Phenomenon Of Giftedness Research Articles

Interdisciplinary approach to the study of giftedness

Introduction. The transition of knowledge about giftedness to a new level that secures its functioning as a developmental diagnostics tool in the triad “gift – ability – talent” is realised through the integration of humanitarian and natural-science concepts. However, no special research has been undertaken in the sphere of the interdisciplinary approach in respect of studying the phenomenon of “giftedness” which would allow a scholar to highlight the characteristics of giftedness as a phenomenon that is multilevel and plastic under pedagogical influence. The aim of the research, within the framework of the present article, is to systematise the scientific ideas that outline the modern concept of giftedness in terms of the interdisciplinary approach, variability and contrasts. Methodology and methods. The interdisciplinary approach included selection and systematisation, based on particular indicators, of the units of knowledge on giftedness, i.e.: (1) its structure, (2) plasticity, (3) conditions of transformation of natural gift into a socially valuable talent. The research involved the analysis of concepts of giftedness proposed by philosophy (dialectical approach), neurophysiology (comparative approach), psychology (activity-based, biological approaches), pedagogy (psycho-pedagogical, personalitybased approaches), and sociology (socio-psychological, sociological approaches). Results. The research showed that interdisciplinary knowledge about giftedness was integrated into a whole, through: (1) building associative links and forming a common thesaurus of sciences exploring giftedness; (2) creating a model of “gifted behaviour” in the conditions of the educatory process, highlighting the biological grounds of giftedness in the aspect that is directly observable; (3) forming due concepts that reflect the integrity of giftedness components (e.g. “gifted-nome”, “giftedness age”, “talent age”). Giftedness in terms of the interdisciplinary approach is a multifaceted and multilevel phenomenon, with such stages as gift, abilities, and talent. Scientific novelty. The obtained results made it possible to consider the phenomenon of giftedness in the light of the interdisciplinary approach – as energy accumulated by the “gifted” brain and transformed from the potential state (gift) into a kinetic state (talent) through the stage of rotation of abilities absorbing resources of the environment and developing in it and subsequently enhancing a person’s neurophysiological and mental resources at the new level of development. Practical significance. The undertaken research makes it possible to outline the guidelines of the general theory of giftedness, its recognition and transformation into talent, as well as to improve the programmes of “gifted education” and “enrichment pedagogy” at all levels from pre-school to university and post-university levels.

Development of gifted children in the art educational enviroment

Solving a wide range of methodological and applied problems related to the reproduction and capacity building of gifted children and youth requires the creation of an artistic educational environment as a set of conditions for learning, development, individualization and socialization of gifted individuals. giftedness in accordance with natural inclinations, interests, requirements of age socialization, on the one hand, and social demand, on the other. Despite the existing research in psychology and pedagogy on the problem of the educational environment, the only position on the definition of "artistic educational environment", the structure and methods of its creation, is still under development. One of the reasons for this is the variety of methodological prerequisites and empirical principles for research on the problem of artistic educational environment for the gifted. Overcoming methodological and methodological differences is possible only if we take into account psychological features, patterns and principles of gifted personality as a starting point for creating educational systems and technologies (unity of goals, content, methods and learning conditions), including artistic educational environment as a condition for their practical implementation. The use of innovative technologies does not always meet the specifics of the phenomenon of giftedness and individual psychological characteristics of gifted children and youth, and therefore does not give the desired result for full disclosure of the potential of gifted at different stages of age. The reasons for these difficulties and ways to overcome them are not yet fully understood, and therefore should be the subject of theoretical and methodological reflection and empirical research. Thus, the trend towards personality-oriented and culturally appropriate educational systems and technologies necessarily requires the design and creation of this type of educational environment for gifted children, whose integrative quality indicator is the ability to provide all actors in the educational process a system of opportunities for effective personal self-development. That is why there is a problem of creating favorable conditions for the development of creative, intellectual and spiritual potential of gifted children in the context of the system "man - environment", in accordance with natural inclinations, interests, needs, age requirements, on the one hand, and social request, on the other. Thus, the logic of the development of pedagogical science requires special psychological research to determine the structure and principles of building an artistic educational environment focused on the manifestation, development and full realization of gifted children.

