Gifted children are characterized by an inner need for perfection. They do not rest until they reach the highest level. This property manifests itself very early. The feeling of dissatisfaction with oneself is associated with the desire characteristic of gifted children to achieve perfection in everything they do. They are very critical of their achievements, often dissatisfied with this - a sense of their own inadequacy and low self-esteem.
Gifted children, by rejecting standard requirements, are thus not inclined to conformity, especially if these standards go against their interests or seem meaningless.
They often prefer to play and socialize with older children. Because of this, it is sometimes difficult for them to become leaders, as they are inferior in physical development.
A gifted child is more vulnerable, he often perceives words or non-verbal signals as a manifestation of self-acceptance by others.
Due to their natural curiosity and desire for knowledge, such children often monopolize the attention of teachers, parents and other adults.
Gifted children often have insufficient tolerance for children who lag behind them in intellectual development. They may alienate those around them with remarks expressing contempt and intolerance.
Such children are much more likely to think about death, the afterlife, religious beliefs.
They like difficult games and are not interested in those that their peers of average ability are fond of. As a result, the child is isolated, withdraws into himself.
Dislike for school often comes from the fact that the curriculum is boring and uninteresting for a gifted child. Disorders in the behavior of gifted children appear because the curriculum does not match their abilities.
The influence of education on gifted children.
Gifted children are very different. A special, unique, one-of-a-kind talent happens: one in a thousand, or even a million children. These are true geeks - special children, even in the eyes of a non-specialist: sometimes they communicate and live differently with great difficulty, often only with intellectual or creative interests.
But there are other gifted children: the so-called magnificent norm. Everything went well for such a child from the very beginning: the mother gave birth normally (and before the birth she had everything in order), he has smart parents who provided a full-fledged upbringing, he went to school to good teachers. In such cases, gifted children will certainly grow up - a kind of super-full norm. At the same time, they, as a rule, are both more beautiful and healthier (which, by the way, cannot be said about super-gifted children) than ordinary children.
From this point of view, indeed, any child can, under favorable circumstances, become so normally gifted. But the trouble is just that such favorable conditions fall to the lot of not everyone.
There are things that do not really depend on parents and teachers, even the best. For example, now it is difficult to provide an expectant mother, and then a child with environmentally friendly and nutritious food, normal medical care, etc. but even in what depends on the parents themselves (and only on the parents!), many do everything possible to create abnormal conditions for the child in which his psyche is deformed - in particular, the precious cognitive need is suppressed, distorted.
The chances of a child who lacks love to grow up to be a full-fledged, normal, and therefore gifted person are significantly reduced.
The child begins to be punished early - most often for a broken toy: first they scold, then scold, and then they can do something more sensitive or threaten with complete excommunication from all kinds of games. This is a kind of parental crime. Since the child tries to make out any thing, find out how it works, or at least shake, pull (this is extremely necessary for him), parents should sympathize with him if they see a toy in his hands that is not in its original form, and cheer if the child is upset .
Lack of attention, compulsion to read, to mental work, which from the very beginning is considered by parents as a duty, do not give the desired results. “Remember,” they say to the child, “Studying is your duty!” for the baby, this is incomprehensible, which means it is unpleasant and unbearable, and he foresees reproaches and punishments behind this.
Thus, the general system of family education, which can be called repressive-anarchist, is built from trifles. It is she, this system, that once and for all saves the child from the cognitive need. In such "pedagogy" almost everything is forbidden to the child. And at the same time, almost nothing is forbidden ... It all depends on the mood of dad or mom.
Most parents understand that certain strong-willed skills need to be developed in a child from almost a year, from a year and a half, for example, to teach a child to clean up his toys himself. But even here everything depends on the mood of the parents - either they demand order, or suddenly mom makes an indulgence: “Go, son, watch a cartoon, I’ll clean it myself.”
A child lives in a world where any action may or may not be punished, as it turns out. They constantly frighten with punishments - but most often they are punished “not on the case”, unfairly, ridiculously. In such a world of inconsistency and uncertainty, the child's psyche is destroyed, and above all the cognitive need of the child, a personality is formed, counting on "maybe", on "somehow", on a curve that will lead somewhere. Due to the fact that parents “press” on a sense of duty, when the child has just begun to study at school, he will not have joy associated with learning, not a craving for knowledge, which only develops abilities, necessity.
Much of what we call “education” in everyday life is in fact the destruction of children's curiosity, cognitive activity and abilities. We bring up mediocrity ourselves.
School education.
Different feelings are born in a child who has to cross the threshold of the school. Mixed feelings of anticipation and anxiety - this is the most accurate way to assess the mood of most future first graders.
Not so with gifted children. For such a child, school is always something surprisingly interesting and attractive. It was there that adults sent him when he pestered him with his endless questions: “When you go to school, you will find out there!”.
Psychologists call the thirst for knowledge in a gifted child a strong cognitive need; it is in her that they see one of the main "indicators" of giftedness.
This need is insatiable. A gifted preschooler is often interested in complex, global problems. He is prone to thoughtful reasoning, can have long intellectual conversations with adults and children older than him in age. Such a kid absorbs new knowledge like a sponge.
A gifted child, as a rule, begins to read at 2.5 - 4 years, and a little older - he can easily cope with arithmetic problems.
But it's not just about knowledge ... A gifted preschooler can spend an hour or more with concentration and purposefulness. The ability to manage one's own activity, to set intermediate and final goals for it - all this testifies to the existing ability to learn.
Every child has creative potential, but it is much higher in a gifted child. Sometimes his ideas are so original that it is almost impossible to find necessary material to implement them, one has to limit oneself to drawings, telling parents about what was planned.
Flowers in the hands, a satchel behind the back, the first call is a real holiday. The beckoning school has become a reality...
But what is it? The first tears, dissatisfaction with oneself, confusion, helplessness: “I will never get these letters!”. The most common causes of such grief are caused by insufficient development of fine motor skills of the hand, motor coordination. Difficulties can be in physical education. This is also due to the fact that the spelling of letters, and physical exercise are not as interesting to a gifted child as reading or other mental activities.
From the first school days, the most important thing is not to deceive the child's expectations. Not everything will go smoothly at the beginning, but many difficulties can be foreseen and the necessary measures taken in advance. But, alas, if boredom reigns at school, cramming and screaming as the main educational measure, it is difficult to expect from any child that he will like it.
Types of "non-standard" gifted children.
Children with unmanifested, "other" giftedness are all very different. V. Yurkevich divides them (of course, rather conditionally) into six main types.
