scholarly journals THE COOPERATION BETWEEN FAMILY AND SCHOOL AS AN IMPORTANT ASPECT IN THE DEVELOPMENT OF GIFTED CHILDREN

2019 ◽  
Vol 7 (4) ◽  
pp. 422-426
Author(s):  
Gulnara Faritovna Gali ◽  
Anastasiya Viktorovna Fakhrutdinova ◽  
Gulsina Yakupovna Grevtsova ◽  
Ilshatovich Gali
Keyword(s):  
Decision Making ◽  
School Environment ◽  
Primary Schools ◽  
Common Ground ◽  
Professional Competence ◽  
Gifted Students ◽  
Individual Characteristics ◽  
Gifted Children ◽  
Wide Range ◽  
Foreign Governments

Purpose of the Study: One of the important features of effective pedagogical school is the close cooperation of parents and teachers in the gifted students’ educationworldwide. Cooperation represents a joint action and negotiation, which is aimed at finding solutions, and a new, common ground. Cooperation between schools and parents may be traditional and partnership-oriented. In what way it will be achieved and placed, depends on the legal regulations, school environment, professional competence and individual characteristics of teachers, sociodemographic, and psychosocial characteristics of the parents. The study aims to determine the teacher functions in cooperation between the family and school. Methodology: The leading approaches to the study of this problem are: the method of historical and logical analysis of regulatory documents of foreign governments and research papers by leading scientists dealing with gifted education issues and the method of analysis, comparison, synthesis and generalization of innovative foreign, and domestic pedagogical experience. Results: The paper is based on the assumption that parents do not participate in decision-making at the school and that the cooperation between family and school in primary schools is still traditional. The results showed that parents are not involved in decision-making at the school, and the cooperation between family and school is still traditional and that is mainly related to parent meetings and informative conversations, without involvement of the partnership. Implication: The authors focus on the specifics of working with gifted students’ parents, as well as on the analysis of the problems of gifted students’ education in different countries. The studies confirm that the task of parents and teachers working with gifted students is to create the necessary conditions and environment in which the gifted students could successfully develop and learn to overcome various difficulties. Novelty: Materials of the article can be useful for professors, teachers, students, and a wide range of readers interested in the problems of gifted students' education.

scholarly journals Evaluating the Predominant Attitudes of Teachers and Principals Towards Educational Programs for Gifted Students in Elementary Schools: تقييم المواقف السائدة من المعلمين ومديري المدارس نحو البرامج التعليمية للطلاب الموهوبين في المدارس الابتدائية

2021 ◽  
Vol 5 (45) ◽  
pp. 121-103
Author(s):  
Yahya Ali Hamdi Yahya Ali Hamdi
Keyword(s):  
Primary Schools ◽  
School Administrators ◽  
Gifted Students ◽  
Educational Programs ◽  
Educational Process ◽  
Educational Institutions ◽  
Gifted Children ◽  
Discussion Section ◽  
Talented People ◽  
Current Systematic Review

The current systematic review of the literature (SLR) is divided into different sections starting with the introduction section. That being said, there is a discussion section that broadly evaluates different topics in addition to the summary findings that emerge from the study by discussion, there are mixed results about teachers' prevailing attitudes toward gifted students, and there are programs developed in order to promote the special needs of gifted children that teachers and school administrators are aware of. The study methodology depends on conducting tests and examining opinions about the subject and the guidance that it applied, and concluded that the gifted show distinctive qualities that differ from other students, and therefore they need special intervention programs to achieve the best educational results, and there are some school principals and talented people who support the programs that It aims to help the gifted, and there are others who do not support these programs, and various governments support programs that help Gifted students in the educational process and dealing with them in a way that supports their talents, and there are recommendations that were deduced from the study, which is that attention should be paid to identifying gifted students in educational institutions to work on their involvement in educational programs for the gifted, especially in primary schools, and there must be a positive response towards gifted education programs by Teachers and school administrators, work to develop these programs.

