The organization of work with intellectually gifted students in primary school
DOI:
https://doi.org/10.32405/2309-3935-2024-1(92)-66-70Keywords:
giftedness, intellectual giftedness, abilities, educational environment of primary schoolAbstract
The article is devoted to the problem of organizing an educational environment for intellectually gifted primary schoolchildren. The essence of intellectual giftedness has been defined, the characteristic features of intellectually gifted primary school students have been described. Attention has been focused on the importance of pedagogical support for gifted students as a process of creating the most favorable conditions for their development.
It was found that for the effective development of an intellectually gifted personality, it is important to create an appropriate environment. In the second case, the leading role is given to the organization of the educational process, which should be aimed at: timely diagnosis of intellectual characteristics and abilities of the student; humane cooperation between teacher and student; interaction between teachers and parents; creating situations of self- confidence for the child; support for the student's initiative in all activities; humanization of communication with peers and adults; providing opportunities for cognitive activity; teaching methods of independent work, self- control, research activities.
It was established that a modern educational environment aimed at supporting intellectual development, creative self-realization, and the disclosure of students' abilities and talents should include the following components: a set of traditional and innovative teaching technologies; general didactic principles; traditional and innovative teaching methods; new teaching aids; methodological techniques for activating the cognitive processes of gifted students; various forms of organization of educational work (individual, pair, group).
The author concluded that an important task of primary school is to identify intellectually gifted children, support them and ensure their comprehensive development. The realization of this task requires special attention of the teacher, who must be ready to recognize gifted students in time and provide pedagogical support to reveal and realize their potential.
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