Fanatics.These are children who are carried away by their work, whose brightly manifested inclinations have nothing to do with school. School for them is a kind of "forced work", and real life starts after school.
Recently, a lot of computer fanatics have appeared - children sit at the computer for days. Fanatically fascinated by the computer, children almost always have a number of indisputable intellectual advantages, if they do not just play "shooters" and "flying games", but master complex programs. They, too, perceive school only as an unfortunate hindrance.
Gifted lazybones. We are talking about such children who absorb any information with incredible greed, but categorically do not want to do anything else.
People of this type do not need any specialty, no serious, somewhat straining will, occupations. Unless in the future they can become a so-called walking encyclopedia, which causes admiration for someone, however, it cannot be a profession.
The third type is humble. These children are known to have low self-esteem. Shy people are embarrassed to show themselves better than others - they categorically want to be like everyone else, and in every possible way try not to demonstrate their abilities. No one considers them truly gifted.
Another type of gifted child - neurotic or even a psychopath.
Children belonging to this type, on the contrary, cannot, and sometimes do not want to be like everyone else.
Their giftedness is much more noticed by adults; and yet severe conflicts with others create huge obstacles to the manifestation of this giftedness in the ordinary school environment.
Among the gifted children there are also very calm, gentle children who do not want to conflict with anyone, but also do not want to keep up with everyone. They don't want to be like everyone else. Often they are considered eccentrics.
The last, sixth type - turtles, i.e. slow-moving children, whose abilities are often regarded as low, while among them genuine, especially creative talent, is no less rare than among all the others. Slow children are literally the outcasts of the school. Their situation at school often turns out to be even more conflicting than that. In all the above cases. Sometimes they are credited, almost mentally retarded.
Material prepared: Vakina M.A.
gifted children in primary school
Global changes in all spheres of society have exacerbated the need for gifted, creative people capable of responding to the challenges of the new time by posing the problem of organizing effective education for children with increased intellectual abilities before the education system. In recent years, work with gifted children has become a priority. This, of course, is not accidental: the age of science-intensive technologies is impossible without preserving and multiplying the intellectual potential of the country. For educational institution work with gifted children is one of the conditions for the formation of the educational image of the school, as well as one of the performance indicators.
Gifted children who explicitly or implicitly stand out among their peers in cognitive activity and creativity require a special approach. Creating conditions for the disclosure of the potential of students, the education of a creative personality and the realization of giftedness in adult life is becoming an urgent task of educational institutions.
The main task of the primary school is to ensure the development of the personality of the child, and thisis impossible without the activation of the cognitive activity of students and the formation of the creative potential of each student. Working for many years as a primary school teacher, I was convinced of this. The problem is not new, but relevant, as modernsociety requires highly professional, creatively thinking specialists who are able to immediately respond to ongoing changes.Therefore, in my teaching activities, I focus on creating optimal conditions for the development of cognitive abilities of students, a high level of creative activity of younger students. In my work, I create conditions for the development of students' cognitive interest through: various methods, forms and means of work; - introduction of new pedagogical technologies in teaching; - introduction to the lesson of multi-level education, non-standard and problem situations.
At each lesson I try to reveal the individual abilities of each child.
Summarizing and concretizing the studies of teachers and psychologists (L. S. Vygotsky, A. N. Leontiev, G. V. Repina, etc.), analyzing the practical experience of primary school teachers, I determined for myself the basic principles for organizing the creative activity of students:
1. Attentive attitude to all manifestations of the creative activity of each of my students.
2. Providing the child with psychological freedom: freedom of choice, freedom of expression of feelings and experiences, making an independent decision.
3. Increasing and strengthening self-esteem. I believe that it is important to take into account the individual results of each, so that the child experiences the joy of his own discovery.
4. Creative position of the teacher.
The indicated psychological and pedagogical principles form an integral system that contributes to the achievement of the goal.
I believe that the most important factor influencing the creative development of students is a creative approach to teaching by the teacher himself. Students encourage me to search creatively and improvise.
The creativity factor is present in almost any activity. I always encourage the child's interest in experimentation, in independent actions, in non-standard solutions to problem situations. We create and experiment with children everywhere - on a walk, in class, after school hours. By creating the conditions for creativity for the child, I help him not only to cope with the proposed tasks perfectly, but also to find new applications for his knowledge.
I believe that the forms of organization of educational activities have a great influence on the activation of the cognitive activity of schoolchildren. I always try to clearly define the cognitive tasks of the lesson, I use a variety of independent work, creative tasks in the educational process - all this is a powerful means of developing the cognitive interest of my students. With such an organization of the educational process, the children experience a number of positive emotions which contribute to the maintenance and development of their interest in the subject, self-development, self-education, creativity.
I often conduct mathematics lessons in the form of intellectual games, lessons literary reading- creative workshops, and tests in the form of Olympiads. To summarize the material on topics, I prepare tests, crossword puzzles, rebuses. Great help in the work is provided by the use of ICT in the lessons of mathematics, the Russian language, the world around at the stage of testing knowledge, summarizing material on topics, creating presentations, testing. At the lessons of fine arts, I use Internet resources to view paintings, illustrations, portraits of artists, and multimedia materials help in my work. All this allows you to do more work, creates a situation of interest, forms a positive motivation, contributes to the development of thinking, imagination of students, develops the creative potential of each student.
Very important to meprepare a child who can read and read. The course of literary reading involves the involvement of all students in creative activities. Each of my students can express themselves in creativity in different ways: as a writer, illustrator, reader, actor. My children are able to work with text, extract the necessary information, prepare messages using additional literature, dictionaries, encyclopedias, and electronic resources. In the lessons I practice selective reading, short and detailed retelling, reading by roles, verbal drawing, drawing up plans. Children themselves compose poems, stories, fairy tales. Analyzing the works of poets about their native land, I propose to continue the phrase: "I love my native land because ...". Children think, reason, create. At the lessons of generalization, we carry out mini-projects, for example, “Oral folk art native land”, “A proverb for all things, an assistant”, etc. We organize literary quizzes, trips to the “Book Kingdom”, to the Country of Chitayka, competitions for the best reader, drawing competitions on the topics “Poetic Notebook”, we stage excerpts from works. Children actively participate in literary creative competitions. For the participation of my students in the All-Russian literary creative competitions, our school received the "Silver Certificate of Conformity" (Moscow). The use of various forms of work in the lessons of literary reading, participation in literary creative competitions contributes to the development of the creative potential of students, activates cognitive activity, allows you to master the program material in an interesting way, and achieve high quality education.