scholarly journals SCHOOL PROBLEMS IN THE EDUCATION AND DEVELOPMENT OF GIFTED CHILDREN: PSYCHOLOGICAL ASPECT

2019 ◽  
Vol 7 (4) ◽  
pp. 410-415
Author(s):  
Gulnara F. Gali ◽  
Bulat I. Fakhrutdinov ◽  
Irina Z. Shakhnina ◽  
Elena N. Zagladina
Keyword(s):  
Theoretical Analysis ◽  
Gifted Students ◽  
Psychological Characteristics ◽  
Gifted Children ◽  
School Problems ◽  
Social And Emotional ◽  
The Social ◽  
Wide Range ◽  
Analysis And Synthesis ◽  
Education And Development

Purpose of the Study: The urgency of the problem under investigation is because, the issue of gifted students’ education is one of the most difficult and interesting aspects of contemporary pedagogy. The purpose of the article is to identify the psychological characteristics of the gifted students’ development. In this article, the school difficulties of gifted students are revealed and the causes of internal and external nature are analyzed. Methodology: The leading approach to the study of this problem is a method of a theoretical analysis and synthesis of social, political, and psycho-pedagogical literature. Results: The main result of the study is a theoretical analysis of the relationship between learning and the development of gifted children and their psychological characteristics. Application:The materials of the article can be useful for teachers, students, and a wide range of readers interested in the problems of gifted students’ education. The authors pay special attention to the social and emotional consequences, which can be rather destructive if appropriate assistance is not provided by teachers, psychologists, and parents.

scholarly journals Gifted Girls’ Learning Experience in General Education

2019 ◽  
Vol 43 ◽  
pp. 57-70
Author(s):  
Evelina Undro ◽  
Sigita Girdzijauskienė
Keyword(s):  
General Education ◽  
School Environment ◽  
Learning Experience ◽  
Gifted Students ◽  
Research Strategy ◽  
Gifted Children ◽  
Learning Needs ◽  
Practical Training ◽  
Male Image ◽  
Gifted Girls

The Munich Dynamic Ability-Achievement Model during the school period emphasizes the increasing impact of the school environment on the transformation of the ability (potential) of exceptional achievement, making it an integral part of the development of giftedness. However, the literature indicates that the identification and education of gifted children in Lithuania and abroad is often left to the personal discretion and initiative of teachers, parents or gifted students. In general education schools, gaps in teachers’ theoretical and practical training in gifted children education, as well as abilities to determine their academic and emotional needs, can be identified. Gifted are often seen as “awkward” students, and during adolescence they are faced with the need to choose between mimicking “normal teenage life” and being a “geek”. Gifted teens girls additionally feel pressured to conform to the “normal image of a girl” rather than displaying exceptional abilities and vigorously competing for achievement as “normal for the male image”. Teachers often think that boys can accomplish more than girls, so they need more reinforcement and encouragement. These factors pose a greater risk for gifted adolescent girls to be unrecognized, not properly promoted, and have not realized giftedness.A qualitative research strategy was used to reveal the authentic learning experience of gifted girls (teens) in general education schools. Six gifted girls from 13 years 10 months to 14 years 7 months, from three Vilnius schools, participated in the survey. The learning experience of gifted girls was revealed by three themes. They have shown that teachers’ attitudes that all students have equal learning needs, their obligation to help low achievers, and disbelief that gifted students need special education assistance had made gifted girls bored and waste time in the classroom. It was also revealed that the most commonly used methods of teacher training reflect a passive form of teaching that does not facilitate the process of acquiring knowledge. Finally, teacher indifference, high expectations, comparing students to gifted girls cause uncomfortable feelings, while teacher rigidity and insensitivity provoke conflict situations and reduce learning motivation. All of this, combined with inconsistent behaviour by applying different norms for themselves and students, widens the gap between “good” and “bad” students.

