EDUCATIONAL MICROENVIRONMENT AS A CONDITION FOR THE GIFTEDNESS DEVELOPMENT IN SENIOR PRESCHOOL AGE

Abstract

The article is devoted to the problem of conditions for the development of gifted children in kindergarten. The main attention is paid to the peculiarities of the modern educational microenvironment that contributes to the development of gifted older preschoolers. The article presents the results of a study in which 113 children of 6-7 years old with high intellectual abilities took part. Children attended preparatory groups for kindergartens with different microenvironments. A comparative analysis of the developmental features of extraordinary preschoolers was carried out in an enriched educational microenvironment (40 children) and in a typical microenvironment (73 children). The assessment of intellectual development was carried out using the methodology for diagnosing intellectual abilities of MEDIA, intellectual and creative activity - using a diagnostic game lesson. As a result of univariate analysis of variance, it was found that the educational microenvironment, which allows an intellectually gifted preschooler to realize his need for exploring the world and show his creative abilities, makes a significant contribution to the development of his cognitive initiative and intellectual and creative activity (10.6% of the variance of this indicator at p <0.000), thereby contributing to the favorable development of the potential of children's giftedness. It is shown that the features of the content of education (interdisciplinary nature, cognitive complexity and variety of topics), the dominance of research and creative activity, the relationship of cooperation, the encouragement of creative activity and independent search are specific characteristics of the developing educational microenvironment for gifted preschoolers. It is substantiated that the creation of a developing educational microenvironment for gifted preschoolers is impossible without special training of educators aimed at teaching them to accept and appreciate the uniqueness of the child, to help him interact with other children, to discover his hobbies and to explore the world.