Lyudmila Surikova
Working with gifted children in elementary school

L. V. Surikova

(Elets, MBOU Secondary School No. 1 named after M. M. Prishvin)

[email protected]

Working with gifted children in elementary school.

Annotation. Every child gifted. In order for him to show his talent in life, he needs to be found and pulled out. The teacher's task is to help the little person and guide him in the right direction.

Keywords: talent, giftedness, school, Primary School, child.

There will be significant benefits for

those states that can

identify creativity as early as possible

personality and create the most favorable

conditions for the development of their potential.

K. Taylor (American psychologist)

Any society needs talented people, and the task of society is to consider and develop the abilities of all its representatives. Unfortunately, not every person is able to realize their abilities. A lot depends on both the family and schools.

The family's task is to see, see the child's abilities. Task schools– support the child and develop his abilities, prepare the ground for these abilities to be realized.

The thirst for discovery, the desire to penetrate into the most intimate secrets of existence are born even at school bench. Already in primary school you can meet students who are not satisfied working with a school textbook, they are not interested work in class, they read dictionaries and specialized literature, look for answers to their questions in various fields of knowledge. That's why it's so important to school to identify everyone who are interested in various fields of science and technology, help bring their plans and dreams to life, bring schoolchildren on the path of search in science, in life, to help you fully reveal your abilities.

What is meant by the term « giftedness» ?

In everyday life giftedness- synonymous with talent. In psychology, it is understood as a systemic quality of personality, which is expressed in the exceptional success of mastering and performing one or several types of activities, combined with interest in them. Will a child with these symptoms grow up? gifted talented, a brilliant personality, depends on many circumstances.

Children with potential in school is enough. Gifted Children are distinguished by exceptional learning success. This trait is associated with high speed processing and assimilation of information. But at the same time, such children can quickly lose interest in daily painstaking activities. Fundamental things and a wide range of material are important to them. Working with such children is interesting and difficult; in the classroom, in the lesson, they require an individual approach, a special teaching system.

Often about gifted children say what they contain "Charisma", but for this spark to ignite the flame of talent, considerable effort must be made. That is why, over many years of my teaching career, I have been developing and educating gifted children.

My system working with gifted children includes the following Components:

Revealing gifted children;

Development of creative abilities in the classroom;

Development of abilities in extracurricular activities (olympiads,

competitions, research Job);

Creating conditions for comprehensive development gifted children.

From experience I know the work, What gifted children are inquisitive, persistent in searching for answers, often ask deep questions, prone to reflection, and have a good memory. In addition, diagnostics giftedness I spend using various tests.

There are many talented children in my class.

Pavlov Nikita is seriously involved in sports. He attends children's sports school, participates in competitions, the second is a member school-wide teams to participate in the city military sports game "Patriot" and has many certificates. In class he is responsible for sports work, does morning exercises, forms a team himself, prepares for competitions and is the constant captain. I think that in the future he will achieve high results if he studies seriously.

Chaplygina Maria has excellent artistic abilities. She reads poetry wonderfully, takes ballet seriously, and attends art school. At all competitions and school, and in the city it takes prizes. In addition, the girl is also a good student and plays sports. And she has enough time for everything. She became a participant in the All-Russian Olympiad schoolchildren in Fundamentals of Orthodox Culture, winner in school "Living Classic" and etc.

Makhonin Matvey is talented in everything. He is an excellent student and plays sports. school. Every year the boy participates in various art competitions creativity: "The Road Through the Eyes of Children", “Instead of a Christmas tree, a New Year’s bouquet”, "Nature around us" and others and takes prize money places: laurate school scientific-practical conference "First steps in science", winner of the regional intellectual and educational competition dedicated to the 870th anniversary of the city of Yelets "Young experts of the native land" in nomination "The history of my small homeland", winner’s diploma in the 1st online Russian language Olympiad “Russian with Pushkin”, 1st place in school stage of the All-Russian reading aloud competition "Living Classic", 2nd degree laureates of the regional Olympiad in Informatics, etc. And on March 28, at the XI open competition of readers "And the eternal beauty of nature", dedicated to the memory of S. N. Konovalov, S. V. Makarov, Matvey took 1st place.

Field Boris is a bad student, but his hands are golden. He attends a club "Do-It-Yourself Fairy Tale", And work they turn out great. During technology lessons, he is a teacher's assistant and assists children in work. In the regional action of children's creativity on road safety "The Road Through the Eyes of Children" Boris took 1st place. The boy became the winner of the Regional competition "Young experts of the native land" in nomination "Streets of my city"

Polina Lysochenko loves animals very much. There was a guinea pig living in a living corner in our classroom. We named her Froseya. And only Polina conscientiously and selflessly looked after her. After some time, they could no longer live without each other. Now Frosya is a member of the Lysochenko family. She is currently preparing a research project about the life and habits of guinea pigs using the example of her favorite. The girl is convinced that every living creature has intelligence and knows how to truly love. It is only necessary that the people nearby remain human in the full sense of the word.

In order to support interest in the subject and develop the natural inclinations of students, I use creative tasks, entertaining experiences, materials and tasks.

by me developed a system of developmental tasks-minutes that I offer students as a warm-up in beginning of the lesson. I take 5-7 minutes to solve such tasks and always require a detailed explanation. If there is any difficulty, I will give you hints and analyze these tasks in detail.

At all stages of the lesson I try to use an individually differentiated approach. For capable children, I offer more complex tasks, use cards ahead of tasks, work in pairs and groups. These children are consultants in and outside of class.

It is impossible to instill interest in the discipline in children if the teacher himself is not passionate about his subject. Therefore, I am constantly learning, improving my knowledge through advanced training courses and methodological associations schools and cities, via the Internet, through self-education.

I pay great attention to the involvement of talented children in extracurricular activities. work. I often hold various events in which students can express themselves. The teams of the craft museum, the station for young technicians, and the children's library, where we are frequent guests, provide me with great help. This year students attended wonderful holidays "Autumn Gatherings", "Lapti-bast shoes", a festival of the piano accordion, participated in competitions held by the children's library, where they won prizes.

The most important form working with the gifted Students participate in Olympiads and various competitions. They help identify the most capable and gifted children, the formation and development of the educational needs of the individual, preparing students for higher education, creative work in various fields, scientific and practical activities. We constantly participate in all-Russian olympiads: "Russian Bear", "Kangaroo", "Erudite".

Job I conduct training for olympiads and competitions throughout the entire academic year. With talented children I study after lessons: we carry out non-standard tasks, create research work, projects. Now we have work several projects in various fields.

I also think it is important to create conditions for the comprehensive development of the individual. I make sure that the child studies working on yourself, that is, he was able to independently set and solve assigned tasks, since it is possible to stimulate creative activity and develop it only thanks to self-education, I convince children that “when you follow someone, the road is not remembered, but the one along which you yourself will never be forgotten,” and that “Talent is 1% of ability, and 99% of work”.

I try to ensure that the child’s intellect does not develop at the expense of physical, emotional, and personal development. I convince the children to play sports and attend sports clubs in school and outside school, did additional physical education and sports at home.

As you know, nutrition and daily routine are the main prerequisites for the relationship between the body and the environment. It is obvious that poor nutrition and daily routine harm physical, psychological and social development. Lack of nutrition has an inhibitory effect on learning. Therefore, I talk with parents about the child’s daily routine, about nutritious nutrition.

I understand that I am responsible to the child for his happy future and to the state for raising a full-fledged, mature citizen, ready to make independent decisions and be responsible for the results of his activities.

The child's consciousness is in the formative stage, and that is why I make sure that the creative potential is not wasted, but only multiplied.

In conclusion, I would like to quote the wonderful words of V.A. Sukhomlinsky: “There are invisible strings in the soul of every child. If you touch them with a skillful hand, they will sound beautiful.”

Literature:

1. Using elements of independent work in the process of developing abilities gifted junior schoolchildren// History and current state of Russian education. Little-researched problems. Collection of abstracts. Ed. R. S. Bozieva and A. V. Ovchinnikova - M Pedagogy, 1998 - P 77-78

2. Training gifted children in the system of differentiated education in primary school England and the USA // Scientific works of the Moscow Pedagogical State University - M Prometheus, 1999 - P 158-164.

3. Pedagogical basis of training gifted children // Higher pedagogical education Russia: traditions, problems, prospects, abstracts of the international scientific and practical conference. Part P. - M, 1997 - P 84-87

4. The problem of differentiated learning gifted children in primary school// Current problems in student education initial classes Materials of the All-Russian Scientific and Practical Conference Part I - Saransk Moscow State Pedagogical Institute named after. M. E. Evsevieva, 1998 -P 94-95

5. Development of creative abilities gifted junior schoolchildren// Current problems of pedagogy of creative self-development and pedagogical monitoring. Materials of the Sixth All-Russian Scientific and Practical Conference - Yoshkar-Ola MGPI, ChD 1998 - P 133 -134

6. Modern foreign experience of training and education gifted children // Young voices. Collection of scientific research works graduate students and applicants of MGOPU. - M, 1998 -С 197-199

7. Characteristic features of mental giftedness of primary school children age // Abstracts of reports of the conference of students, young scientists and teachers "Scientific search in solving problems of the educational process in modern school". - Issue of Sh. M. Promeli, 1998 - P 129-130

Primary school age is a period of absorption, accumulation and assimilation of knowledge, which means the most important problem is the preservation and development of talent. Primary school teachers have the main task of promoting the development of each individual. 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 correctly carry out their development. Gifted children clearly demonstrate the need for research and search activity - this is one of the conditions that allows students to immerse themselves in the creative learning process and fosters in them a thirst for knowledge, a desire for discovery, active mental work and self-knowledge.

In the educational process, the development of a gifted child should be considered as the development of his internal activity potential, the ability to be an author, a creator, an active creator of his life, be able to set a goal, look for ways to achieve it, be capable of free choice and responsibility for it, and make the most of his abilities.

That is why the methods and forms of the teacher’s work should contribute to solving the designated task. For this category of children, the preferred working methods are:

• -research;
• -partially search;
• -problem;
• -projective;

Forms of work:

• - classroom work (work in pairs, small groups), multi-level tasks, creative tasks;
• - consultation on the problem that has arisen;
• - discussion;
• - games.

Very important:-intellectual marathons;

• -various competitions 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 appropriate forms and types of creative activity. Identification of gifted children is carried out already in elementary school on the basis of observations, study of psychological characteristics, speech, memory, logical thinking and communication with parents. The teacher pays attention to the characteristics of the child’s development in the cognitive sphere.

As a rule, gifted children exhibit:

• -high productivity of thinking;
• - ease of association;
• - ability to forecast;
• -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 condition.

The teacher must be:

• - certainly talented, capable of experimental and creative activities;
• -professionally competent;
• -intelligent, moral and erudite;
• - master modern pedagogical technologies;
• -psychologist, educator and skillful organizer of the educational process;
• -have a positive self-concept, be purposeful, persistent, emotionally stable.

When working with gifted children, you must be able to:

• -enrich educational programs, i.e. update and expand the content of education;
• -stimulate the cognitive abilities of students;
• -work differentiatedly, provide an individual approach and advise students;
• -make informed psychological and pedagogical decisions;
• -analyze your teaching and educational activities and the entire class;
• - select and prepare materials for collective creative activities.

The success of this process is facilitated by the characteristic features of children of this age: trusting submission to authority, increased susceptibility, impressionability, and a naive playful attitude towards much of what they encounter. In younger schoolchildren, each of the listed abilities is expressed mainly by its positive side, and this is the unique uniqueness of this age. Some of the characteristics of younger schoolchildren “disappear” in subsequent years, while others largely change their meaning. It is difficult to assess the actual significance of the signs of abilities manifested in childhood, and even more so to foresee their further development. It is often discovered that the bright manifestations of a 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 ability in children should not be ignored by parents and teachers, because they may indicate the prerequisites for genuine talent. So let's say there are children who are child prodigies.

Prodigies are children in whom the age-related phenomenon (the desire to learn, absorb, remember) affects the rise of intelligence and acts as a factor of giftedness. But only among some 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 decrease in the future.

It is a mistaken belief 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 have the right attitude towards the characteristics of their child.

