Pedagogical work with gifted younger students. Features of working with gifted children in primary school

SYSTEM OF WORK WITH GIFTED CHILDREN IN PRIMARY SCHOOL

Relevance

“The giftedness of a person is a small sprout that has barely hatched out of the ground and requires great attention. It is necessary to cherish and cherish, take care of him, do everything so that he grows up and gives abundant fruit "

Today the problem of identifying, developing and supporting gifted children is extremely urgent for Russia. The disclosure and implementation of their abilities and talents is important not only for a gifted child, as an individual, but also for society as a whole. Gifted, talented children and youth are the potential of any country, allowing it to effectively develop and constructively solve modern economic and social problems. In this regard, working with gifted and highly motivated children is imperative.

Russian President Vladimir Putin spoke about the importance of this problem.

Here is one of the points of the message to the Federal Assembly of the Russian Federation: «… It is necessary to complete the creation of a nationwide system for finding and supporting talented children. Everyone should have the opportunity to develop their abilities from an early age, regardless of income level, social status of parents and place of residence of families. "

Identifying gifted children, organizing systematic work is one of the main tasks of the modern school and educational practice in the context of the modernization of the Russian education system.

Every normal child has tremendous developmental opportunities. But this does not mean that under equal conditions one can expect the same abilities in all children. Indeed, there are children who, explicitly or implicitly, stand out from their peers by their ability to learn. And these children really require a special approach, because the higher their difference from their peers, the richer the prospects for their personal development.

Therefore, it is necessary to deal with gifted children, but clearly realizing that the problem of identifying, learning and developing gifted children - a complex one, lying at the intersection of the above problems.

Introduction of GEF

Since September 2011, the Federal State Educational Standard (hereinafter FSES) has been introduced in all educational institutions of our country. The FSES is based on a systemic activity approach, which, among the many planned results, presupposes: education and development of personality traits that meet the requirements of modern society; taking into account the individual characteristics of students; diversity of their development, ensuring the growth of creative potential and cognitive motives.

Among the key areas of education development within the framework of the national educational initiative "Our New School", a special place is occupied by the development of a support system for gifted children, improving the development of the creative environment to identify gifted children

The reforms that have taken place in the domestic education system over the past decade, the focus on humanistic, personality-oriented and developing educational technologies have changed the attitude towards students who show extraordinary abilities. Gradually, an understanding begins to form in the public consciousness that the transition to the age of innovative technologies is impossible without preserving and increasing the intellectual potential, since this is one of the decisive factors of the country's economic development. Consequently, the creation of conditions that ensure the early identification, training and education of gifted children, the realization of their potential, is one of the promising areas of development of the education system.

The most important priority in such a situation is the intellect, the creative development of those who in the future will become carriers of the leading ideas of the social process. Therefore, gifted children should be considered as a national treasure of the country and be at the center of special pedagogical and social programs, since the greatest hopes for improving living conditions and prosperity in Russia are associated precisely with gifted young people.

Also, to record the results of educational and extracurricular activities, a "Portfolio" was created, which serves as a good stimulator of their educational activities, since it reflects the achievements of children.

Today there is a social order for a creative personality, therefore, in my pedagogical activity, I pay great attention to this problem, especially since every teacher knows that the initial period of training is an important period in the development and formation of a personality. It is this age that lends itself most to the education and development of the child's creative abilities. Children of primary school age are the most open-minded, receptive and curious.

Targets and goals

Younger school age is a period of absorption, accumulation and assimilation of knowledge, which means that the most important problem of our society is the preservation and development of giftedness. Primary school teachers are faced with the main task - to contribute to the development of each personality. Therefore, it is important to establish the level of abilities and their diversity in our children, but it is equally important to be able to correctly carry out their development.

If a student from the first grade is prepared for the fact that he must learn to create, invent, find original solutions, then the formation of a personality will take place on the basis of enriching its intellectual profile ...

Goals and objectives of the system of work with gifted children.

I am a teacher, which means that my main target - educate every student to be successful. My tasks:

Identifying gifted children and creating a system for working with children;

Creation of conditions for the optimal development of gifted children.

Selection of teaching aids that contribute to the development of independent thinking, initiative and research skills, creativity in lesson and extracurricular activities;

Provide modern education, using differentiation in the classroom based on the individual characteristics of children;

The development in gifted children of a qualitatively high level of ideas about the picture of the world, based on universal human values.

Scientific, methodological and informational support of the process of development of gifted children;

Social and psychological support for gifted children

Expected results.

Realizing the creative potential of children

classes in circles, sections, prizes in olympiads, positive dynamics of student advancement.

Methodical results:

Creation of a databank containing information about children with different types of giftedness;

Development and implementation of programs for support and development of gifted children, creation of a system of interaction with the main school, parents of students;

Using a diagnostic system to identify and track various types of giftedness;

generalization and systematization of teaching materials

Distinctive features of gifted children

1. They have higher intellectual abilities, sensitivity to skill, creative possibilities and manifestations in comparison with most other peers.

2. Have a dominant, active, non-saturable cognitive need.

3. Experiencing the joy of mental labor.

1. Children with an unusually high general level of mental development, all other things being equal.

2. Children with signs of special mental giftedness - giftedness in a particular field of science and art.

3. Pupils who, for whatever reason, do not achieve success in learning, but who have a vivid cognitive activity, originality of the mental make-up, and outstanding mental reserves.

Gifted Child Model:

A person who is healthy physically, spiritually - morally and socially;

a person who is able to independently find a way out of a problem situation, carry out search activities, conduct research, reflect on activities who own the means and methods of research work;

a person capable of carrying out independent activities;

personality with versatile intelligence, compensatory abilities, high level of culture;

a person who is guided in his life by universal human values \u200b\u200band norms, who perceives another person as a person who has the right to freedom of choice and self-expression;

a person ready for a conscious choice and development of professional educational programs in certain areas of knowledge, taking into account inclinations, prevailing interests and individual

Principles of Working with Gifted Children

1. The principle of differentiation and individualization of education (the highest level of implementation of which is the development of an individual program for the development of a gifted child).

2. The principle of the maximum variety of opportunities provided

3. The principle of ensuring the freedom of choice by students of additional educational services.

4. The principle of advance learning.

5. The principle of comfort in any activity

6. The principle of developing learning.

7. The principle of increasing the role of extracurricular activities of gifted children through circles, sections, electives, interest clubs.

8. The principle of increasing attention to the problem of interdisciplinary connections in individual work with students.

9. The principle of creating conditions for joint work of students with a minimum role of the teacher.

It is very important for me, first of all, to teach the children to think independently, to look for the necessary information, to compare the facts. Then they will not stop learning all their lives, regardless of their profession, overtaking me and themselves. Lev Nikolaevich Tolstoy wrote: "Knowledge is only then knowledge when it is acquired by the efforts of one's thought, and not by memory ...".

Development of creativity

I organize my work in the group for the development of the creative potential of children as follows:

1. As you know, in any business, first of all, it is important motivation.

Younger students are probably the most active students in any school. However, if at first, they are interested in everything, they are eager to try themselves in everything, then by grade 3-4 the interest gradually fades away and here it is important not to miss them.

To motivate myself to various types of activities, I use such techniques as:

- "place of honor in the class."

Psychological classroom hours (classroom hours of self-determination "Walking into the world of your I", "Fairytale therapy for schoolchildren"),

Creation of a portfolio followed by a public presentation.

2. The next stage is diagnostics students' abilities, which is one of the important aspects in working with gifted children.

