one reason for something to happen. Let's take the example of fire. we can say: the cause of the fire was a cigarette. And the prerequisites were the negligence of the owners, the lack of a proper smoking area, the watchman's regular drunkenness, etc.

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Address: g. St. Petersburg, st. Fuchika, d 49 B, of. 17

For the answers to these questions I will give all my 79 points.

Well, if it's not difficult for you, then here's another problem for you:

5 reasons for the abolition of serfdom.

• Ask for more explanation
• Track
• Flag Violation

Answers and explanations

• unknown
• luminary of science

A reason is a reason that prompts the start of some action.

A prerequisite is the prevailing conditions for the occurrence of a process.

5 reasons for the abolition of serfdom:

1. The crisis of serfdom became one of the main reasons for the defeat in the Crimean War

2. Serfdom hindered the development of industry, that is, it interfered with the industrialization of Russia.

3.Increased unrest of the peasants

4. The ruin of many landowners because they increased the "corvée"

5. Agriculture developed according to the extensive principle.

what is the difference between causes and causes?

Come and chat - you won't be bored!

take definitions from Ozhegov's dictionary

REASONS Do not blame a miserable friend for the attempts: \ When you wish to know the reason, \ Take a look at the mirror with one eye - \ You will immediately solve this riddle: William Shakespeare. Translation by R. Badygov Sonnets \ 103 \ Alas, what a muse of poverty

REASONS Let me know the reason for your will! \ Menelaus \ There is a reason. We hoped to find an ally and friend in it for us, And for that we brought near Troy; Sophocles. Translation by F. F. Zelinsky AJAX

REASONS He did not name any reasons. He simply stated, \ That such is his disposition, \ That he does not intend to reckon with anyone. William Shakespeare. Troilus and Cressida Translated by T. Gnedich

REASONS I am the reason - I do not want to come, \ And this is enough for the senate. \ But I love you, and therefore \ I will reveal everything to you. My wife, Calpurnia, keeps me at home. \ She dreamed that my statue \ Struila, like a fountain, from a hundred holes \ Pure blood and many noble Romans \ They plunged their hands into it with laughter. \ William Shakespeare. Julius Caesar Translated by Mic. Zenkevich

REASONS Most Serene Prince, order to restore the Cause of this bloodshed. \ By the hand of Romeo he was slain and mute \ Mercutio who killed himself before that. William Shakespeare. Translation by Boris Pasternak ROMEO AND JULIET

REASONS Bow your attention, you will know the reason: \ When our regiment covered the plain under Etna \ And closed the passages along the ridge of the mountain, \ From you then, far away, near the shore I stood, \ Where the enemy withstood our entire fortress of battle. Voltaire 1759 Translation by Nikolai Gnedich 1809 TANKRED\Tragedy

reasons 4. To talk to the beast \ about the essence of life \ and find out the reason \ of unbearable life. Andrey Polonsky TRANSLATIONS FROM VEGETARIAN

REASONS DON GUIDO \ (from the balcony, angrily) \ I see everything, you bastard. \ DONNA BIANCA'S VOICE \ (indifferently) \ Come on. \\ DON GUIDO \ (into the hall, spreading his arms) \\ How to continue to live, let me ask you?! \ The forest has been cut down. The hills in the area are hidden. \ So, now the house is still to be demolished? . Leonid Filatov. THE NEW DECAMERON, OR THE STORIES OF A PLAGUE CITY\The Story of a Jealous Spouse

REASONS When the jasmine blossomed in the garden, I worried for no reason. \ About what under the stars, at night, \ I shed tears - I don’t know myself. Sergei Andreevsky 1879 At the beginning of life's journey

REASONS But if you think about the cause\ That spirits and fires wander, \ That animals are unfaithful to their habits, \ That babies have surpassed the elders in mind, \ That all of them, suddenly changing \ Their nature and destiny,\ William Shakespeare. Julius Caesar Translated by Mic. Zenkevich