Psychosocial Development of the Gifted: Implications for a Counseling Intervention for Gifted Students

2005 ◽  
Vol 19 (3) ◽  
pp. 213-225
Author(s):  
Dorothy Sisk
Keyword(s):  
No Child Left Behind ◽  
Academic Success ◽  
Psychosocial Development ◽  
School Environment ◽  
Gifted Students ◽  
The United States ◽  
Gifted Children ◽  
Special Schools ◽  
Counseling Intervention ◽  
Counseling Interventions

Traditional approaches to the education of gifted children and youth have focused on cognitive dimensions, with a program emphasis of enriched and accelerated education, providing services in special classes, special schools, and in the regular classroom. In the current public school environment in the United States, considerable attention is being placed on raising standards and testing students. No piece of educational legislation in the past decade has stirred as much comment and controversy as the No Child Left Behind Act that includes a mandate for an extensive testing program across major subject areas (Gallagher, 2004). Academic success and cognitive development have become the focus of educational programs, especially for gifted students. Gifted students feel pressure to succeed; consequently, their emotional and social development is being neglected by the school (Fleith, 2001). This paper examines the critical importance of developing the emotional, social and personal self of the exceptional child who needs to understand the intensities and challenges of functioning fully as a gifted person. The paper includes a summary of the essential counseling interventions for Gifted students.

scholarly journals Stanje, problemi i potrebe rada s darovitim učenicima u osnovnim školama u Republici Hrvatskoj

2017 ◽  
Vol 11 (1) ◽  
pp. 9
Author(s):  
Anela Nikčević-Milković ◽  
Ana Jerković ◽  
Maja Rukavina
Keyword(s):  
Social Services ◽  
Primary Schools ◽  
Gifted Students ◽  
Direct Care ◽  
Gifted Children ◽  
The North ◽  
Special Programs ◽  
Years Of Service ◽  
The Republic ◽  
Identification Of Gifted

In the paper is designed questionnaire to evaluate the situation and the need for gifted and talented students. The sample consisted of the condition and needs of gifted students in Croatian primary schools among 378 primary school teachers and subject teachers of all profiles. Factor analysis of the questionnaire obtained three factors: 1) Special programs, methods and forms of work with gifted children, 2) Direct social care for gifted children, 3) Identification of gifted children. They then tested the results on those three factors with respect to the different categories of teachers with regard to: a) three different regions of the Republic of Croatia, b) different profiles, c) the different years of service, and d) a different education of gifted children. The survey results show that teachers in primary schools by region of Croatia significantly more use of special programs, methods and forms of work in southern and central Croatian regions in relation to the north. In the central and northern regions compared to Croatian southern region teachers significantly more direct care for gifted children at different levels of society. The results of the factor of identification of gifted students are the lowest among teachers, which is not surprising because it is primarily business of school social services, they were significantly higher in southern and central Croatian regions in relation to the north. All profiles of teachers with gifted students statistically most do special programs, methods and forms of work, then care of gifted children. At least participate in the identification of gifted students. All categories of teachers with respect to years of service, as well as with regard to the education of gifted statistically most implemented specific programs, methods and forms of work with gifted children, then care of gifted at all levels of society, and at least participate in their identification. Concern about gifted students in the Republic of Croatia is still not satisfactory, and the paper provides some guidelines for improving the system.

scholarly journals ПСИХОЛОГІЧНІ УСТАНОВКИ, КОМПЕТЕНЦІЇ ТА ОСОБИСТІ ЯКОСТІ ВИКЛАДАЧА ЯК ФАКТОР РОЗВИТКУ МАТЕМАТИЧНОЇ ОБДАРОВАНОСТІ УЧНЯ

2020 ◽  
pp. 16-24
Author(s):  
Бончук Н. В.
Keyword(s):  
Personal Development ◽  
Professional Competence ◽  
Teacher Education Program ◽  
Gifted Students ◽  
Personal Characteristics ◽  
Educational Process ◽  
Professional Activity ◽  
Gifted Children ◽  
Mathematically Gifted

The article deals with the problem of the role of professional competences, personal characteristics and psychological attitudes of the subject-teacher in the development of mathematical giftedness of students. The substantiation of the competence model of a teacher working with mathematically gifted children is presented. The urgency of the problem of formation of necessary competences for work with mathematically gifted students is substantiated. The three-level model of teacher's professional competence is considered as a set of key professional (reflecting the specificity of a certain professional activity, in our case - pedagogical) and special (reflecting the specificity of working in different conditions of professional activity with talented children) competencies.Within the competency model, the components of the cognitive, behavioral, and value components are examined. The role of the psychological ettitudes of the teacher in the motivational component of the educational process is substantiated. A number of problems of professional and personal development of teachers in the organization of teaching of mathematically gifted students have been identified. Recommendations are given for the construction of a postgraduate teacher education program aimed at the discovery and psychological and pedagogical support of mathematical talent.

