Development of giftedness as a pedagogical problem

Abstract

The article emphasises the relevance of the studied problems in view of the methodology of human-centrism – philosophical and educational substantiation of personal development of a human being in modern conditions of information society. The problem of accompanying a gifted child in order to create an appropriate educational and pedagogical environment for its development is considered. On the basis of the analysis of multi-vector intelligence of the leading researchers of giftedness, the components concerning the pedagogical aspect – the so-called external factors of forming giftedness – are distinguished.
It is based on a thesis that is emphasized by virtually all researchers and that is the core of pedagogical attention to giftedness and organization of purposeful pedagogical influence on the gifted person. The main point is that the development of giftedness is subject to the detection and development of the makings of personality. The makings themselves cannot become abilities without pedagogical influence on the personality and cannot ensure the development of the gifted personality at all stages of his growth.
The most important aspects of the pedagogical problem of giftedness are those related to the identification of the gifted person, pedagogical observations on the manifestations of giftedness, individualization of development, creation of appropriate educational and information space, providing the required emotional and intellectual background of giftedness development and more.
The author concludes that in the development of giftedness the great importance and role belongs to the educational environment, in which the child resides, and its environmental friendliness, pedagogical influence, social environment, partnership of stakeholders etc. – that is, external pedagogical and social factors of formation of gifted personality. He sees the prospects for further research in determining the features of these components.