THE CHALLENGE OF WORKING WITH GIFTED CHILDREN

ПЕДАГОГИКА ЖӘНЕ ПСИХОЛОГИЯ /ПЕДАГОГИКА И ПСИХОЛОГИЯ
/PEDAGOGICS AND PSYCHOLOGY
№2, 2018
68
69
Педагогика және психология тарихы /История педагогики психологии 
 /History of pedagogy and psychology 
many factors: heredity (natural makings), social 
conditions, personal qualities of students.
Gifted children from an early age have a 
high level of self-learning ability, so they need 
not so much targeted training as to create a 
varied, enriched and individualized educational 
environment.
Specialized, integrated curricula for working 
with gifted children are being developed in 
specialized schools. Within the framework of 
these programs, students "move" freely than in 
the ordinary program. Schools in many countries 
are rebuilt in the direction of differentiated 
education. They practice individualized ways 
of working on "training contracts", they allow 
the teacher to save time, and students - to work 
at an individual pace. At the same time, the 
high structuredness of the lesson, the ability to 
see the subjects studied in a system of various 
connections, helps a gifted child to see the 
whole picture of the studied world.
A number of principles are considered in the 
construction of the content of teaching gifted 
children [1, P.27-30; 2]:
1. Acceleration is a strategy to increase 
the pace of the training material. Within the 
framework of this strategy, gifted children are 
trained in accelerated classes, and they can pass, 
for example, from the first grade to the third or 
fifth year, etc., during one academic year.
2. Intensification – this strategy involves 
increasing the amount of learning material, 
increasing the intensity of training and is 
considered an alternative to the acceleration 
strategy.
3. Individualization of teaching is considered 
as the main strategy for developing the content 
of education of gifted children. Within the 
framework of individualization programs for 
gifted, talented children are considered.
4. Development of social competence – the 
development of programs aimed at developing 
the emotional and behavioral sphere of the child.
5. Research training is the main task to 
intensify learning, giving it a research, creative 
character and transferring the initiative to the 
student in organizing his cognitive activity. 
Independent research practice is the main 
factor in the development of children's creative 
abilities.
6. Differentiation of education is based on 
the main, leading characteristics of a gifted 
child: the development of productive thinking, 
independence, independence, a propensity for 
leadership, intellectual and creative abilities, 
mental abilities, etc.
7. Separate education is a conditional name 
of the path, which implies the creation of 
social schools for gifted and talented children, 
built on different approaches to the problem 
of differentiation of education, for example, 
physical and mathematical schools, linguistic 
schools, etc.
8. Co-separate education – the availability of 
classes of different levels of education.
9. Co-education - teaching gifted children in 
conjunction with their "normal" peers.
Let’s consider the different programs for 
gifted children in which author's approaches 
to the implementation of psychological and 
pedagogical support programs for gifted 
children in the context of specialized schools 
are presented. Within the framework of 
differentiated education, the most famous 
programs for working with gifted children 
are the method of complete assimilation of 
J.Carroll and B.Bloom, the S.Kaplan program, 
the pedagogy of individualization R.Cousine, 
the "Free class of Guildford", "Three types of 
enrichment of the curriculum" by Renzulli and 
"Taxonomy of learning objectives” Bloom.
In the opinion of S.Kaplan (USA) it is 
necessary to withstand the following require-
ments: the global, fundamental nature of 
topics and problems studied by students; 
interdisciplinary approach in the formulation 
of problems; Integration of topics and problems 
related to different fields of knowledge; content 
saturation; focus on the development of 
productive, critical thinking. Particular attention 
is paid to the development of personal interests 
and the preference of children, the creation of 
conditions for independent choice of learning 
problems. In the curriculum of S.Kaplan there 
are 2 basic methods of teaching gifted children: 
deductive and problem research. In deductive 
research, the main task is to help gifted children 
move from a review, remember the studied, 
stimulate the interest of children to study 
information, to get acquainted with the general 
hypothesis.
ween intelligence and creativity. In the studies 
of J.Gilford and E.T. Torrens, a high positive 
correlation between the level of IQ and the level 
of creativity was revealed, the higher the level of 
intelligence, the higher the probability that the 
subject will demonstrate high rates in creativity 
tests. At the same time, it was revealed that some 
respondents may have low rates for creativity 
tests, but it is especially interesting that at low 
IQ values, high divergent productivity is not 
observed.
Different concepts were developed by foreign 
researchers who formulated their approaches to 
the definition of giftedness and, consequently, 
to the identification and teaching of gifted 
children, B.Bloom, J.Gallagher, G.Gardner, 
J.Davidson, B.Clark, R.Cattel, G.Passow, 
J.Renzulli, R.Sternberg, J.Stanley, L.Terman, 
L.Terstone and others.
Based on the ideas of psychologists 
J.Carroll and B.Bloom, a methodology for 
teaching gifted children was developed. The 
study of especially gifted children was done 
by J.Bruno («Gifted children: psychological 
and pedagogical research and practice»). He 
believed that «averaging» of a gifted child, a 
decrease in the overall intellectual and creative 
potential is accompanied by the presence of 
pronounced neurotic phenomena. In his opinion, 
the feeling of creative insolvency is the reason 
for neurotic and even psychopathic personality 
development.
J.Gilford, P.Torrens, F.Barron, K.Taylor 
and others contributed to the unification 
of theoretical studies on the psychology of 
individual differences and practical work on 
the development of curricula in the field of 
differential education. In his studies, J.Gilford 
pointed out that many gifted children sometimes 
experience severe depression, hide from peers 
and adult soviets, experience "discrimination" 
due to the lack of differentiated education, 
because of the school's orientation toward the 
average student, due to excessive unification of 
programs (S.Marland, 1972).
Research оf P.Torrensa showed that gifted 
children quickly pass the initial levels of intel-
ligence development and resist all types of 
uncreative work. Insufficient psychological 
level of teachers for working with children leads 
to a conflict of children with teachers, causes 
them hysteria, inability to follow the accepted 
patterns. The complexity of communicating 
with gifted children, according to P.Torrance 
was the low level of training teachers who are 
not able to work with gifted children.
To better understand the problems of 
socialization of gifted children, a great 
contribution was made by L.Holling worth, 
who identified the following problems of gifted 
children:
– negative attitude, dislike for the school is 
manifested by the fact that the curriculum is 
boring and uninteresting for gifted children, the 
curriculum does not correspond to their abilities;
– the dissatisfaction of gaming interests leads 
to the isolation of the child, who withdraws 
into himself. As a gifted child expects complex 
games;
– gifted children are not prone to conformism, 
especially when the proposed standards are 
contrary to their interests;
– gifted children are immersed in 
philosophical problems. They are characterized 
by such phenomena as the study of such 
phenomena as death, life, religious beliefs and 
philosophical problems;
– mismatch between physical, intellectual 
and social development. Gifted children often 
prefer to communicate with older children. 
Because of this, it is sometimes difficult for 
them to become leaders;
– for gifted children, there is an inherent 
need for perfection. Hence the feeling of 
dissatisfaction, own inadequacy and low self-
esteem;
– need for attention of adults. They can repel 
others with remarks expressing contempt or 
impatience;
– scientists cannot give a single definition 
of the phenomenon of giftedness, because the 
indicators are different and they are complex, 
versatile and multilevel. 
The science data leave no doubt that the level 
and character of the development of giftedness 
is the result of a complex interaction in the 
process of cognitive and practical activity of 

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