UDC 373.5:159.928.22 ORGANIZATION OF PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT FOR ACADEMICALLY GIFTED STUDENTS
DOI: https://doi.org/10.51706/2707-3076-2023-8-19
Abstract
The article presents practical cases of psychological and pedagogical support for academically gifted students. The semantic characteristics of the concept of support by domestic and foreign specialists are revealed. The typical behavioral characteristics of gifted students are emphasized. The peculiarities of creating and organizing a developmental educational environment for academically gifted children are identified. An algorithm for diagnosing students' interests and abilities is proposed. It is proven that the education of academically gifted students should be based on a problem-based approach that promotes the development of curiosity, inventiveness, analytical and critical thinking. It has been established that gifted children are characterized by significantly higher emotional sensitivity and react more painfully to social challenges and criticism compared to ordinary students. In addition, gifted children show a significantly lower level of attachment in friendship and feel lonelier during various games. Attention is focused on the peculiarities of creating educational programs for working with academically gifted children. It is noted that when developing educational programs, the following requirements should be followed: global and fundamental nature of main topics; interdisciplinarity; integrativeness; content richness and a focus on the development of productive thinking. It is concluded that for the normal development of each child, it is advisable to adjust educational programs, promote parental involvement in the development of their children's abilities, coordinate the work of specialists, and develop individual progression maps for gifted students. Prospects for further research are planned in the organization of online surveys of teachers to study their experience in working with academically gifted children under the conditions of the old state standard and to determine effective approaches in working with gifted children in the New Ukrainian School.