INFORMATION AND COMMUNICATION TECHNOLOGIES IN PREPARING FUTURE TEACHERS TO WORK WITH GIFTED CHILDREN

The article substantiates the importance of organizing special training of future specialists of psychological and pedagogical profile to work with gifted children. It is emphasized that such children belong to the modern «Alpha generation», whose personal development from the first years of life takes place in the digital space, as well as that the use of information and communication technologies is an important factor in the successful organization of distance learning in higher education in solving the problem of forming innovative, creative, competent teachers of gifted children in particular. It was found out that the communication potential and interactivity of ICT provides the subjects of the educational process opportunities for creative communication, exchange of information, cooperation in performing common tasks, increase interest, deepen knowledge about the phenomenon of giftedness and development of non-cognitive qualities needed for future educators with gifted children. The methodical features of conducting lectures-visualizations on pedagogical disciplines with the use of electronic presentations aimed at forming in future educators components of readiness to work with gifted children are presented. The importance of electronic educational resources in expanding students' knowledge about various aspects of working with gifted children is shown. The experience of creating a virtual teacher's site «Teaching creatively» is presented, in which it is integrated the capabilities of online services in accordance with the didactic purpose, taking into account the age and individual characteristics of gifted children. The teacher's virtual website «Teaching creatively» has a clear structure, its creation involves the use of online services that allow you to design interactive tasks, provide feedback, record educational videos and conduct research. The main conclusion of the study is that the use of information and communication technologies, electronic educational resources in terms of distance / blended learning significantly improves the quality of training of future teachers to work with gifted children.

Evolution of scientific ideas about giftedness

Currently, working with gifted children is one of the priority areas of work in the country and regions. Special attention is paid to this issue in the construction of an all-Russian system for the identification, support and development of abilities and talents in children and youth. One of the key substantive guidelines and at the same time mandatory for the implementation of state program documents in the system of working with gifted children was the federal project “Success of each child,” implemented as part of the national project “Education.” In a modern school, the issue of individualization of the educational process and the work of identifying and supporting gifted children is becoming more and more urgent - two important priorities of modern educational policy, which are closely related because, on the one hand, work on the development and disclosure of talent almost always requires an individual approach, and on the other hand, any individualization always, directly or indirectly, helps school student to believe in forces. The article analyses scientific ideas about giftedness as a set of personal characteristics that have developed independently of the will of the person himself and, especially, his teacher-mentors; the phenomenon of giftedness is considered in terms of the outstanding abilities of a particular person (child) given to him by nature and requiring timely development and targeted support through professional pedagogical tools. It is proposed to consideration of the author’s definition of an individual educational program (IOP), which involves the construction by an adult of a system of educational activity as a model of the personal world, a personal universe, which at the same time allows this person to realize potential - and is itself the product of his ideas and actions.

Механизм творчества: почему мы открываем новое

The article presents an attempt to substantiate the mechanism of creativity as a development of the activity on its own initiative, the emergence and develop­ment of which is the highest level of human cognitive activity. The author correl­ates this understanding of creativity with the phenomenon of giftedness and sees the fundamental difference between creative thinking and productive thinking – the latter does not go beyond the solution of the proposed problems and consists in mastering the required algorithm for this. The article describes in detail the method developed for research on the development of cognition in humans, and the experimental model, which differs from the traditional model of "stimu­lus-response", which, according to the author, allows us to observe the phe­nomenon of creativity as an activity initiated by the subject himself. Such an ex­periment was conducted by the author and his followers for half a century on the same subjects: first they were students of the physics and mathematics school, then graduates of universities and institutes, and eventually became scientists, teachers or employees of firms. As a proof of the validity and prognosticality of the method, the author considers not the sample size, but the stability of the in­dicators of creativity of the participants of the experiment shown in the diagnosis over half a century.

Sıra Dışı Olanlar: Özel Yetenekli Yalnız Ergenler

By reviewing the related literature, this study aims to illuminate how the phenomenon of giftedness is reflected in learning environments and how it relates to loneliness. Thus, the study focuses on the way loneliness is experienced as a developmental process by gifted adolescents. The study reveals reasons for being lonely, the effects of loneliness on their lives, and how they cope with it. The significant role of learning environments in gifted adolescents' relationships with their peers is also discussed.