Often, excessive enthusiasm for mental activity, unnatural for a primary school child, causes anxiety and concern in parents, and in this case it is important not to bring all your doubts and fears down on the child’s head. In other families, a child’s giftedness is considered a gift that promises a great future. The child is admired and 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 hostility will certainly be reflected in the child’s mind. In the family, children with signs of giftedness have a more difficult time than ordinary children, regardless of whether they are admired beyond measure or considered strange. Adults can make mistakes in their assessments when they encounter something in a child that they did not expect.

But gifted children, children with an early blossoming of intelligence, encounter difficulties and misunderstanding 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 ones, who often become bored in the classroom after the first lessons. Already able to read and count, they have to remain idle while others learn the alphabet and basic arithmetic operations. Of course, a lot depends on how the teaching is conducted, but no matter how the teacher tries to treat students individually, when dealing with a whole class, he is deprived of the opportunity to focus on strong students. Bright students need a challenge that matches their mental strength, and the high school curriculum has little to offer. Some children with early growth of abilities ultimately adapt to general requirements, but this comes at the cost of losing their independence, curiosity and creative impulses, and their real capabilities remain unclaimed.

One of the main features of gifted children, which greatly interferes with his disciplined studies at school, is a persistent reluctance to do what is not interesting to him. Such children strive to study on their own; they are hurt and offended if adults try to direct their studies.

One of the opinions of modern educators is that specialized classes or schools should exist to educate children with high abilities. It is better for such a child to be surrounded by similar children and study according to programs that correspond to his level of intelligence. In addition, gifted children have the opportunity to graduate from school and go to college earlier. This gives them an advantage - they can make a career earlier and achieve creative success in their chosen field.

Another thing is that gifted children should not be an “exception.” The younger generation should consist of such children (in one direction or another), which means that these children should fill all educational institutions. If the latter is absent, 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 the high intelligence and level of development, someone will pay attention and recover on their own?! After all, there are gifted children, and there always will be.

Giftedness is now defined as the ability to achieve outstanding achievements in any socially significant area of ​​human activity, not just in the academic field. Giftedness should be seen as both achievement and opportunity for achievement. The meaning of the statement is that one must take into account both those abilities that have already manifested themselves and those that may manifest themselves.

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, training 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 characteristics inherent in the gifted enrich our lives in all its manifestations and make their contribution to it extremely significant. Firstly, gifted people are distinguished by high sensitivity in everything; many have a highly developed sense of justice; they are able to sensitively grasp changes in social relations, new trends of the times in science, culture, technology, and quickly and adequately assess the nature of these trends in society.

The second feature is continuous cognitive activity and highly developed intelligence that make it possible to gain new knowledge about the world around us. Creative abilities attract them to create new concepts, theories, and approaches. The optimal combination of intuitive and discursive (discursive - rational; justified by previous judgments) thinking in gifted children (in the vast majority of cases, with the dominance of the first over the second) makes the process of acquiring new knowledge very productive and significant.

Thirdly, most gifted people are characterized by great energy, determination and perseverance, which, combined with enormous knowledge and creative abilities, allow them to implement a lot of interesting and significant projects.

SYSTEM OF WORKING WITH GIFTED CHILDREN IN PRIMARY SCHOOL

Relevance

“A person’s talent is a small sprout that barely emerges from the ground and requires enormous attention. It is necessary to care for and cherish it, to look after it, to do everything so that it grows and bears abundant fruit.”

Today, the problem of identifying, developing and supporting gifted children is extremely relevant for Russia. Discovering and realizing their abilities and talents is important not only for a gifted child, as an individual, but also for society as a whole. Gifted and talented children and youth are the potential of any country, allowing it to develop effectively and constructively solve modern economic and social problems. In this regard, working with gifted and highly motivated children is extremely necessary.

Russian President Vladimir Putin spoke about the importance of this problem.

Here is one of the points of the message to the Federal Assembly of the Russian Federation: «… It is necessary to complete the creation of a nationwide system for finding and supporting talented children. Everyone should have the opportunity to develop their abilities from an early age, regardless of income level, social status of parents and place of residence of families."

Identifying gifted children and organizing systematic work is one of the main tasks of modern schools and educational practice in the context of modernization of the Russian education system.

Every normal child has enormous development opportunities. But this does not mean that, under equal conditions, we can expect the same abilities in all children. Indeed, there are children who, either explicitly or implicitly, stand out among their peers in their ability to learn. And these children really require a special approach, because the higher their difference from their peers, the richer the prospects for their personal development.

Therefore, it is necessary to deal with gifted children, but with a clear understanding that problem of identification, training and development gifted children is complex, lying at the intersection of the above problems.

Introduction of the Federal State Educational Standard

Since September 2011, the Federal State Educational Standard (hereinafter referred to as the Federal State Educational Standard) has been introduced in all educational institutions of our country. The Federal State Educational Standard is based on a systemic-activity approach, which, among the many planned results, involves: the 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.

Among the key areas of educational development within the framework of the national educational initiative “Our New School”, a special place is occupied by the development of a support system for gifted children, improving the development of a creative environment for identifying gifted children

The reforms that have taken place in the domestic education system over the past decade, the focus on humanistic, personality-oriented and developmental educational technologies, have changed the attitude towards students who show extraordinary abilities. Gradually, an understanding begins to form in the public consciousness that the transition to the age of innovative technologies is impossible without preserving and increasing intellectual potential, since this is one of the decisive factors in the economic development of the country. Consequently, the creation of conditions that ensure the early identification, training and education of gifted children, the realization of their potential, is one of the promising directions for the development of the education system.

The most important priority in such a situation becomes the intellect, the creative development of those who will later become bearers of the leading ideas of the social process. Therefore, gifted children should be considered as a national treasure of the country and be at the center of special pedagogical and social programs, since the greatest hopes for improving living conditions and prosperity of Russia are connected with gifted young people.

Also, to record the results of educational and extracurricular activities, a “Portfolio” was created, which serves as a good stimulator for their educational activities, because it reflects the children's achievements.

Today there is a social order for a creative personality, so in my teaching activities I pay great attention to this problem, especially since every teacher knows that an important period in the development and formation of a personality is the initial period of education. It is this age that is most amenable to the education and development of a child’s creative abilities. Children of primary school age are the most open, receptive and curious.

Goals and objectives

Primary school age is a period of absorption, accumulation and assimilation of knowledge, which means that the most important problem of our society is the preservation and development of giftedness. Primary school teachers have the main task of promoting the development of each individual. 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 correctly carry out their development.

If a schoolchild from the first grade is prepared for the fact that he must learn to create, invent, find original solutions, then the formation of a personality will take place on the basis of enriching its intellectual profile...

Goals and objectives of the system of working with gifted children.

I am a teacher, which means that my main target– to raise every student to be successful. My tasks:

Identification of gifted children and creation of a system of working with children;

Creating conditions for the optimal development of gifted children.

Selection of teaching aids that promote the development of independent thinking, initiative and research skills, creativity in class and extracurricular activities;

Provide modern education, using differentiation in the classroom based on the individual characteristics of children;

Development in gifted children of a qualitatively high level of ideas about the picture of the world, based on universal human values.

Scientific, methodological and information support for the development of gifted children;

Social and psychological support for gifted children

Expected results.

Realization of children's creative potential

classes in clubs, sections, prizes in competitions, positive dynamics of student advancement.

Methodological results:

Creation of a data bank that includes information about children with different types of giftedness;

Development and implementation of programs for the support and development of gifted children, creation of a system of interaction with the primary school and parents of students;

Using a diagnostic system to identify and track various types of giftedness;

generalization and systematization of materials of pedagogical activity

Distinctive features of gifted children

1.Have higher intellectual abilities, receptivity to skills, creative capabilities and manifestations compared to most other peers.

2. They have a dominant, active, unsatisfied cognitive need.

3.Experience joy from mental work.

1. Children with an unusually high general level of mental development, all other things being equal.

2. Children with signs of special mental giftedness - giftedness in a certain field of science and art.

3. Students who, for some reason, do not achieve success in their studies, but have bright cognitive activity, originality of mental makeup, and extraordinary mental reserves.

Model of a gifted child:

A person who is physically, spiritually, morally and socially healthy;

a person who is capable of independently finding a way out of a problem situation, carrying out search activities, conducting research, reflecting on activities, owning the means and methods of research work;

a person capable of carrying out independent activities;

a person with versatile intelligence, compensatory abilities, and a high level of culture;

a person who is guided in his life by universal human values ​​and norms, who perceives another person as a person who has the right to freedom of choice and self-expression;

a person who is ready to make a conscious choice and master professional educational programs in certain areas of knowledge, taking into account inclinations, established interests and individual

Principles of working with gifted children

1. The principle of differentiation and individualization of education (the highest level of implementation of which is the development of an individual development program for a gifted child).

2. The principle of maximum variety of opportunities provided

3. The principle of ensuring students' freedom of choice of additional educational services.

4. The principle of advanced learning.

5. The principle of comfort in any activity

6. The principle of developmental education.

7. The principle of increasing the role of extracurricular activities of gifted children through clubs, sections, electives, and interest clubs.

8. The principle of increasing attention to the problem of interdisciplinary connections in individual work with students.

9. The principle of creating conditions for students to work together with a minimal role for the teacher.

It is very important for me, first of all, to teach children to think independently, search for the necessary information, and compare facts. Then they will not stop learning throughout their lives, regardless of their profession, surpassing me and themselves. Lev Nikolaevich Tolstoy wrote: “Knowledge is only knowledge when it is acquired through the efforts of one’s thoughts, and not through memory...”.

Development of creative potential

I organize my work in the classroom to develop the creative potential of children as follows:

1. As you know, in any business, first of all, it is important motivation.

Younger students are probably the most active students in any school. However, if at first they are interested in everything, they are eager to try themselves in everything, then by the 3rd-4th grade the interest gradually fades away and here it is important not to miss them.

To motivate me for various types of activities, I use techniques such as:

- “place of honor in the class.”

Psychological class hours (self-determination class hours “A trip to the world of your Self”, “Fairytale therapy for schoolchildren”),

Creation of a portfolio followed by a public presentation.

2. Next stage - diagnostics students' abilities, which is one of the important aspects in working with gifted children.

It is carried out in two stages:

-Preliminary search stage

The main point of work at this level is to collect preliminary information about the child. As a rule, information is collected from four sources: from parents, teachers, psychologists and the children themselves and is compiled in psychological and pedagogical cards.

- Test diagnostics(determining the level of starting capabilities).

In my work I use the following diagnostics:

Study of school motivation,

Map "Interests and needs"

Strategy for working with gifted children

The success of working with gifted children largely depends on how work with this category of students is organized in primary school. When identifying gifted children, their success in any activity is taken into account: educational, artistic, physical, etc. This stage (1-4 years of study) is characterized by the fact that children willingly master the skill content of learning under the guidance of a teacher and independently. At this stage, it is very important to organize classroom and extracurricular activities as a single process aimed at developing the creative and cognitive abilities of students, to offer a number of additional educational services where each student can realize their emotional and physical needs. Classroom and extracurricular activities should be structured in such a way that the student can demonstrate his capabilities in a wide variety of areas of activity. This is important as a source of acquiring new knowledge and new experiences, and should serve as the basis for transforming this knowledge into other areas of activity in the classroom.

Conditions for successful work with gifted students.

Awareness of the importance of this work by each member of the team and, in connection with this, increased attention to the problem of developing positive motivation for learning.

Creation and constant improvement of a methodological system for working with gifted children.

The teacher must be:

Passionate about his work;

Capable of experimental, scientific and creative activities;

Professionally competent;

Intellectual, moral and erudite;

A conductor of advanced pedagogical technologies;

Psychologist, educator and skillful organizer of the educational process;

An expert in all areas of human life.

Forms of work with gifted students.
- creative workshops;
- group classes on parallel classes with strong students;
- hobby groups;
- competitions;
- intellectual marathon;
- participation in Olympiads;
- work according to individual plans;
- research conferences.

Stages of working with gifted students.

