This work will focus on the mental giftedness of children (intelligence, general mental abilities). Signs of giftedness are manifested in children by an increased susceptibility to learning, with a fairly rapid pace of progress in learning under equal conditions. At present, attention to children with certain signs of outstanding intelligence is becoming a large and common task for schools.
The emergence of this problem is becoming a subject of discussion. Some believe that the problem of heightened intelligence is associated with the interaction of heredity and the environment, others consider it to be with the early introduction of children to the achievements of science and new electronic technology, while others consider the ratio of rapid maturation and development.
In the years of adulthood, remarkable developmental opportunities are noticeable in almost all children. Every full-fledged child, being helpless, grows and develops at birth with the help of adults, and he gradually becomes a "reasonable person".
All children are characterized by mental activity, a craving for knowledge, to give certain assessments of the surrounding objects and phenomena. Their developing brain organically needs this. In childhood, mental development proceeds at such a pace that as cognition and maturation progresses, this intensity becomes unavailable at a more mature age.
At the same time, it is constantly discovered that, even in relatively equal conditions, the mental development of children is different and does not develop in the same way.
Some children develop much more intensively than others; during school years they show exceptional abilities. However, the early signs of giftedness become something temporary and transient.
Each child has a peculiar combination of signs of mental ability, and it is difficult to say which of these will be more promising.
Therefore, predicting mental merit is always problematic, even for students with highly developed intelligence.
So, maybe we shouldn't take the problem of children's giftedness seriously, since its signs are so ambiguous, and intelligence will manifest itself in the future?
Manifestations of the general mental abilities of children and adolescents indicate a certain component of mental ability and giftedness, allow you to see how intelligence is prepared and formed in the course of age development.
The phrase "age endowment" draws attention to what characterizes a child or adolescent, whose mental merits do not yet clearly indicate their level of development in the future.
Pupil A. At an early age, she began to show extraordinary inclinations. Well-versed in the terrain. At 4 years old she could go skiing and walk all over the village. She learned and read poetry well. I learned to read at the age of 5. I could write some letters in font. I wanted to go to school, and came to school with my brother. My brother was in the 2nd grade. Asked for a lesson and sat down at the desk. After the lesson, the principal asked her why she came to school. She replied that she wanted to study. The headmaster politely explained to her that it was still early and would come in a year. A year later I entered the first grade. She studied with desire until grade 5, practically excellent. Parents, seeing an extraordinary craving for music, transferred her to a music school. She was almost disappointed when she was enrolled in a string instrument group. Her desire was to learn how to play the button accordion. But the teachers, drawing on her small stature, explained to her that the button accordion is a heavy instrument, and it will be difficult for her, and that the instrument will damage her posture. But she was able to overcome her disappointments, and graduated from music school with excellent marks. Then she entered the Pedagogical Institute at the Faculty of Physics and Mathematics. After graduating, she was assigned to the village of Razdolye in the Karaidel region of the Republic of Bashkortostan and has been working successfully at this school for 23 years. As before, he loves music, plays chess, and participates in cross-country skiing competitions.
Research topic:
Giftedness as a deviation from the norm
Research object: children with outstanding intelligence.
Subject of research: psychology of gifted children and the problem of giftedness as a deviation from the norm.
Research objectives:
give an objective and subjective assessment of the problems of giftedness
Research objectives:
Investigation of the unevenness of the course of age-related development and the prerequisites for differences in intelligence.
Study of individual differences in the originality of giftedness.
Investigation of the relationship between individual and age-related manifestations in intelligence.
Hypothesis
This problem, upon detailed study, will adapt gifted children and help in their further development.
Studying the problem will help to develop the methodology of developing education, to diversify the forms and methods of their application.
T. V. Sklyarova
Psychic development as a process that unfolds in time throughout a person's life has a temporal structure. Knowledge of it is important for understanding the potential development opportunities, identifying the typical course of individual development, drawing up an idea of the average rate of age dynamics; on the basis of this, one can judge the variations in age evolution depending on various factors.
The temporal structure of individual development includes the rate of development, duration and focus.
At each age stage for the development of a particular mental function, a “norm” is distinguished, which can be correlated with each parameter of the temporal structure of individual development. The concept of "norms" is conditional. This is the concept of testology. "Norm" is defined through the standardization of the test by offering it to a large group of people of a certain age. With respect to the average norm, the results of each child are interpreted: is he lower or higher, how much? Development psychology determines the "norms", development criteria, defectology - the norms of mental development, etc.
Proceeding from the “normative” approach to the development of the psyche, the concept of “deviation” is formulated in each concept of development. Consequently, the “norm” is also set by the understanding of development in a given theory or concept. This is one aspect of the “conventionality” of the norm. The second is the blurring of the boundaries of the norm, its variability.
Deviations from the norm should be understood both positively and negatively: there may be a variant of advancing the development norm and a variant of lagging behind. In the first case, developmental psychology solves the problem of giftedness and gifted children, in the second case, the problem of mental retardation and its defects.
The concept of "norm" has a fundamental meaning for educational psychology and, in general, for the entire education system. From the point of view of the cultural-historical concept, education “is that universal life form of the formation of the inherently human in a person, his essential forces that allow him to become, to remain - to be a human” (Slobodchikov, 2001). Modern developmental psychology sees the development of age norms of development as one of the main problems, in relation to which the content of education at different levels should be determined. According to V.I.Slobodchikov, age-normative models and development criteria, models of critical transitions from one stage to another, which are necessary for the design of systems of developmental education, have not yet been built. At present, this problem is being solved in the research of the Vygotsky Institute of Psychology, and there are preliminary results that can be used as “points of growth” for educational psychology and pedagogy. If the problem is solved, it becomes possible for two professionals to cooperate: a developmental psychologist and a teacher, one of whom “just keeps this very norm of development, and the other realizes it by means of his professional activity; one says: “I know what should be here and now”, and the other: “I know what needs to be done” in order for this to come true, so that this norm is realized for specific children in specific educational processes ”(Slobodchikov, 2001).