Observations of students showed me that children prefer creative types of work in the classroom, which is why creative ways of organizing cognitive activity prevail in me. Using the partial-search method, I teach children to solve problematic issues and tasks. On excursions, the guys do a little research work.
The use of tasks of a creative nature contributes to the disclosure of the personal position of each of my children. Working with vocabulary words, I use different kinds dictations, especially children like creative dictations: I name the beginning of a poetic line, students must finish it on their own; I ask you to continue the sentence using dictionary words, write a mini-essay. Such tasks develop the cognitive interest of students, they better absorb the material and strive to learn even more new things.
To active methods and forms of studying and developing the individual abilities of each child, I include didactic game, non-standard and problem situations, group work, pair and collective work. Individual work allows you to activate the personal experience of each student, develop the ability to independently identify a specific problem for solution. The group form of work develops the ability to coordinate one's point of view with the opinion of comrades, to listen and analyze the areas of search proposed by group members. The collective form of work expands the ability of students to analyze the current situation in a wider interaction with peers, parents, teachers, provides an opportunity for each of my children to find out different points of view on solving a creative problem. These forms of work contribute to the formation of positive motivation for learning, activate the cognitive activity of students.
When studying new material, I use support diagrams, tables in the lessons, to consolidate the material - signal cards, handouts and other teaching aids. I help each student to assert himself, look for and find his own ways to get an answer. I believe that dialogue is an important means of activating the cognitive activity of students. There is a cooperation between me and the students, in which I not only teach, but also rely on the experience of the guys.This is necessary for the formation of learning needs and learning motives.
An excellent means of developing cognitive independence is the game, which serves as a transitional bridge to learning, the environment in which cognitive activity is easier and more interesting. Technology game learning allows me to both individualize the work and activate the cognitive activity of students. I select games taking into account what kind of mental properties and qualities that children need, they develop, what educational and upbringing goals they solve.
In the classroom and in extracurricular activities, I use design technology. In the 4th grade, at the lesson “Fundamentals of Orthodox Culture”, the guys do projects on the chosen topic: “Christian Art”, “Easter Holiday” (advanced level), and the guys with the basic level tell how their families celebrate this holiday. In the classes of the circle "Journey to the Ages" we prepared the design work "Arrangement of the temple." At the holiday "Health Day" my students defended the project " Proper nutrition". Working on projects develops the communicative competence of my students, increases interest in learning, forms a willingness to solve problems, develops the creative activity of students, and all this together activates the cognitive activity of students in my classes. For two years in a row, my guys took 2nd place in the regional competition of creative research works.
To increase the cognitive activity of students in the lesson, I create problem situations. At the beginning of training, children solve simple problematic tasks, conduct small studies. Every year the tasks become more difficult. The use of problem situations by me in practice allows activating the cognitive activity of students, often creatively solving them.
In the lessons I use non-standard situations. They contribute to the development of cognitive interest and attention to educational material, the activity of students and the removal of fatigue. A fairy tale lesson, a lesson-competition, a lesson-journey, a lesson-game allow you to create an atmosphere of goodwill, ignite the flame of inquisitiveness and curiosity, which ultimately increases interest in learning.
Creating conditions for active cognitive activity of students, I encourage the desire of each of my students to find their own trajectories and ways to solve problems, create “success situations”, develop self-control and mutual control. At each lesson I create a favorable moral and psychological climate, raise interest through the inclusion in the content of the lesson interesting information, bright facts; I encourage every child; I see a personality in every child; I exclude coercion from the means of influencing students. All this gives a great pedagogical effect for the formation of positive motives for learning.
I use modern methods and technologies in my work, systematic work with each student, aimed at the formation creativity, the development of logical thinking, attention, memory, oral and writing students to achieve high and stable learning outcomes. The children successfully continue their education in the main school.
Project activities allow schoolchildren to understand the beauty of mathematical calculations and connect them with life practice. There are relatively few projects during the academic year in mathematics, and each of them should become an event that illuminates the work on the program material in a new way. The main thing when creating a project is to be able to connect them with the studied material, so as not to exceed the age capabilities of students and not to discourage children from comprehending the role of mathematical knowledge in the world around them.
For many years of teaching, I have formulated several rules for myself: try to interest each student in the work of the class; encourage each student to make statements without fear of making mistakes; evaluate the activities of each student in the learning process, and not only by the final result; use a variety of forms and methods of organizing educational activities, allowing to reveal the subjective experience of each student. And also for myself, I concluded: there are no mediocre children, each child is gifted in his own way, and we, teachers, must find, discover and develop this gift.
Today, the problem of identifying, developing and supporting gifted children is relevant for our country. Gifted, talented children are the potential of any country.
Currently, there are two points of view: "all children are gifted" - "gifted children are extremely rare."
Download:
Preview:
Gifted child at school.
Specialists in working with gifted children have long noticed that most often they grow up in intelligent families. And the point here is not at all in the special genes of genius - their nature distributed them equally among all children. It's about the family atmosphere, the system of family values.
What is the giftedness of a child?
In fact, all parents encourage and would like to develop cognitive needs and various abilities in their child. But they just do it, of course, in different ways.
1. Parents constantly offer their children some educational games, activities, interests: let's do something, play this game, read this book, go to this museum. With a certain persistence and consistency, such a strategy brings results. But often a child has an internal protest, even with external obedience. Sometimes this is expressed in increased fatigue of the child from any intellectual pursuits.
2. Parents entrust the determination of abilities and their development in the child to specially trained people. There are many services of this kind currently offered. These are development groups for preschoolers, and pre-school preparation groups, and all kinds of specialized classes in schools. Of course, with a good level of such services, the benefits for the child are undeniable. But on the condition that parents are not going to completely shift the worries about its development onto the shoulders of specialists.
3. Parents do not seek to totally control the development of the child's abilities, but provide him with opportunities for choice and try to choose good school. The most important thing in such families is the atmosphere of bright cognitive interests of the parents themselves. They themselves are constantly passionate about some business, read a lot, choose educational programs in television programs, try to visit a new exhibition, without imposing all this on the child, but giving him the opportunity to find a suitable occupation himself. As it turned out, such a strategy of self-development is the most effective.
Is it good to be gifted?
Of course, the development of a child cannot be limited to the family. Sooner or later, a gifted child will go to school. Not every kind of giftedness is related to school and finds conditions for development there. For example, the so-called social (leadership) talent, for obvious reasons, is not always encouraged by teachers and parents. They just don't know what to do with these kids.
