ОДАРЕННЫЕ ДЕТИ В ОБРАЗОВАТЕЛЬНОМ ПРОСТРАНСТВЕ

Abstract

The problem of preserving and developing children's giftedness in the educational space is very acute, since the peculiarities of the development of the personality of gifted children (uneven and heterochronous development of the components of giftedness as a system characteristic of the psyche and personality, the inability to timely update volitional efforts, the «load» of uniqueness and related social expectations) and the impact of social factors (family, school, relationships with peers, support from society) often leads to its leveling. The purpose of the study was to study the perception of personal characteristics of children with signs of giftedness by other participants in the educationalprocess (teachers and parents), their relationships with their peers, and the features of regulating educational interaction in preschool, general and additional education institutions. To achieve this goal, we used diagnostic methods – the P. TORRANCE test, which allows us to diagnose creativity as a general ability and personality trait; a modified method of sociometry, T. Martsinkovskaya, aimed at assessing the position of a gifted child in peer groups and the method of expert assessments of the personal and behavioral characteristics of gifted children by their teachers and parents; methods of theoretical analysis of literary data and mathematical and statistical processing of the results. As a result, the assumption about the influence of a number of socio-pedagogical factors on the phenomenon of children's giftedness in the educational space is confirmed. The age dynamics of the number of gifted children in different types of educational institutions (general and additional education institutions) is identified, interpreted and explained, and the differences in the popularity of these children among their peers in these educational institutions are interpreted. Teachers and parents' perception of the personal and behavioral characteristics of gifted children was studied, and the most significant features of their personality and behavioral strategies from the point of view of others were identified. On the basis of the concept of subject regulation of educational interaction, the factors and mechanisms of preservation and progressive development of the phenomenon of child giftedness or its leveling during the socialization of gifted children in the educational space are established, in particular, the mechanism of accelerated development of their subjectivity, the mechanism of resistance to social influences, the mechanism of subjective interpretation and deformation of social influences, special variability of emotional states of gifted children, manifested in a specific transformation of the characteristics of the properties of integrative factors regulating educational interaction (IGF). The results can be used for further development of the concept of children's giftedness, effective organization of work with gifted children in the educational space, combining elements of communication, leisure, research, creative and educational activities, selection of forms, means, terms and methods of psychological support for children with signs of giftedness in preschool, general and additional education institutions.