According to these arguments of modern psychologists, the concept of "norm" can be generally presented as the best result that a child can achieve under given conditions.
One of the important problems in developmental psychology is the problem of studying atypical development, deviating from the norms. However, there is a pronounced bias here: the number of works devoted to abnormal children far exceeds the number of studies on the psychology of giftedness. The lack of a unified theoretical basis often contributes to the ignorance of common moments in the life of gifted and deviant children. Both of them require special training: both mentally retarded and gifted children seem "strange" and are often rejected by their usual peers.
Within the framework of the cultural and historical concept of L.S. Vygotsky proposed a dynamic approach to the study of atypical development. Here the typical and atypical are analyzed in a single paradigm, and this direction is called "the dialectical doctrine of plus - and minus - giftedness." Defectiveness and giftedness are viewed as two polar outcomes of a single process of compensation, although this, of course, does not mean the transformation of any defect into talent. Compensation is one of the forms of dealing with obstacles to development. The possibility of winning and losing is determined by the "forces" of the parties, the size and quality of the defect, the nature of the changes it generates in the child's psyche, and the wealth of the subject's compensatory fund. “The path to perfection lies through overcoming obstacles; difficulty in a function is an incentive to improve it ”(LS Vygotsky).
According to the results of a longitudinal study by N. Haan and A. Moriarty, the action of the mechanisms for overcoming difficulties is associated with the acceleration of the growth of the IQ, and defense mechanisms - with its slowdown. In the studies of Yu.D. Babaeva (1997) showed that the formation of psychological mechanisms for overcoming obstacles is determined not only by the characteristics of the child's psyche, but also by adequate, timely intervention in this process by psychologists, teachers, and parents.
Criticizing the statistical approach to giftedness, L.S. Vygotsky proposed the dynamic theory of giftedness (DTO). The core of the DTO includes three basic principles, formulating which Vygotsky (“On the dynamics of children's character”) relied on the “dam theory” by T. Lipps, introduced by I.P. Pavlov, the concept of "goal reflex", A. Adler's ideas about overcompensation.
The principle of social conditioning of development. According to this principle, instead of assessing the already achieved level of development of abilities, the tasks of searching for various obstacles that hinder this development, analyzing the psychological nature of these obstacles, establishing and studying the causes of their occurrence, etc., are brought to the fore. It is emphasized that the barriers are generated by the child's inability to surround him in the socio-cultural environment.
The principle of the future is that the obstacles that have arisen become “target points” of mental development, direct it, and stimulate the inclusion of compensatory processes.
The principle of compensation - the need to deal with obstacles requires strengthening and improving mental functions. If this process is successful, the child gets the opportunity to overcome the obstacle and thus adapt to the social and cultural environment. However, other outcomes are also possible. The compensatory “fund” may not be enough to deal with the obstacle. In addition, compensation can go down the wrong path, giving rise to an inferior development of the child's psyche.
For the modern development of a holistic approach to the analysis of giftedness, the idea of L.S. Vygotsky on the unity of "affect and intellect". Within the framework of this approach, it is argued that giftedness characterizes the personality as a whole, it is pointed out that the gap between the cognitive and affective spheres is inadmissible. However, in the most famous models of giftedness, according to Yu.D. Babaeva, element-by-element analysis of statistical relationships is carried out (J. Renzulli, K. Heller).
In domestic studies, the need to develop a unit of analysis of gratitude is noted. So, D.B. Epiphany, studying the psychological nature of creativity, identifies the phenomenon of "situationally unstimulated productive activity" as a unit of creativity analysis, reflecting the unity of affect and intelligence. In research on giftedness, Yu.A. Babaeva as the main concept is used the concept of "dynamic semantic system", introduced by L.S. Vygotsky, it reveals the connection between intellect and affect.
One of the main problems of giftedness is its identification. Traditionally, psychometric tests, intellectual competitions, etc. are used to diagnose giftedness. However, the success of the child's activity, including in the testing situation, depends on many conditions (motivation, anxiety, etc.) and can change significantly under the influence of various factors. In order to eliminate cases of underestimation of the potential and hidden capabilities of the child in developmental psychology, new methods of identifying giftedness are introduced. So, a modified observation method (Renzulli) is often used. Within the framework of the proposed by L.S. Vygotsky's dynamic approach is changing the paradigm and in the methods of identifying giftedness. It is not selection diagnostics that is carried out, but developmental diagnostics, i.e. the emphasis is shifted to identifying obstacles that hinder the development of a child, searching for ways to overcome them, and analyzing qualitatively unique ways of development. Attempts to create methods of "dynamic testing" have been undertaken both abroad (Yu. Gutke) and in domestic psychology (Yu.D. Babaeva). In particular, Yu.D. Babaeva, developed and tested psychodiagnostic trainings, in which the applied methods and techniques are aimed not only at revealing the child's potential capabilities, but also at stimulating his creative abilities, developing self-knowledge, cognitive motivation, etc.
A special place is occupied by the diagnosis of the characteristics of the family environment and its influence on the development of the child's abilities. The effectiveness of psychodiagnostic trainings is determined not by the number of gifted children identified, but by the possibility of developing an adequate learning and development strategy for each child. It is known that high potential opportunities require appropriate training and development, otherwise they may not be fully revealed. And this is also one of the main "sore" issues of the problem of giftedness.
An important area of research is the problems associated with the analysis of asocial forms of giftedness. Can talent be ruined? What happens to gifted children who have not received the necessary assistance and social support? According to a number of authors (R. Pages), abilities in these cases do not "disappear", but begin to look for "workarounds" for their use, often destructive goals are used.
At the same time, modern scientists believe that the cultural-historical approach can become a fundamental theoretical basis for the formation of a socio-cultural paradigm of gratitude.