Early manifest talent in the field of arts (musical, artistic, acting) or in sports also, perhaps, has no direct relation to school. Often such a child does not feel very comfortable at school: due to constant employment, he communicates less with classmates, often misses classes due to concerts or competitions. These children often have emotional problems due to high competition with other children in their "specialty".
Other types of giftedness are important for success in a comprehensive school.
There are children with a pronounced ability to learn, to assimilate what is offered to them. educational material. Moreover, they show such an ability regardless of the difficulty of the subject and their own interests. This is the so-called academic talent. Children with this type of giftedness have a much easier school life, their successes please their parents. And later it is easier for them to get a good specialty and achieve success in their work. It is generally accepted that such children usually do not reach any special heights.
Other schoolchildren are distinguished by a special intellectual talent, the ability to think, compare, highlight the main thing, draw independent conclusions, predict, etc. But, unfortunately, the success of such children most often depends on their attitude, interest in the subject and its teacher. They can study unevenly (sometimes “five”, then “two”): brilliantly in one subject and so-so in another way.
A special kind of giftedness is creative giftedness. This refers not only to the ability to visual, musical or literary activity. Creative talent is, first of all, a non-standard perception of the world, originality of thinking, rich emotional life.
How do gifted children live in school?
Nothing easier than any other child. At the same time, in children with a specific type of giftedness, adaptation problems may be different. Perhaps the easiest way to adapt to school is "academically gifted." They delight their parents and teachers with their success. They also have no special problems in communicating with their peers - they are always ready to explain something, help, even “let them write off”. And their extracurricular interests usually do not differ from the interests of classmates.
“Intellectuals” are treated condescendingly in schools. They admire their abilities in one area (for example, physics or mathematics) and sometimes forgive complete failure in something else (for example, illiteracy in writing). Often they delight the school with their brilliant successes at the Olympiads. different levels. These children are often so absorbed in their intellectual hobbies that they do not feel much need for attention from classmates. Although they can also have fairly persistent electoral attachments (for example, among fans of their "talent").
Sports and musical abilities in children are detected quite early. If such students achieve very high results in their field, they almost cease to attend an ordinary mass school due to their employment. Classmates and teachers are left to admire their achievements from afar. Such children often experience emotional distress due to high competition in their “professional” environment.
Some psychologists believe that creatively gifted children in a regular school do not receive proper understanding from adults and peers, are ridiculed and almost bullied. Therefore, the way out is to place them in special schools for the gifted.
Not all experts agree with this point of view. If a child is talented, this does not automatically mean that he will be incompetent in communicating with peers. Sometimes such children show arrogance towards other children (“What can I talk to them about?”) Or towards their teachers (“What can they teach me?”). In this case, communication problems will arise. But this is rather the cost of family education, and not at all an attribute of creative talent. Most often, children with artistic, artistic, poetic abilities enjoy well-deserved admiration in their own class, fame at school and all kinds of support from teachers.
How to recognize the giftedness of a child?
All gifted children have a clearly expressed search need. They experience vivid, rich emotions when doing a certain job. They are also distinguished by extraordinary determination, the ability to long-term concentration of attention, the ability to manage their activities (in a certain area).
Intellectual giftedness and creative giftedness are not directly related. A well-known researcher in the field of creative abilities E. Torrens said that if we identified gifted children on the basis of intelligence tests, then we would weed out 70 percent of the most creative of them.
In what area will a gifted child show himself? This can be judged by observations or the results of special tests. But you should not impose on him the results of your observations or tests. It is better to provide conditions for the wide manifestation of its capabilities.
Conditions for successful work with gifted students:
1. Awareness of the importance of this work by each member of the team and, in this regard, increased attention to the problem of forming a positive motivation for learning.
2. Preparing a teacher for interaction with gifted children
Unprepared teachers often cannot identify gifted children, do not know their characteristics, and are indifferent to their problems. Sometimes unprepared teachers are hostile towards outstanding children, such teachers often use tactics for gifted children to increase assignments quantitatively, rather than change them qualitatively.
3. The personality of the teacher is the leading factor in any learning. The situation with a teacher for gifted children is no exception. The most significant factor in the success of a teacher's work is a global personal characteristic - a system of views and beliefs, in which ideas about oneself, other people, as well as about the goals and objectives of one's work, are of great importance. It is these components that are constantly manifested in interpersonal communication.
4. A successful teacher for the gifted is, first of all, an excellent subject teacher who deeply knows and loves his subject. In addition to this, he must possess those qualities that are essential in dealing with any gifted student.
Teachers can be helped to develop these personal and professional qualities in three ways:
- through training - in achieving understanding of themselves and others
- providing knowledge about learning processes, development and characteristics different types giftedness;
- training the skills needed to teach effectively and create customized programs.
Teaching techniques for specially trained gift teachers and ordinary teachers are approximately the same: a noticeable difference lies in the distribution of time for types of activity. Teachers who work with the gifted talk less, give less information, stage demonstrations, and solve problems for students less often. Instead of answering the questions themselves, they leave it to the students. They don't ask and explain less.
There are noticeable differences in the technique of asking questions. Teachers of the gifted are much more likely to ask open-ended questions and facilitate discussions.
They provoke students to go beyond the initial answers. They are much more likely to try to understand how students came to a conclusion, decision, assessment.
Most teachers try to respond verbally or otherwise to every response in the classroom, but teachers of the gifted behave more like psychotherapists: they avoid reacting to every statement. They listen carefully and with interest to the answers, but do not evaluate, finding ways to show that they accept them. This behavior results in students interacting more with each other and less dependent on the teacher.
The identification and education of gifted, talented children is an extremely important issue. Our main task is to build educational and extracurricular activities so that it develops in students the desire for intellectual self-improvement and self-development, creative abilities, skills in design and research activities. It is important that work with gifted children revive and support a sense of independence, courage to deviate from the generally accepted pattern, and the search for a new way of solving.
N. KONOPLEVA.
In this photo, Pavlik Konoplev is 6 years old.<...>
Eight-year-old Pavlik solved the problem of the illumination of the planet Pluto when the Sun is at its zenith.<...>
Reprints of the first page of a scientific article by thirteen-year-old Pavel "Investigation of variables V1076 and V1077 Ophiuchus", published in the journal of the Academy of Sciences "Variable Stars". This work was done under the guidance of astronomer P. N. Kholopov.