Each child is unique, but despite all the individual uniqueness of the real manifestations of children's giftedness, there are quite a few traits that are characteristic of the majority of gifted children. Moreover, along with the deep ones, hidden from the unprofessional eye, there are quite a few that often manifest themselves in the child’s behavior, in his communication with peers and adults and, of course, in cognitive activity. Their value lies in the fact that they can almost always be noticed not only by psychologists, but also by kindergarten teachers, school teachers, and parents in the early years. The main thing is to notice the child’s characteristics in a timely manner and develop his gift. The organization of work with gifted children in elementary school can be divided into several stages:

Stage 1- during the period of pre-school preparation;

Stage 2– admission to 1st grade;

Stage 3- in the process of studying in primary school.

Stage 1

Work with gifted children begins during the pre-school preparation period.

Our school cooperates with a preschool educational institution. Primary school teachers conduct classes with preschoolers to prepare for school. During this period, the first acquaintance with future first-graders begins. Teachers often attend classes conducted by kindergarten teachers, observe preschoolers, communicate with them, organize games, competitions, and quizzes. Experience shows that such communication helps a preschooler quickly adapt to school life. The teacher has a general picture of which students will come to his class.

Many years of work experience allowed me to identify a certain list of qualities characteristic of future creators:

They acquire knowledge in their chosen field early.

They show high intelligence and good memory.

Passionate about their work, energetic.

They demonstrate pronounced independence, the desire to work alone, and individualism.

They know how to control themselves.

They have a desire to contact other gifted people, young and old.

They are able to gain practical experience and quickly acquire artistic and intellectual experience.

But the main indicator of a child’s giftedness in kindergarten, in my opinion, is his curiosity. Curiosity, which manifested itself quite early, continues to be the most important distinguishing feature of a talented person at all stages of age. I am convinced that when educating a creator, it is very important that curiosity develops in time into a love of knowledge - inquisitiveness, and the latter into a stable mental formation - a cognitive need.

Stage 2

Upon admission to 1st grade, I conduct an interview with preschoolers, and the school psychologist monitors the child’s behavior. Along with “knowledge” indicators, I identified for myself the main signs that a gifted child exhibits:

educational initiative;

high level of development of logical thinking;

originality and flexibility of thinking;

high concentration of attention;

excellent memory;

independence;

leadership (not always).

The parents of the future first-grader are also present at the interview and fill out a questionnaire.

The psychologist and teacher may ask questions to the parents during the interview. As a result, already upon admission to 1st grade, an impression is formed about the child, his capabilities and abilities. The main thing becomes clear in what environment the baby developed, was brought up and grew up.

Experience shows that most often gifted children grow up in intelligent families. And the point here is not at all in the special genes of genius - nature distributed them equally among all children. It's about the family atmosphere, the system of family values.

It is no secret that many parents encourage and would like to develop their child's cognitive needs and various abilities. But they do it, naturally, in different ways and, unfortunately, not all of them.

Stage 3

Junior school age is a period of absorption, accumulation and assimilation of knowledge. The success of this process is facilitated by the characteristic features of children of this age: trusting submission to authority, increased susceptibility, impressionability, and a naive playful attitude towards much of what they encounter. In younger schoolchildren, each of the listed abilities is expressed mainly by its positive side, and this is the unique uniqueness of this age. Some of the characteristics of younger schoolchildren fade away in subsequent years, while others change their significance in many respects. It is difficult to assess the actual significance of the signs of abilities manifested in childhood, and even more so to foresee their further development. It is often discovered that the bright manifestations of a 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. When working with gifted children at the initial stage of schooling, the relationships between natural inclinations, the society in which the child develops and is raised, and the creation of optimal conditions for the development of his talent are observed.

Conclusions:

When working with gifted children, the personal and age characteristics of each child, the nature of family relationships and the development of emotional and volitional qualities of children are taken into account, conditions are created for parents to master ways of forming a positive “I-concept” in the child as the most important condition for the full realization of the potential capabilities of a gifted child.

This allows each child to self-realize, identify a large group of talented and gifted children at an early stage of education and create an environment for each lyceum student to develop motivation for knowledge and creativity, intellectual and personal initiative

Forms and methods of creative teaching for younger schoolchildren

Practice has shown that children with early blossoming intelligence encounter difficulties in the first days of school. And the reason is that learning often begins with something that is no longer “interesting.” It is they, the most inquisitive ones, who often become bored in the classroom after the first lessons. Already able to read and count, they have to remain idle while others learn the alphabet and basic arithmetic operations. Of course, a lot depends on how the teaching is conducted, but no matter how the teacher tries to treat students individually, when dealing with a whole class, he is deprived of the opportunity to focus on strong students. An intelligent and active student, trying to attract attention by quickly and easily completing all tasks, can soon become a burden to both the teacher and his peers.

I actively use a differentiated approach, various forms and methods of creative teaching

Gradual approach of younger schoolchildren to independent problem solving is carried out with the help of partially search or heuristic method. One of the techniques of this method is heuristic conversation

The essence of such a conversation is that questions are thought out in advance, each of which stimulates the student to carry out a small search. By considering all the questions, students understand a new phenomenon for them.

Maximum cognitive activity is achieved with the help of research method. Knowledge gained through one's own observations and experiments is usually the most durable. Educational research allows you to freely search for the necessary information and develop independent work skills. Research and observations encourage the primary school student to think big, look for cause-and-effect relationships in the phenomena being studied, and draw independent conclusions and generalizations.

The organization of student research activities is carried out through the educational process:

1. Use in the lesson, taking into account age guidelines, pedagogical technologies based on the use of the research method of teaching:

developmental education technology,

technology of using circuit and symbolic models,

humane-personal technology of education,

advanced learning technology;

project activities;

2. Conducting various types of non-traditional lessons that involve students performing educational research or its elements:

lesson - research,

lesson - travel,

lesson - creative report,

lesson - defense of research projects.

3. Conducting a training experiment.

4. Students completing long-term homework of a research nature.

When choosing the form of work, the age characteristics of the children, their interests and inclinations are taken into account. One of the most difficult stages of educational and research work with children from a methodological point of view is the moment of initial inclusion of students in their own research activities. The first step in this matter, as in many others, often seems to be the most difficult, and it must begin precisely at the first stage of training.

Formable components of a student’s research culture

1st–2nd grades:

inclusion in the lesson of tasks aimed at creating a sequence of actions;

solving problems in combinatorics, logical problems with the concepts of “truth”, “false”;

carrying out work to identify cause-and-effect relationships;

training in observation and description techniques;

familiarity with terminology, some concepts about research methods;

developing experience working with dictionaries and other sources of information;

carrying out collective research according to a specific plan.

3rd grade:

carrying out long-term research using existing knowledge and skills:

conducting information search, highlighting the main thing;

conducting experiments, conducting observations, protecting messages and reports.

4th grade:

formation of reading competence;

formation of the desire and basis for the ability to learn: the ability to see the boundary between the known and the unknown;

correlation of results with the sample, finding errors and eliminating them, developing criteria for evaluating creative work;

formation of techniques and skills of educational cooperation.

Lately I have been actively using it at work. project method.

Main target inclusion of junior schoolchildren in project activities - stimulation of cognitive activity, disclosure of individual creative inclinations, formation of skills in planning and implementation of scientific research, individualization of the process of learning, education and development. The organization of project activities from grades 2-3 contributes to the development of the following knowledge, skills and abilities:

independently identify a problem, prove facts, phenomena, patterns;

find several options for solving the identified problem and justify the most rational of them;

classify, compare, analyze and generalize the studied phenomena and patterns;

conduct data collection, experiments, put forward and substantiate hypotheses;

apply scientific research methods;

design your work;

review and evaluate your own work, as well as the work of other students.

Useful for the development of logical thinking in younger schoolchildren are deciphering and composing cryptograms, labyrinths, exercises for comparison and contrast

A big role is played by tasks on identifying semantic elements in the mass of educational information, solving creative problems when children receive new information in addition to the question, drawing up logical chains from formulas, finding physical terms in a randomly selected test.

In order to find a solution to a particular issue, not only observational method, experiments, modeling, but also fantasy, exaggeration, brainstorm, whose main task is to collectively collect as many ideas as possible.

Working with gifted children in the classroom

Find a growth point

To successfully work with a gifted child, I try to find his strengths and give him the opportunity to show it, feel the taste of success and believe in his capabilities. Showing your strengths means being able to deviate from the school curriculum and not be limited by its framework. Following this principle revealed a problem: often the point of growth lies outside the school curriculum.

Identifying individual characteristics

Giftedness does not lie on the surface. Teachers must master the methodology for determining it well. Most teachers place too much faith in testing and have insufficient information about students. It is believed that a child with high intelligence should be superior to others in all school subjects. Consequently, teachers expect the greatest emotional and social maturity from him and are convinced that he does not need special help.

Leadership development

A creative personality is characterized by the ability to independently choose a field of activity and move forward. In an educational institution, this is facilitated by a well-thought-out teaching methodology, designed not only to transfer knowledge, but also to develop “the ability to think.”

In my work in class I use:

Implantation method . Allows students, through sensory, figurative and mental representations, to “move” into the object being studied, to feel and know it from the inside.

Method of heuristic questions. Answers to seven key questions: Who? What? For what? Where? How? When? How? and their various combinations give rise to unusual ideas and solutions regarding the object under study.

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

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

Method of traveling to the future. Effective in any general educational field as a way to develop foresight and forecasting skills.

Error method . It involves changing the established negative attitude towards mistakes, replacing it with the constructive use of mistakes to deepen educational processes. Finding connections between error and “correctness” stimulates students’ heuristic activity and leads them to understand the relativity of any knowledge.

The method of inventing. Allows you to create a product previously unknown to students as a result of certain creative actions.

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

"Brainstorm" (A.F. Osborne). Allows you to collect a large number of ideas as a result of freeing discussion participants from the inertia of thinking and stereotypes.

Inversion method or reversal method . Promotes the use of a fundamentally opposite solution alternative. For example, an object is examined from the outside, and the problem is solved by examining it from the inside.

In the process of work, I came to the conclusion that a child who has not mastered the techniques of educational activities in the primary grades of school inevitably becomes an underachiever in the middle school. Learning through activity method provides for the implementation of the educational process in which, at each stage of education, a number of intellectual qualities of the individual are simultaneously formed and improved.

Correct use of the activity-based teaching method in lessons in primary school and in extracurricular activities will optimize the educational process, eliminate student overload, prevent school stress, and most importantly, make studying at school a unified educational process.

Use of modern technologies

The technique of interaction between teacher and student in the activity approach is carried out through the use of quality teaching technologies.

In my work I use the most modern technologies aimed at solving educational problems:

Developmental education

Problem-based learning

Multi-level training

Using the research method in teaching

Project methods in teaching

Game methods

Collaborative learning

Information and communication technologies

Health saving technologies

The use of information and communication technologies in working with gifted children

A modern school should not only develop in students a certain set of knowledge and skills, but also awaken their desire for self-education and the realization of their abilities. A necessary condition for the development of these processes is updating the content of education and intensifying educational and cognitive activities. New information technologies play an important role in solving these problems. Using ICT in the classroom helps create an environment of psychological comfort. Children are not afraid of their own mistakes. All this allows for the majority of students to ensure a transition from passive acquisition of educational material to active, conscious acquisition of knowledge. Computer technologies create great opportunities to intensify educational activities, control the quality of education, and broaden the horizons of students.

In the process of studying, diverse application and use of ICT tools, a person is formed who can act not only according to a model, but also independently, receiving the necessary information from as many sources as possible; able to analyze it, put forward hypotheses, build models, experiment and draw conclusions, make decisions in difficult situations. And this is very important when working with gifted children.

I actively use ICT in educational and extracurricular activities. Children of any age are sensitive and vulnerable. It is necessary to give them all the strength and love of your soul, learn with them, live with their hopes and dreams. Only then will the child reveal his soul to the teacher and justify all his hopes.

Together with the children, I sincerely rejoice in everyone’s successes and empathize with mistakes and failures.

Every child is naturally talented, and my first task is to help the talent reveal itself. To do this, I use different ways: games, debates, creative activities, competitions, class hours, collective creative activities, quizzes. Children gladly take part in reading competitions, formation and song reviews, competitions and conferences, sports competitions for younger schoolchildren, and take prizes.

“Every child is an individual.”

