SUPPORT OF GIFTED CHILDREN AT THE PRESENT STAGE OF DEVELOPMENT OF LANGUAGE EDUCATION OF PRIMARY SCHOOL CHILDREN

The present study concentrates on the development of interactive skills in the L2 and the pedagogical aspects of Young Language Learners’ (YLLs) through the use of story telling. Such an approach reveals the benefits of encouraging creativity in learning and, as a result, captures the dynamics of the classroom and the progress of the learner. The data derives from an Action Research study carried out as part of a longitudinal study in South Western Greece, where storytelling is a neglected language learning source. The research concentrates on YLLs of a Beginners level, aged 7-9 years old. The results show the advantageous use of Action Research as a tool of intervention to apply necessary change in language teaching contexts.

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Signs of Critical Reflection in Mathematical Experiential Learning Contexts

Pedagogika ◽

10.15823/p.2017.39 ◽

2017 ◽

Vol 127 (3) ◽

pp. 54-69

Author(s):

Vaiva Grabauskienė ◽

Oksana Mockaitytė-Rastenienė

Keyword(s):

Primary School ◽

Undergraduate Students ◽

School Children ◽

Critical Reflection ◽

Mathematical Reasoning ◽

Primary School Children ◽

Gifted Children ◽

Audio Recordings ◽

Adults And Children ◽

The Difference

In this article, we analyzed reflections of undergraduate students of Primary school education and also the reflections of gifted primary school children. The reflections were collected in those two subsamples separately, while learning Math in experiential way. For the suitability to observe critical reorganization of mathematical images, the scaling as a subject was chosen. The process of learning in adults has a feature to encompass the critical reflection approach for the problem solving. The aim of our study was to shed light on differences and similarities between adults and gifted primary school children in mathematical reasoning. We used the following methods: case study; observation; audio recordings; and qualitative analysis (i. e. content analysis). In whole study, 13 undergraduate students and 16 gifted children from III–IV grades took a part. The results indicate that the main insights in the mathematical content were made while comparing measurements of different dimensions. The similarities between adults and children were found in how critical reorganization of mathematical images was done. The difference occurred in the extent of reasoning abstraction. Gifted children already at primary school years were able to formulate logical explanations into mathematical rules. However, for the children to make critical reflections, the experiential basis (practice) is obligatory. In contrast, adults used abstract reasoning even in experiential (practical) situations.

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Designing Digital Educational Environment for the Individualization of Learning and the Development of Gifted Children

Social Phenomena ◽

10.47929/2305-7327_2020.02_70-75 ◽

2020 ◽

Vol 10 (2) ◽

pp. 70-75

Author(s):

Viktoriya Solomatina

Keyword(s):

Primary School ◽

Conceptual Framework ◽

School Children ◽

Educational Environment ◽

Educational Process ◽

Primary School Children ◽

Gifted Children ◽

Project Method ◽

E Learning ◽

Empirical Material

The article presents the authors’ project of designing a digital educational environment for the actualization and development of creative giftedness in primary school children by means of a network of project activities. The educational environment was designed within the conceptual framework proposed by E. D. Patarakin and based on his idea of using network interactions to support the project method. This approach enables a transition from the concept of "educational environment" to the concept of “educational ecosystem". The model of an ecological system is used in the article to analyze the contemporary educational environment. The empirical material presented in the paper can be implemented in developing new forms of interaction between educational process participants in the context of e-learning.

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Psychological and Pedagogical Support as a Condition for the Successful Development of Gifted Primary School Pupils

Psychological and Pedagogical Support of Talented Children: Problems, Directions, Approaches, Conditions ◽

10.31483/r-75191 ◽

2020 ◽

Author(s):

Karine Yurevna Breshkovskaya ◽

Anna Vladimirovna Morozova

Keyword(s):

Primary School ◽

School Children ◽

Personal Development ◽

Primary School Children ◽

Gifted Children ◽

Social Emotional ◽

Successful Development ◽

Scientific Analysis ◽

Primary School Pupils ◽

Psychological Features

A scientific analysis on the problem of gifted children is presented, and both positive and negative age-psychological features of gifted primary school children are thoroughly characterized. Psychological and pedagogical support aimed at identifying and taking into account characteristics for a specific age, peculiarities of child’s intellectual and personal development is considered an effective method of pedagogical activity in the work with gifted children. A meaningful characteristic of psychological and pedagogical work with children in each problematic sphere is given. Among them: motivational, social, emotional, will and cognitive spheres.