Escala de Identificação de Precocidade e Indicadores de Altas Habilidades/Superdotação (EIPIAHS): um instrumento em construção

Estima-se que o fenômeno altas habilidades/superdotação esteja presente entre os indivíduos na mesma proporção em que está a deficiência intelectual. No entanto, os registros do Censo Escolar evidenciam a invisibilidade desse público em nossas escolas, a despeito das contribuições sociais que este pode vir a prestar. Estudantes com altas habilidades/superdotação precisam ser devidamente identificados para que as medidas educacionais necessárias ao máximo desenvolvimento de suas potencialidades possam ser tomadas. Assim, o objetivo desta pesquisa é avaliar os itens de uma escala de identificação de alunos precoces com indicadores de altas habilidades/superdotação no Ensino Fundamental I e verificar sua consistência. Sendo um instrumento destinado a professores, contamos com a participação de 28 docentes: 18 avaliaram cada um dos 75 itens da escala, e 10 aplicaram-na a uma amostra de 71 estudantes. A partir da coleta de opiniões e análises estatísticas, dez itens foram considerados pouco funcionais e, por isso, foram excluídos. Verificou-se, estatisticamente, que o instrumento apresenta fidedignidade. Novas análises são necessárias para a constatação de sua validade.

ДАРЫНДЫ БАЛАЛАРДЫҢ ЛОГИКАЛЫҚ ОЙЛАУЫН ДАМЫТУДА МЕНТАЛДЫ АРИФМЕТИКАНЫҢ РӨЛІ, НЕГІЗГІ БАҒЫТТАРЫ МЕН ӘДІСТЕРІ

This article provides a meaningful analysis of the phenomenon of giftedness, defines various ways to identify signs of giftedness and the importance of developing children's logical thinking. Also in the process of data analysis, we are talking about the effectiveness of using the Japanese horizontal arithmetic method of calculation, the so-called "mental arithmetic" in the development of logical thinking of gifted children. In order to solve the above problems, the analysis of the history, main directions and possibilities of mental arithmetic is carried out

Phenomenon of Giftedness in Psychological and Pedagogical Studies

As Ukraine aspired for European integration, it faced a demand to update its educational sphere to facilitate the development of children’s skills, creativity, scientific and research knowledge, to provide for their self-education, self-actualisation and self-perfection. A new Ukrainian school shall establish conditions for comprehensive personal development as the highest value of the society based on revealing and developing person's skills, gifts and talents. The purpose of the article is to summarise the results of scientific surveys on the issue of giftedness, to analyse its aspects and essence. The material was compiled by means of the method of theoretical analysis and systematisation of the scientific sources, which enabled us to form basic research terms and define the essence of giftedness in order to effectively conduct activities with gifted children. We have analysed the definitions of the phenomena “giftedness”, “talent”, “genius”, “abilities”, “potential” and “a gifted child” in the modern scientific literature. We have provided approaches to interpret the notion “giftedness” and define the phenomenon under focus. The concepts of giftedness examined by Ukrainian and foreign researchers have been considered. Based on the analysis of the definitions of the notion “giftedness”, we have distinguished its essential features. The summarising of the scientific research allowed us to detect the components of giftedness for its further diagnostics. They shall include intellectual and cognitive, motivation-related and person-centred as well as creative aspects. Having analysed and summarised the compiled material, we revealed the types of giftedness, categories of gifted children and their peculiarities. Revealing the essence of the phenomenon “giftedness”, its factors, structure, components, kinds and types alongside the main features of gifted children will allow improving the efficiency of specialists’ work with gifted children and developing the skills and talents of the latter in future.

Феномен обдарованості в сучасному освітньому середовищі початкової школи

Феномен обдарованості в сучасному освітньому середовищі початкової школи

The study of the subjective factors of psychological well-being of gifted adolescents (psychodiagnostic complex)

Introduction: the phenomenon of giftedness is sufficiently studied in domestic and foreign psychology, and some features of the mental and personal development of gifted children and adolescents are studied. Particular attention is paid to the instrumental and motivational aspects of giftedness, as well as interpersonal and environmental influences. The psychological well-being of gifted adolescents rarely serves as the main subject of research.Materials and methods: psychodiagnostic tools for studying the personal characteristics of gifted adolescents include testing using Ryff's Scales of Psychological Well-being in the adaptation of L. V. Zhukovskaya and E. G. Troyshinoy, The scale of self-efficacy M. Madduks and D. Scheer in the adaptation of L.V. Boyarintseva and R.L. Krichevsky, Frankfurt scale self-concept J.M. Doisinger in the adaptation of O.E. Baitinger, Test of Hardiness Survey, S. Muddy, in the adaptation of E.N. Asina and E.I. Rasskazova, the Subjecting Structure Diagnostic Questionnaire, Ye.N. Volkova and I.A. Seregina, Integrative Anxiety Test A.P. Bizyuka, L.I. Wasserman, B.V. Iovleva. The group of authors proposed a variant of the “Unfinished sentences” methodology and a questionnaire aimed at studying the various components of attitudes towards adolescents ’own endowments and problem load.Results: we have proposed and are testing a cross-sectional study of a methodical complex for diagnosing integrative indicators of psychological well-being, as well as such subjective factors of psychological well-being, such as attitudes toward one’s own endowments, subjectivity, hardiness, problem experiences, emotional background, self-concept and self-efficacy (components is allocated in accordance with the developed theoretical model). This complex includes both standardized and projective techniques.Discussion and Conclusions: the research methodology created and tested during the project will contribute to the formation of a unified methodological support and centralized coordination of monitoring research on the most common personal problems among gifted adolescents, as well as the development of effective programs for the development of psychological well-being and health resources for adolescents and young people.