Under what conditions there is a slowdown and distortion of mental development? The most studied in this regard is the question of the influence of the family or its absence on the development of the child. We will focus on the characteristics of unfavorable conditions for the upbringing of a child, which can be called deprivation. According to the definition of the Czech scientists J. Langmeyer and
Z. Mateycheka (1984), a deprivation situation is a life situation of a child when there is no opportunity to satisfy important mental needs. The result of a child's stay in such a situation is his experience of mental deprivation, which can serve as the basis for the emergence of behavioral and developmental disorders. A unified theory of deprivation in science has not yet developed, but the following is considered the most recognized definition of mental deprivation. Mental deprivation is a mental state that arises as a result of such life situations where the subject is not given the opportunity to satisfy some of his basic (life) mental needs sufficiently and for a sufficiently long time
(J. Langmeyer and Z. Matejchek).
Most often, insufficient satisfaction of a person's affective needs is called the most pathogenic situation. This is the so-called emotional deprivation, when a growing child does not have the opportunity to establish an intimate-emotional relationship with any person or a previously established emotional connection is broken.
There are the following types of deprivation:
–Stimulus deprivation, or sensory deprivation, which occurs in a situation of a reduced number of stimuli or limitation of their variability and modality;
–Cognitive deprivation (deprivation of meanings), arising in a situation of excessive changeability and chaos of the structure of the external world, without clear ordering and meaning, which does not allow the child to understand, anticipate and regulate what is happening from the outside;
–Social deprivation (deprivation of identity) occurs when the ability to assimilate an autonomous social role is limited.
The influence of deprivation on the mental development of a child in Russian developmental psychology is actively studied in the scientific schools of M.I. Lisina and V.S. Mukhina. The studies are based on a comparison of the mental development of children from families and an orphanage. The situation of upbringing in an orphanage and a boarding school most clearly demonstrates the negative consequences of the deprivation experienced by children. Nodeprivation is not limited to residential institutions and concerns families and other areas of public life (kindergarten, school, etc.), so it is important to know under what conditions it occurs. These conditions can be divided into two groups:
1. Circumstances when, for external reasons, the family has a complete lack of social and emotional stimuli that are necessary for the healthy development of the child (for example, an incomplete family; if the parents are away most of the time; low economic and cultural level of the family, etc.).
2. Circumstances under which there are objective incentives, but they are not available for the child, since an internal psychological barrier has formed in relations with the adults raising him. This often happens in economically and culturally prosperous families, but emotionally indifferent.
The result of postponed deprivation, especially in the early years, is hospitalism. Sometimes the term "hospitalism" is used synonymously with the term "deprivation". At the same time, scientists often limit themselves to describing the conditions under which deprivation occurs. There are also descriptions of the consequences in the development of the psyche. Let us dwell on this definition of hospitalism: deep mental and physical retardation that arises in the first years of life as a result of a "deficit" in upbringing (RA Spitz, J. Bowlby).
Another consequence of the transferred deprivation may be a lag, delay in mental development (PD). ZPR - a syndrome of temporary lag in the development of the psyche as a whole or its individual functions (speech, motor, sensory, emotional, volitional).
In this regard, scientists are deciding whether the effect of deprivation is reversible; programs for the correction of deprived children are being developed and tested; officials of state institutions are consulted on the organization of the life of children deprived of parental care.
The modern world is increasingly faced with the negative behavior of people who grew up under privation conditions. Suicide bombers are people who have undergone deprivation, their behavior is distinguished by alienation from other people, hostile attitude towards them, lack of pity and gentleness (G. Craig).
Bibliography
For the preparation of this work were used materials from the site www.portal-slovo.ru
Mental development, as a process that unfolds in time throughout a person's life, has a temporal structure. Knowledge of it is important for understanding the potential for development, identifying the typical course of individual development, drawing up an idea of the average rate of age dynamics; on the basis of this, it is possible to judge the variations in age evolution depending on various factors.
The temporal structure of individual development includes the rate of development, its duration and direction.
At each age stage, for the development of a particular mental function, a “norm” is distinguished, which can be correlated with each parameter of the temporal structure of individual development. The concept of "norms" is conditional. This is the concept of testology. The “norm” is defined by standardizing the test by offering it to a large group of people of a certain age. In relation to the average norm, the results of each child are interpreted: is he lower or higher, by how much? Developmental psychology defines "norms", development criteria, defectology defines the norms of mental development, and so on.
Based on the “normative” approach to the development of the psyche, the concept of “deviation” is formulated in each concept of development. Consequently, the “norm” is also set by the understanding of development in a given theory or concept. This is one aspect of the “conventionality” of the norm. The second is the blurring of the boundaries of the norm, its variability.
Deviations from the norm should be understood both positively and negatively: there may be a variant of advancing the development rate and a variant of lagging behind. In the first case, developmental psychology solves the problem of giftedness and gifted children, in the second case - the problem of mental retardation, its defects.
The concept of "norm" is of fundamental importance for educational psychology and, in general, for the entire education system. From the point of view of the cultural-historical concept, education “is that universal life form of the formation of what is actually human in a person, his essential forces that allow him to become, to remain - to be a human” (Slobodchikov, 2001). Modern developmental psychology sees one of the main problems developing age-specific developmental norms, in relation to which the content of education at different levels should be determined. According to V.I. Slobodchikov, age-normative models and development criteria, models of critical transitions from one stage to another, which are necessary for the design of systems of developmental education, have not yet been built. At present, this problem is being solved in the studies of the Institute of Psychology named after L.S. Vygotsky, and there are preliminary results that can be used as “points of growth” for educational psychology and pedagogy. If the problem is resolved, it becomes possible for two professionals to cooperate: a developmental psychologist and a teacher, one of whom “just keeps this very norm of development, and the other realizes it by means of his professional activity; one says: “I know what should be here and now”, and the other: “I know what needs to be done” in order for this to come true, so that this norm is realized for specific children in specific educational processes ”(Slobodchikov, 2001).
