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Jun 15, 2019

XVI European Congress of Psychology

Features of the development of gifted children at the initial school stage

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Gifted children

development

first graders

Abstract

Abstract

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Keywords

Gifted children

development

first graders

Abstract

The change in the social situation of a child’s development after entering school, the restructuring of his entire lifestyle are associated with great mental stress, creating risks in revealing his abilities and talents. Prevention and overcoming risks in the development of gifted first-graders are possible only by creating a developing educational environment that provides safe conditions for the development and creative self-realization of gifted students. An analysis of Russian and foreign studies has shown that socio-psychological factors (features of the relationship with the participants of the educational process), characteristics of the educational process (goals, tasks, workload), and internal risk factors have the greatest impact on the psychological safety of the younger student. On the grounds of revealed insufficient scientific investigation of the internal risk factors problem of the educational environment in the first class, the study was aimed at analyzing the characteristics of the emotional and motivational sphere of children with signs of giftedness at the initial school stage. 59 children of 7-8 years old were examined. They studied in classes, where the program of creative interdisciplinary education (N.B.Shumakova) was implemented. Methods: survey, observation, expert assessment, methods of express-diagnostics of intellectual abilities, modification of the method of L.A.Yasyukova “Color Associations”, et al. More than 80% of children revealed a high / above average level of intellectual development, signs of general mental giftedness. It was found that they have a positive attitude towards school and a desire to learn. At the same time, many of them need emotional support from adults, which makes them calm and balanced. Development difficulties have been identified in some first-graders (difficulties of correct speech, attention, self-organization, signs of self-doubt, anxiety). It was found that the high cognitive motivation of first-graders with signs of giftedness is combined with a declared interest in playing. Providing an opportunity to realize high cognitive activity and creative potential of gifted first-graders not only in learning, but also in playing games, as well as psychological and pedagogical support of their learning and development process are necessary conditions for successful disclosure of their giftedness, overcoming difficulties and risks.

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© Copyright 2019 Morressier GmbH.
All rights reserved.