At the same time, he created graphs of optical absorption, reflection and transmission (unfortunately, information about the object of study is lost).
Pavel Konoplev is 16 years old. He is a student at Moscow University.
From time to time, since the Soviet era, newspapers and magazines published information about a gifted boy (I wonder why it was about a boy?), Who became a student at a metropolitan university at the age of 12-13. But not a single publication thought at least once to return to the fate of this boy, to ask how such a child feels in the society surrounding him, and most importantly, what happened to him when he grew up ...
The dream of many parents is a gifted child. "Wunderkind" - literally "wonder child". Its main features are love for mental work and accelerated development of mental abilities. But who would have known what a responsible, obliging and far from always joyful gift of nature is such a miracle!
COMMUNICATION DISABLED
Pavlik was three years old when he himself learned to do complex calculations in his mind, and a little later - to read fluently. I read the adventures of Winnie the Pooh and my mother's university textbooks. At the age of five, he taught his mother to calculate logarithms in his mind (they don’t teach this at school or at the university - there are tables). According to the self-instruction manual, he mastered the beginnings of musical literacy and began to play his favorite songs from the notes (the family was not musical and no one could help him). Then he saw the Periodic Table of Mendeleev and figured out its laws to the subtleties. At the age of eight he solved a difficult physical problem. It was shown to Academician Kolmogorov, who praised it: "A beautiful decision." But he could not believe that an eight-year-old boy had solved it in his mind on his way home from school (in the Kolmogorov Mathematical School for gifted high school students, such problems were within the power of fourteen-year-olds, and even then not for everyone).
Realizing that their boy pulled out a special ticket from fate, Pavlik's parents became worried. It was difficult to find specialists who "underground" worked with gifted children (the ideology prevailing at that time hypocritically did not allow not only property inequality, but also intellectual). The tests showed a high degree of giftedness of the child, they literally went off scale. The opinion of experts was unequivocal: most likely, he will face the fate of a scientist and, of course, many problems. The first of these is training individual program.
Parents could not even dream of such a thing, and at the age of seven Pavlik was sent to general education school. The first mark he brought was a one. Shouts of the teacher, punishments (and the child was just bored, and he occupied himself with his "business"), ridicule of classmates: after all, he was not like them ...
In that still recent time of general equalization, the authorities categorically refused to create schools, or at least classes, where gifted children would study according to a special program: the guys, they say, will understand their exclusivity, and this is not pedagogical. Then there were only a few physical and mathematical classes for high school students. But giftedness often manifests itself very early, even before the age of eight, and high giftedness even earlier.
Since there were no other options, in ordinary schools (not in each) the transfer of a child prodigy through a class, two or three, was practiced. Moving from first grade to fourth, Pasha immediately became an excellent student: the fourth grade program suited him more, although it was also "small". But then there was the problem of communication. Due to the difference in age, it is difficult for such children with classmates both physically and psychologically. They became, as it were, "disabled communication." "The guys are chasing me, I don't know their rules," sobbed little Pasha.
Seeing the experiences of the child, the parents tried to take him in sports, looking for "comrades in misfortune." And found. Met, made friends with families; like circles on water, from one family to another it was passed on which books are useful to read, which teachers semi-underground recruit gifted into their classes. Children won at mathematical and other Olympiads, at 12, 13, 14 years old they graduated from school with excellent marks, entered universities. Sometimes they wrote about them in the newspapers: "A student in a red tie ..."
IT HAS BEEN TWENTY YEARS
How did the fate of Paul? At the age of 15, he entered the university, at 18 - in graduate school. Studied easily, enthusiastically. But nature, endowing a person with high mental abilities, includes him in the "risk group": such people get sick more often. Paul was very unlucky. He was among the unfortunate percentage established by nature - the ruthless retribution of mankind for the fact that it is getting smarter. From the height of success, he fell into a spiritual abyss. Inadequate education system, inferiority of communication, misunderstanding of society (these geeks are so strange and uncomfortable!) exacerbated the pain. The miracle ended in a deep tragedy for the unfortunate family.
In the hospital, Kashchenko knows how to blunt heartache. What else does? Hands and feet are intact, high intelligence has been preserved, there is a good education. But it is impossible to work, the key to the magnificent instrument of thinking is lost. A terrible disease is accompanied by a rapid destruction of physical health.
Pasha's mother began calling psychologists she knew, parents of the same child prodigies: what about them? Maybe some advice? Turns out it's different for everyone. Someone got sick too. A very talented Misha committed suicide. But Alyosha became an outstanding programmer, known all over the world. Danya is a postgraduate student in the USA with a Nobel laureate. Kostya teaches at a school for the gifted... Most have received a good education, a scientific degree. But everyone has painful problems: not everyone has a successful career, personal life does not work out ...
"Syndrome of the former child prodigy" - this is how psychologists call a specific neurosis, which is expressed in painful pride, the desire to constantly demonstrate one's abilities, to constantly assert oneself.
"Talent is an order from the Lord God," said the poet Yevgeny Baratynsky. And the main reason for the neurosis in question is the tragic discrepancy between the desire and the ability to fulfill this "order", perhaps the only important one on Earth.
Yes, their lives are in constant danger. Nature, generously endowing with reason, often forgets to give a chance to stay in balance with the everyday world - and a collapse occurs in the disease. The life expectancy of people in creative, artistic professions (artists, writers, musicians, artists) is on average 14 years less than usual. This conclusion was reached as a result of many years of research by the American psychiatrist Professor Jim Fowles. The higher the giftedness, the worse the prognosis. Genius has the worst prognosis. Geniuses are martyrs who pay for the progress of mankind: Socrates, Giordano Bruno, Galileo, Van Gogh, Nikolai Vavilov...
The life of such martyrs of intellectual perfection is not easy and sometimes tragic: social recognition very rarely comes during life, severe stress, depression are haunted, the risk of mental illness is high (7-8 times higher than normal).
Mentally ill geniuses in different eras created creative masterpieces. Gogol, Vrubel, Nijinsky, Van Gogh, Garshin, Dostoevsky... - the list goes on. It is a paradox, but it is precisely such people who help society to make a breakthrough in science and art. Thinking outside the box, they are able to feel and formulate something that is inaccessible to the ordinary mind, perhaps because they are free from social pressure, from generally accepted common truths. The retribution for these ups is unbearably heavy. And it is not society that pays, but a brilliant loner. They are uncomfortable for everyone and for themselves. They are lonely and very vulnerable. They are closest to the truth (this is from Andrey Tarkovsky's "Nostalgia"), but they are often misunderstood. We have heard a brilliant formula - "woe from wit." Its author, the "former child prodigy" Griboyedov, knew what he was talking about. Although the mind is only one of the components of high giftedness.