It is carried out in two stages:

-Preliminary search stage

The main point of work at this level is to collect preliminary information about the child. As a rule, information is collected from four sources: from parents, teachers, psychologists and the children themselves and is drawn up in psychological and pedagogical cards.

- Test diagnostics (determining the level of starting capabilities).

In my work, I use the following diagnostics:

Studying school motivation,

Interests and Needs card,

Strategy for working with gifted children

The success of work with gifted children largely depends on how the work with this category of students in primary school is organized. When gifted children are identified, their success in any activity is taken into account: educational, artistic, physical, etc. This stage (1-4 years of study) is characterized by the fact that children willingly master the skill content of learning under the guidance of a teacher and independently. At this stage, it is very important to organize lesson and extracurricular activities as a single process aimed at developing the creative, cognitive abilities of students, to offer such a number of additional educational services where each student could fulfill his emotional, physical needs. Lesson and extracurricular activities should be structured in such a way that the student can demonstrate his capabilities in a variety of areas of activity. This is important as a source of acquiring new knowledge and new experience, and should serve as the basis for transforming this knowledge into other areas of activity in the classroom.

Conditions for successful work with gifted students.

Awareness of the importance of this work by each member of the team and in this regard, increased attention to the problem of the formation of positive motivation for learning.

Creation and continuous improvement of a methodological system for working with gifted children.

The teacher should be:

He is passionate about his work;

Capable of experimental, scientific and creative activities;

Professionally literate;

Intellectual, moral and erudite;

A conductor of advanced pedagogical technologies;

Psychologist, educator and skillful organizer of the educational process;

An expert in all areas of human life.

Forms of work with gifted students.
- creative workshops;
- group lessons on class parallels with strong learners;
- hobby groups;
- contests;
- intellectual marathon;
- participation in the Olympiads;
- work according to individual plans;
- research conferences.

Stages of work with gifted students.

Every child is unique, but with all the individual uniqueness of the real manifestations of children's giftedness, there are quite a few features that are characteristic of most gifted children. Moreover, along with the deep ones, hidden from the unprofessional look, there are quite a few of those that often manifest themselves in the behavior of the child, in his communication with peers and adults and, of course, in cognitive activity. Their value is that they can almost always be noticed not only by psychologists, but also by kindergarten teachers, school teachers, and parents in the early period. The main thing is to notice the characteristics of the child in a timely manner and develop his gift. The organization of work with gifted children in primary school can be divided into several stages:

Stage 1 - during preschool preparation;

Stage 2 - admission to grade 1;

Stage 3 - in the learning process in elementary school.

Stage 1

Work with gifted children begins in the period of preschool preparation of children.

Our school cooperates with a preschool educational institution. Primary school teachers teach preschoolers to prepare for school. During this period, the first acquaintance with future first-graders begins. Often, teachers are present at classes conducted by kindergarten teachers, observe preschoolers, communicate with them, organize games, contests, and quizzes. Work experience shows that such communication helps a preschooler to quickly adapt to school life. The teacher, on the other hand, has a general picture of which students will come to his class.

Many years of work experience allowed me to highlight a certain list of qualities characteristic of future creators:

They acquire knowledge early in their chosen field.

They show high intelligence, good memory.

They are passionate about their work, energetic.

Demonstrate a pronounced independence, desire to work alone, individualism.

They know how to control themselves.

They have a desire to connect with other gifted people, young people and adults.

They are able to draw practical experience and quickly acquire artistic and intellectual experience.

But the main indicator of a child's giftedness in kindergarten, in my opinion, is his curiosity. Curiosity, manifested quite early, at all age stages continues to be the most important distinguishing feature of a talented person. I am convinced that when educating a creator, it is very important that curiosity grows in time into a love of knowledge - curiosity, and the latter - into a stable mental education - a cognitive need.

Stage 2

When enrolling in grade 1 with preschoolers, the teacher must conduct an interview, and the school psychologist must monitor the child's behavior. Along with the "knowledge" indicators for yourself, highlight the main signs that a gifted child shows:

cognitive amateur performance;

high level of development of logical thinking;

originality and flexibility of thinking;

high concentration of attention;

excellent memory;

independence;

leadership (not always).

The parents of the future first grader must also be present at the interview and fill out the questionnaire.

The psychologist and teacher during the interview can ask questions to the parents. As a result, already upon admission to the 1st grade, the impression will be formed about the child, his capabilities, abilities. The main thing will become clear in what environment the baby developed, was brought up and grew up.

Work experience shows that most often gifted children grow up in intelligent families. And the point here is not at all in the special genes of genius - their nature has distributed among all children equally. The point is in the family atmosphere, in the system of family values.

It is no secret that many parents encourage and would like to develop cognitive needs and various abilities in their child. But they do it, of course, in different ways and, unfortunately, not all.

Stage 3

Younger school age is the period of absorption, accumulation and assimilation of knowledge. The success of this process is facilitated by the characteristic features of children of this age: gullible submission to authority, increased sensitivity, impressionability, naive playful attitude to many of what they encounter. In younger schoolchildren, each of these abilities is expressed mainly by its positive side, and this is the unique originality of this age. Some of the characteristics of younger schoolchildren in subsequent years come to naught, while others change their meaning in many ways. It is difficult to assess the real significance of the signs of abilities manifested in childhood, and even more so to foresee their further development. It is often found that vivid manifestations of the child's abilities, sufficient for initial success in some activities, do not at all open the way to real, socially significant achievements in the future. In working with gifted children at the initial stage of schooling, the relationship of natural inclinations, the society in which the child develops and is raised, and the creation of optimal conditions for the development of his talent are observed.

Conclusions:

When working with gifted children, the personal and age characteristics of each child, the nature of family relations and the development of emotional and volitional qualities of children are taken into account, conditions are created for parents to master the ways of forming a positive “I - concept” in a child as the most important condition for the full realization of the potential of a gifted child.

This allows each child to self-actualize, to identify a large group of talented and gifted children at an early stage of learning and to create an environment for each lyceum student to develop motivation for knowledge and creativity, intellectual and personal initiative

Forms and methods of creative teaching of primary schoolchildren

Practice has shown that children with an early flowering of intelligence encounter difficulties in the first days of school. And the reason is that learning often begins with the fact that he is no longer "interested". It is they, the most inquisitive, who often get bored in the classroom after the very first lessons. Already able to read and count, they have to be in idleness while others master the alphabet and basic arithmetic operations. Of course, a lot depends on how the teaching is conducted, but no matter how hard the teacher tries to treat the students individually, dealing with the whole class, he is deprived of the opportunity to focus on strong students. An intelligent and active student, seeking to attract attention, quickly and easily completing all tasks, can soon become a burden both to the teacher and to his peers.

I actively use a differentiated approach, various forms and methods of creative learning

The gradual approach of younger students to independent problem solving is carried out with the help partly search or a heuristic method. One of the techniques of this method is heuristic conversation

The essence of such a conversation is that questions are thought out in advance, each of which stimulates the student to carry out a small search. By considering all the questions, the students understand a new phenomenon for them.

Maximum cognitive performance is achieved with the help research method... Knowledge gained from one's own observation and experimentation is usually the strongest. Educational research allows for a free search for the necessary information, forms the skills of independent work. Research and observation encourage the younger student to think large-scale, look for cause-and-effect relationships in the phenomena under study, and draw independent conclusions and generalizations.

The organization of students' research activities is carried out through the educational process:

1. Use in the lesson, taking into account age reference points, pedagogical technologies based on the use of the research teaching method:

technology of developing education,

technology of using schematic and symbolic models,

humane and personal technology of education,

advanced learning technology;

project activity;

2. Conducting various types of non-traditional lessons, involving students performing educational research or its elements:

lesson - research,

lesson - travel,

lesson - creative report,

lesson - defense of research projects.