This secret was discovered by Vasily Sukhomlinsky. There must be spiritual community in everything. On the one hand, a teacher with a sea of ​​light, but also with knowledge, and on the other, a child. That is why I was interested in the idea of ​​“schoolchild self-esteem,” which helps a child become independent, think freely and have his own opinion, correctly assess the current situation and make decisions.

Primary school teachers have to think through with special care: how to prepare a lesson, how to smile, what first word to say in class so that a first-grader will open his eyes and say: oh, what a wonderful teacher is standing in front of me.

Young children think in pictures. In lessons I give the opportunity to think, and not “quickly, quickly, I can’t see my hands.” I ask questions that have no answer, but need to be thought about. So in class we search, we whisper, and we decide. I create a situation of success, comfort, and collaborate with children. I love humor. And children love teachers with humor. They cannot live without humor, without a smile, without joy.

My lessons are always clearly visual, helping each child to assert themselves.

Of particular pedagogical interest to me is the use of modern technologies, as they are aimed at developing and realizing abilities. I use information and communication technologies at different stages of lessons and extracurricular activities.

Project activities

The main factor in the novelty of working with gifted children using information and communication technologies for teachers is project activities.

However, taking into account the age capabilities of younger schoolchildren requires making a number of clarifications in the methodology for organizing design and research technology:

in elementary grades, project and research activities should become a special subject of study;

the research project for younger schoolchildren is largely predetermined (prompted) by adults;

in terms of volume it is a mini-project,

according to the method of construction - “quasi-research”;

in form - this is a group design, individual work is possible at the level of performing individual actions;

within the framework of the “Education for the Future” program, computer programs and their capabilities should be a special subject for primary schoolchildren to master when completing the project.

Organizing learning through design and research requires fundamental changes in the teacher’s activities.

Including the child in design and research activities, interactive teaching methods (techniques) are used, such as group discussion, brainstorming, thinking stars, and role-playing business games. The use of such methods relies on student independence and activity during design and research.

At different stages of organizing students’ design and research activities, I act in various role positions:

The teacher can build all of the above-mentioned positions provided he has the appropriate means. Such means include:

emotional positions (for example, not understanding, doubting, attentive listener);

game positions (for example, inspirational hero, customer, debater).

Conclusions:

In general, the use of information and communication technologies in the educational process enhances the educational effect;

improves the quality of material absorption;

builds individual educational trajectories for students;

implements a differentiated approach to students;

organizes simultaneously children with different abilities and capabilities.

Using health-saving technologies in working with gifted children

« To make a child smart and sensible, make him strong and healthy: let him work, act, run, scream, let him be in constant motion.”

According to the latest legislative documents in the field of preschool, primary and general education, programs should be aimed at protecting and strengthening the health of the child. Moreover, the concept of “Quality of Russian education” is not limited to training, a set of knowledge and skills, but is associated with upbringing, the concept of “quality of life.” These concepts are revealed through such categories as “health”, “social well-being”, “self-realization”, and “security”. Indeed, we can talk about the quality of education when it contains a health-preserving and health-enhancing basis.

Sociological studies claim that the physical activity of younger schoolchildren is 50% less than that of preschoolers, and for high school students it is only 25% of their waking time. Two school physical education lessons, of course, cannot compensate for the children’s lack of movement. As a result, their vitality decreases, fatigue sets in faster, which in turn leads to inactivity. Therefore, today the teacher is forced to orient schoolchildren towards both physical and spiritual self-improvement, help develop the need for independent physical exercise, and teach them to use it during leisure time to restore activity.

Gifted children who show symptoms of stress are of particular concern: the child cannot control his emotions, restrain himself, excitability increases, at the same time there is a decline in academic performance, and the risk of psychosomatic diseases increases. The main reasons for these phenomena are determined: a sedentary lifestyle, dissatisfaction with oneself. Children with signs of intellectual giftedness, but with physical immaturity, are distinguished by a physical form that is inappropriate for their age. I am making efforts to equalize the imbalance in collaboration with medical professionals.

A psychological profile of the student’s personality is compiled, which will help identify the characteristics of the child’s physical and mental development.

Goal: ensuring the health of students.

Taking into account the characteristics of each student.

Creating a favorable microclimate in the classroom and in extracurricular life.

Using techniques that promote the emergence and maintenance of interest in educational material.

Creating conditions for students' self-expression.

Initiating a variety of activities.

Prevention of physical inactivity.

Expected results:

Prevent fatigue and fatigue.

Increasing motivation for learning activities.

Increase in educational achievements.

Organization of work according to Federal State Educational Standards

With the introduction of the second generation Federal State Educational Standard in primary school, teachers must teach the child not only to read, count and write, which they still teach quite successfully, but also must instill two groups of new skills. The first includes a group of universal learning activities that form the basis of the ability to learn: skills in solving creative problems and skills in searching, analyzing and interpreting information. The second is the formation of motivation in children to learn, helping them in self-organization and self-development.

1st stage– mastering group work . Communicative UUDs are formed, which ensure social competence and consideration of the position of other people, the ability to listen and engage in dialogue.

2nd stage – organization of intergroup discussion . At this stage, children develop regulatory learning skills: the ability to accept and maintain an educational task, plan its implementation, control and evaluate their actions, and make appropriate adjustments to their implementation. Special techniques embedded in this program will help the teacher start an educational discussion: tasks - traps; problems that have no solution; tasks with missing data and others.

At the third stage a full-fledged subject of collective activity is formed , when the group is capable of independently assessing a learning task, choosing a way to work together, dialogue, analysis, proof, modeling and evaluation. Regulatory, communicative and cognitive UUDs are being formed.

The basis of my activities in the implementation of the second generation Federal State Educational Standards is a system-activity approach to training using innovative technologies. Schoolchildren’s own educational activities are an important component of the system-activity approach. It can be expressed by the formula “activity-personality”, i.e. “as is the activity, so is the personality,” and “outside of activity there is no personality.” UD becomes a source of internal development of the student, the formation of his creative abilities and personal qualities.

At the beginning of the school year, I conducted a starting diagnostic aimed at identifying the main problems typical for the majority of students, and in accordance with them, I planned a system of work to ensure personal and meta-subject results. It clearly traces the holistic work on the formation of educational learning through subject lines of development, extracurricular activities, the use of project technology, technology for productive reading, group work, and work in pairs.

Work on the formation of the UUD was based on the following algorithm:

Planning,

Formation,

Diagnostics,

Adjustment plan

Selection of tasks,

Reflection

To sum up the results for the first half of the year, a diagnostic map of the success of the educational results of 1st grade students was developed.

It is important to note such a regulatory universal educational action as reflection. Students' reflection of their actions presupposes their awareness of all components of learning activities. She was an integral part of all lessons in the class. To evaluate their work in class, children use so-called “traffic light” cards, as well as emoticons with phrases.

As I have already said, the Federal State Educational Standard of the NEO defines personal, meta-subject and subject results as the results of mastering the main educational program, therefore, at the end of each quarter and academic year, tests were carried out in the classroom in order to identify the personal development of a first-grader. The system of differentiated tasks provides students with space to independently select tasks and determine activities adequate to their level of preparedness.

In addition, to track the quality of learning by first-graders in individual subjects, monitoring was used, the creation of which was based on the Requirements for the results of mastering basic educational programs according to the 2nd generation Federal State Educational Standard, where the main attention is paid to personal, meta-subject and subject results. Tracking methodology (Toolkit) - level of knowledge in the subject, personal observations of the teacher, control sections, tests...

The process of students acquiring knowledge is individual, so I use various forms of diagnostics that monitor work in the lesson, which take into account the learning ability and proficiency levels of each student in the class.

Extracurricular activities

In order to determine the interests of students for extracurricular activities in our school, parents of first-graders and their children were offered questionnaires, based on the results of which groups of children were formed for interest activities.

Extracurricular activities in the classroom are organized in such a way as to ensure a balance between motor-active and static activities. The form of their implementation is completely different from the lesson teaching system and is represented by the following areas:

general intellectual

In the afternoon, children do not show signs of fatigue, are active, and are happy to engage in creative activities. Parents have a positive attitude towards the extended daily routine; additional classes are assessed as an opportunity to develop their children’s creative abilities. During the year, a number of parent meetings were held, where the successes and problems of children were discussed, and the results of extracurricular activities - the creative works of students - were presented.

The introduction of hours for extracurricular activities for students increases the school’s ability to expand the range of educational services provided and creates opportunities for organizing individual design and research work with students

Based on the results of the first stage of education, I imagine such a primary school graduate: this

A student with an interest in research

Communication skills

Responsibility

Having self-organization and healthy lifestyle skills.

The experience of introducing the second generation Federal State Educational Standards allowed me to conclude that this kind of reform of the system of operation of an educational institution is necessary, because the Second Generation Standards are a means of ensuring the stability of a given level of quality of education and its constant reproduction and development.

Working with parents

A child is not an amorphous mass, but a creature concealing within itself forces the likes of which cannot be found on the entire planet. This power of spirit, mind and heart hidden in a child, if brought to perfection, will become a superpower capable of transforming, enriching, decorating everything around him - and in himself.

But the point is that no matter what powers are hidden in a child, he himself will not be able to develop anything in himself, he will not even be able to stand on his feet, let alone rise to the level of a human being.

Making, raising, creating a person out of him is a serious task for wise adults, loving adults.

Trinity of education and upbringing: teacher-student-parent. I see this connection as a social partnership, living life together with children in cooperation. And cooperation is possible if it is built through common efforts, while observing several fundamental conditions, using modern pedagogical technologies, in which the chances of mutual understanding between teachers, children and parents increase.

Parents are the child’s first educators and teachers, so their role in shaping his personality is enormous.

As part of working with gifted children, work is carried out with parents, who are allies and assistants to the teacher in working with children.

increasing the psychological and pedagogical knowledge of parents;

inclusion of parents in the educational process;

interaction between the lyceum and parents in the development of the child’s abilities

Basic principles in working with parents are:

Openness to parents

The teacher strives to ensure that children's families regularly receive the necessary and reliable information about the life of the class and the educational achievements of their children. To do this, it provides families with basic information about the curriculum, children's progress, important events in the classroom, and also creates the conditions for parents to want to attend training sessions.

Respect for the interests and capabilities of each family

The teacher studies and discusses with parents the interests and needs of each family, and builds his work based on taking into account its capabilities.

Finding your allies in your parents

The teacher discusses with parents a wide variety of issues in the child’s life and strives to develop joint decisions, which are the basis for bilateral cooperation.

Encouraging families to have closer contact with each other

The teacher helps families discover and satisfy their common interests, encourages families to participate jointly in preparing children for various contests, games, and competitions.

Various forms are actively used in working with parents.

Developed by me subject matter working with parents of gifted children.

Working on the problem of “Working with gifted children in elementary school,” she divided parents into several types:

« Activists"

"Contemplatives"

"Observers"

"Practices"

"Activists"

These parents constantly offer their children some educational games, activities, and interests.

With some persistence and consistency, this strategy brings results. But often a child has an internal protest, even with external submission. Sometimes this is expressed in increased fatigue of the child from any intellectual activity.

"Contemplatives"

Parents entrust the determination of abilities and their development in the child to specially trained people. There are a lot of services of this kind offered now. These include development groups for preschoolers, school preparation groups, and all kinds of specialized classes in schools. Of course, with a good level of such services, the benefits for the child are undoubted. But provided that parents are not going to completely shift the worries about his development onto the shoulders of specialists.

"Observers"

Parents are not active in the development of their child. They believe that if a person is given a gift, then it will not go anywhere, will not disappear, and will definitely manifest itself somewhere. However, recent studies refute this point of view. Giftedness exists only in constant movement, in development; it is a kind of garden that needs to be cultivated tirelessly. The creative gift does not tolerate stagnation and self-satisfaction. It exists only in dynamics - it either develops or fades away.

"Practices"

Parents do not seek to completely control the development of the child’s abilities, but they provide him with opportunities to choose and try to choose a good school. The most important thing in such families is the atmosphere of bright cognitive interests of the parents themselves. They themselves are constantly passionate about some activity, read a lot, choose educational programs on television, try to visit a new exhibition, without imposing all this on the child, but giving him the opportunity to find a suitable activity himself. As it turns out, this self-development strategy is the most effective.