VANINTELEKTUALNI ČINIOCI OSTVARENJA DAROVITOSTI

Polazeći od savremenih koncepcija darovitosti koje naglašavaju značaj personalnih i sredinskih karakteristika za aktuelizaciju visokih sposobnosti, autorke rada, koristeći metodu teorijske analize, daju pregled istraživanja povezanosti svojstava ličnosti i sredinskih prilika sa ostvarenjem darovitosti. Učinjen je pokušaj da se upotpune saznanja o vanintelektualnoj sferi darovitih u nadi da će se tako dobiti obuhvatnija slika činilaca ostvarenja darovitosti od one kojom se danas raspolaže.
 Opšti nalaz svih pomenutih istraživanja sadržan je u konstataciji da sudbina izuzetnih potencijala umnogome zavisi od vanintelektualnih činilaca. Natprosečne sposobnosti su svakako važan elemenat darovitosti, jer omogućuju kvalitetnije bavljenje određenim aktivnostima, ali, same po sebi, one nisu dovoljne da bi se darovitost iskazala u izuzetnim postignućima.
 Premda osobe darovite u različitim domenima imaju mnoge zajedničke karakteristike, njihovi profili ličnosti, kao i sredinske prilike, pokazuju i određene specifičnosti, što upućuje na konstataciju da se fenomen darovitosti može precizno sagledati jedino ako se locira u okvire pojedinačnih domena. Stoga, autorke zaključuju da osim multidimenzionalnosti, kao krucijalnog modernog obeležja konstrukta darovitosti, referentni okvir istraživanja ovog problema mora biti definisan i u terminima konkretnog domena manifestovanja izvrsnosti.

SOCIO-DEMOGRAFSKI ČINIOCI USPEŠNOSTI DAROVITIH UČENIKA

U radu su prikazani rezultati istraživanja u oviru kojeg se, sa dva različita aspekta, razmatra problematika uspešnosti darovitih učenika u konkretnom domenu. U prvom delu istraživanja akcenat je stavljen na utvrđivanje postojanja i strukture razlika u nivou uspešnosti učenika darovitih u različitim domenima (muzika, slikarstvo, sport i matematika), a u drugom delu na ispitivanje poveznosti kriterijumske varijable sa socio-demografskim karakteristikama ispitanika (uzrast, pol i nivo obrazovanja roditelja). Varijabla uspešnosti operacionalizovana je preko dve vrste indikatora: školsko postignuće i učešća i nagrade na takmičenjima. Dobijeni rezultati sugerišu da muzički daroviti učenici prednjače u odnosu na ostale ispitanike i u pogledu školske uspešnosti i u pogledu uspešnosti naprednog tipa. S druge strane, rezultati ukazuju na to da uspešnost darovitih učenika ima tendenciju ka menjanju samo u odnosu na uzrast ispitanika, u smislu da stariji učenici postižu bolje rezultate u školi od mlađih. Objašnjenje izostanka povezanosti kriterijumske varijable sa preostalim socio-demografskim karakteristikama moglo bi se potražiti u činjenici da je ispitivani uzorak obuhvatao različite domene darovitosti, zbog čega postoji verovatnoća dobijanja razlika u slučaju njihovog razdvajanja. Stoga se zaključuje da je neophodno da se fenomen darovitosti razmatra u okvirima pojedinačnih domena radi dobijanja preciznijih rezultata i kreiranja adekvatnih pedagoških implikacija.