There is also a fragile, difficult to quantify and test creative talent. You can simply not notice it. And you can notice and, frightened, try to slow down, drive the child into the usual framework. These are also tragic options: the lack of demand for a gift can result in drama, illness.
Another dangerous mistake is the desire of some parents to artificially spur the development of quite ordinary children. There are numerous examples, and they are sad ... However, ordinary child also has a chance to become outstanding. More work, a little luck, and most importantly - favorable conditions, a benevolent attitude of society. And yet the level, the quality of his mental work will be incomparable with those whom nature has chosen to carry out an assignment from the Lord God.
Schizoid, schizo - colloquially offensive, sentence-printing words. Yes, there are undeniably strange people, with an unusual inner world, unusual abilities. They speak strangely, move awkwardly, do not know how to adapt to everyday reality. From childhood they are teased and humiliated. Meanwhile, schizoids are excellent material for creative talent. Despite the consonance with the name of the disease - schizophrenia - they are not sick. They are simply arranged differently and are not able to adapt, communicate with people, and earn a lot. They are not like everyone else, sometimes they are better in something.
Schizoid is often found among intellectually and creatively gifted people. Explicit schizoids were Nikolai Gumilyov, Velemir Khlebnikov, Osip Mandelstam, Vladimir Nabokov, Dmitri Shostakovich, Joseph Brodsky, Boris Pasternak ... Schizoids are often found among mathematicians, less often among more specific physicists.
WHY GENIUS BRAIN?
High giftedness, genius is always a deviation in the structure of the brain, in mental development. According to the outstanding Russian geneticist V.P. Efroimson, such a heavy gift falls to about one in a thousand, develops to the right extent in one in a million, and indeed one in ten million becomes a genius. The numbers are very conditional, but the order of the numbers, apparently, reflects the truth enough.
Nature, in an effort to make even more perfect her favorite offspring - Homo sapiens - experiments, tries, sometimes makes mistakes. But the carriers of these deviations are precisely the yeast on which the progress of human civilization sprouts. How not to overlook this rare gift?
According to the well-known child psychologist, State Prize laureate Victoria Yurkevich, by the age of four, a child discovers 50 percent of those intellectual abilities that are destined to manifest, by six - 70, and by eight - 90. It is at this age that talent can be revealed. And create special conditions for her.
Intelligence and creativity are the main national wealth. This has long been understood by the Japanese, who value their gifted children and spare no expense for their education and development. In Israel there is efficient system gifted education, and it is a state secret. The USA has created an effective system of encouragement and development of giftedness. It is no coincidence that the so-called "brain drain" is directed mainly towards the United States.
The history of mankind has accumulated enough statistical material, from which it follows that child prodigies are of great value to society.
The brilliant Mozart was giving concerts at the age of three. In the Dictionary of National Biographies published in England, out of the 1030 great people mentioned, 292 grew out of undeniable prodigies. And only 44 of these 1030 geeks were not (which means that the rest, with a high degree of probability, were nonetheless). Of the 64 outstanding British artists and musicians, 40 showed themselves as child prodigies in childhood. In France, according to statistical collections, out of 287 great people, 231 showed bright talent under the age of 20 years. In the United States, the fate of 282 gifted children was followed, 105 of them achieved notable achievements in life.
Alas, there are no such exact data for Russia. But let us remember A. S. Griboedov, who entered Moscow University at the age of 11, a brilliant poet and composer who knew many languages. The outstanding physicist L. D. Landau became a student at the age of 13. Creative type geeks were Mikhail Lermontov, Alexander Batyushkov, and from the living ones - Andrei Voznesensky.
"Geniuses fall from the sky. And at one time, when he meets the gates of the palace, there are a hundred thousand cases when he falls by," said the great Diderot. In other words, improper upbringing, standard training, lack of an individual approach are doing their job. Genius did not take place, a notorious, non-contact, loser with a difficult character grows out of a gifted child. True, there is another, lighter version of failed talent: a careless person who does not know how to work, goes with the flow, lives along the line of least resistance.
The most favorable option is the so-called normal giftedness. Experts call it a high standard, when nature has endowed the lucky person with everything necessary: both a high ability to learn, and good adaptation to external conditions, contact, sociability, physical health, and most importantly, good education. They say about such people: "Throw a lucky man into the water - and he will come up with a fish in his mouth." God bless them even more!
Geeks who passed the nursery and Kindergarten, almost never occurs. At this tender age, the role of a loving mother is very important. Whether the inborn giftedness of a child will manifest itself in later life depends partly on fate, but still, first of all, on society: does he need his talents?
At the same time, parents of gifted children and teachers experience incredible difficulties in their upbringing and education. Some ascetic parents teach such children at home. This saves the child from the inevitable neurosis at school, but dooms him to loneliness.
“I turned out to be an unsociable and clumsy teenager with a very unstable psyche,” writes about his life as a “miracle child” in the book “Former Prodigy” the creator of cybernetics Norbert Wiener, who was taught school and extracurricular tricks by his father, who had a liberal arts education. The most amazing thing is that he managed to set up one of the few successful experiments of this kind: he wanted to raise a gifted child, and raised him. But at what cost? Did the father make his child happy?
LYCEUM FOR SOCRATES - SINGLE PRODUCTION
One of the biggest evils for gifted children is intellectual underload. Time is irretrievably running out, every hour of which is important at a young age. It is scary if, due to the shortcomings of the curriculum, interest in schooling. If the program does not correspond to their abilities, then children do not develop strong-willed skills, the ability to resist difficulties, the habit of constant work is not fixed - everything is too easy for them. And the school should be difficult for everyone, so that the "muscles of the will" tense up.
Russian child prodigies finally got lucky. Since 1989, a laboratory dealing with such children has been operating in Moscow at the Psychological Institute of the Russian Academy of Education. With its help, schools for gifted children began to appear, where they begin to study with them from the age of six (in some - from five). But most importantly, individual programs are already being created for the development of each unusual child, in order to give him the opportunity, as Hegel said, "to fulfill himself."