3. Conducting a training experiment.

4. Students completing long research homework.

When choosing a form of work, the age characteristics of children, their interests and inclinations are taken into account. Methodologically, one of the most difficult stages of educational and research work with children is the moment of the initial inclusion of students in their own research activities. The first step in this matter, as in many others, often seems to be the most difficult, and it is necessary to start it precisely at the first stage of training.

Formable components of the student's research culture

Grades 1–2:

inclusion in the lesson of tasks aimed at drawing up a sequence of actions;

solving problems in combinatorics, logical problems with the concepts of "truth", "false";

carrying out work to identify causal relationships;

training in observation and description techniques;

acquaintance with terminology, some concepts of research methods;

formation of experience with dictionaries and other sources of information;

implementation of collective research according to a specific plan.

3rd class:

implementation of long-term research using existing knowledge and skills:

information search, highlighting the main thing;

setting up experiments, conducting observations, protecting messages, reports.

4th grade:

the formation of reading competence;

the formation of the desire and the foundations of the ability to learn: the ability to see the border between the known and the unknown;

correlation of results with a sample, finding errors and eliminating them, developing criteria for evaluating creative work;

formation of techniques and skills of educational cooperation.

Recently I have been actively using method of projects.

Main target inclusion of younger students in project activities - stimulating cognitive activity, disclosing individual creative inclinations, developing skills in planning and implementing scientific research, individualizing the process of teaching, upbringing and development. The organization of project activities from grades 2 to 3 contributes to the development of the following knowledge, skills and abilities:

independently highlight the problem, prove facts, phenomena, patterns;

find several options for solving the selected problem and justify the most rational of them;

classify, compare, analyze and generalize the studied phenomena and patterns;

collect data, experiment, put forward and justify hypotheses;

apply scientific research methods;

formalize your work;

review and evaluate your own work, as well as the work of other students.

Useful for the development of logical thinking of primary schoolchildren are decoding and compilation cryptograms, mazes, exercises for comparison and opposition

An important role is played by tasks for highlighting semantic elements in the mass of educational information, solving creative problems, when children, in addition to the question, receive new information, drawing up logical chains from formulas, finding physical terms in an arbitrarily chosen test.

In order to find a solution to a particular issue, not only are used observation method, experiments, modeling, but also fantasy, exaggeration, brainstorm, whose main task is to collectively collect as many ideas as possible.

Working with gifted children in the classroom

Find a growing point

For successful work with a gifted child, I try to find his strong side and give him the opportunity to show it, feel the taste of success and believe in my capabilities. To show a strong side means the ability to deviate from the school curriculum, not be limited by its framework. Following this principle revealed a problem: often the point of growth lies outside the school curriculum.

Identification of individual characteristics

Giftedness does not lie on the surface. Teachers should be proficient in the methodology for determining it. Most teachers overly trust testing and lack information about students. It is believed that a child with high intelligence should excel in all school subjects. Consequently, teachers expect the greatest emotional and social maturity from him and are convinced that he does not need special help.

Leadership education

A creative personality is characterized by the ability to independently choose a field of activity and move forward. In an educational institution, this is facilitated by a well-thought-out teaching method designed not only for the transfer of knowledge, but also for the development of "the ability to think".

In my work with a group of gifted children I use:

Implantation method ... Allows students to "move" into the studied object through sensory-figurative and mental representations, to feel and know it from the inside.

Method of heuristic questions. Answers to seven key questions: Who? What? What for? Where? Than? When? How? and their various combinations give rise to unusual ideas and solutions regarding the object under study.

Comparison method. It makes it possible to compare the versions of different students, as well as their versions with cultural and historical counterparts formed by great scientists, philosophers, etc.

Concept construction method . Promotes the creation of a collective creative product - a jointly formulated definition of a concept.

The method of traveling to the future. Effective in any general education field as a way to develop foresight and forecasting skills.

Error method . It involves a change in the established negative attitude towards mistakes, replacing it with a constructive use of mistakes to deepen educational processes. Finding the relationship between error and "correctness" stimulates the heuristic activity of students, leads them to understand the relativity of any knowledge.

The method of inventing. Allows you to create a product previously unknown to students as a result of certain creative actions.

Method "if only ...". Helps children draw a picture or describe what will happen if the world changes. Completing such tasks not only develops the imagination, but also allows you to better understand the structure of the real world.

"Brainstorm" (A.F. Osborne). It allows you to collect a large number of ideas as a result of freeing the discussion participants from the inertia of thinking and stereotypes.

Inversion method or inversion method . Promotes the use of a fundamentally opposite solution alternative. For example, an object is investigated from the outside, and the solution to the problem occurs when examining it from the inside.

In the process of working as a teacher, I came to the conclusion that a child who has not mastered the methods of educational activity in the elementary grades of school, in the middle level inevitably goes into the category of unsuccessful ones. Learning through activity method provides for such an implementation of the educational process in which at each stage of education, a number of intellectual qualities of the individual are simultaneously formed and improved.

The correct use of the activity-based teaching method in the classroom in primary school and in extracurricular activities will optimize the educational process, eliminate student overload, prevent school stress, and most importantly, make school a single educational process

say a word in the lesson so that the first-grader opens his eyes and says: oh, what a wonderful teacher stands in front of me.

Young children think in images. In the classroom, I give the opportunity to think, and not "quickly, quickly, I don't see my hands." I ask questions to which there is no answer, but we need to think. Here in the classroom we are looking, whispering, and deciding. I create a situation of success, comfort, cooperate with children. I love humor. And children love teachers with humor. They cannot live without humor, without a smile, without joy.

Of particular pedagogical interest for me is the use of modern technologies, since they are aimed at developing and realizing abilities. At different stages of lessons and extracurricular activities I use information and communication technologies.

Project activities

The main factor in the novelty of work with gifted children on the use of information and communication technologies for teachers is project activities.

However, taking into account the age capabilities of primary schoolchildren requires a number of clarifications to be made in the methodology for organizing design and research technology:

in primary grades, design and research activities should become a special subject of study;

the research project for younger students is largely predetermined (suggested) by adults;

by volume - this is a mini-project,

by the construction method - "quasi-research";

in form - this is a group design, individual work is possible at the level of performing individual actions;

within the framework of the "Teaching for the Future" program, computer programs and their capabilities should become a special subject for the development of younger schoolchildren during the project.

Organization of teaching through design and research requires dramatic changes in the teacher's activities.

Involving the child in design and research activities, they use interactive teaching methods (techniques), such as group discussion, brainstorming, a reflection star, and business role-playing games. The application of such methods relies on the independence and activity of students in the course of design and research.

At different stages of organizing the design and research activities of students, I speak in various role positions:

Role positions	Kind of activity
Designer:	designs the main milestones of the design and research activities of students before its implementation;
Facilitator Consultant:	encourages an independent search for problems and their solutions, owns ways to ask research-type questions, while creating an atmosphere of safe expression by students of their opinions;
Coordinator:	helps to track the movement of the search, linking or opposing individual statements, and also performs procedural functions (for example, determining the order of statements).

All of the above positions can be built by the teacher, provided he has the appropriate means. These tools include:

emotional attitudes (for example, not understanding, doubting, attentive listener);

game positions (for example, the inspiring hero, the customer, the debater).

