scholarly journals Specificity and Problems of Development of Gifted Children in Primary School Age

2018 ◽  
Vol 10 (1) ◽  
pp. 1-7
Author(s):  
N.B. Shumakova
Keyword(s):  
Personal Development ◽  
First Graders ◽  
Gifted Children ◽  
School Age ◽  
Personal Interest ◽  
Gifted Child ◽  
Interdisciplinary Curriculum ◽  
Basic Principles ◽  
Primary School Age ◽  
Research Instruction

The article considers the features of intellectual and personal development of gifted children, problems that arise in the younger school age. The most common difficulties of the intellectually gifted first-graders, connected with the instruction in the school and the interrelations with their peers are pointed. The origins of these problems are clarified - the specifics of development in preschool childhood, and not quite adequate conditions of family upbringing and education. The value of creative or research instruction for the gifted children is revealed. The experience of realization the special interdisciplinary curriculum “Gifted Child” for gifted children based on the principles of systematic, activity, value of creation, novelty, problem finding, multimodality, personal interest, dialogical and independence are analyzed. These basic principles of formation of education allow the child to maintain the research position and develop the creative potential.

scholarly journals Conditions and Technologies of Psychological and Pedagogical Support of a Gifted Child

2020 ◽  
Author(s):  
Elena Viktorovna Dekina
Keyword(s):  
Primary School ◽  
Gifted Children ◽  
School Age ◽  
Gifted Child ◽  
Primary School Age ◽  
Theoretical Developments

The article is devoted to the review of the types of psychological and pedagogical support of a gifted child, the features of training mentors for work with gifted children, and project technology for work with motivated pupils. The program of the optional course for teachers-psychologists "Development of giftedness in primary school age" is presented. The course program is an integration of theoretical developments and modern practices on work with gifted pupils.

scholarly journals Features of drawing therapy in the correction of anxiety in primary school children

2021 ◽  
Vol 113 ◽  
pp. 00054
Author(s):  
A.A. Kozhurova ◽  
A.N. Neustroeva
Keyword(s):  
Empirical Study ◽  
Primary School ◽  
School Children ◽  
Personal Development ◽  
Research Work ◽  
Primary School Children ◽  
School Age ◽  
Entire Study ◽  
Individual Work ◽  
Primary School Age

The article deals with the study of the nature of anxiety and its impact on personal development, manifested in primary school children. The aim of the study is to identify the features of the influence of drawing therapy on the correction of anxiety in primary school children. The hypothesis of the study is presented as an assumption that the correction of anxiety in children of primary school age will be more successful if a set of classes is used by the method of drawing therapy in compliance with the following pedagogical conditions: classes include various forms of drawing therapy for the correction of anxiety in children, including in remote mode in the conditions of quarantine measures of the pandemic; in the course of classes, adapted individual work is carried out. A description of the entire study on the tasks set is given: to identify the initial levels of anxiety in children; implement an empirical study on the adapted correctional program of drawing therapy and verify the results by monitoring the diagnosis of anxiety in primary school children. The research work is carried out on the basis of school No. 20. Yakutsk, among the students of the 4th grade in the number of 29 people.

scholarly journals Features of Development of Social Intelligence in Primary School Age

2020 ◽  
Vol 12 (2) ◽  
pp. 91-107
Author(s):  
I.V. Emelyanova ◽  
I.Y. Kulagina
Keyword(s):  
Primary School ◽  
Computer Games ◽  
Personal Development ◽  
Social Intelligence ◽  
School Age ◽  
School Life ◽  
The Social ◽  
Medium Level ◽  
Emotional Component ◽  
Primary School Age

The article provides a review of ideas about social intelligence and information about severity of its various components in primary school age. During this period, the development foundations are laid for the next age stages, and social intelligence is the foundation of personal development. The review given by the authors showed that at the beginning of primary school age, social intelligence is at a low or medium level of development. Throughout the entire age period, the development of individual components occurs heterochronously. The child is consistently mastering social skills and is better aware of himself; these tendencies are distorted by the excessive enthusiasm for computer games. The regulation of their emotions and social sensitivity are initially more characteristic of girls, at the end of the period – to the same or greater extent in boys whose development of the emotional component of social intelligence is slowed down. At the behavioral level, the underdevelopment of the social intelligence of younger students is manifested in the difficulties of adapting to school life and communicative problems. Thus, social intelligence developed in primary school age ensures the use of optimal behaviors in interaction with others, satisfaction with family and school life.