Education of gifted children is not only extremely responsible, but also expensive. This is truly "handmade". Much more teachers are needed (subject education is introduced from the first grade), moreover, specially trained ones - many of them have to "finish their studies" in the course of working with children. There are no more than 10-12 children in the classes, mostly boys (as nature has decreed). Add to this encyclopedias for almost every child, good experimental equipment for classes in physics and chemistry. I would like to have a printing press. Already in the preparatory class, children compose lovely stories, poems, and fantastic stories. How will they be interested in publishing in their journal literary works, journalism and research work of little scientists!
And the medical service, and reasonably organized relaxation rooms, where children could relax and unwind after a lot of mental work?
Indeed, create and maintain educational establishments for the gifted is worth a lot of money. But for now, education is free. However, such schools and lyceums would not refuse the help of morally gifted sponsors who are able to understand the problems of giftedness. After all, the education of gifted children is not a mercenary business, but a moral one.
What will society get? Some gifted students will become his adornment and pride, others will be broken by illness, others will turn out to be ordinary or even failures. And yet, the third part of child prodigies, thanks to (and more often in spite of!) circumstances, reaches the heights in life.
The director of one of the lyceums for gifted children, Honored Teacher of Russia Tatyana Vladimirovna Khromova, has long been interested in gifted children. And when little Savely was brought to her, for whom it was very difficult in a regular school, she managed to organize an individual program for him. The boy's unusual abilities were able to develop and strengthen. The difficulties of his communication with peers and with teachers were treated with understanding.
At the age of ten, Savely wrote a textbook on physics, very interesting (today it is sometimes used in the curriculum of this school). And at ten years and two months, Savely Kosenko graduated from high school and, having entered the university, got into the Guinness Book of Records. Now he is 16, he has already graduated from the institute, studying at two faculties at once, and now he continues to study in the USA.
Then another child prodigy appeared - Daniil Lantukhov. He successfully graduated from high school and entered the university when he was not even 12 years old. Another girl from the gymnasium has been studying at the Faculty of Economics of Moscow State University since the age of 13.
Of course, not a record was the goal in these cases. Neither teachers nor parents aspired to such advance. But more often it is simply impossible, and indeed harmful (because of the danger of neurosis), to artificially restrain the rapid development of abilities. In such an advance there are not only obvious pluses, but also no less obvious minuses (they have already been mentioned). Therefore, one of the tasks of teachers, psychologists, and doctors is to smooth out all its negative consequences as far as possible: a gifted child does not need admiration, but help.
Leading researcher of the Psychological Institute of the Russian Academy of Sciences V.S. Yurkevich, who has been dealing with gifted children for decades (since the time when this topic was under an unspoken ban), has done a lot to develop the education of such children, and through the efforts of Doctor of Science N.S. Leitas (one of the pioneers in the education of gifted children in our country), such an important research work has not faded all these years.
Today the theme of the gifted is in vogue. There are schools that famously take up this business. They see their main task in creating especially comfortable conditions for learning. So. There is nothing more harmful to gifted children (and children in general) than excessive comfort. It is no coincidence that in the most elite school in the world, Eton, in England, there are very Spartan conditions. Here, too, Russian schools for the gifted are built on the idea of developing discomfort: a complex, intense activity is needed, where even a gifted child has to sweat. Paradoxically, but uninteresting moments of classes are also necessary, children are obliged to overcome themselves by training their "strong-willed muscles". Brainwork should be difficult.
Nature experiments on the gifted. Sometimes unsuccessful. Those who pay with their health and life for the progress of mankind, for the fact that it becomes smarter with each generation, deserve great sympathy, protection and care of society. If you and your children are "like everyone else" - your happiness. But progress is driven, as a rule, not by "like everyone else." Our duty is to support them, if only because it is difficult for them.
EVERYONE IS TALENTED. AND THERE IS A MEASUREMENT FOR TALENT
In scientific psychology, there are two types of giftedness: intellectual and creative. The first type is distinguished by an increased ability to learn, an encyclopedic knowledge. People of the second, creative, type have, first of all, non-standard thinking, they do not take the knowledge presented on faith, they want to reach everything with their own mind. Their brains are not only arranged differently, but their personality is also organized differently (their giftedness may not be noticed in the family, school, institute). Creativity necessarily implies increased intelligence, but intellectuals may not have creative abilities at all.
Modern methods fairly objectively assess the level of both intellectual and creative abilities. People with an ability level above the norm - about 10%. This includes simply capable, and talented, and geniuses - all of them are distinguished by high mental performance. The group with a very high level of giftedness includes about 0.5%.
Testing for giftedness according to carefully developed methods is carried out in the Laboratory of Psychology of the Development of Giftedness in Children of the Psychological Institute of the Russian Academy of Education.
Due to their individual characteristics, gifted children are much more difficult to adapt to the world around them. If there is such a child in the family, this is not only a reason for pride, but also the greatest responsibility. Both parents and teachers should take into account the peculiarities of education and upbringing of gifted children in order to prevent a situation where a child with his unique abilities is "overboard" of the children's team, which, as a rule, has a negative attitude towards "white crows in a gray flock".
Types of giftedness of children and their features
Psychologists and educators distinguish several types of giftedness in children:
- intellectual;
- creative;
- leadership;
- artistic;
- practical;
- academic;
- psychomotor.
A child with intellectual gifts is observant, learns easily, knows how to apply his knowledge in practice, remembers quickly, and perfectly solves certain types of problems.
Gifted children with a type of creative abilities can do the same thing for a long time, look for unusual approaches, and have a penchant for inventive activity.
A child with leadership talent is able to take on responsibilities that are inappropriate for his age. Easily communicates with both his peers and adults.
A child with artistic talent has a good visual memory, spends a lot of time drawing and sculpting, or is passionate about music. Features of the development of such gifted children - the conscious construction of the composition. Often the works of children with artistic talent are distinguished by individuality and originality.
A child with practical gifts learns averagely, but he has the ability to attract and organize people to do what he himself cannot do or does poorly.
A child with academic talent is more selective. He can be well versed in some subjects, but poorly know others. There are often problems with such a child, because he cannot study equally well in all subjects.
A child with psychomotor talent shows interest in those activities that require precise coordinated motor skills. Such a child is physically more developed than his peers.
Do children with this or that type of giftedness really have the listed traits, or do they have something else? One thing is known for sure: the personality of a gifted child cannot be adjusted to a single standard, and it is not necessary.
Examples of famous gifted children
If a child is gifted, this does not mean that he is all right with his studies. The peculiarities of the education of gifted children are known firsthand. D. I. Mendeleev, for example, was not very "friends" with chemistry, and A. Einstein - with physics. The teachers of N.V. Gogol generally defined him as follows: “In learning, he is stupid, in diligence he is weak, in behavior he is frisky.”