Conclusions:

In general, the use of information and communication technologies in the educational process enhances the educational effect;

improves the quality of assimilation of the material;

builds individual educational trajectories of students;

implements a differentiated approach to students;

organizes at the same time children with different abilities and capabilities.

Using health-saving technologies in working with gifted children

« To make a child smart and sensible, make him strong and healthy: let him work, act, run, scream, let him be in constant motion "

According to the latest legislative documents in the field of preschool, primary and general education, programs should be aimed at protecting and strengthening the health of the child. Moreover, the concept of "Quality of Russian education" is not limited to training, a set of knowledge and skills, but is associated with upbringing, the concept of "quality of life." These concepts are revealed through categories such as “health”, “social well-being”, “self-realization”, and “security”. Indeed, the quality of education can be said when there is a health-preserving and health-strengthening basis in it.

Sociological studies claim that the physical activity of younger schoolchildren is 50% less than that of preschoolers, while for senior schoolchildren it is only 25% of the waking time. Three school physical education lessons, of course, cannot compensate for the children's movement deficit. As a result, their vitality decreases, fatigue sets in faster, which in turn leads to inactivity. Therefore, today the teacher is forced to orient schoolchildren to both physical and spiritual self-improvement, to help form the needs for independent physical exercises, to teach how to use them during leisure time to restore activity.

Of particular concern are gifted children who show symptoms of stress: the child cannot control his emotions, restrain himself, anxiety grows, at the same time there is a decline in academic performance, and the risk of psychosomatic diseases increases. The main reasons for these phenomena are determined: a sedentary lifestyle, dissatisfaction with oneself. Children with signs of intellectual giftedness, but with physical infantility, differ in physical form inappropriate for their age. I am making efforts to correct imbalances in collaboration with healthcare professionals.

The psychological characteristics of the student's personality are compiled, which will reveal the features of the physical and mental development of the child.

Purpose: ensuring the health of students.

Taking into account the characteristics of each student.

Creating a favorable microclimate in the classroom, in extracurricular life.

The use of techniques that contribute to the emergence and maintenance of interest in the educational material.

Creation of conditions for self-expression of students.

Initiation of a variety of activities.

Prevention of hypodynamia.

Expected results:

Prevention of tiredness and fatigue.

Increasing motivation for learning activities.

Increase in educational achievement.

Organization of work on the federal state educational standard

With the introduction of the second generation FSES in primary school, teachers must teach the child not only to read, count and write, which they teach quite successfully now, but also must instill two groups of new skills. The first includes a group of universal learning activities that form the basis of the ability to learn: skills in solving creative problems and skills in searching, analyzing and interpreting information. The second is the formation of motivation in children for learning, helping them in self-organization and self-development.

1st stage– mastering group work ... Communicative ECDs are formed, which provide social competence and consideration of the position of other people, the ability to listen and engage in dialogue.

2nd stage – organization of intergroup discussion ... At this stage, children develop regulatory ELCs: the ability to accept and maintain an educational task, plan its implementation, control and evaluate their actions, and make appropriate adjustments to their implementation. Special techniques inherent in this program will help the teacher to start the educational discussion: tasks - traps; tasks that have no solution; tasks with missing data and others.

In the third stage a full-fledged subject of collective activity is formed when the group is capable of self-assessment of the educational task, the choice of the method of collaboration, dialogue, analysis, proof, modeling and evaluation. The formation of regulatory, communicative and cognitive ECDs is underway.

The basis of my activity in the implementation of the second generation FSES standards is based on the system-activity approach in teaching with the use of innovative technologies. the schoolchildren's own educational activity is an important component of the system-activity approach. It can be expressed by the formula "activity-personality", i.e. “What activity is, so is personality”, and “outside of activity there is no personality”. UD becomes a source of internal development of the student, the formation of his creative abilities and personal qualities.

At the beginning of the academic year, I conduct a start-up diagnostics aimed at identifying the main problems that are typical for the majority of students, and in accordance with them I plan a system of work to ensure personal and metasubject results. It clearly traces the holistic work on the formation of UUD through subject lines of development, extracurricular activities, the use of project technology, technology of productive reading, group work, work in pairs.

The work on the formation of the UUD is based on the following algorithm:

Planning,

Formation,

Diagnostics,

Adjustment plan,

Selection of tasks,

Reflection

To summarize the results for the first half of the year, a diagnostic map of the success of educational results of 1st grade students is being developed.

It is important to note such a regulatory universal learning action as reflection. Reflection by students of their actions presupposes their awareness of all components of educational activity. She was an integral part of all lessons in the class. To evaluate their work in the lesson, children use the so-called traffic light cards, as well as emoticons with phrases.

As I have already said, the Federal State Educational Standard of the NOO determines personal, meta-subject and subject results as the results of mastering the main educational program, therefore, at the end of each quarter and academic year, testing works were carried out in the class in order to identify the personal development of the first grader. The system of differentiated tasks provides students with space for independent selection of tasks and determination of activities adequate to their level of preparedness.

In addition, to track the quality of teaching by first-graders of individual subjects, monitoring is used, in the creation of which I proceed from the Requirements for the results of mastering basic educational programs for the FSES of the 2nd generation, where the focus is on personal, metasubject and subject results. Tracking Methodology (Toolkit) - the level of knowledge on the subject, personal observations of the teacher, control slices, tests ...

The process of assimilation of knowledge by students is individual, so I use various forms of diagnostics that control the work in the lesson, which take into account the levels of learning and learning of each student in the class.

Extracurricular activities

In order to determine the interests of students for extracurricular activities in our school, parents of first graders and their children are offered questionnaires, according to the results of which groups of children are formed for activities of the same interest.

Extracurricular activities in the classroom are organized in such a way as to provide a balance between motor-active and static activities. The form of their conduct is completely different from the lesson system of training and is represented by the following areas:

general intellectual

In the afternoon, children do not show signs of overwork, are active, and enjoy creative activities. During the year, a number of parenting meetings are held, where the successes and problems of children are discussed, the results of extracurricular activities - the creative work of students - were presented.

The introduction of hours for extracurricular activities of students increases the school's ability to expand the range of educational services provided, creates opportunities for organizing individual design and research work with students.

Based on the results of the first stage of education, I imagine such an elementary school graduate: this

A student with a research interest

Communicativeness,

Responsibility,

Having the skills of self-organization and a healthy lifestyle.

The experience of introducing the FSES of the second generation allowed me to conclude that such a reform of the system of work of an educational institution is necessary, because the standards of the second generation are a means of ensuring the stability of a given level of education quality and its constant reproduction and development.

Working with parents

A child is not an amorphous mass, but a creature that harbors forces that cannot be found equal on the entire planet. This power of spirit, mind and heart hidden in a child, if brought to perfection, will become a superpower capable of transforming, enriching, decorating everything around - and in himself.

But the point is that no matter what forces are hidden in the child, he himself will not be able to develop anything in himself, he will not even be able to stand on his feet, not to mention the rise to human.

To make, educate, create a person out of him is a serious task for wise adults, loving adults.

Trinity of education and upbringing: teacher-student-parent. I see this link as a social partnership, living in cooperation with children. And cooperation is possible if it is built by joint efforts, while observing several fundamental conditions, using modern pedagogical technologies, in which the chances of mutual understanding between teachers, children and parents increase.

Parents are the first educators and teachers of the child, therefore their role in the formation of his personality is enormous.

