Abstract
The paper studies the problems and difficulties that a gifted child, his or her parents and teachers face in the process of individual development, as well as effective support of a gifted child by his parents and teachers. The professional and personal qualities of teachers in working with gifted children in secondary schools are considered. The functions of teachers and parents in the development of a gifted child are determined. Theoretical and empirical research methods were used. The conditions for close cooperation between participants in the pedagogical process (teachers and parents) in the formation of favorable opportunities for the development of children’s giftedness have been identified.
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