scholarly journals SCHOOL PROBLEMS IN THE EDUCATION AND DEVELOPMENT OF GIFTED CHILDREN: PSYCHOLOGICAL ASPECT

2019 ◽  
Vol 7 (6) ◽  
pp. 500-504
Author(s):  
Gulnara F. Gali ◽  
Bulat I. Fakhrutdinov ◽  
Irina Z. Shakhnina ◽  
Elena N. Zagladina
Keyword(s):  
Theoretical Analysis ◽  
Gifted Students ◽  
Psychological Characteristics ◽  
Gifted Children ◽  
School Problems ◽  
Social And Emotional ◽  
The Social ◽  
Wide Range ◽  
Analysis And Synthesis ◽  
Education And Development

Purpose of the Study: The urgency of the problem under investigation is due to the fact that the issue of gifted students’ education is one of the most difficult and interesting aspects of contemporary pedagogy. The purpose of the article is to identify the psychological characteristics of the gifted students’ development. In this article, the school difficulties of gifted students are revealed and the causes of internal and external nature are analyzed. The authors pay special attention to the social and emotional consequences, which can be rather destructive if appropriate assistance is not provided by teachers, psychologists, and parents. Methodology: The leading approach to the study of this problem is a method of theoretical analysis and synthesis of social, political and psycho-pedagogical literature. Results: The main result of the study is a theoretical analysis of the relationship between learning and the development of gifted children and their psychological characteristics. Application: The materials of the article can be useful for teachers, students and a wide range of readers interested in the problems of gifted students’ education.

scholarly journals Developing Moral Values in Primary School Pupils in Kenya

2018 ◽  
Vol 1 (1) ◽  
pp. 409-437
Author(s):  
Florence M Itegi
Keyword(s):  
Moral Development ◽  
School Environment ◽  
Primary Schools ◽  
Moral Values ◽  
Social Changes ◽  
Academic Knowledge ◽  
Ex Post ◽  
Wide Range ◽  
Ex Post Facto ◽  
The Individual

Moral development is a complex effort to create an environment that enhances an individual‘s movement through stages of moral reasoning. This occurs in the context of interplay of factors like attitudes, beliefs and other external factors, such as peer, parental, and media influences. Furthermore, children acquire a wide range of behaviours, thoughts and feelings through observing others‘ behaviour (Bandura, 1997). Kenya like many other countries of the world has experienced rapid technological, economic and social changes which have overwhelming effects on both the individual behaviour and the society. Despite this awareness the pursuit of academic knowledge in primary schools continue to be viewed as more important and distinct from the acquisition and application of moral values. This paper examines the factors influencing moral development among pupils and scrutinizes impediments within and outside the schools that impact negatively on learners‘ behaviour in public primary schools in. The study used ex post facto design adopting both qualitative and quantitative approaches.Moral development is a complex effort to create an environment that enhances an individual‘s movement through stages of moral reasoning. This occurs in the context of interplay of factors like attitudes, beliefs and other external factors, such as peer, parental, and media influences. Furthermore, children acquire a wide range of behaviours, thoughts and feelings through observing others‘ behaviour (Bandura, 1997). Kenya like many other countries of the world has experienced rapid technological, economic and social changes which have overwhelming effects on both the individual behaviour and the society. Despite this awareness the pursuit of academic knowledge in primary schools continue to be viewed as more important and distinct from the acquisition and application of moral values. This paper examines the factors influencing moral development among pupils and scrutinizes impediments within and outside the schools that impact negatively on learners‘ behaviour in public primary schools in. The study used ex post facto design adopting both qualitative and quantitative approaches. Both multi-stage and random sampling techniques were used to select 100 pupils and 30 teachers. A questionnaire, an interview schedule an observation protocol to gather data on the general school environment were used Quantitative data were analysed and presented in percentages, frequency tables, and graphs and qualitative data were grouped into themes or categories, establishing connections and comparing them. The study found that parenting, urbanization, school environment, pupil characteristics impacted negatively on moral development among pupils. Consequently, pupils exhibited problem behaviours such as sexual relations, abusive language, gossiping, disobedience, indiscipline, disrespect, rudeness, dishonesty, conflicts, and bad groups as indicators of low moral status. The study recommends more learners‘ centred methods such as guidance and counselling, seminars, modelling, proper parenting, collaboration, pastoral care, strict rules, and teaching of moral values to be intensified to improve moral development among pupils.