In the framework of work with gifted children, work is carried out with parents who are allies and assistants of the teacher in working with children.

increasing the psychological and pedagogical knowledge of parents;

the inclusion of parents in the educational process;

interaction of the lyceum and parents in the development of the child's abilities

Basic principles in working with parents are:

Openness to parents

The teacher strives to ensure that the families of children regularly receive the necessary and reliable information about the life of the class and the educational achievements of their children. To do this, it provides families with basic information about the curriculum, children's progress, important classroom events, and creates the conditions for parents to want to attend class.

Respect for the interests and opportunities of each family

The teacher studies and discusses with parents the interests and needs of each family, builds his work on the basis of taking into account its capabilities.

Finding your allies in parents

The teacher discusses with parents a wide variety of issues in the child's life and seeks to develop joint solutions that are the basis for bilateral cooperation.

Encouraging families to connect more closely with each other

The teacher helps families to discover and satisfy their common interests, encourages families to participate in joint forms of participation in preparing children for various competitions, games, and competitions.

Various forms are actively used in work with parents.

I have developed subject matterwork with parents of gifted children.

Working on the problem "Working with gifted children in primary school", I divided parents into several types:

« Activists "

"Contemplators"

"Observers"

"Practices"

"Activists"

These parents constantly offer their children some kind of educational games, activities, interests.

With a certain amount of persistence and consistency, this strategy brings results. But often a child develops an internal protest, even with external obedience. Sometimes this is expressed in the child's increased fatigue from any intellectual activities.

"Contemplators"

Parents entrust the determination of abilities and their development in a child to specially trained people. There are a lot of services of this kind now being offered. These are development groups for preschoolers, and preparation groups for school, 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 condition that the parents are not going to completely shift the care of its development onto the shoulders of specialists.

"Observers"

Parents are not active in the development of their child. They believe that if a person is given a gift, then he will not go anywhere, will not disappear and will necessarily manifest somewhere. However, recent studies refute this point of view. Giftedness exists only in constant movement, in development, it is a kind of garden that must be cultivated tirelessly. The creative gift does not tolerate stagnation and self-satisfaction. It exists only in dynamics - either it develops or fades away.

"Practices"

Parents do not seek to completely control the development of the child's abilities, but they provide him with opportunities for choice and try to find a good school. The most important thing in such families is the atmosphere of vivid cognitive interests of the parents themselves. They themselves are constantly passionate about something, read a lot, choose educational programs in television programs, try to visit a new exhibition, not imposing all this on the child, but giving him the opportunity to find a suitable occupation himself. As it turned out, this self-development strategy is the most effective.

School education is the area where the formation of personal qualities and creative abilities is mainly taking place. The middle and senior age stage is the most attractive for parents from the point of view of the formation of the child's intellectual and creative abilities, but for the effectiveness of work with gifted children, it must be started at an early age, in primary school.The practical task in such conditions is to provide psychological, medical and pedagogical support families with capable and gifted children, to develop a system of recommendations for parents on the upbringing, development, and teaching of children. It can be solved through:

1. Questioning parents in order to determine the main approaches of parents to this problem.

2. Giving lectures to parents.

3. Selection of scientific and practical literature for parents.

4. The system of teaching children in the system of additional education.

Among the activities for working with parents, an important place is occupied by the reading for them of popular science series of lectures on the development, training and education of gifted children. These are lectures of the following nature:

The concept of giftedness.

Types of giftedness.

Giftedness and gender.

Psychological aspects of giftedness.

Career guidance for gifted children.

Social adaptation of a gifted child.

Parents should accept their children as they are, rather than view them as bearers of talent. Their talents grow out of the personality of the individual, and their achievement ultimately depends on how that personality develops.

A gifted child will not be able to realize his abilities without the conditions created for this. The environment should be such that the child can draw information from it, help him self-actualize, constantly expand the zone of his proximal development and form the motivational sphere. For this, various circles, clubs, sections in different directions should work. Participation in various competitions, olympiads outside the school also stimulates the development of gifted children.

A reasonable system of rewarding the success of a gifted child is needed. It is very important to form a concept of the result not for the sake of a reward, but for the sake of self-improvement and self-development.

give your child time to think and reflect;

try to communicate regularly with gifted professionals and parents of gifted children to stay up-to-date with the latest information;

try to develop the child's abilities in all areas. For example, for an intellectually gifted child, activities aimed at developing creative, communication, physical and artistic abilities would be very useful;

avoid comparing children to each other;

give your child the opportunity to find solutions without fear of making mistakes. Help the person appreciate, above all, their own original thoughts and learn from their mistakes;

encourage good organization of work and proper timing;

encourage initiative. Let your child make their own toys , games and models from any available materials;

encourage asking questions. Help your child find books or other sources of information to answer their questions;

empower your child to get the most out of their life experiences. Encourage hobbies and interests in a wide variety of areas;

do not expect that the child will show his giftedness always and in everything;

be careful when correcting your child. Excessive criticism can drown out creative energy and self-worth;

take time to socialize with the whole family. Help your child express himself .

Parents must strive to develop the following personal qualities in their children:

confidence based on the consciousness of self-worth;

understanding the merits and demerits in oneself and in others;

intellectual and creative curiosity;

respect for kindness, honesty, friendliness, empathy and patience;

the habit of relying on one's own strengths and the willingness to take responsibility for their actions;

the ability to help find a common language and joy in communicating with people of all ages, races, socioeconomic and educational levels.

Parents will create excellent conditions for the development of these qualities if they demonstrate by their own behavior that:

they value what they want to instill in the child morally, socially or intellectually;

they accurately calculate the moment and degree of reaction to the child's needs;

they rely on their own strengths and allow the child to look for a way out of the current situation himself, to solve every task that he can do (even if they themselves can do everything faster and better);

they practically do not put pressure on the child in his school affairs, but they are always ready to help if necessary or provide additional information in the field in which the child is interested.

The effectiveness of the work system

I consider the most important result of the work carried out with gifted and capable children to be a high motivation for educational activities, an increase in the degree of independence of students in obtaining knowledge and improving skills, developing skills in working with popular science, educational and reference literature, and developing students' creative abilities. In addition, the cognitive activity of children increased, their participation in various kinds of competitions, Olympiads and competitions. The results of this work are evidenced by the following data.

Subject Olympiads

Revealing the intellectual potential of children, determining their creative abilities and inclinations to certain subjects are the main step in working with gifted children. Olympiads play an important role in the development of interest in subjects.

Subject Olympiads are competitions for schoolchildren in different fields of knowledge.

The goal of the Olympiad is to increase the level of knowledge and skills of gifted students, develop and maintain interest in learning, strive for self-realization, and develop planning and self-control skills.

It is advisable to hold olympiads in mathematics, Russian language, literary reading, the world around you at the end of the academic year - March, April, once a year in two rounds (the first - qualifying - classroom, the second - in parallel). Everyone in the class participates in the first round, and the winners of the qualifying round in the second. During the academic year, painstaking work is carried out to prepare students for the Olympiad. Students are offered questions and assignments in subjects, reference books are recommended, and entertaining exercises are given.

Materials for the Olympiad include several types of tasks. They provide for both program material and material of increased complexity. When performing such tasks, the student demonstrates the ability to classify, generalize, predict the result, “turn on” intuition and imagination.

The Olympics are primarily a holiday for children. Therefore, before the start of the Olympiads, it is planned to hold a solemn line, on which congratulations and wishes of good luck in the intellectual competition will be heard.

Indicators of the effectiveness of the implementation of the system of work with gifted children:

Satisfaction of children with their activities and an increase in the number of such children.

Raising the level of individual achievement of children in educational areas for which they have the ability.

Adaptation of children to society in the present and in the future.

Increasing the level of children's possession of general subject and social competences, increasing the number of such children.