“Gifted child” - how parents label their children

2018 ◽  
Vol 571 (6) ◽  
pp. 35-45
Author(s):  
Joanna Łukasiewicz-Wieleba
Keyword(s):  
Gifted Children ◽  
School Age ◽  
Gifted Child ◽  
Early School ◽  
Early School Age

This article presents the results of the research on parental labeling of gifted children in early school age. The narratives of the parents were acquired in the interviews. Results were analyzed in terms of the meanings they gave to concepts such as giftedness, abilities, talents, and also in terms of the parental descriptions of children’s predispositions.

scholarly journals Tutoring as a method of creative development of a gifted child

2018 ◽  
Vol 2 (1) ◽  
pp. 22-27
Author(s):  
Galyna Tarasenko ◽  
Bohdan Nesterowycz
Keyword(s):  
Individual Development ◽  
Gifted Children ◽  
School Age ◽  
Gifted Child ◽  
Cultural Patterns ◽  
Creative Development ◽  
Emotional Processes ◽  
Development Trajectory ◽  
Favorable Conditions ◽  
The Ideal

Abstract The study includes the possibility of extending tutoring over gifted children at a younger school age. Ability is defined as a complex of innate predispositions and abilities that in favorable conditions enable the student to achieve significant successes in a certain type of activity. In this sense, the creation of educators fosters the gifting of life and educational space. The authors present an aesthetic approach to realizing the specific educational needs of a talented child who has been developing dynamically in Ukraine in recent decades. Ability is treated as a phenomenon of achieving a special level of development of mental and emotional processes, manifesting itself especially in the child’s movement, sensory, perceptual responses to the surrounding world. Tutor in the work with gifted children should be a coordinator of development of his abilities, moderator of creative situations. It must also give the child an individual development trajectory. Tutor’s task is to lead a talented child into a „field of creative achievements”, where he will have the opportunity to perceive the ideal cultural patterns of relation to the world and to carry out his own creative attempts based on personal impressions and fascinations. An algorithm for individual tutoring has been proposed, which aims to provide a child capable aesthetic and educational environment based on creative correlation with nature. Examples of how the tutor organized the linguistic creativity of a talented child during the minutes of admiring nature.

scholarly journals Phenomenon of Giftedness in Psychological and Pedagogical Studies

2020 ◽  
Vol 2020 (1 (130)) ◽  
pp. 57-65
Author(s):  
Oksana Protas
Keyword(s):  
Theoretical Analysis ◽  
European Integration ◽  
Personal Development ◽  
Scientific Literature ◽  
Scientific Research ◽  
Basic Research ◽  
Gifted Children ◽  
Gifted Child ◽  
Research Knowledge ◽  
Cognitive Motivation

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.

scholarly journals A Gifted Child with Special Needs. A Longitudinal Study of Memory and EEG

2016 ◽  
Vol 5 (2) ◽  
pp. 63-76
Author(s):  
N. Gorbachevskaya ◽  
K. Karakhanyan ◽  
E.Yu. Davydova
Keyword(s):  
Longitudinal Study ◽  
School Age Children ◽  
Normative Values ◽  
Gifted Children ◽  
Bioelectrical Activity ◽  
School Age ◽  
Regular School ◽  
Frequency Components ◽  
Eeg Alpha ◽  
Primary School Age

