Emergence of Social Giftedness in Primary School Children

Abstract

The article examines the conditions of supporting social giftedness in school children. A typology of social giftedness is proposed and social giftedness structure is determined based on the analysis of available research of this phenomenon. The author distinguishes the indicators of social giftedness in primary school children. Pedagogical observation of educational process in the primary school of Nayanova Gifted Children Academy (Samara, Russia) demonstrated that social giftedness in schoolchildren gains support on the level of individual creative initiative of teachers. By the same token, the development of social giftedness is not part of general education system in Russia. Both the pedagogical toolkit and the attention to social giftedness development need considerable advancement on institutional level.