Refresher courses, competitions, seminars help me to comprehend the modern requirements for working with gifted children.

Studying someone else's experience, I am happy to share my own. I am always glad to help my colleagues.

1. Together with teachers, parents, to design the educational activities of a particular student.

2. To provide self-analysis of the student's success and further personal development.

3. To give every student a chance to take a higher ranking position.

4. In the next academic year, subject teachers do more

deep preparation of students for participation in the Olympiads.

Pedagogical commandments for the education of gifted children:

Accept everything that is in the child as natural, consistent with his nature, even if it does not correspond to your knowledge, cultural ideas and moral principles. If a child screams or runs along the corridors - first of all, this is a legal and special manifestation of his internal energy, and only secondly - a violation of the rules of social behavior. The only exception is the rejection in the child of what threatens the health of people and his own health.

Having accepted all the manifestations of the child, both positive and negative, accompany him with positive self-realization. If you help and approve the cultural work of a child in every possible way, stimulate his creative ideas, then they will grow in him and develop. Miscalculations and shortcomings, on which the teacher's attention is clearly not focused, will go away without receiving external energy support.

Try not to teach your child directly. Always learn by yourself. Then the child, being with you, will always see, feel and know how to learn. In painting classes, draw yourself; if everyone composes a fairy tale, so do you; in math, solve problems with your students.

Don't ask your children questions you know the answer to (or think you know). Seek the truth with them. Sometimes you can apply a problem situation with a solution known to you, but in the end, always strive to be with the children in the same ignorance. Feel the joy of joint creativity and discovery with them.

Admire everything beautiful that you see around you sincerely. Find beauty in nature, science, art, in the actions of people. Let the children imitate you in such a delight. Through imitation in feelings, the very source of the beautiful will be revealed to them.

Don't just do anything. If you are with children, then you are a teacher at any given time. Any situation is pedagogical for you. Be able to create it yourself or use the situation that has arisen to solve educational problems. A student who finds himself in an educational situation always acquires personal knowledge and experience as a result, his own conclusion. It's better than broadcasting and explaining common truths to him. But be sure to help the child to understand and formulate their results, assessments, conclusions.

Consider mindful observation of your child as your main teaching method. Everything that he does or does not do is an external expression of his inner essence. Always try to understand the inside through the outside. Be the "translator" of all his actions and works. Peer, listen attentively, contemplate the student. Discuss his successes and problems with him. Even if you do it without him, you will be helping him.

Conclusion

Modern society requires people who are intellectually and creatively developed, possessing communication skills, able to think outside the box, confident in their strengths and abilities, physically and mentally healthy. The school, fulfilling a social order, should also contribute to the development of the child for the sake of the child himself, especially if he "stands out for bright, obvious, sometimes outstanding achievements in this or that kind of activity."

Teaching practice has shown that with a purposeful organization of educational activities, the formation and development of skills and abilities among students go very quickly, since this process is controlled and regulated by the teacher.

The implementation of the School of Russia program through the use of an activity approach creates the necessary conditions for the development of students' skills to think independently, navigate in a new situation, and find their own approaches to solving problems.

In the educational process, the emotional response of students to the learning process, motivation of educational activity, interest in mastering new knowledge, skills and their practical application increases. All this contributes to the development of the creative abilities of schoolchildren, oral speech, the ability to formulate and express their point of view, activates thinking.

The activity approach creates conditions for the formation of educational and cognitive activities of students and their personal development; for social and socio-psychological orientation in the surrounding reality. These tasks are solved through joint and independent educational and cognitive activities of students to solve a system of interrelated educational tasks and relying on internal motivation.

Summarizing all of the above, we can conclude that working with gifted and capable children in elementary school is an important and necessary part of a teacher's activity. Who else but a teacher can help children discover their talents? Therefore, in the future, I plan to continue working with gifted children, and I will also track their progress in the future.

And one more thing: it is important to remember that "If a person walks in formation to the beat of drums out of step with his companions, think about it, maybe this is because he hears the beat of completely different drums ..."

METHODS AND FORMS OF WORK WITH GIFTED YOUNGER SCHOOL STUDENTS Plotnikova Svetlana Vladimirovna primary school teacher, Lyceum No. 15 of the Zavodskoy District of Saratov In our dynamic, rapidly changing world, society much more often rethinks the social order of school, corrects or radically changes the goals and objectives of school education. For all children, the main goal of education and upbringing is to provide conditions for the disclosure and development of all abilities and talents with a view to their subsequent implementation in professional activities. But in relation to gifted children, this goal is especially significant. It is on these children that society first of all places its hope in solving the urgent problems of modern civilization. Gifted children are our property. Identifying capable children and working with them is an urgent problem of modern education. Life requires a school to prepare a graduate who is able to adapt to changing conditions, communicative and competitive. Many educators find it easy to work with gifted children. They are destinies, mold from them what you want. But they believe that gifted children are a gift, this is a delusion! It’s easy when you don’t imagine the whole seriousness of the problem, and it’s more difficult then, and at the same time more interesting when you treat the problem with full responsibility and awareness of the importance of the mission entrusted. The rule is: "do no harm" What is giftedness?

Giftedness is a systemic quality of the psyche that develops during life, which determines the ability of a person to achieve higher, outstanding results in one or several types of activity. Giftedness is defined by anticipatory cognitive development, psychosocial sensitivity and physical characteristics. gifted children are acutely aware of everything that happens in the world around them and are extremely curious about how this or that object works. They are interested in why the world works this way and not otherwise. They are able to monitor several processes at the same time, and tend to actively explore everything around them. they have the ability to perceive the connections between phenomena and objects and draw conclusions; excellent memory, combined with early language development and the ability to classify, help such a child accumulate a large amount of information and use it intensively. gifted children have a large vocabulary that allows them to express their thoughts freely and clearly. Along with the ability to perceive semantic ambiguities, maintain a high threshold of perception for a long time, with pleasure to deal with complex and even problems that do not have a practical solution, gifted children do not tolerate when a ready-made answer is imposed on them. some gifted children have heightened mathematical abilities in terms of calculation and logic, which can affect their reading progress. they are distinguished by a long period of concentration and great persistence in solving a particular problem. gifted children reveal a heightened sense of justice, moral development, anticipating perception and cognition.

they quickly react to injustice, make high demands on themselves and others. vivid imagination, the inclusion of game elements in the performance of tasks, creativity, inventiveness and rich imagination (imagination) are very characteristic of gifted children. they have a great sense of humor, they love funny inconsistencies, play on words, jokes. they lack emotional balance; at an early age, gifted children are impatient and impetuous. at times they are characterized by exaggerated fears and increased vulnerability. They are extremely sensitive to non-verbal cues from others. self-centeredness, like ordinary children. quite often gifted children have difficulties in communicating with their peers. It is impossible not to notice a leader in a group of children. A confident, proactive child will quickly draw attention to himself. He has a well-developed speech, he is not afraid and does not hesitate to turn to another child, to an adult. Such a child reveals his own business approach to everything that happens. Its distinctive feature is that such a child cares about everything. Any child must be gifted in one of the areas of human activity. The tests developed by experts in child psychology will help to assess the correctness of the assumption about the innate abilities of the child or to help in this important matter. The development of a gifted child is a two-way process: “home - school, school - home”. No matter how we consider the role and weight of naturally determined factors or the influence of purposeful upbringing and education on the development of a child's personality and giftedness, the importance of the family is decisive. Even seemingly unfavorable conditions are relatively indifferent for the development of abilities.

