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May 2024, № 2 (242), pages 6-12

doi: 10.25198/1814-6457-242-6

Zair-Bek E.S., Ksenofontova V.V. THEORETICAL FOUNDATIONS OF PEDAGOGICAL SUPPORT FOR SELF-REALIZATION OF GIFTED CHILDREN AT SCHOOLThe development priorities of the Russian society are focused on increasing the level of human capital of the country, the main resource of which is gifted children. The prospect of building a system of support for gifted children is based on school education, which is subject to requirements to ensure quality work with talented young people. School as a social institution in the conditions of continuous socio-political and economic transformations implements pedagogical support of self-actualisation of gifted children in accordance with the needs of society in a graduate who has stable developed abilities, orientation to self-development, self-identification in a certain field of knowledge. State policy in the area of the development and support of gifted children is in constant development. Thus, the Decree of the Government of the Russian Federation of 17.11.2015 No. 1239 ‘On Approval of the Rules for Identifying Children Who Have Demonstrated Outstanding Abilities and Supporting Their Further Development” (as amended on 27.05.2020) regulates the algorithm for supporting gifted and talented children, the mechanism for identifying their abilities and measures for successful self-realisation in the future of professional activity. The national system of support for gifted children is implemented in a variety of projects: the educational foundation ‘Talent and Success” identifies and supports the further development of gifted children; the project for the creation of regional centres ‘Mini-Sirius” for the dissemination of best practices of methods of work with gifted children ‘Sirius”; a new model of supplementary education for children within the framework of the initiative of the Agency for Strategic Initiatives provides the work of technoparks, creating an infrastructural environment for the accelerated development of children. At the same time, the results of the VTsIOM survey (2019) show that gifted children in modern Russia eventually become ordinary adults and do not realise their abilities (52%). The development of gifted children”s abilities stops when the involvement of parents and teachers in purposeful support of the uniqueness of the child”s talent stops (38%). The study also indicates that pedagogical support for gifted children should be based on the child”s self-realisation, strengthening his/her abilities for further independent work in the chosen direction. However, the systems of work with gifted children available in modern schools do not fully meet the requirements of society and the state.Key words: giftedness, pedagogical support, self-realisation, talented children.

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About this article

Authors: Zair-Bek E.S., Ksenofontova V.V.

Year: 2024

doi: 10.25198/1814-6457-242-6

Editor-in-chief
Sergey Aleksandrovich
MIROSHNIKOV

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