scholarly journals PRIMARY SCHOOL TEACHERS’ OPINIONS TOWARDS MUSICALLY GIFTED STUDENTS

2021 ◽  
Vol 79 (1) ◽  
pp. 133-161
Author(s):  
Vesna Svalina ◽  
Blaženka Bačlija Sušić ◽  
Goran Lapat
Keyword(s):  
Music Education ◽  
Primary School ◽  
Primary Schools ◽  
Gifted Students ◽  
Theory And Practice ◽  
Gifted Children ◽  
School Teachers ◽  
Primary School Teachers ◽  
Teacher Mentor ◽  
Further Development

Primary school teachers have an important role in the early identification and further development of a child's musical giftedness. The research was aimed to examine the opinions of primary school classroom teachers (N = 1130) employed in Croatian primary schools regarding conceptualization of musical giftedness and its impact on identification of musically gifted students. Furthermore, their opinions about the support of parents, professional team and collective as well as competencies for recognizing and further development of the child’s musical giftedness were investigated. Although most respondents assess their competencies in identifying musical giftedness, most of the surveyed teachers, especially younger ones, are willing to be additionally trained in this area. They stated that the existing curriculum should be expanded and enriched and stressed the need for more support from the expert assistants (psychologists and pedagogues). In addition to the teachers' age, their title (teacher, teacher mentor and teacher advisor) also proved to be a significant factor in the identification and development of a child's musical giftedness. Findings of research have implications for theory and practice of primary school teacher’s music education and education for work with gifted children both during their higher education and lifelong learning. Keywords: musical giftedness, musically gifted students, primary school teachers, Republic of Croatia

scholarly journals INNOVATIVE APPROACHES FOR THE DEVELOPMENT OF CREATIVITY OF CHILDREN IN EDUCATIONAL SCHOOLS OF EDUCATION

2019 ◽  
pp. 206-219
Author(s):  
Iryna Baranovska ◽  
Anastasia Chernyatinska ◽  
Svitlana Pokhyla
Keyword(s):  
Individual Characteristics ◽  
Educational Process ◽  
Educational Institutions ◽  
Spiritual Needs ◽  
Gifted Children ◽  
Wide Range ◽  
Creative Talent ◽  
The Individual ◽  
Primary School Age ◽  
Out Of School

Text of the abstract. The article reveals the problems of development of children's creative talent in out-of-school educational institutions. It has been determined that gifted children (children with special educational problems) are the most vulnerable in society in the modern educational space. They require special attention from teachers, parents, psychologists and doctors in the process of education, training, adaptation, socialization and personality realization in a fast changing world. The uniqueness of the concept of "creative talent" of the child is proved. The work of scientists is analyzed, components and indices of child giftedness are studied. Indicators of giftedness are abilities (intellectual, artistic, musical, choreographic, artistic, technical, sports) to a certain type of activity. Creative abilities form the basis of the development of creative talent of the child. Out-of-school educational institutions in Ukraine have long-standing traditions of teaching and upbringing students according to their interests, preferences, and individual abilities. The principles of their activities allow taking into account the individual characteristics of each child. The multifaceted system of interrelated pedagogical techniques and technologies enables a wide range of content, forms and means of teaching students, provides an alternative to meeting the spiritual needs of the child, her interests, cognitive and intellectual opportunities based on the differentiation and individualization of the educational process. The reseаrch is based on the example of the work of the Vinnytsia regional station of young naturalists. Researchers need further attention to identify early gifted preschoolers, ensuring the continuity of the development of giftedness of children of preschool and primary school age.

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