School education is the area where the formation of personal qualities and creative abilities mainly takes place. The middle and older age stages are the most attractive for parents from the point of view of developing the child’s intellectual and creative abilities, but to be effective in working with gifted children, it must begin at an early age, in elementary school. The practical task in such conditions is to provide psychological, medical, and pedagogical support families with capable and gifted children should develop a system of recommendations for parents on the upbringing, development, and education of children. It can be resolved through:

1. Questioning parents to determine the main approaches of parents to this problem.

2. Lectures for parents.

3. Selection of scientific and practical literature for parents.

4. The system of teaching children in the system of additional education.

Among the activities for working with parents, a significant place is occupied by reading for them popular science series of lectures on the problems of development, training and education of gifted children. These are lectures of the following nature:

The concept of giftedness.

Types of giftedness.

Giftedness and gender.

Psychological aspects of giftedness.

Career guidance for gifted children.

Social adaptation of a gifted child.

Parents should accept their children for who they are, and not view them as bearers of talent. Their talents grow out of the personality of the individual, and their achievements ultimately depend on how that personality develops.

A gifted child will not be able to realize his abilities without the conditions created for this. The environment must be such that the child can draw information from it, help him realize himself, constantly expand his zone of proximal development and form a motivational sphere. To achieve this, various circles, clubs, and sections should work in different directions. Participation in various competitions and olympiads outside of school also stimulates the development of gifted children.

A reasonable system for encouraging the success of a gifted child is necessary. It is very important to formulate the concept of result not for the sake of reward, but for the sake of self-improvement and self-development.

give your child time to think and reflect;

Try to regularly communicate with gift specialists and parents of gifted children to stay up to date with current 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 with each other;

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

encourage good work organization and proper time management;

encourage initiative. Let your child make their own toys , games and models from any available materials;

encourage asking questions. Help your child find books or other sources of information to get answers to his questions;

Give your child the opportunity to get the most out of life experience. Encourage hobbies and interests in a wide variety of areas;

do not expect that the child will always show his talent in everything;

Be careful when correcting your child. Excessive criticism can stifle creativity and a sense of self-worth;

Find time for communication as a family. Help your child express himself .

Parents must strive to develop the following personal qualities in their children:

confidence based on a sense of self-worth;

understanding the strengths and weaknesses in oneself and in others;

intellectual and creative curiosity;

respect for kindness, honesty, friendliness, empathy and patience;

the habit of relying on one’s own strengths and the willingness to take responsibility for one’s actions;

ability to help find common ground and joy in communicating with people of all ages, races, socioeconomic and educational levels.

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

they value what they want to instill in the child morally, socially or intellectually;

they accurately calculate the moment and degree of response to the child’s needs;

they rely on their own strengths and allow the child to look for a way out of the current situation himself, to solve every task that he can do (even if they themselves can do everything faster and better);

They put virtually no pressure on the child in his school affairs, but are always ready to help if necessary or provide additional information in an area in which the child shows interest.

Effectiveness of the work system

I consider the most important result of work carried out with gifted and capable children to be high motivation for educational activities, increasing the degree of independence of students in acquiring knowledge and improving skills, developing skills in working with popular science, educational and reference literature, and developing students’ creative abilities. In addition, the cognitive activity of children has increased, their participation in various kinds of competitions, olympiads and competitions. The results of the work carried out are evidenced by the following data.

Subject Olympiads

Identifying the intellectual potential of children, determining their creative abilities and aptitudes for individual subjects is the main step in working with gifted children. Olympiads play a major role in developing interest in subjects.

Subject Olympiads are competitions among schoolchildren in various fields of knowledge.

The goal of the Olympiad is to increase the level of knowledge and skills of gifted students, develop and maintain interest in learning, the desire for self-realization, and develop planning and self-control skills.

It is advisable to hold olympiads in mathematics, Russian language, literary reading, and the surrounding world at the end of the school year - March, April, once a year in two rounds (the first is qualifying - class, the second is in parallel). Everyone in the class participates in the first round, and the winners of the qualifying round participate in the second round. During the academic year, painstaking work takes place to prepare students for the Olympiad. Students are offered questions and assignments on subjects, reference literature is recommended, and entertaining exercises are given.

Materials for the Olympiad include several types of tasks. They provide both program material and advanced material. When performing such tasks, the student demonstrates the ability to classify, generalize, predict the result, and “turn on” intuition and imagination.

The Olympics are primarily a holiday for children. Therefore, before the start of the Olympiads, it is planned to hold a solemn assembly at which congratulations and wishes of good luck in the intellectual competition will be heard.

Indicators of the effectiveness of implementing a system of work with gifted children:

Children's satisfaction with their activities and an increase in the number of such children.

Increasing the level of individual achievement of children in educational areas for which they have aptitude.

Adaptation of children to society in the present time and in the future.

Increasing the level of children's knowledge of general subject and social competencies, increasing the number of such children.

Advanced training courses, competitions, and seminars help me understand the modern requirements for working with gifted children.

Studying other people's experiences, I am happy to share my own. Always happy to help my colleagues.

1.Together with teachers and parents, design the educational activities of a particular student.

2. Provide self-analysis of the student’s success and further personal development.

3.Give each student a chance to take a higher ranking position.

4.In the next academic year, subject teachers will carry out more

in-depth preparation of students for participation in Olympiads.

Pedagogical commandments for raising gifted children:

Accept everything that is in the child as natural, in accordance with his nature, even if it does not correspond to your knowledge, cultural ideas and moral principles. If a child screams or runs through the corridors, this is, first of all, a legitimate and special manifestation of his internal energy, and only secondly, a violation of the rules of social behavior. The only exception is the child’s rejection of what threatens the health of people and his own health.

Having accepted all the child’s manifestations, both positive and negative, accompany him with positive self-realization. If you help and approve the child’s cultural work in every possible way, stimulate his creative ideas, then they will grow and develop in him. Miscalculations and shortcomings that teachers do not clearly focus on will go away without receiving external energy support.

Try not to teach your child anything directly. Always learn by yourself. Then the child, being with you, will always see, feel and know how to learn. During art classes, draw yourself; if everyone is composing a fairy tale, compose one too; In math, solve problems together with your students.

Don't ask your children questions you know the answer to (or think you know). Seek the truth with them. Sometimes you can apply a problem situation with a solution you know, but in the end, always strive to end up with your children in the same ignorance. Feel the joy of joint creativity and discovery with them.

Sincerely admire everything beautiful that you see around you. Find beauty in nature, science, art, and in the actions of people. Let the children imitate you in such delight. Through imitation of feelings, the very source of beauty will be revealed to them.

Don't do anything for nothing. If you are with children, then you are a teacher at any given time. Any situation is pedagogical for you. Know how to create it yourself or use the situation that has arisen to solve educational problems. A student who finds himself in an educational situation always acquires as a result personal knowledge and experience, his own conclusion. This is better than broadcasting and explaining common truths to him. But be sure to help your child understand and formulate his results, assessments, and conclusions.

Consider conscious observation of the child as your main pedagogical method. Everything he does or does not do is an outer expression of his inner essence. Always try to understand the inner through the outer. Be a “translator” of all his actions and works. Look, listen, think about the student. Discuss with him his successes and problems. Even if you do it without him, you will be helping him.

Conclusion

Modern society requires people who are intellectually and creatively developed, have communication skills, can think outside the box, are confident in their strengths and abilities, and are physically and mentally healthy. The school, fulfilling the social order, must also promote the development of the child for the sake of the child himself, especially if he “stands out for bright, obvious, sometimes outstanding achievements in one or another type of activity.”

Teaching practice has shown that with the purposeful organization of educational activities, the formation and development of students’ skills and abilities proceed very quickly, since this process is controlled and regulated by the teacher.

The implementation of the “Primary School of the 21st Century” program through the use of an activity-based approach creates the necessary conditions for the development of students’ abilities to think independently, navigate a new situation, and find their own approaches to solving problems.

In the educational process, students’ emotional response to the learning process, motivation for learning activities, and interest in mastering new knowledge, skills and their practical application increase. All this contributes to the development of schoolchildren’s creative abilities, oral speech, the ability to formulate and express their point of view, and activates thinking.

The activity approach creates conditions for the formation of educational and cognitive activity of students and their personal development; for social and socio-psychological orientation in the surrounding reality. These tasks are solved through joint and independent educational and cognitive activities of students to solve a system of interrelated educational tasks and rely on internal motivation.

Summarizing all of the above, we can conclude that working with gifted and capable children in elementary school is an important and necessary part of a teacher’s activity. Who else but a teacher can help children discover their talents? Therefore, in the future, I plan to continue working with gifted children, and will also monitor their progress in the future.

And one more thing: it is important to remember that “If a person walks in formation to the beat of drums out of step with his companions, think about it, perhaps it is because he hears the beat of completely different drums...”

SYSTEM OF WORKING WITH GIFTED CHILDREN IN PRIMARY SCHOOL

Relevance

“A person’s talent is a small sprout that barely emerges from the ground and requires enormous attention. It is necessary to care for and cherish it, to look after it, to do everything so that it grows and bears abundant fruit.”

Today, the problem of identifying, developing and supporting gifted children is extremely relevant for Russia. Discovering and realizing their abilities and talents is important not only for a gifted child, as an individual, but also for society as a whole. Gifted and talented children and youth are the potential of any country, allowing it to develop effectively and constructively solve modern economic and social problems. In this regard, working with gifted and highly motivated children is extremely necessary.

Russian President Vladimir Putin spoke about the importance of this problem.

Here is one of the points of the message to the Federal Assembly of the Russian Federation: «… It is necessary to complete the creation of a nationwide system for finding and supporting talented children. Everyone should have the opportunity to develop their abilities from an early age, regardless of income level, social status of parents and place of residence of families."

Identifying gifted children and organizing systematic work is one of the main tasks of modern schools and educational practice in the context of modernization of the Russian education system.

Every normal child has enormous development opportunities. But this does not mean that, under equal conditions, we can expect the same abilities in all children. Indeed, there are children who, either explicitly or implicitly, stand out among their peers in their ability to learn. And these children really require a special approach, because the higher their difference from their peers, the richer the prospects for their personal development.

Therefore, it is necessary to deal with gifted children, but with a clear understanding that problem of identification, training and development gifted children is complex, lying at the intersection of the above problems.

Introduction of the Federal State Educational Standard

Since September 2011, the Federal State Educational Standard (hereinafter referred to as the Federal State Educational Standard) has been introduced in all educational institutions of our country. The Federal State Educational Standard is based on a systemic-activity approach, which, among the many planned results, involves: the 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.

Among the key areas of educational development within the framework of the national educational initiative “Our New School”, a special place is occupied by the development of a support system for gifted children, improving the development of a creative environment for identifying gifted children

The reforms that have taken place in the domestic education system over the past decade, the focus on humanistic, personality-oriented and developmental educational technologies, have changed the attitude towards students who show extraordinary abilities. Gradually, an understanding begins to form in the public consciousness that the transition to the age of innovative technologies is impossible without preserving and increasing intellectual potential, since this is one of the decisive factors in the economic development of the country. Consequently, the creation of conditions that ensure the early identification, training and education of gifted children, the realization of their potential, is one of the promising directions for the development of the education system.

The most important priority in such a situation becomes the intellect, the creative development of those who will later become bearers of the leading ideas of the social process. Therefore, gifted children should be considered as a national treasure of the country and be at the center of special pedagogical and social programs, since the greatest hopes for improving living conditions and prosperity of Russia are connected with gifted young people.

Also, to record the results of educational and extracurricular activities, a “Portfolio” was created, which serves as a good stimulator for their educational activities, because it reflects the children's achievements.

Today there is a social order for a creative personality, so in my teaching activities I pay great attention to this problem, especially since every teacher knows that an important period in the development and formation of a personality is the initial period of education. It is this age that is most amenable to the education and development of a child’s creative abilities. Children of primary school age are the most open, receptive and curious.

Goals and objectives

Primary school age is a period of absorption, accumulation and assimilation of knowledge, which means that the most important problem of our society is the preservation and development of giftedness. Primary school teachers have the main task of promoting the development of each individual. 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 correctly carry out their development.