According to these arguments of modern psychologists, the concept of "norm" can be generally presented as the best result that a child can achieve under given conditions.
One of the important problems in developmental psychology is the problem of studying atypical development deviating from the norms. However, there is a pronounced bias here: the number of works devoted to abnormal children far exceeds the number of studies on the psychology of giftedness. The lack of a unified theoretical basis often contributes to the ignorance of common moments in the life of gifted and deviant children. Both of them require special training: both mentally retarded and gifted children seem "strange" and are often rejected by their ordinary peers.
Within the framework of the cultural and historical concept of L.S. Vygotsky proposed a dynamic approach to the study of atypical development. Here the typical and the atypical are analyzed in a single paradigm, and this direction is called "the dialectical doctrine of plus - and minus - giftedness." Defectiveness and giftedness are viewed as two polar outcomes of a single process of compensation, although this certainly does not mean the transformation of any defect into talent. Compensation is one form of dealing with obstacles to development. The possibility of victory and loss is determined by the "forces" of the parties, the size and qualitative characteristics of the defect, the nature of the changes it generates in the child's psyche, and the wealth of the subject's compensatory fund. “The path to perfection lies through overcoming obstacles; difficulty in a function is an incentive to improve it ”(LS Vygotsky).
According to the results of a longitudinal study by N. Haan and A. Moriarty, the action of coping mechanisms is associated with an acceleration of the growth of the IQ, and defense mechanisms - with its slowdown. In the studies of Yu.D. Babaeva (1997) showed that the formation of psychological mechanisms for overcoming obstacles is determined not only by the characteristics of the child's psyche, but also by adequate, timely intervention in this process by psychologists, teachers, and parents.
Criticizing the statistical approach to giftedness, L.S. Vygotsky proposed the dynamic theory of giftedness (DTO). The core of the DTO includes three basic principles, in the formulation of which Vygotsky (“On the dynamics of children's character”) relied on the “dam theory” by T. Lipps, introduced by I.P. Pavlov, the concept of "goal reflex", A. Adler's ideas about overcompensation.
The principle of social conditioning of development. According to this principle, instead of assessing the already achieved level of development of abilities, the tasks of finding various obstacles that hinder this development, analyzing the psychological nature of these obstacles, establishing and studying the causes of their occurrence, etc., are put to the fore. It is emphasized that barriers are generated by the child's inability to adapt to the social and cultural environment that surrounds him.
The principle of future perspective- the arisen barriers become "target points" of mental development, direct it, stimulate the inclusion of compensatory processes.
Compensation principle- the need to deal with obstacles requires strengthening and improving mental functions. If this process is successful, the child gets the opportunity to overcome the obstacle and thus adapt to the socio-cultural environment. However, other outcomes are also possible. The compensatory “fund” may not be enough to deal with the obstacle. In addition, compensation can go down the wrong path, giving rise to an inferior development of the child's psyche.
For the modern development of a holistic approach to the analysis of giftedness, the idea of L.S. Vygotsky on the unity of "affect and intellect". Within the framework of this approach, it is argued that giftedness characterizes the personality as a whole, it is pointed out that the gap between the cognitive and affective spheres is inadmissible. However, in the most famous models of giftedness, according to Yu.D. Babaeva, element-by-element analysis of statistical relationships is carried out (J. Renzulli, K. Heller).
In domestic studies, the need to develop a unit for the analysis of giftedness is noted. So, D.B. Epiphany, studying the psychological nature of creativity, identifies the phenomenon of "situationally unstimulated productive activity" as a unit of creativity analysis, reflecting the unity of affect and intellect. In research on giftedness, Yu.A. Babaeva as the main concept is used the concept of "dynamic semantic system", introduced by L.S. Vygotsky, it reveals the connection between intellect and affect.
One of the main problems of giftedness is its identification. Traditionally, psychometric tests, intellectual competitions, etc. are used to diagnose giftedness. However, the success of a child's activity, including in a testing situation, depends on many conditions (presence of motivation, anxiety, etc.) and can change significantly under the influence of various factors. In order to eliminate cases of underestimation of the potential and hidden capabilities of the child in developmental psychology, new methods of identifying giftedness are being introduced. Thus, a modified observation method (Renzulli) is increasingly used. Within the framework of the proposed by L.S. Vygotsky's dynamic approach is changing the paradigm in the methods of identifying giftedness. Diagnostics of selection is not carried out, but diagnostics of development, i.e. the emphasis is shifted to identifying obstacles that hinder the development of a child, searching for ways to overcome them, and analyzing qualitatively unique ways of development. Attempts to create methods of "dynamic testing" were undertaken both abroad (Yu. Gutke) and in domestic psychology (Yu.D. Babaeva). In particular, Yu.D. Babaeva, developed and tested psychodiagnostic trainings, in which the applied methodological techniques and techniques are aimed not only at revealing the potential of the child, but also at stimulating his creative abilities, developing self-knowledge, cognitive motivation, etc.
A special place is occupied by the diagnosis of the characteristics of the family environment and its influence on the development of the child's abilities. The effectiveness of psychodiagnostic trainings is determined not by the number of gifted children identified, but by the possibility of developing an adequate learning and development strategy for each child. It is known that high potential opportunities require appropriate training and development, otherwise they may not be fully revealed. And this is also one of the main "sore" issues of the problem of giftedness.
An important area of research is the problems associated with the analysis of asocial forms of manifestation of giftedness. Can talent be ruined? What happens to gifted children who have not received the necessary help and social support? According to a number of authors (R. Pages), abilities in these cases do not "disappear", but begin to look for "workarounds" for their use, are often used for destructive purposes.