A longitudinal study of EEG and neuropsychological memory parameters of 20 children with signs of intellectual endowments combined with social communication difficulties have been carried out. The data of gifted children is compared to data of students in regular school. The neurophysiological study was conducted with the participation of children of 7–16 years old, and children of 7–12 years participated in in the study of memory parameters. Gifted children of 7–12 years compared to age norm have demonstrated better memory value and more stable EEG-pattern with law theta, alpha-3, and beta-3 activities, and increased activity of alpha-1 and beta-2 frequency ranges. We chose to study the integral index of "alpha + beta / delta + theta" that reflects the main manifestation of the "growing" brain bioelectrical activity in school-age children. Normally, this indicator gradually increased from primary school age to youthful, while gifted children was significantly lower than normal, and only after 14 years it increases abruptly and reaches normative values to 16 years. It has been suggested that delay in the formation of high-frequency components of EEG alpha-rhythm is representative of the maturation of neural networks in this group of intellectually gifted children and adolescents.

scholarly journals STUDY OF MATERNAL ATTITUDES TO PRIMARY SCHOOL AGE CHILDREN WITH SEVERE SPEECH DISORDERS

2020 ◽  
Vol 54 (4) ◽  
pp. 108-117
Author(s):  
L.V. ARAMACHEVA ◽  
◽  
E.R. BADRUTDINOVA ◽  
O.V. GRUZDEVA ◽  
◽  
...  
Keyword(s):  
Primary School ◽  
Personal Development ◽  
Parental Attitudes ◽  
Speech Disorders ◽  
School Age Children ◽  
School Age ◽  
Emotional Acceptance ◽  
Maternal Attitudes ◽  
Emotional Interaction ◽  
Primary School Age

Statement of the problem. The authors study the characteristics of maternal attitudes towards children of primary school age with severe speech disorders. Currently, a large number of studies of the impact of the family on the development of the child are recorded, while there are practically no studies of parental attitudes towards children with developmental disorders, including children with severe speech disorders. The purpose of the article is to describe the specifics of maternal attitudes to children of primary school age with severe speech disorders and to substantiate the directions and content of psychological and pedagogical work with this category of mothers. The research methodology is composed of scientific concepts reflecting the general and specific laws of the mental development of children, presented in the works of L.S. Vygotsky, A.N. Leontiev, V.V. Lebedinsky; studies by V.V. Tkacheva, characterizing the relationship of parents and children in families raising children with developmental disabilities; works by A.Y. Varga, A.S. Spivakovskaya, R.V. Ovcharova, Y.B. Hippenreuter, substantiating the significance of psychological support of the family to ensure the full mental and personal development of the child. The study involved 30 mothers raising primary school age children with severe speech disorders. The psychodiagnostic tool was the methodology for studying parental attitudes, developed by A.Y. Varga and V.V. Stolin, aimed at identifying the predominant type of parental attitudes towards the child; the methodology “Questionnaire of child-parental emotional interaction”, proposed by E.I. Zakharova, which allows assessing the severity of such indicators of parent-child interaction as sensitivity, emotional acceptance, behavioral manifestations. Research results. The peculiarities of maternal attitudes towards children of primary school age with severe speech disorders are described. It was established that mothers are characterized by a destructive attitude towards a child: the predominant types of parental relationship are “Authoritarian Hypersocialization” and “Little Loser”, which indicates the desire of mothers to exercise total control over the behavior of the child, based on the belief that the child is too small, immature, compared to peers, is not adapted to independent life. At the same time, the emotional interaction of mothers with children is characterized by insufficient expression of emotional acceptance, the ability to provide emotional support to the child. Conclusion. Based on the identified features of parental attitude to children with severe speech disorders, the authors proposed and substantiated a system of psychological and pedagogical work with mothers, which involves: informing parents about the features of mental and personal development of a child with severe speech disorder; mastering techniques of effective communication with the child; establishing a friendly parent-child relationship. The main content of this work is psychological education, as well as individual and group counselling of parents.

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