Especially important for the formation of the personality of a gifted child, especially the increased attention of parents. As a rule, in families of gifted children, a high value of education is clearly observed, while the parents themselves are often very educated. This circumstance is a favorable factor, largely determining the development of high abilities of the child. Parents of gifted children show special attention to their child's schooling, choosing textbooks or additional literature for him and consulting with the teacher on how to study them better. How to work with such children? Children who can be classified as gifted come to primary school. These children have higher intellectual abilities, receptivity to learning, creativity and manifestations than most; dominant active, unsaturated cognitive need; experience the joy of gaining knowledge, mental labor. Proceeding from this, the identification of gifted children, the development of the degree of their giftedness should begin already in primary school. In educational activities, work with gifted children is based on a differentiated approach, which contributes to the expansion and deepening of the educational space of the subject. Therefore, work with gifted children should consist of both lesson and extracurricular activities Forms of work with gifted students:  an individual approach in the classroom, the use of differentiated teaching elements in practice, conducting non-standard forms of lesson creative workshops; group lessons on class parallels with strong learners;   electives;  hobby groups;

 additional classes with gifted students, preparation for olympiads, intellectual games, competitions; research and project activities;   contests;  intellectual marathon;  scientific and practical conferences  participation in olympiads, competitions of various levels;  work according to individual plans;  use of modern ICT (Internet, media library, computer games, electronic encyclopedia);  creation of children's portfolios. The main forms of extracurricular educational activities Form Tasks Optional  Taking into account the individual capabilities of students.  Increasing the degree of student independence.  Expanding the cognitive capabilities of students.  Formation of skills in research, creative and project activities.  Development of skills and abilities of independent acquisition of knowledge based on work with popular science, educational and reference literature.  Generalization and systematization of knowledge in academic subjects. Student conference  Formation of information culture of students. Subject  Presentation of a wide range of forms of extracurricular

week (decade) of activity. Scientific society of students  Increase the motivation of students to study the educational field.  Development of the creative abilities of students.  Engaging students in research, creative and project activities.  Formation of analytical and critical thinking of students in the process of creative search and research. Circles, studios, associations  Development of the creative abilities of students.  Assistance in vocational guidance.  Self-realization of students in extracurricular activities. Organization of research work of students at school Preparatory stage: Forms:  Formation of scientific skills 1. Lesson. organization of labor.  Involvement in active forms of cognitive activity.  Formation of cognitive interest.  Identifying capable students. 2. Extracurricular activities. 3. Circles of the aesthetic cycle. 4. Sections. Creative stage: Forms:  Improving scientific skills 1. Lesson. organization of labor.

 Formation of cognitive interest. 2. Extracurricular activities.  Creative development of students. 3. Subject weeks.  Individual work with talented people 4. School Olympiads. schoolchildren. 5. Electives. 6. Mugs. 7. Sections. Children grow up quickly. But they will be able to live independently and successfully if today we help them develop their abilities and talents. And every child is talented in his own way. The identification and education of gifted, talented children is an extremely important issue. The main task of the teacher is to build educational and extracurricular activities in such a way that any individual characteristics of children do not pass our attention, are realized and grown in pedagogical activities with these children. Literature. 1. Gilbukh Yu.Z. Attention: gifted children 2. Derekleeva N.I. Scientific research work at school 3. Savenkov A.I. gifted children: diagnostic methods and teaching strategy 4. N. Panyutina. system of work of an educational institution with gifted children 5. Federal state educational standards of the second generation.

Organization of work with gifted children of primary school age.

MBOU SOSH № 3 p. Serafimovsky MR, Tuimazinsky district of the Republic of Belarus,

“The giftedness of a person is a small sprout that has barely hatched out of the ground and requires great attention. It is necessary to cherish and cherish, take care of him, do everything so that he grows up and gives abundant fruit "

Today the problem of identifying, developing and supporting gifted children is extremely urgent for Russia. The disclosure and implementation of their abilities and talents is important not only for a gifted child as an individual, but also for society as a whole. Gifted, talented children and youth are the potential of any country, allowing it to effectively develop and constructively solve modern economic and social problems. In this regard, working with gifted and highly motivated children is imperative.

Russian President Vladimir Putin spoke about the importance of this problem.

Here is one of the points of the message to the Federal Assembly of the Russian Federation: «… It is necessary to complete the creation of a nationwide system for finding and supporting talented children. Everyone should have the opportunity to develop their abilities from an early age, regardless of income level, social status of parents and place of residence of families. I instruct the Government to take this recommendation into account when introducing new educational standards and to develop a per capita funding standard for pedagogical support of gifted children "

Identifying gifted children, organizing systematic work is one of the main tasks of the modern school and educational practice in the context of the modernization of the Russian education system.

Ø Participation of children in the work of NOU.

Ø Contests, olympiads, intellectual games, quizzes.

Ø Generalization and systematization of materials and results of work with gifted children - "Portfolio".

Not a new, but popular form of work with gifted children of primary school age is the research activity of students, which contributes to the development and individualization of the personality, as well as the formation of motivation for students to acquire knowledge. The lessons of the surrounding world are perfect for this. The research lesson allows us to pose serious problematic questions, research tasks, and the childish craving for “secrets” turns him into a “researcher”. Success in completing such tasks forms "intellectual" joy and positive emotions.

The problem of the development of giftedness in our school is relevant, we have conditions for the development of students and there is a need to identify their abilities. There are different forms and methods of working with gifted children, but the formation of intellectual abilities is highlighted. Regardless of the level of giftedness and even the level of intellectual capabilities, it is necessary to develop their creative qualities. An important condition is the ability to find talented children among the many students. The process of identifying gifted children is based not only on such objective data as the level of academic performance, but also on the teacher's experience, his intuition. This task - to identify as many children as possible with signs of giftedness and to provide them with favorable conditions for improving their inherent types of activity - is one of the most important in the work of a teacher and class teacher.

The identification of gifted children at primary school age begins with the first visit to a psychologist or teacher upon entering the 1st grade (this may be in kindergarten). It should be said that the primary school actively cooperates with the preschool institution. During the year, the children come to classes at the preschooler's school. We have been doing this work for over 10 years. The main content of the work in the preparatory period: work with families, consultations of teachers, speech therapist, work on the continuity of the kindergarten - school, parental education, classes with children. Then, the identification of the gifted occurs in the process of teaching the child on the basis of observation, the study of psychological characteristics, speech, memory, logical thinking. Almost the entire first year of a child's schooling is aimed at identifying abilities. As a rule, such children have higher intellectual abilities, receptivity to learning, creativity and manifestations than most; dominant active cognitive need; experience the joy of gaining knowledge. Already in the first grade, talented mathematicians, readers, artists, and simply activists come to light. At the initial stage, the teacher needs to attract such children to help him through the game. From experience, I can say that this technique works. For the development of the revealed abilities of the child, the teacher offers parents to assign the baby either to a school of additional education, or to a circle, section, etc. Here it is important to cooperate with parents, to help them in the development of the child. In addition, we solve another problem: we involve parents in cooperation, to unite the family. Having identified capable children for research activities, we suggest that they carry out a small study on a subject or topic. Usually, children are actively involved in such work: they conduct research, look for material confirming this fact, prepare a computer presentation, and from the first grade. With this approach, we solve a number of other educational problems: we teach children to turn to different sources of information, process information, instill an interest in reading. It should be noted that having identified young researchers in our school, we hold a school scientific and practical conference. The youngest participants are first graders. Of course, adults also help them: teachers, parents. But the guys in the 4th grade cope with everything on their own. Since the third grade, an intellectual marathon for an elementary school has been held in our district, where the most gifted in this direction gather. It is not necessary to say what kind of preparation is carried out with children before that in the classroom and at school: individual lessons by a teacher with a gifted child, a differentiated approach during the lesson, individual homework, participation in the school Olympiad. If such work is systemic, then the result will be.