At the same time, modern scientists believe that the cultural-historical approach can become a fundamental theoretical basis for the formation of a socio-cultural paradigm of giftedness.
Under what conditions does the slowdown and distortion of mental development occur? The most studied in this respect is the question of the influence of the family or its absence on the development of the child. We will focus on the characteristics of the unfavorable conditions for the upbringing of a child, which can be called deprivation. According to the definition of Czech scientists J. Langmeyer and
Z. Mateycheka (1984), a deprivation situation is a life situation of a child when there is no possibility of satisfying important mental needs. The result of a child's stay in such a situation is his experience of mental deprivation, which can serve as the basis for the occurrence of behavioral and developmental disorders. A unified theory of deprivation in science has not yet developed, but the following is considered the most recognized definition of mental deprivation. Mental deprivation is a mental state that arises as a result of such life situations where the subject is not given the opportunity to satisfy some of his basic (life) mental needs sufficiently and for a sufficiently long time
(J. Langmeyer and Z. Matejchek).
Most often, insufficient satisfaction of a person's affective needs is called the most pathogenic situation. This is the so-called emotional deprivation, when a growing child does not have the opportunity to establish an intimate-emotional relationship with any person, or a breakdown of a previously established emotional connection occurs.
There are the following types of deprivation:
Stimulus deprivation, or sensory deprivation, which occurs in a situation of a reduced number of stimuli or limitation of their variability and modality;
Cognitive deprivation (deprivation of meanings), which occurs in a situation of excessive variability and chaos in the structure of the external world, without clear ordering and meaning, which does not allow the child to understand, anticipate and regulate what is happening from the outside;
Social deprivation (deprivation of identity) occurs when the possibility of assimilating an autonomous social role is limited.
The influence of deprivation on the mental development of a child in Russian developmental psychology is being actively studied in the scientific schools of M.I. Lisina and V.S. Mukhina. The research is based on comparing the mental development of children from families and an orphanage. The situation of upbringing in an orphanage and boarding school most clearly demonstrates the negative consequences of the deprivation experienced by children. But deprivation is not limited to residential institutions and concerns families and other areas of social life (kindergarten, school, etc.), so it is important to know under what conditions it occurs. These conditions can be divided into two groups:
1. Circumstances when, for external reasons, the family has a complete lack of social and emotional stimuli that are necessary for the healthy development of the child (for example, an incomplete family; if the parents are away most of the time; low economic and cultural level of the family, etc.) ...
2. Circumstances under which there are objectively incentives, but they are inaccessible to the child, since an internal psychological barrier has formed in relations with the adults raising him. This often happens in families that are economically and culturally prosperous, but emotionally indifferent.
The result of the deprivation suffered, especially in the early years, is hospitalism. Sometimes the term "hospitalism" is used synonymously with the term "deprivation". At the same time, scientists often limit themselves to describing the conditions under which deprivation occurs. There are also descriptions of the consequences in the development of the psyche. Let us dwell on this definition of hospitalism: deep mental and physical backwardness that occurs in the first years of life as a result of a "deficit" in upbringing (RA Spitz, J. Bowlby).
Another consequence of the transferred deprivation may be a lag, delay in mental development (PD). ZPR - a syndrome of temporary lag in the development of the psyche as a whole or its individual functions (speech, motor, sensory, emotional, volitional).
In this regard, scientists decide whether the effect of deprivation is reversible; programs for the correction of deprived children are being developed and tested; government officials are consulted on the organization of the life of children deprived of parental care.
The modern world is increasingly faced with the negative behavior of people who grew up in deprivation conditions. Suicide bombers are people who have undergone deprivation, their behavior is distinguished by alienation from other people, hostile attitude towards them, lack of pity and gentleness (G. Craig).
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A. suggestive learning.
B. problem learning.
V. reproductive training.
D. level learning.
40. The pedagogical process reveals the peculiarities of teaching
A. ruled.
B. concentrates.
B. stepwise,
G. systemically.
41. Education is
A. The concept of learning theory.
B. the result of development and adaptation.
D. the mechanism of socialization and education.
42. The system of higher pedagogical education includes the following blocks:
A. general cultural block, psychological and pedagogical block, subject block.
B. general cultural block and subject block.
V. philosophical, psychological and pedagogical, general cultural blocks G. bachelor's and master's degrees.
43. Teaching methods are
A. a means of managing the cognitive activity of students and students, an element of culture and
morality.
B. ways, ways of creating favorable conditions for the organization of the educational, educational process.
B. mechanisms of socialization and education.
44. Control is
A. checking the results of self-learning.
B. This is a teacher-student feedback in the teaching-learning process, which provides an analysis of the assimilation of knowledge, abilities, skills and stimulates the activities of both parties (both teacher and student) to optimize all links of the educational process.
A. occupation.
G. hour of communication.
52. Non-standard lesson differs from standard
A. duration
B. form
G. developed model
V. Homework
D. independent work
60. Pedagogical technology is
A. conditions for optimizing the educational process.
B. project of a certain pedagogical system, implemented in practice.
B. the basic position of the theory of learning.
D. the result of interaction between teacher and student.
Option 1.
1. The subject of developmental psychology is:
a) the process of development of mental functions and personality throughout a person's life;
b) the process of development of psychological science;
c) features of the individual development of people;
d) features of the development of pedagogical skills and abilities.
2. The age period is:
a) the course of development;
b) development cycle;
c) chronological period;
d) period of life.
a) Sigmund Freud;
b) Aristotle;
v) Lev Semenovich Vygotsky;
d) Avicenna.
4. The construction of the periodization of development on the basis of one internal criterion is characteristic:
a) for the periodization of William Stern;
b) for the periodization of Pavel Petrovich Blonsky;
c) for the periodization of Daniil Borisovich Elkonin;
d) for the periodization of Lev Semenovich Vygotsky.
5. The main mechanism of personality development is:
a) reflection;
b) causal attribution;
c) overcoming external and internal conflicts;
d) empathy.