If a schoolchild from the first grade is prepared for the fact that he must learn to create, invent, find original solutions, then the formation of a personality will take place on the basis of enriching its intellectual profile...

Goals and objectives of the system of working with gifted children.

I am a teacher, which means that my main target– to raise every student to be successful. My tasks:

Identification of gifted children and creation of a system of working with children;

Creating conditions for the optimal development of gifted children.

Selection of teaching aids that promote the development of independent thinking, initiative and research skills, creativity in class and extracurricular activities;

Provide modern education, using differentiation in the classroom based on the individual characteristics of children;

Development in gifted children of a qualitatively high level of ideas about the picture of the world, based on universal human values.

Scientific, methodological and information support for the development of gifted children;

Social and psychological support for gifted children

Expected results.

Realization of children's creative potential

classes in clubs, sections, prizes in competitions, positive dynamics of student advancement.

Methodological results:

Creation of a data bank that includes information about children with different types of giftedness;

Development and implementation of programs for the support and development of gifted children, creation of a system of interaction with the primary school and parents of students;

Using a diagnostic system to identify and track various types of giftedness;

generalization and systematization of materials of pedagogical activity

Distinctive features of gifted children

1.Have higher intellectual abilities, receptivity to skills, creative capabilities and manifestations compared to most other peers.

2. They have a dominant, active, unsatisfied cognitive need.

3.Experience joy from mental work.

1. Children with an unusually high general level of mental development, all other things being equal.

2. Children with signs of special mental giftedness - giftedness in a certain field of science and art.

3. Students who, for some reason, do not achieve success in their studies, but have bright cognitive activity, originality of mental makeup, and extraordinary mental reserves.

Model of a gifted child:

A person who is physically, spiritually, morally and socially healthy;

a person who is capable of independently finding a way out of a problem situation, carrying out search activities, conducting research, reflecting on activities, owning the means and methods of research work;

a person capable of carrying out independent activities;

a person with versatile intelligence, compensatory abilities, and a high level of culture;

a person who is guided in his life by universal human values ​​and norms, who perceives another person as a person who has the right to freedom of choice and self-expression;

a person who is ready to make a conscious choice and master professional educational programs in certain areas of knowledge, taking into account inclinations, established interests and individual

Principles of working with gifted children

1. The principle of differentiation and individualization of education (the highest level of implementation of which is the development of an individual development program for a gifted child).

2. The principle of maximum variety of opportunities provided

3. The principle of ensuring students' freedom of choice of additional educational services.

4. The principle of advanced learning.

5. The principle of comfort in any activity

6. The principle of developmental education.

7. The principle of increasing the role of extracurricular activities of gifted children through clubs, sections, electives, and interest clubs.

8. The principle of increasing attention to the problem of interdisciplinary connections in individual work with students.

9. The principle of creating conditions for students to work together with a minimal role for the teacher.

It is very important for me, first of all, to teach children to think independently, search for the necessary information, and compare facts. Then they will not stop learning throughout their lives, regardless of their profession, surpassing me and themselves. Lev Nikolaevich Tolstoy wrote: “Knowledge is only knowledge when it is acquired through the efforts of one’s thoughts, and not through memory...”.

Development of creative potential

I organize my work in the group for developing the creative potential of children as follows:

1. As you know, in any business, first of all, it is important motivation.

Younger students are probably the most active students in any school. However, if at first they are interested in everything, they are eager to try themselves in everything, then by the 3rd-4th grade the interest gradually fades away and here it is important not to miss them.

To motivate me for various types of activities, I use techniques such as:

- “place of honor in the class.”

Psychological class hours (self-determination class hours “A trip to the world of your Self”, “Fairytale therapy for schoolchildren”),

Creation of a portfolio followed by a public presentation.

2. Next stage - diagnostics students' abilities, which is one of the important aspects in working with gifted children.

It is carried out in two stages:

-Preliminary search stage

The main point of work at this level is to collect preliminary information about the child. As a rule, information is collected from four sources: from parents, teachers, psychologists and the children themselves and is compiled in psychological and pedagogical cards.

- Test diagnostics(determining the level of starting capabilities).

In my work I use the following diagnostics:

Study of school motivation,

Map "Interests and needs"

Strategy for working with gifted children

The success of working with gifted children largely depends on how work with this category of students is organized in primary school. When identifying gifted children, their success in any activity is taken into account: educational, artistic, physical, etc. This stage (1-4 years of study) is characterized by the fact that children willingly master the skill content of learning under the guidance of a teacher and independently. At this stage, it is very important to organize classroom and extracurricular activities as a single process aimed at developing the creative and cognitive abilities of students, to offer a number of additional educational services where each student can realize their emotional and physical needs. Classroom and extracurricular activities should be structured in such a way that the student can demonstrate his capabilities in a wide variety of areas of activity. This is important as a source of acquiring new knowledge and new experiences, and should serve as the basis for transforming this knowledge into other areas of activity in the classroom.

Conditions for successful work with gifted students.

Awareness of the importance of this work by each member of the team and, in connection with this, increased attention to the problem of developing positive motivation for learning.

Creation and constant improvement of a methodological system for working with gifted children.

The teacher must be:

Passionate about his work;

Capable of experimental, scientific and creative activities;

Professionally competent;

Intellectual, moral and erudite;

A conductor of advanced pedagogical technologies;

Psychologist, educator and skillful organizer of the educational process;

An expert in all areas of human life.

Forms of work with gifted students.
- creative workshops;
- group classes on parallel classes with strong students;
- hobby groups;
- competitions;
- intellectual marathon;
- participation in Olympiads;
- work according to individual plans;
- research conferences.

Stages of working with gifted students.

Each child is unique, but despite all the individual uniqueness of the real manifestations of children's giftedness, there are quite a few traits that are characteristic of the majority of gifted children. Moreover, along with the deep ones, hidden from the unprofessional eye, there are quite a few that often manifest themselves in the child’s behavior, in his communication with peers and adults and, of course, in cognitive activity. Their value lies in the fact that they can almost always be noticed not only by psychologists, but also by kindergarten teachers, school teachers, and parents in the early years. The main thing is to notice the child’s characteristics in a timely manner and develop his gift. The organization of work with gifted children in elementary school can be divided into several stages:

Stage 1- during the period of pre-school preparation;

Stage 2– admission to 1st grade;

Stage 3- in the process of studying in primary school.

Stage 1

Work with gifted children begins during the pre-school preparation period.

Our school cooperates with a preschool educational institution. Primary school teachers conduct classes with preschoolers to prepare for school. During this period, the first acquaintance with future first-graders begins. Teachers often attend classes conducted by kindergarten teachers, observe preschoolers, communicate with them, organize games, competitions, and quizzes. Experience shows that such communication helps a preschooler quickly adapt to school life. The teacher has a general picture of which students will come to his class.

Many years of work experience allowed me to identify a certain list of qualities characteristic of future creators:

They acquire knowledge in their chosen field early.

They show high intelligence and good memory.

Passionate about their work, energetic.

They demonstrate pronounced independence, the desire to work alone, and individualism.

They know how to control themselves.

They have a desire to contact other gifted people, young and old.

They are able to gain practical experience and quickly acquire artistic and intellectual experience.

But the main indicator of a child’s giftedness in kindergarten, in my opinion, is his curiosity. Curiosity, which manifested itself quite early, continues to be the most important distinguishing feature of a talented person at all stages of age. I am convinced that when educating a creator, it is very important that curiosity develops in time into a love of knowledge - inquisitiveness, and the latter into a stable mental formation - a cognitive need.

Stage 2

When admitting preschoolers to 1st grade, the teacher must conduct an interview, and the school psychologist must monitor the child’s behavior. Along with the “knowledge” indicators, highlight for yourself the main signs that a gifted child exhibits:

educational initiative;

high level of development of logical thinking;

originality and flexibility of thinking;

high concentration of attention;

excellent memory;

independence;

leadership (not always).

The parents of the future first-grader must also be present at the interview and fill out the questionnaire.

The psychologist and teacher may ask questions to the parents during the interview. As a result, already upon admission to 1st grade, an impression will be formed about the child, his capabilities and abilities. The main thing will become clear in what environment the baby developed, was brought up and grew up.

Experience shows that most often gifted children grow up in intelligent families. And the point here is not at all in the special genes of genius - nature distributed them equally among all children. It's about the family atmosphere, the system of family values.

It is no secret that many parents encourage and would like to develop their child's cognitive needs and various abilities. But they do it, naturally, in different ways and, unfortunately, not all of them.

Stage 3

Junior school age is a period of absorption, accumulation and assimilation of knowledge. The success of this process is facilitated by the characteristic features of children of this age: trusting submission to authority, increased susceptibility, impressionability, and a naive playful attitude towards much of what they encounter. In younger schoolchildren, each of the listed abilities is expressed mainly by its positive side, and this is the unique uniqueness of this age. Some of the characteristics of younger schoolchildren fade away in subsequent years, while others change their significance in many respects. It is difficult to assess the actual significance of the signs of abilities manifested in childhood, and even more so to foresee their further development. It is often discovered that the bright manifestations of a 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. When working with gifted children at the initial stage of schooling, the relationships between natural inclinations, the society in which the child develops and is raised, and the creation of optimal conditions for the development of his talent are observed.

Conclusions:

When working with gifted children, the personal and age characteristics of each child, the nature of family relationships and the development of emotional and volitional qualities of children are taken into account, conditions are created for parents to master ways of forming a positive “I-concept” in the child as the most important condition for the full realization of the potential capabilities of a gifted child.

This allows each child to self-realize, identify a large group of talented and gifted children at an early stage of education and create an environment for each lyceum student to develop motivation for knowledge and creativity, intellectual and personal initiative

Forms and methods of creative teaching for younger schoolchildren

Practice has shown that children with early blossoming intelligence encounter difficulties in the first days of school. And the reason is that learning often begins with something that is no longer “interesting.” It is they, the most inquisitive ones, who often become bored in the classroom after the first lessons. Already able to read and count, they have to remain idle while others learn the alphabet and basic arithmetic operations. Of course, a lot depends on how the teaching is conducted, but no matter how the teacher tries to treat students individually, when dealing with a whole class, he is deprived of the opportunity to focus on strong students. An intelligent and active student, trying to attract attention by quickly and easily completing all tasks, can soon become a burden to both the teacher and his peers.

I actively use a differentiated approach, various forms and methods of creative teaching

Gradual approach of younger schoolchildren to independent problem solving is carried out with the help of partially search or heuristic method. One of the techniques of this method is heuristic conversation

The essence of such a conversation is that questions are thought out in advance, each of which stimulates the student to carry out a small search. By considering all the questions, students understand a new phenomenon for them.

Maximum cognitive activity is achieved with the help of research method. Knowledge gained through one's own observations and experiments is usually the most durable. Educational research allows you to freely search for the necessary information and develop independent work skills. Research and observations encourage the primary school student to think big, look for cause-and-effect relationships in the phenomena being studied, and draw independent conclusions and generalizations.

The organization of student research activities is carried out through the educational process:

1. Use in the lesson, taking into account age guidelines, pedagogical technologies based on the use of the research method of teaching:

developmental education technology,

technology of using circuit and symbolic models,

humane-personal technology of education,

advanced learning technology;

project activities;

2. Conducting various types of non-traditional lessons that involve students performing educational research or its elements:

lesson - research,

lesson - travel,

lesson - creative report,

lesson - defense of research projects.

3. Conducting a training experiment.

4. Students completing long-term homework of a research nature.

When choosing the form of work, the age characteristics of the children, their interests and inclinations are taken into account. One of the most difficult stages of educational and research work with children from a methodological point of view is the moment of initial inclusion of students in their own research activities. The first step in this matter, as in many others, often seems to be the most difficult, and it must begin precisely at the first stage of training.

Formable components of a student’s research culture

1st–2nd grades:

inclusion in the lesson of tasks aimed at creating a sequence of actions;

solving problems in combinatorics, logical problems with the concepts of “truth”, “false”;

carrying out work to identify cause-and-effect relationships;

training in observation and description techniques;

familiarity with terminology, some concepts about research methods;

developing experience working with dictionaries and other sources of information;

carrying out collective research according to a specific plan.