As a rule, gifted children have good results in all-Union games such as "Kangaroo", "Russian Bear", "CHIP", "Infozayka", "Gagarin Cup", etc. And what is great, the students themselves are interested in the date of the competition involve other children as well. Isn't this a cognitive activity?

The viability of the system of working with gifted children is confirmed by the presence of winners and prize-winners of various levels of subject and developmental Olympiads (regional, republican, all-Russian), competitions of scientific research works of students, creative and sports competitions and competitions. Thanks to systematic work, gifted children become successful.

In conclusion, I want to say that in order for work with gifted children to be crowned with success, it is necessary to create certain working conditions:

· Awareness of the importance of this work by each member of the team and, in this regard, increased attention to the problem of forming positive motivation for learning.

· Creation and continuous improvement of a methodological system with gifted children.

· Recognition by the team of teachers and the school leadership that the implementation of the system of work with gifted children is one of the priority areas of work of the educational institution.

There is no magic, there is no miracle,

Art starts with a simple

To pick up a key to a child's soul,

So that he could paint the whole world ...

See the blue in the eyes of heaven

Wrap the winter forest with an acrylic handkerchief,

Look at the rainbow heir to the rain

And in this rainbow suddenly see ... yourself!

From time to time, now in one or another newspaper, a message that never ceases to seem surprising about a student of thirteen or fourteen years of age enrolled in a university will flash through. This means that someone went to school instead of 10-11 years, only 6-7 years. Most often, an unusually developed child, like everyone else, enters the first grade at the age of six or seven, but then he is accelerated, sometimes in the very first school year, to subsequent grades. It also happens that a "jump" over the class or several such "jumps" occur already in adolescence.

Despite the fact that now in a general education school it is allowed to take as an external student, this does not remove the difficulties in the development of gifted children. After all, this creates new difficulties.

Firstly, certain gaps in knowledge, skills and abilities are formed, the proper systematicity in their assimilation is not ensured. Second, one has to deal with differences in the physical and moral development of a gifted child and his classmates. Here is physical education, and labor training, and finally, ethics and psychology of family life ... How is self-esteem, relations with classmates and adults developing under these conditions? Who and how should develop individual educational programs and plans for gifted children? Above all, it is essential that in all classes where such children are present, teachers have at least the appropriate course training. Otherwise, the members of the teaching staff, primarily the school leaders, will treat the “leapfrogging” with great apprehension.

The second way is to create lyceums and gymnasiums for the gifted. These types of educational institutions are very popular these days. This is not a bad solution to the problem. All the more so if the educational process in lyceums and gymnasiums is based on scientific principles and a fairly diverse methodological base.

The third way is the creation of special classes for children with increased abilities in the structure of a mass general education school. Now this path is being introduced in many schools. One of its positive features is that the problem of teaching and upbringing of gifted children is not considered in isolation from the fate of children with less developed abilities. And the very structure of education and upbringing of children of different levels of development should be not only differentiated, but also unified.

It is appropriate here to recall the works of our psychologists. In particular, in the Ukrainian Republican Scientific and Practical Center "Psychodiagnostics and Differentiated Education" under the guidance of Doctor of Psychological Sciences Yu.3. Gilbukh developed a system of differentiated education in a general education school. It involves the creation, starting from the first year of study, three types of classes. Children are enrolled in these classes according to their psychological readiness for schooling. The latter is determined by the actual (that is, existing at the moment) level of development of their mental abilities. Determining the contingent of accelerated learning classes in such a composition, it is necessary to create the most favorable conditions for the development of all children with increased mental abilities. First, it allows the creation of accelerated learning classes in all any large schools. Secondly, it provides more favorable conditions for the development of all children whose mental abilities exceed the age norm. Thirdly, it has a beneficial effect on the mental and moral development of gifted children.

What are these types of classes? The first - classes of accelerated learning, designed for the most developed 15% of the contingent of children entering school. This group of first-graders has a CI (intelligence quotient) of 120 points and above; it naturally includes the gifted.

Along with classes of accelerated learning, classes of the age norm (65% of the total student population) and classes of increased individual attention (the latter - for poorly prepared students, accounting for about 20%) are being created. In classes of these two types, the educational process is built according to the usual programs, but in classes with increased individual attention, the occupancy is half the usual one.

The direction of a child in a class of one type or another depends solely on the degree of his readiness for schooling and the wishes of his parents. They are present during a short (within 25 minutes) psychological examination, which is carried out by two specially trained teachers (examiner and assistant). The test is carried out in a playful way, in an atmosphere of friendliness and emotional relaxedness, which allows the child to reveal his intellectual capabilities. Psychological testing is limited to those aspects of the child's mental personality, on which the success of his school start depends decisively.

The critical areas that determine the degree of readiness for school start are: phonemic perception (hearing), self-regulation of educational actions, vocabulary development, short-term memory and the ability to carry out elementary inferences. The sixth indicator is the rating of the examiner and the assistant in relation to the mental activity of the child, determined on the basis of observations of his behavior during the performance of the entire set of tests.

With regard to creativity as an integral quality of a gifted child, the main attention at this stage is paid to the manifestations of intellectual initiative. For example, a child takes a vocabulary test. And here are the first three words, the meaning of which he has to explain: bicycle, hammer, book. But if, in addition to this, the child also tries to somehow relate the words to be explained to each other, although this is not required of him (for example: a hammer is a type of tool that is used to hit various materials and parts; it can be used when repairing a bicycle ; a book is a type of teaching aid; from it you can learn how to repair a bicycle with a hammer, etc.), which means that this child is with extraordinary thinking and imagination.

Special tests of creative giftedness are also used. Children who receive high marks on the entire range of tests and do not suffer from sluggishness (phlegmatic temperament) are recommended in an accelerated class, where increased attention is paid to the development of creativity.

In teaching methodology, the emphasis is on developing the ability to learn. Students are regularly given the opportunity to act in the classroom as a teacher. All kinds of creative tasks are widely used, including competitive tasks, role-based trainings, and group discussions. Since classes of this type have only a relatively homogeneous composition, the educational process in many cases is built on the basis of intra-class differentiation. This implies the use of group forms of organizing educational work, the opportunity for gifted children to independently work according to an individual plan. In classes of this type, great importance is attached to independent reading of fiction and popular science literature.

When implementing a differentiated educational program, the task is not set for a child with heightened mental abilities to graduate from school a year earlier (although this in itself is also a definite benefit). Acceleration is, first of all, a means of optimally loading the abilities of a gifted child, creating favorable conditions for their further fruitful development. At the same time, it should be emphasized that for such children, faster completion of educational programs, in fact, is not an acceleration. After all, for them this pace is completely natural, normal. Many people adhere to the point of view that since gifted children go through certain topics in a shorter time, then the resulting excess time can be used for additional subjects of the aesthetic cycle, foreign languages, rhythm, etc. But the problem is not to somehow occupy time of children or even expand their aesthetic education. The challenge is to optimally load the mental capacity. And this means providing a gifted child with the opportunity to move forward non-stop towards mastering more and more complex conceptual structures. We must not forget about the sensitive periods. Indeed, for gifted children, each of these periods occurs, as a rule, much earlier. Consequently, the moment of mastering the corresponding knowledge, skills and abilities must come earlier.