Tendencies and prospects of development of empirical research of giftedness in contemporary psychology

The article analyzes major trends and prospects for development of empirical studies of the phenomenon of giftedness taken in framework of modern psychology. The work carried out empirical studies typologization of giftedness

Training of parents of gifted and talented students

In the paper there are analysed the organisation, conduct and results from training of parents of gifted and talented children as a part of the work for the GATE Project 2013-1-TR1-LEO04-47702. A special attention is paid to providing theoretical and practical help to parents so that they are able to recognize, support and fully help the realization of the gifted child. Purpose: To give the parents of GAT children the opportunity to get acquainted more closely with the phenomenon of giftedness so as they become able to more easily recognize any manifestations of the gift in their own children, learn about the characteristics of their personality, understand better their difficulties and problems and work with them at home. Results: The knowledge of what types of characteristics are 'normal' for talented/gifted young people was provided. The difficulties which GAT students encounter at school and at home, were outlined. Main problems with working with gifted children were identified. Conclusions: In the modern society it’s extremely necessary to create tolerance and pro-active format in the parents’ attitude towards the problems of their GAT children and to support the parents in the process of constructing maximum favourable conditions for the development of giftedness and creativity in their children.

Studying Ordinary Events in a Field Devoted to the Extraordinary

Although a general understanding of the phenomenon of giftedness is evident in the literature, missing is a body of information on the thoughts and actions of gifted persons in those situations that we suspect influence the emergence of extraordinary accomplishment. In this article I propose a change in direction for the study of the advanced development. Grounded in the theoretically based research of Feldman and Vygotsky, I argue that we focus on the ordinary parts of life that contribute to extraordinary achievements. People should be studied within a field over a period of time. We have tended to look at characteristics of persons and products and, less so, on the process that yielded extraordinary accomplishment. Whatever methodologies we use, they must allow us to look at the individual and at the situation in detail. Suggestions for conducting such studies are offered. Extraordinary accomplishment is something that fascinates most people. How is it that peoples do such things? Much has been written in the popular press, there has been much coverage on television coverage, and many biographies have been written about people who accomplish extraordinary feats. Some behaviors are interesting, bizarre, and mere curiosities, as might be reported in Ripley’s Believe It or Not; others are indicative of accomplishments that advance our knowledge and understanding of the world and the human condition (see Gardner, 1983; Geortzel, Geortzel, & Geortzel, 1962.) In this article I am concerned with examples that fit the latter category and how these kinds of human accomplishments come to be. Extraordinary accomplishment is a recurrent theme in human history. The extraordinary achievements that mark human activity serve as signs of the ability of humans to invent new ways of being in the world. The field of gifted-person education is concerned with understanding and promoting the emergence of such innovative actions and thoughts.

RETARDED AND GIFTED CHILDREN (SOCIAL AND CULTURAL ASPECTS)

Purpose: The main idea of this study was to determine the influence of social and biological factors on the abilities and inclinations of abnormal children. Methodology: Study analyzes problem of the «phenomenon of giftedness» from the point of view of the cultural and historical development. Results: The study showed the dependence of the formation of giftedness in children from possible use in the activities of cultural practices and operations. Practical implications : Psychology & Education. Findings: Abnormal children have the ability and inclination to different activities. Their specific activity caused by a decline of motivation and inability to use the "cultural practices" to improve the final result of the activity. DOI: http://dx.doi.org/10.12731/2218-7405-2013-4-43

TYPOLOGICAL ANALYSIS APPLIED RESEARCH TALENT

The article carries the typological analysis of modern applied psychological investigations of giftedness. The authors determine the controversial concepts of the phenomenon of giftedness and the regularities in its development. The main directions in practical work with the gifted are outlined. The notion of developmental environment was specified while dealing with the gifted.

Особенности развития личности с гармоничным и дисгармоничным типах одаренности

This article discusses peculiarities of personality development of individuals with harmonious and disharmonious types of giftedness. Description of the development types is based on the statements of “The operational giftedness concept”. Deࠀnition of them is connected with the complexity of the very phenomenon of giftedness. The authors’ objective is to prove that complications that occur in the gifted children’s behavior, communication and education are not an immanent feature of giftedness itself.The ࠀrst part of the article includes facts that characterize personality of truly gifted children with harmonious type of development. In the second part three groups of problems that determine formation of personality of children with disharmonious type of giftedness are deࠀned. In conclusion the authors show that psychological support to children with evidence of giftedness may help to switch a child from disharmonious to harmonious type of giftedness development.

Créativité, haut potentiel et talent

Creativity (the capacity to realize original productions that fit the problem at hand) is increasingly considered as an important part of giftedness and talent. In this article, we first examine different points of view concerning the role of creativity in the phenomenon of giftedness and talent. Measures of creative potential and talent, as well as studies on the development of creativity are presented. We then consider the place of creativity in the education of gifted children. Finally, we discuss the implications of studying creativity in gifted children and propose possible lines of research and educational applications with a special focus on creativity.