Peculiarities of solving socialization tasks by primary school children with signs of giftedness

Abstract

Introduction. In modern educational practice, serious attention is paid to social and pedagogical work with gifted children, who, despite having high development potential and success compared to their peers, may encounter problems of dyssynchrony in development and difficulties in social adaptation. Primary school age largely determines the opportunities for social development and effective solution of socialization problems. In this regard, the objective of our study is to identify the characteristics of solving socialization problems by gifted junior schoolchildren. Materials and methods. Gifted primary schoolchildren, studying at general educational institutions in the city of Kostroma (Kostroma region, Russian Federation) (n=61), took part in the diagnostic study. The following methods were used: the “Gender and Age Identification” method by N.L. Belopolskaya; “Fun Étiquette” questionnaire; test “Reflecting on life experience” by N.E. Shchurkova; “Ask the Wizard” technique by A.D. Chiplieva; Methodology “Map of Giftedness” by A.I. Savenkova; “Sociometry” by J. Moreno. Results. The results of the study showed that gifted junior schoolchildren have an understanding of the norms and rules of etiquette at a sufficient level (28%), and at a satisfactory level (21%). At the same time, 41% of respondents have low scores on this characteristic. Younger gifted schoolchildren have a high level of self-identification. Most of them have received sufficient moral education. However, 26% showed results indicating some immoral orientation and unstable impulsive behavior. The majority of younger gifted schoolchildren are in a situation of sufficient social well-being. Noteworthy is the fact that 12% of respondents are in the zone of “social rejection” or “isolation”. Conclusion. The results obtained made it possible to formulate psychological and pedagogical conditions that ensure the effectiveness of solving natural-cultural, socio-cultural, socio-psychological problems of socialization of gifted primary schoolchildren. While working with this category, it is important to take into account the fact that their development cannot be effective within the framework of traditional education; it requires an individual trajectory of learning and development, which includes psychological and educational assistance for the development of subjectivity, the formation and realization of the child’s creative potential, and the creation of conditions for social development.