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Foreign language phonological ability of a primary school student as an object of acquisition in primary foreign language education

Problems of Modern Education (Problemy Sovremennogo Obrazovaniya) ◽

10.31862/2218-8711-2020-2-222-226 ◽

2020 ◽

pp. 222-226

Author(s):

Ekaterina I. Romanovskaya

Keyword(s):

Foreign Language ◽

Primary School ◽

School Children ◽

Language Education ◽

Foreign Language Education ◽

Primary School Children ◽

School Age ◽

Structural Components ◽

Primary School Student ◽

Primary School Age

The article deals with the foreign language phonological ability as a methodological phenomenon in teaching a foreign language in primary school age. The concepts of «phonemic hearing», «phonetic hearing», «phonological ability» are analyzed. The article describes the structural components of a foreign language phonological ability and its importance for developing foreign language speech abilities in primary school children.

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Emergence of Social Giftedness in Primary School Children

Social Phenomena ◽

10.47929/2305-7327_2020.02_48-53 ◽

2020 ◽

Vol 10 (2) ◽

pp. 48-53

Author(s):

Elena Romanova

Keyword(s):

General Education ◽

Primary School ◽

School Children ◽

Education System ◽

Educational Process ◽

Primary School Children ◽

Gifted Children ◽

Institutional Level ◽

Creative Initiative

The article examines the conditions of supporting social giftedness in school children. A typology of social giftedness is proposed and social giftedness structure is determined based on the analysis of available research of this phenomenon. The author distinguishes the indicators of social giftedness in primary school children. Pedagogical observation of educational process in the primary school of Nayanova Gifted Children Academy (Samara, Russia) demonstrated that social giftedness in schoolchildren gains support on the level of individual creative initiative of teachers. By the same token, the development of social giftedness is not part of general education system in Russia. Both the pedagogical toolkit and the attention to social giftedness development need considerable advancement on institutional level.

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PREPARATION OF FUTURE TEACHERS FOR THE DEVELOPMENT OF GIFTEDNESS OF PRESCHOOL AND PRIMARY SCHOOL CHILDREN BY MEANS OF DRAMATIZATION

SOCIETY INTEGRATION EDUCATION Proceedings of the International Scientific Conference ◽

10.17770/sie2021vol2.6301 ◽

2021 ◽

Vol 2 ◽

pp. 165-177

Author(s):

Olena Demchenko ◽

Inna Stakhova ◽

Maryna Davydova ◽

Iryna Larina ◽

Yulia Lymar ◽

...

Keyword(s):

Primary School ◽

School Children ◽

Educational Institution ◽

Educational Process ◽

Primary School Children ◽

Gifted Children ◽

Future Teachers ◽

Methodological Principles ◽

Creative Self ◽

Primary School Age

The necessity and main directions of preparation of future teachers for work with gifted children of preschool and primary school age are shown. The author's definition and structure of readiness of future educators to work with gifted children are presented. The signs of giftedness are analyzed and the characteristics of different types of giftedness are presented. The importance of identifying talented individuals in an educational institution and creating a developmental environment for the development of their abilities and creative self-realization is substantiated. The importance of theatrical activity for the development of general and special abilities, creativity, talent and the formation of non-cognitive qualities of preschool and primary school children is shown. The results of diagnostics of awareness of future teachers with the theoretical and methodological principles of using theatrical activities as a means of developing children's talents are presented. The main directions of training future teachers in the educational process of higher education institutions, aimed at mastering students' special knowledge, development of professional qualities, skills and abilities necessary for the use of dramatization in working with different categories of potentially gifted children.

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Turkish Marbling and Gifted Children

International Journal of Learning and Development ◽

10.5296/ijld.v2i6.2555 ◽

2012 ◽

Vol 2 (6) ◽

pp. 86

Author(s):

Cagla Gur

Keyword(s):

Young Children ◽

Primary School ◽

School Children ◽

Age Groups ◽

Primary School Children ◽

Single Type ◽

Gifted Children ◽

Gum Tragacanth ◽

Ability Levels ◽

Different Characteristics

Gifted children display different characteristics, attitudes and behaviours not only from their peers but also from one another. Gifted children should not mean a single type of children with similar characteristics. On the contrary, these children display different characteristics not only from other children but also from other gifted peers. For the teachers of young children it is very difficult to find an activity that is suitable and contributes to the development of these children. In this circumstance, Turkish marbling might be helpful for the teachers. Although Turkish marbling (Ebru) is mentioned as a difficult art in various resources, it can be applied to children by using ready-to-use dyes and ready-to-use gum tragacanth. After all, marbling can be turned into an enjoyable activity by giving the children the opportunity to discover different characteristics of marbling and by not forcing them applying the marbling by using traditional techniques perfectly. Marbling activities done with children show that, pre-school and primary school children find it enjoyable and like to participate in these activities. Such characteristics of marbling as (a) giving opportunities for originality, (b) teaching patience, (c) experimenting, (d) allowing works in different in different ability levels, (e) relaxing and anxiety recovery, (f) suitability for different age groups, (g) giving chance for personal progression suits the needs of gifted children thus making it very advantageous for these children. Therefore, it is thought that marbling might make important contributions for the development of gifted children.

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