The life, mental health and personality development of a gifted child is at constant risk. Nature, generously endowing them with intellect, often forgets to give such children the ability to maintain a balance between intense mental activity and the lack of skills to adapt to the real world. In the event of a clear violation of this balance, a gifted, sensitive person falls ill. The life expectancy of artists, writers, musicians, artists is on average 10-15 years less than ordinary people. The higher the talent, the higher the risk.
What explains such psychological features gifted children, the discrepancy between talents in the field of mental, intellectual activity, on the one hand, and complete inability to adapt to everyday life, on the other?
The answer to this question lies in the fact that high giftedness, genius is always a deviation in the structure of the brain, in mental development. It will fall out to about one in 1000, it is formed to the right degree in one in a million, and one in 10 million people really becomes a genius. Cases of early manifestation of giftedness prove the role of heredity in the existence of any human abilities. Examples of gifted children abound: for example, A. S. Griboyedov entered Moscow University at the age of 11, composed brilliant poetry, music, knew many languages.
The outstanding physicist L. D. Landau became a student at the age of 13. Mikhail Lermontov, Konstantin Batyushkov and Andrey Voznesensky can be ranked among the creative type geeks. A few more facts from the biography of famous gifted children: Fedor Tyutchev entered the university at the age of 15 and graduated in 2 years, Robertino Loretti, an Italian singer, became world famous at the age of 14.
The so-called normal giftedness is the most favorable option, in which the child is endowed with everything necessary: both high academic abilities and good adaptability to environment, and sociability, and physical health, and reasonable parents who are able to give the child an adequate upbringing.
Individual features of personality development of gifted children
The personality traits of a gifted child are becoming the subject of close study by many psychologists and educators. To date, science has a deep and accurate description of this phenomenon. Both individual features of children's giftedness and the structure and dynamics of the development of children's giftedness as a whole are studied.
The stages of emotional development that a child goes through during the first years of life reflect the sequence of formation of the main mechanisms for organizing his reaction to the world around him, testify to the well-being of his affective development. A delay in the development of one or another of these mechanisms, the difficulty of including it in the developing system of emotional regulation of behavior, a stop at the stages of using them mainly for the purpose of self-irritation without further transformation into the necessary method of adaptation lead to inevitable violations of emotional development of varying severity.
It is not a secret for scientists that outstanding abilities in certain areas (as a rule, either in the arts or in the exact sciences) are often accompanied by problems in the development of gifted children, deviations from generally accepted norms. So, according to statistics, the percentage of geniuses (that is, people whose abilities are significantly higher than average) among people with affective development disorders is at least 20%. “If my child is a genius, then he will be the best in school,” - if not all, then a significant part of the parents of gifted children think so. This is not entirely true, the features in the education of gifted children can be traced very clearly.
A child with a high level of intelligence, of course, will be ahead of his peers in school, here he will have no problems. But gifted children face psychological problems associated with age-related development. The heightened interest in learning can cause anxiety among teachers. The child reads, decides, constructs... In the opinion of an ordinary person, this is too much. What to teach a child who knows more than the teacher? Naturally, such a child has nothing to do in an ordinary secondary school. Of course, there are gifted children in ordinary schools as well. However, when teaching gifted children there are problems, and there is no escape from this.
The problem of working with gifted children: features of education and development
A gifted child completes all tasks faster than his classmates, which means that the teacher needs to find him an activity of increased complexity. Not all teachers are ready to accommodate such a child. One of the problems in teaching gifted children is the use of a mandatory individual approach, and teachers simply do not have time for this. After all, there are at least 20 people in the class who need to be given knowledge.
Some teachers, of course, introduce complicated elements into their lessons. This may be interesting to the child, but only for a while, because it does not solve the problem as a whole. It is also difficult to evaluate such children.
It is difficult for a gifted child to study in a regular school. He will understand that school program, on which he is engaged, is not suitable for him, it is too simple. Gradually, difficulties will arise in relationships with teachers and peers. At best, a gifted child will cause bewilderment and misunderstanding, at worst - ridicule from classmates. Therefore, parents of a gifted child need to remember that when sending him to a regular school, pursuing the goal “there he will be the best”, you need to be prepared for the fact that this step will bring many problems, especially to the child. In such a situation, the only way out is to send the child to a school where there are at least specialized classes. For older adolescence, a characteristic manifestation of giftedness is self-expression in poetic and literary creativity. In adolescence, children's talent in special scientific fields is also revealed.
One of the main specific problems in the education of gifted children, one of the developmental features emotional sphere such a child, most researchers consider increased vulnerability. Its cause is hypersensitivity, dictated by the peculiarities of the intellectual development of gifted children. This vulnerability is especially pronounced during adolescence. The ability to analyze and synthesize, combined with the intense power of perception of surrounding phenomena and events, causes a particularly deep and subtle understanding of them. Gifted children see and feel on a different scale, they are able to observe several phenomena at once, sensitively noticing their similarities and differences. The ability to notice what others have not seen, combined with the egocentrism characteristic of gifted children, determines the fact that they take everything personally. Therefore, outwardly mundane remarks, remarks or actions can have a strong negative impact on a gifted child, while his normal peers will not pay any attention to them. Such a reaction of a gifted child may someday lead to psychological trauma or even psychiatric illness. Given this feature of gifted children, when raising such kids, they must be treated very carefully.
Gifted children are characterized by a strong concentration of attention, which is expressed by a high degree of immersion in the task. Increased emotional sensitivity is due to a higher level of development of research abilities. It creates certain problems when working with gifted children. But in the context of the personal growth of gifted children, another feature is much more important - the ability to enjoy the creative process itself.
One of the features of working with gifted children at school, psychologists call the difficulties in the behavior and activities of such students due to violations of the functional organization of mental processes. This is manifested by a lag in learning, as well as problems in communication process. Often, children with pronounced signs of giftedness in the field of special abilities or accelerated intellectual development do not adapt well to the school team, are emotionally unstable and infantile. This may indicate impaired affective development and, in certain circumstances, lead to mental illness. At the same time, gifted children practically do not tolerate physical and intellectual stress. This speaks to the problem of gifted children in self-regulation, since they are able to engage in only a single kind of activity, which is the essence of their giftedness. These children have an excellent memory and easily learn almost any material, but only in a certain area of knowledge. It can be mathematics, biology, physics, chemistry and other sciences.
The article has been read 4,741 times.