6. The concept of sensitivity has been especially actively developed:
a) in the 20th century;
b) in the 18th century;
c) in the 3rd century BC;
d) in the 10th century.
7. Personal development in extreme conditions and in conditions of deprivation occurs:
a) as in normal conditions;
b) faster than under normal conditions;
v) differently than under normal conditions;
d) slower than under normal conditions.
8. Auditory perception in an infant:
a) much better than that of an adult;
b) much worse than that of an adult;
v) it is difficult to say something definite;
d) like an adult.
9. The progressive types of infant movement include:
a) crawl;
b) sucking fingers;
c) hand feeling;
d) rocking on all fours.
10. Delayed mental development, as a deviation in mental development:
a) can be overcome with proper training and education;
b) cannot be completely overcome under any conditions;
c) can pass by itself with age;
11. A situational understanding of the speech of others is formed:
a) by the age of 3;
b) by the end of 1 year;
c) by the age of 6;
d) by 6 months.
12. The manifestation of mental deprivation at an early age can be:
a) lack of a complex of revitalization;
b) isolation;
c) fears;
G) fear of safe items.
13. The psychological characteristics of preschool age are given taking into account the level of development:
a) imagination;
b) role play;
c) logical thinking;
d) drawing.
14. The logic of game actions is easily broken:
a) at the first level of development of the game;
b) at the second level of development of the game;
c) at the third level of development of the game;
d) at the fourth level of development of the game.
15. The speech of a preschooler, which is questions, exclamations, answers, is called:
a) contextual speech;
b) situational speech;
c) explanatory speech;
d) autonomous speech.
16. Normal self-esteem of preschoolers:
a) underestimated;
b) overpriced;
c) adequate;
17. Giftedness, as a deviation in mental development:
a) hinders the development of intelligence;
b) hinders the development of volitional qualities of the individual;
v) creates difficulties in training and education;
d) it is difficult to say something definite.
18. The psychological characteristics of a teenager are determined by:
a) manifestation of character accentuations;
c) features of gaming activities;
d) the peculiarities of manipulative activity.
19. The main feature of the personal development of a teenager is:
a) personal stability;
b) moral stability;
c) moral instability;
G) personal instability.
20. The character accentuated in adolescence is then:
a) smoothed out;
b) becomes even more aggravated;
c) keeps its manifestations at the same level;
d) it is difficult to say something definite.
21. The leading activities in adolescence are:
b) intimate and personal communication;
c) educational and professional activities;
d) play activities.
22. The psychology of early adolescence covers the period:
a) from 11 to 15 years old;
b) from 15 to 17 years old;
c) from 17 to 23 years old;
d) from 23 to 30 years old.
23. The central neoplasm of early adolescence is:
a) self-determination;
b) self-awareness;
c) reflection;
d) the appearance of the inner world.
24. The student life style that turns the university into a country club is:
a) professional subculture;
Introduction
1.1 The prodigies
1.2 Indigo children
1.3 Problems in teaching and upbringing of gifted children
1.3.1 Teaching gifted children
Chapter 2. Determining the giftedness of children
Literature
Application
Introduction
This work will focus on the mental giftedness of children (intelligence, general mental abilities). Signs of giftedness are manifested in children by an increased susceptibility to learning, with a fairly rapid pace of progress in learning under equal conditions. At present, attention to children with certain signs of outstanding intelligence is becoming a large and common task for schools.
The emergence of this problem is becoming a subject of discussion. Some believe that the problem of heightened intelligence is associated with the interaction of heredity and the environment, others consider it to be with the early introduction of children to the achievements of science and new electronic technology, while others consider the ratio of rapid maturation and development.
In the years of adulthood, remarkable developmental opportunities are noticeable in almost all children. Every full-fledged child, being helpless, grows and develops at birth with the help of adults, and he gradually becomes a "reasonable person".
All children are characterized by mental activity, a craving for knowledge, to give certain assessments of the surrounding objects and phenomena. Their developing brain organically needs this. In childhood, mental development proceeds at such a pace that as cognition and maturation progresses, this intensity becomes unavailable at a more mature age.
At the same time, it is constantly discovered that, even in relatively equal conditions, the mental development of children is different and does not develop in the same way.
Some children develop much more intensively than others; during school years they show exceptional abilities. However, the early signs of giftedness become something temporary and transient.
Each child has a peculiar combination of signs of mental ability, and it is difficult to say which of these will be more promising.
Therefore, predicting mental merit is always problematic, even for students with highly developed intelligence.
So, maybe we shouldn't take the problem of children's giftedness seriously, since its signs are so ambiguous, and intelligence will manifest itself in the future?
Manifestations of the general mental abilities of children and adolescents indicate a certain component of mental ability and giftedness, allow you to see how intelligence is prepared and formed in the course of age development.
The phrase "age endowment" draws attention to what characterizes a child or adolescent, whose mental merits do not yet clearly indicate their level of development in the future.
Pupil A. At an early age, she began to show extraordinary inclinations. Well-versed in the terrain. At 4 years old she could go skiing and walk all over the village. She learned and read poetry well. I learned to read at the age of 5. I could write some letters in font. I wanted to go to school, and came to school with my brother. My brother was in the 2nd grade. Asked for a lesson and sat down at the desk. After the lesson, the principal asked her why she came to school. She replied that she wanted to study. The headmaster politely explained to her that it was still early and would come in a year. A year later I entered the first grade. She studied with desire until grade 5, practically excellent. Parents, seeing an extraordinary craving for music, transferred her to a music school. She was almost disappointed when she was enrolled in a string instrument group. Her desire was to learn how to play the button accordion. But the teachers, drawing on her small stature, explained to her that the button accordion is a heavy instrument, and it will be difficult for her, and that the instrument will damage her posture. But she was able to overcome her disappointments, and graduated from music school with excellent marks. Then she entered the Pedagogical Institute at the Faculty of Physics and Mathematics. After graduating, she was assigned to the village of Razdolye in the Karaidel region of the Republic of Bashkortostan and has been working successfully at this school for 23 years. As before, he loves music, plays chess, and participates in cross-country skiing competitions.