3rd grade:

carrying out long-term research using existing knowledge and skills:

conducting information search, highlighting the main thing;

conducting experiments, conducting observations, protecting messages and reports.

4th grade:

formation of reading competence;

formation of the desire and basis for the ability to learn: the ability to see the boundary between the known and the unknown;

correlation of results with the sample, finding errors and eliminating them, developing criteria for evaluating creative work;

formation of techniques and skills of educational cooperation.

Lately I have been actively using it at work. project method.

Main target inclusion of junior schoolchildren in project activities - stimulation of cognitive activity, disclosure of individual creative inclinations, formation of skills in planning and implementation of scientific research, individualization of the process of learning, education and development. The organization of project activities from grades 2-3 contributes to the development of the following knowledge, skills and abilities:

independently identify a problem, prove facts, phenomena, patterns;

find several options for solving the identified problem and justify the most rational of them;

classify, compare, analyze and generalize the studied phenomena and patterns;

conduct data collection, experiments, put forward and substantiate hypotheses;

apply scientific research methods;

design your work;

review and evaluate your own work, as well as the work of other students.

Useful for the development of logical thinking in younger schoolchildren are deciphering and composing cryptograms, labyrinths, exercises for comparison and contrast

A big role is played by tasks on identifying semantic elements in the mass of educational information, solving creative problems when children receive new information in addition to the question, drawing up logical chains from formulas, finding physical terms in a randomly selected test.

In order to find a solution to a particular issue, not only observational method, experiments, modeling, but also fantasy, exaggeration, brainstorm, whose main task is to collectively collect as many ideas as possible.

Working with gifted children in the classroom

Find a growth point

To successfully work with a gifted child, I try to find his strengths and give him the opportunity to show it, feel the taste of success and believe in his capabilities. Showing your strengths means being able to deviate from the school curriculum and not be limited by its framework. Following this principle revealed a problem: often the point of growth lies outside the school curriculum.

Identifying individual characteristics

Giftedness does not lie on the surface. Teachers must master the methodology for determining it well. Most teachers place too much faith in testing and have insufficient information about students. It is believed that a child with high intelligence should be superior to others in all school subjects. Consequently, teachers expect the greatest emotional and social maturity from him and are convinced that he does not need special help.

Leadership development

A creative personality is characterized by the ability to independently choose a field of activity and move forward. In an educational institution, this is facilitated by a well-thought-out teaching methodology, designed not only to transfer knowledge, but also to develop “the ability to think.”

In my work with a group of gifted children I use:

Implantation method . Allows students, through sensory, figurative and mental representations, to “move” into the object being studied, to feel and know it from the inside.

Method of heuristic questions. Answers to seven key questions: Who? What? For what? Where? How? When? How? and their various combinations give rise to unusual ideas and solutions regarding the object under study.

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

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

Method of traveling to the future. Effective in any general educational field as a way to develop foresight and forecasting skills.

Error method . It involves changing the established negative attitude towards mistakes, replacing it with the constructive use of mistakes to deepen educational processes. Finding connections between error and “correctness” stimulates students’ heuristic activity and leads them to understand the relativity of any knowledge.

The method of inventing. Allows you to create a product previously unknown to students as a result of certain creative actions.

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

"Brainstorm" (A.F. Osborne). Allows you to collect a large number of ideas as a result of freeing discussion participants from the inertia of thinking and stereotypes.

Inversion method or reversal method . Promotes the use of a fundamentally opposite solution alternative. For example, an object is examined from the outside, and the problem is solved by examining it from the inside.

In the process of working as a teacher, I came to the conclusion that a child who has not mastered the techniques of educational activities in the primary grades of school inevitably becomes an underachiever at the secondary level. Learning through activity method provides for the implementation of the educational process in which, at each stage of education, a number of intellectual qualities of the individual are simultaneously formed and improved.

The correct use of the activity-based teaching method in lessons in primary school and in extracurricular activities will optimize the educational process, eliminate student overload, prevent school stress, and most importantly, make studying at school a unified educational process

say a word in class so that the first-grader opens his eyes and says: oh, what a wonderful teacher is standing in front of me.

Young children think in pictures. In lessons I give the opportunity to think, and not “quickly, quickly, I can’t see my hands.” I ask questions that have no answer, but need to be thought about. So in class we search, we whisper, and we decide. I create a situation of success, comfort, and collaborate with children. I love humor. And children love teachers with humor. They cannot live without humor, without a smile, without joy.

Of particular pedagogical interest to me is the use of modern technologies, as they are aimed at developing and realizing abilities. I use information and communication technologies at different stages of lessons and extracurricular activities.

Project activities

The main factor in the novelty of working with gifted children using information and communication technologies for teachers is project activities.

However, taking into account the age capabilities of younger schoolchildren requires making a number of clarifications in the methodology for organizing design and research technology:

in elementary grades, project and research activities should become a special subject of study;

the research project for younger schoolchildren is largely predetermined (prompted) by adults;

in terms of volume it is a mini-project,

according to the method of construction - “quasi-research”;

in form - this is a group design, individual work is possible at the level of performing individual actions;

within the framework of the “Education for the Future” program, computer programs and their capabilities should be a special subject for primary schoolchildren to master when completing the project.

Organizing learning through design and research requires fundamental changes in the teacher’s activities.

Including the child in design and research activities, interactive teaching methods (techniques) are used, such as group discussion, brainstorming, thinking stars, and role-playing business games. The use of such methods relies on student independence and activity during design and research.

At different stages of organizing students’ design and research activities, I act in various role positions:

The teacher can build all of the above-mentioned positions provided he has the appropriate means. Such means include:

emotional positions (for example, not understanding, doubting, attentive listener);

game positions (for example, inspirational hero, customer, debater).

Conclusions:

In general, the use of information and communication technologies in the educational process enhances the educational effect;

improves the quality of material absorption;

builds individual educational trajectories for students;

implements a differentiated approach to students;

organizes simultaneously children with different abilities and capabilities.

Using health-saving technologies in working with gifted children

« To make a child smart and sensible, make him strong and healthy: let him work, act, run, scream, let him be in constant motion.”

According to the latest legislative documents in the field of preschool, primary and general education, programs should be aimed at protecting and strengthening the health of the child. Moreover, the concept of “Quality of Russian education” is not limited to training, a set of knowledge and skills, but is associated with upbringing, the concept of “quality of life.” These concepts are revealed through such categories as “health”, “social well-being”, “self-realization”, and “security”. Indeed, we can talk about the quality of education when it contains a health-preserving and health-enhancing basis.

Sociological studies claim that the physical activity of younger schoolchildren is 50% less than that of preschoolers, and for high school students it is only 25% of their waking time. Three school physical education lessons, of course, cannot compensate for the children’s lack of movement. As a result, their vitality decreases, fatigue sets in faster, which in turn leads to inactivity. Therefore, today the teacher is forced to orient schoolchildren towards both physical and spiritual self-improvement, help develop the need for independent physical exercise, and teach them to use it during leisure time to restore activity.

Gifted children who show symptoms of stress are of particular concern: the child cannot control his emotions, restrain himself, excitability increases, at the same time there is a decline in academic performance, and the risk of psychosomatic diseases increases. The main reasons for these phenomena are determined: a sedentary lifestyle, dissatisfaction with oneself. Children with signs of intellectual giftedness, but with physical immaturity, are distinguished by a physical form that is inappropriate for their age. I am making efforts to equalize the imbalance in collaboration with medical professionals.

A psychological profile of the student’s personality is compiled, which will help identify the characteristics of the child’s physical and mental development.

Goal: ensuring the health of students.

Taking into account the characteristics of each student.

Creating a favorable microclimate in the classroom and in extracurricular life.

Using techniques that promote the emergence and maintenance of interest in educational material.

Creating conditions for students' self-expression.

Initiating a variety of activities.

Prevention of physical inactivity.

Expected results:

Prevent fatigue and fatigue.

Increasing motivation for learning activities.

Increase in educational achievements.

Organization of work according to Federal State Educational Standards

With the introduction of the second generation Federal State Educational Standard in primary school, teachers must teach the child not only to read, count and write, which they still teach quite successfully, but also must instill two groups of new skills. The first includes a group of universal learning activities that form the basis of the ability to learn: skills in solving creative problems and skills in searching, analyzing and interpreting information. The second is the formation of motivation in children to learn, helping them in self-organization and self-development.

1st stage– mastering group work . Communicative UUDs are formed, which ensure social competence and consideration of the position of other people, the ability to listen and engage in dialogue.

2nd stage – organization of intergroup discussion . At this stage, children develop regulatory learning skills: the ability to accept and maintain an educational task, plan its implementation, control and evaluate their actions, and make appropriate adjustments to their implementation. Special techniques embedded in this program will help the teacher start an educational discussion: tasks - traps; problems that have no solution; tasks with missing data and others.

At the third stage a full-fledged subject of collective activity is formed , when the group is capable of independently assessing a learning task, choosing a way to work together, dialogue, analysis, proof, modeling and evaluation. Regulatory, communicative and cognitive UUDs are being formed.

The basis of my activities in the implementation of the second generation Federal State Educational Standards is a system-activity approach to training using innovative technologies. Schoolchildren’s own educational activities are an important component of the system-activity approach. It can be expressed by the formula “activity-personality”, i.e. “as is the activity, so is the personality,” and “outside of activity there is no personality.” UD becomes a source of internal development of the student, the formation of his creative abilities and personal qualities.

At the beginning of the academic year, I conduct a starting diagnostic, with the goal of identifying the main problems that are typical for the majority of students, and in accordance with them, I plan a system of work to ensure personal and meta-subject results. It clearly traces the holistic work on the formation of educational learning through subject lines of development, extracurricular activities, the use of project technology, technology for productive reading, group work, and work in pairs.

Work on the formation of the UUD is based on the following algorithm:

Planning,

Formation,

Diagnostics,

Adjustment plan

Selection of tasks,

Reflection

To sum up the results for the first half of the year, a diagnostic map of the success of the educational results of 1st grade students is being developed.

It is important to note such a regulatory universal educational action as reflection. Students' reflection of their actions presupposes their awareness of all components of learning activities. She was an integral part of all lessons in the class. To evaluate their work in class, children use so-called “traffic light” cards, as well as emoticons with phrases.

As I have already said, the Federal State Educational Standard of the NEO defines personal, meta-subject and subject results as the results of mastering the main educational program, therefore, at the end of each quarter and academic year, tests were carried out in the classroom in order to identify the personal development of a first-grader. The system of differentiated tasks provides students with space to independently select tasks and determine activities adequate to their level of preparedness.

In addition, to track the quality of learning by first-graders in individual subjects, monitoring is used, the creation of which is based on the Requirements for the results of mastering basic educational programs according to the 2nd generation Federal State Educational Standard, where the main attention is paid to personal, meta-subject and subject results. Tracking methodology (Toolkit) - level of knowledge in the subject, personal observations of the teacher, control sections, tests...

The process of students acquiring knowledge is individual, so I use various forms of diagnostics that monitor work in the lesson, which take into account the learning ability and proficiency levels of each student in the class.

Extracurricular activities

In order to determine the interests of students for extracurricular activities at our school, parents of first-graders and their children are offered questionnaires, based on the results of which groups of children are formed for activities based on interests.

Extracurricular activities in the classroom are organized in such a way as to ensure a balance between motor-active and static activities. The form of their implementation is completely different from the lesson teaching system and is represented by the following areas:

general intellectual

In the afternoon, children do not show signs of fatigue, are active, and are happy to engage in creative activities. A number of parent meetings are held throughout the year, where the successes and problems of children are discussed, and the results of extracurricular activities - the creative works of students - are presented.

The introduction of hours for extracurricular activities for students increases the school’s ability to expand the range of educational services provided and creates opportunities for organizing individual design and research work with students

Based on the results of the first stage of education, I imagine such a primary school graduate: this

A student with an interest in research

Communication skills

Responsibility

Having self-organization and healthy lifestyle skills.

The experience of introducing the second generation Federal State Educational Standards allowed me to conclude that this kind of reform of the system of operation of an educational institution is necessary, because the Second Generation Standards are a means of ensuring the stability of a given level of quality of education and its constant reproduction and development.