Research topic:
Giftedness as a deviation from the norm
Research object: children with outstanding intelligence.
Subject of research: psychology of gifted children and the problem of giftedness as a deviation from the norm.
Research objectives:
give an objective and subjective assessment of the problems of giftedness
Research objectives:
Investigation of the unevenness of the course of age-related development and the prerequisites for differences in intelligence.
Study of individual differences in the originality of giftedness.
Investigation of the relationship between individual and age-related manifestations in intelligence.
Hypothesis
This problem, upon detailed study, will adapt gifted children and help in their further development.
Studying the problem will help to develop the methodology of developing education, to diversify the forms and methods of their application.
Chapter 1. Children's giftedness as a psychological and pedagogical problem
It is known that when approaching individual differences in abilities, it is very important to take into account human capabilities in general. As Rubinstein noted, when separated from this "soil", the outstanding abilities of individuals are inevitably mystified and the path for their study is cut off.
The rapid pace of development of the child in preschool and preschool age, as well as the absence of any requirements for the child on the part of parents and kindergarten teachers, can neglect various deviations of the child from normal development. These unnoticed or seemingly insignificant deviations in the development of the child - before the schoolchildren sometimes lead to pronounced shifts when the child starts school.
It is the school that is the indicator that manifests all the problems in the intellectual development of the child, since it becomes obvious his inability to master the curriculum. But in this case, primary disorders in the child's intelligence are accompanied by the appearance of secondary ones - personality deformation, the appearance of various psychosomatic and neuropsychiatric pathologies, a rapid loss of interest in the learning process. In this situation, not only the children themselves suffer, but also their parents.
Features and patterns of the development of intelligence in children. The study of this issue is associated primarily with the name of the Swiss psychologist Jean Piaget (Piaget, 1969). Since the 20s. XX century for 50 years he was engaged in theoretical and practical issues of children's intelligence.
The process of development of intelligence, according to Piaget, consists of three large periods, during which the formation of three basic structures occurs. First, sensorimotor structures are formed, that is, systems of reversible actions performed materially and sequentially, then they arise and reach the appropriate level of structure of specific operations - these are systems of actions performed in the mind, but relying on external, visual data. After that, an opportunity opens up for the formation of formal operations.
Classification of stages of development of intelligence
I. Sensomotor intelligence - 0-24 months
II. Representative intelligence and specific operations - 3-12 years
III. Representative intelligence and formal operations - 12-14 years old.
Development, according to Piaget, is a transition from a lower stage to a higher one. The previous stage always prepares the next one. Thus, specific operations serve as the basis for formal operations and form part of them. In development, it is not a simple replacement of the lower stage with a higher one that takes place, but the integration of previously formed structures; the previous stage is rebuilt at a higher level.
With regard to school years, teachers and psychologists use the following periodization:
Junior school age (6-10 years old);
Teenage or middle age (10-15 years old);
Senior school age (15-17 years old).
As you know, in the lower grades, all subjects are taught by one teacher, most often a teacher. The personal characteristics of the teacher become a factor in the biography of students.
So, at primary school age, students stand out with unusually fast, rapidly developed intellect, who develop even in preschool years. Extreme cases of this kind are geeks. In middle age, the differences in mental ability are not so noticeable. In high school, there is an intellectual upsurge in some students. All these are different variants of the unevenness of the course of development.
1.1 Geeks
Some children are particularly drawn to learning from an early age. The unusual mental success of such children becomes apparent after entering the school, where the children are compared with each other. Even then, the unusual abilities of some students are revealed and their mental development is far from their peers.
Student Sasha. Sasha was not yet 4 years old when he learned to read. It happened like this. They bought him an alphabet: letters of the alphabet are drawn in some of the paintings. The boy played and, at the prompting of his grandmother, began to name letters. Then, listening attentively to the spoken words, I began to select the appropriate pictures.
Then he learned to count. During this period, he began to get involved not only with counting, but also began to draw them. He was already 4 years old.
Interest in numbers waned when he became interested in geography. At the beginning of the fifth year, he made a map of the hemispheres. Moreover, all the outlines and designations coincided with amazing accuracy with the geographical map.
Later, 7-year-old Sasha entered the 4th grade of the school right from kindergarten, having successfully passed all the entrance exams. At school I only had excellent marks. His family environment: his mother is an economist, his grandmother is 70 years old and his sister is a student of the Faculty of Philology, his father is an engineer, does not live with his family). The boy is mainly under the supervision of his grandmother.
Sasha does not occupy a special position at school. Teachers treat him like an ordinary student. The teachers note the conscientiousness of his answers and the ability to express his thoughts concisely and clearly. But he has been engaged in self-education for a long time. Preparing homework takes more than 1.5-2 hours a day, he practically does not walk. Began to take a great interest in ornithology. His work on birds is a thick stack of scribbled notebooks and a huge number of drawings.
A lot of independence is shown in the illustrations. He not only copies the drawings, but draws based on the description. He has good visual memory. After visiting a zoo or a zoological museum, he makes schematic drawings, describes them. He is able to distinguish even minor differences in color and shape.
Sasha is very mobile. He has a brisk gait.
His concentration on the educational side of the lesson creates a certain detachment from what is happening around. He not only reacts to the behavior of others, but even the one on the desk.
At the blackboard, Sasha behaves modestly, even shyly. He does not look at himself from the outside, does not admire his voice, uttering clever and learned words.
When the teacher unhurriedly, in a pedagogical tone, asked him an additional question, it was possible to see that he had the answers ready before she fell silent.
His knowledge in all subjects is specific and precise. Written works are unusually short.
1.2 Children are indigo
Indigo children are not just children with an unusual aura color (by the way, no one could really explain what an aura is), they are, first of all, extraordinary children who literally differ from everyone from the usual idea of children. From a young age, they talk about the fate of the world, show unique phenomena and talents, differ from others in an extraordinary line of behavior, have unique leadership qualities, as a result of which they reject all the patterns of education. One famous example of an Indigo child is a boy. At the age of 5, he mastered the entire world repertoire of works for violin and at the same age performed with the orchestra of adult musicians as the first violin.
As long as the study of Indigo children is approached one-sidedly, that is, to look for the reasons for unusualness in material or physical factors, it will be impossible to understand their features, differences from others and methods of upbringing. Only after taking into account the invisible mind and soul and their potential properties, only then will there be an answer to the question "who are the Indigo children?"
In order to clarify most of the questions regarding Indigo children, you need to recall the idea of D. I. Mendeleev about the trinity of man and the world around him, that everyone around has three essences: mind, soul and body (material shell), and mind among them -main. It was the inheritance of reason that V.I.Vernadsky, a follower of D.I. Mendeleev, was engaged in. he was the first among scientists to formulate the concept of the structure of the noosphere, that is, the mind - the environment in which perfect true knowledge is contained and with which the human mind is absolutely compatible.
From here it becomes obvious that the giftedness and high intelligence of Indigo children is not due to heredity, not genetic changes or upbringing (that is, the essences of the material world), but namely the special properties of their invisible minds and souls, the potential of which is several orders of magnitude higher than the generation of children that preceded them.
1.3 Problems in teaching and upbringing of gifted children
Many people think that a child who is ahead of his peers in terms of the level of intelligence, shining with mental abilities, will not encounter difficulties in his studies - he, obviously, is destined for a happier childhood than others. In reality, children with early mental development can expect considerable difficulties both at home and at school their dramas in the course of development.
First of all, it is important how parents and other older family members behave when the child's unusualness is discovered. Often, along with pride and joy, such a child also causes concern, even anxiety. Sometimes his parents are worried about what others, it would seem, can only dream about, the child reads all the books in the house; he is absorbed in solving problems, he cannot be torn from mounting any devices. This degree of addiction to mental work gives the impression of excessiveness. A ten-year-old girl daily brings 2-3 books from the library, very different, indiscriminately, reads them right there, and changes them the next day. And every evening with a fight you have to put her to bed ... A nine-year-old boy has poor eyesight, he has to limit his studies to books, but at night, while his mother sleeps, he gets up and reads. Often, parents, with whom nothing of the kind happened, cautiously look at such enthusiasm, for activities that are not for their age. And most of all they are afraid of whether all this is a disease - an unusual brightness of abilities, indefatigable mental activity, a variety of interests. At the same time, adults do not always manage to at least not bring down all their doubts and fears on the child's head.
In other families, children's extraordinary abilities are accepted as a ready gift, which they rush to use, enjoy, which promises a great future. Here they admire the success of the child, the unusualness of his capabilities and willingly demonstrate him to acquaintances and strangers. This is how children's vanity is fueled, and on the basis of conceit and vanity it is not so easy to find a common language with peers. In the future, this can turn into considerable grief, and even grief for a growing person.
Children with early mental recovery are often especially sensitive to the expectations of others, their approval and censure. The family may impose a ban on talking about the child's talent, but it is not always sufficient, some of the family members will sometimes be forgotten, express their delight. And the child, naturally, will not miss it, will catch admiration for his mind, for his successes. If the elders, on the contrary, do not in the least appreciate the manifestations of unusual abilities, they look at them as an oddity that will eventually pass, then such an attitude will also be "taken into account", it will not escape the child's consciousness.
In a family, children with signs of giftedness find it more difficult than ordinary ones. It is more difficult whether they are admired beyond measure or considered strange. Adults can make mistakes in their assessments when they meet with a child something that they did not expect.
1.3.1 Teaching Gifted Children
From time to time, in one or another newspaper, a message about a 13-14-year-old schoolchild who enrolled in a university will flash through, never ceasing to seem surprising. This means that someone went to school instead of 10-11 years, only 6-7 years. Most often, an unusually developed child, like everyone else, enters the first grade at the age of six or seven, but then he is accelerated, sometimes in the first school year, to subsequent grades. It also happens that a "jump" over the classroom or several such "jumps" occur already in adolescence. Previously, this required a special permit from the public education authorities. Now, according to the new Regulation on general education secondary schools, the right to take externally for any class and for the school as a whole has been officially introduced. (7)
But this does not remove the difficulties in the development of gifted children. After all, this creates new difficulties.
Firstly, certain gaps in knowledge, skills and abilities are formed, the proper systematicity in their assimilation is not ensured.
Secondly, one has to deal with the differences in the physical and moral development of a gifted child and his classmates. Here is physical education, and labor training, and, finally, ethics and psychology of family life ... How in these conditions is the formation of self-esteem, relations with classmates and adults? Who and how should develop individual educational programs and plans for gifted children? Above all, it is essential that in all classrooms where such children are present, teachers have at least the appropriate coursework. Otherwise, the members of the teaching staff, primarily the school leaders, will treat the "skipping" with great apprehension.
The second way is the creation of lyceums and gymnasiums for the gifted. These types of educational institutions are very popular these days. Well - this is a good solution to the problem. All the more so if the educational process in lyceums and gymnasiums is built on scientific principles and a fairly diverse methodological base (which, unfortunately, is not yet everywhere).
The third way is to create special classes for children with increased abilities in the structure of a mass general education school. Now this path is being introduced in many schools. One of its positive features is that the problem of teaching and upbringing of gifted children is not considered in isolation from the fate of children with less developed abilities. And the very structure of education and upbringing of children of different levels of development should be not only differentiated, but also unified.
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