Working with parents

A child is not an amorphous mass, but a creature concealing within itself forces the likes of which cannot be found on the entire planet. This power of spirit, mind and heart hidden in a child, if brought to perfection, will become a superpower capable of transforming, enriching, decorating everything around him - and in himself.

But the point is that no matter what powers are hidden in a child, he himself will not be able to develop anything in himself, he will not even be able to stand on his feet, let alone rise to the level of a human being.

Making, raising, creating a person out of him is a serious task for wise adults, loving adults.

Trinity of education and upbringing: teacher-student-parent. I see this connection as a social partnership, living life together with children in cooperation. And cooperation is possible if it is built through common efforts, while observing several fundamental conditions, using modern pedagogical technologies, in which the chances of mutual understanding between teachers, children and parents increase.

Parents are the child’s first educators and teachers, so their role in shaping his personality is enormous.

As part of working with gifted children, work is carried out with parents, who are allies and assistants to the teacher in working with children.

increasing the psychological and pedagogical knowledge of parents;

inclusion of parents in the educational process;

interaction between the lyceum and parents in the development of the child’s abilities

Basic principles in working with parents are:

Openness to parents

The teacher strives to ensure that children's families regularly receive the necessary and reliable information about the life of the class and the educational achievements of their children. To do this, it provides families with basic information about the curriculum, children's progress, important events in the classroom, and also creates the conditions for parents to want to attend training sessions.

Respect for the interests and capabilities of each family

The teacher studies and discusses with parents the interests and needs of each family, and builds his work based on taking into account its capabilities.

Finding your allies in your parents

The teacher discusses with parents a wide variety of issues in the child’s life and strives to develop joint decisions, which are the basis for bilateral cooperation.

Encouraging families to have closer contact with each other

The teacher helps families discover and satisfy their common interests, encourages families to participate jointly in preparing children for various contests, games, and competitions.

Various forms are actively used in working with parents.

Developed by me subject matter working with parents of gifted children.

Working on the problem of “Working with gifted children in elementary school,” she divided parents into several types:

« Activists"

"Contemplatives"

"Observers"

"Practices"

"Activists"

These parents constantly offer their children some educational games, activities, and interests.

With some persistence and consistency, this strategy brings results. But often a child has an internal protest, even with external submission. Sometimes this is expressed in increased fatigue of the child from any intellectual activity.

"Contemplatives"

Parents entrust the determination of abilities and their development in the child to specially trained people. There are a lot of services of this kind offered now. These include development groups for preschoolers, school preparation groups, and all kinds of specialized classes in schools. Of course, with a good level of such services, the benefits for the child are undoubted. But provided that parents are not going to completely shift the worries about his development onto the shoulders of specialists.

"Observers"

Parents are not active in the development of their child. They believe that if a person is given a gift, then it will not go anywhere, will not disappear, and will definitely manifest itself somewhere. However, recent studies refute this point of view. Giftedness exists only in constant movement, in development; it is a kind of garden that needs to be cultivated tirelessly. The creative gift does not tolerate stagnation and self-satisfaction. It exists only in dynamics - it either develops or fades away.

"Practices"

Parents do not seek to completely control the development of the child’s abilities, but they provide him with opportunities to choose and try to choose a good school. The most important thing in such families is the atmosphere of bright cognitive interests of the parents themselves. They themselves are constantly passionate about some activity, read a lot, choose educational programs on television, try to visit a new exhibition, without imposing all this on the child, but giving him the opportunity to find a suitable activity himself. As it turns out, this self-development strategy is the most effective.

School education is the area where the formation of personal qualities and creative abilities mainly takes place. The middle and older age stages are the most attractive for parents from the point of view of developing the child’s intellectual and creative abilities, but to be effective in working with gifted children, it must begin at an early age, in elementary school. The practical task in such conditions is to provide psychological, medical, and pedagogical support families with capable and gifted children should develop a system of recommendations for parents on the upbringing, development, and education of children. It can be resolved through:

1. Questioning parents to determine the main approaches of parents to this problem.

2. Lectures for parents.

3. Selection of scientific and practical literature for parents.

4. The system of teaching children in the system of additional education.

Among the activities for working with parents, a significant place is occupied by reading for them popular science series of lectures on the problems of development, training and education of gifted children. These are lectures of the following nature:

The concept of giftedness.

Types of giftedness.

Giftedness and gender.

Psychological aspects of giftedness.

Career guidance for gifted children.

Social adaptation of a gifted child.

Parents should accept their children for who they are, and not view them as bearers of talent. Their talents grow out of the personality of the individual, and their achievements ultimately depend on how that personality develops.

A gifted child will not be able to realize his abilities without the conditions created for this. The environment must be such that the child can draw information from it, help him realize himself, constantly expand his zone of proximal development and form a motivational sphere. To achieve this, various circles, clubs, and sections should work in different directions. Participation in various competitions and olympiads outside of school also stimulates the development of gifted children.

A reasonable system for encouraging the success of a gifted child is necessary. It is very important to formulate the concept of result not for the sake of reward, but for the sake of self-improvement and self-development.

give your child time to think and reflect;

Try to regularly communicate with gift specialists and parents of gifted children to stay up to date with current 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 with each other;

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

encourage good work organization and proper time management;

encourage initiative. Let your child make their own toys , games and models from any available materials;

encourage asking questions. Help your child find books or other sources of information to get answers to his questions;

Give your child the opportunity to get the most out of life experience. Encourage hobbies and interests in a wide variety of areas;

do not expect that the child will always show his talent in everything;

Be careful when correcting your child. Excessive criticism can stifle creativity and a sense of self-worth;

Find time for communication as a family. Help your child express himself .

Parents must strive to develop the following personal qualities in their children:

confidence based on a sense of self-worth;

understanding the strengths and weaknesses in oneself and in others;

intellectual and creative curiosity;

respect for kindness, honesty, friendliness, empathy and patience;

the habit of relying on one’s own strengths and the willingness to take responsibility for one’s actions;

ability to help find common ground and joy in communicating with people of all ages, races, socioeconomic and educational levels.

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

they value what they want to instill in the child morally, socially or intellectually;

they accurately calculate the moment and degree of response to the child’s needs;

they rely on their own strengths and allow the child to look for a way out of the current situation himself, to solve every task that he can do (even if they themselves can do everything faster and better);

They put virtually no pressure on the child in his school affairs, but are always ready to help if necessary or provide additional information in an area in which the child shows interest.

Effectiveness of the work system

I consider the most important result of work carried out with gifted and capable children to be high motivation for educational activities, increasing the degree of independence of students in acquiring knowledge and improving skills, developing skills in working with popular science, educational and reference literature, and developing students’ creative abilities. In addition, the cognitive activity of children has increased, their participation in various kinds of competitions, olympiads and competitions. The results of the work carried out are evidenced by the following data.

Subject Olympiads

Identifying the intellectual potential of children, determining their creative abilities and aptitudes for individual subjects is the main step in working with gifted children. Olympiads play a major role in developing interest in subjects.

Subject Olympiads are competitions among schoolchildren in various fields of knowledge.

The goal of the Olympiad is to increase the level of knowledge and skills of gifted students, develop and maintain interest in learning, the desire for self-realization, and develop planning and self-control skills.

It is advisable to hold olympiads in mathematics, Russian language, literary reading, and the surrounding world at the end of the school year - March, April, once a year in two rounds (the first is qualifying - class, the second is in parallel). Everyone in the class participates in the first round, and the winners of the qualifying round participate in the second round. During the academic year, painstaking work takes place to prepare students for the Olympiad. Students are offered questions and assignments on subjects, reference literature is recommended, and entertaining exercises are given.

Materials for the Olympiad include several types of tasks. They provide both program material and advanced material. When performing such tasks, the student demonstrates the ability to classify, generalize, predict the result, and “turn on” intuition and imagination.

The Olympics are primarily a holiday for children. Therefore, before the start of the Olympiads, it is planned to hold a solemn assembly at which congratulations and wishes of good luck in the intellectual competition will be heard.

Indicators of the effectiveness of implementing a system of work with gifted children:

Children's satisfaction with their activities and an increase in the number of such children.

Increasing the level of individual achievement of children in educational areas for which they have aptitude.

Adaptation of children to society in the present time and in the future.

Increasing the level of children's knowledge of general subject and social competencies, increasing the number of such children.

Advanced training courses, competitions, and seminars help me understand the modern requirements for working with gifted children.

Studying other people's experiences, I am happy to share my own. Always happy to help my colleagues.

1.Together with teachers and parents, design the educational activities of a particular student.

2. Provide self-analysis of the student’s success and further personal development.

3.Give each student a chance to take a higher ranking position.

4.In the next academic year, subject teachers will carry out more

in-depth preparation of students for participation in Olympiads.

Pedagogical commandments for raising gifted children:

Accept everything that is in the child as natural, in accordance with his nature, even if it does not correspond to your knowledge, cultural ideas and moral principles. If a child screams or runs through the corridors, this is, first of all, a legitimate and special manifestation of his internal energy, and only secondly, a violation of the rules of social behavior. The only exception is the child’s rejection of what threatens the health of people and his own health.

Having accepted all the child’s manifestations, both positive and negative, accompany him with positive self-realization. If you help and approve the child’s cultural work in every possible way, stimulate his creative ideas, then they will grow and develop in him. Miscalculations and shortcomings that teachers do not clearly focus on will go away without receiving external energy support.

Try not to teach your child anything directly. Always learn by yourself. Then the child, being with you, will always see, feel and know how to learn. During art classes, draw yourself; if everyone is composing a fairy tale, compose one too; In math, solve problems together with your students.

Don't ask your children questions you know the answer to (or think you know). Seek the truth with them. Sometimes you can apply a problem situation with a solution you know, but in the end, always strive to end up with your children in the same ignorance. Feel the joy of joint creativity and discovery with them.

Sincerely admire everything beautiful that you see around you. Find beauty in nature, science, art, and in the actions of people. Let the children imitate you in such delight. Through imitation of feelings, the very source of beauty will be revealed to them.

Don't do anything for nothing. If you are with children, then you are a teacher at any given time. Any situation is pedagogical for you. Know how to create it yourself or use the situation that has arisen to solve educational problems. A student who finds himself in an educational situation always acquires as a result personal knowledge and experience, his own conclusion. This is better than broadcasting and explaining common truths to him. But be sure to help your child understand and formulate his results, assessments, and conclusions.

Consider conscious observation of the child as your main pedagogical method. Everything he does or does not do is an outer expression of his inner essence. Always try to understand the inner through the outer. Be a “translator” of all his actions and works. Look, listen, think about the student. Discuss with him his successes and problems. Even if you do it without him, you will be helping him.

Conclusion

Modern society requires people who are intellectually and creatively developed, have communication skills, can think outside the box, are confident in their strengths and abilities, and are physically and mentally healthy. The school, fulfilling the social order, must also promote the development of the child for the sake of the child himself, especially if he “stands out for bright, obvious, sometimes outstanding achievements in one or another type of activity.”

Teaching practice has shown that with the purposeful organization of educational activities, the formation and development of students’ skills and abilities proceed very quickly, since this process is controlled and regulated by the teacher.

The implementation of the “School of Russia” program through the use of an activity-based approach creates the necessary conditions for the development of students’ abilities to think independently, navigate a new situation, and find their own approaches to solving problems.

In the educational process, students’ emotional response to the learning process, motivation for learning activities, and interest in mastering new knowledge, skills and their practical application increase. All this contributes to the development of schoolchildren’s creative abilities, oral speech, the ability to formulate and express their point of view, and activates thinking.

The activity approach creates conditions for the formation of educational and cognitive activity of students and their personal development; for social and socio-psychological orientation in the surrounding reality. These tasks are solved through joint and independent educational and cognitive activities of students to solve a system of interrelated educational tasks and rely on internal motivation.

Summarizing all of the above, we can conclude that working with gifted and capable children in elementary school is an important and necessary part of a teacher’s activity. Who else but a teacher can help children discover their talents? Therefore, in the future, I plan to continue working with gifted children, and will also monitor their progress in the future.

And one more thing: it is important to remember that “If a person walks in formation to the beat of drums out of step with his companions, think about it, perhaps it is because he hears the beat of completely different drums...”