In modern psychology, there is no single idea of what the epistemological origins of gifted children are. Moreover, the diversity of opinions on this issue is quite significant. Some experts consider giftedness to be “a gift of God” given to a person, but how he will manage it is a private matter. Others take a very diametrical position, arguing that giftedness is a specific social deviation. Obviously, some people have rational grains. Based on the classical understanding of social deviation, which is regarded as a certain type of behavior deviating from social norms , giftedness can manifest itself in this way, but only if this attitude is formed in the social environment of the gifted child. It must be borne in mind that deviation in psychology, as such, is negative and positive. In this case, we should talk about deviations of a positive nature.
A special role in smoothing out all kinds of dysfunctions that may arise in such a situation is played by social control and the “deviation” of deviation. The most important role in carrying out such work should be played by the teacher, class teacher, and parents. Social control and the “deviation” of deviation is a specific strategy of psychological and pedagogical impact on the social environment in order to form a positive attitude towards the giftedness of their colleagues in study and extracurricular activities.
Under ordinary circumstances, the educational work of the class teacher with a gifted child can be qualified as harmonizing and preventive. It is carried out in the form of:
- consultations, trainings for working with a child or teenager, which is aimed at developing self-awareness;
- the formation of socio-psychological skills and abilities to create and maintain relationships with others, understanding their feelings.
It is social control and the “deviation” of deviation in relation to those who incorrectly interpret and perceive the giftedness of their peers that can eliminate these difficulties. The socio-psychological correction, organized by the class teacher, will solve or “remove” this problem in advance.
As for working with teachers and parents, we can recommend the following activities:
1) control of the neuro-physical stress of the student, which is formed through the activities and requirements of teachers and parents. Such schoolchildren are, as a rule, outwardly resistant to overloads, and it is not easy for adults to overcome the temptation to “invest” in them with any other talent.
2) work with adults, aimed at ensuring that the child, at the expense of his other interests and age characteristics, does not turn him into a highly specialized machine. Such social control and the “deviation” of deviation in relation to adults should be carried out extremely correctly and delicately.
3) methodological assistance in developing an individual program for the development of a gifted child.
Specialized schools, where a large number of talented children study, deserve special attention . In special schools, the following areas of work of the class teacher are of great importance:
- assisting gifted children in organizing social interaction in the school environment and outside such an environment. Therefore, one of the tasks of the class teacher should be to empower the gifted;
- An organization in the school environment that supports or develops the idea of the uniqueness of any person and the importance of his abilities. This situation, in contrast to the technology of competition, self-affirmation at the expense of others, helps to reveal the intellectual potential of each student;
- the organization of conditions that encourage the holistic development of students;
- methodological, technological assistance to students in the development of various mental characteristics and qualities, improving their abilities;
- Psychoprophylactic work in institutions focused on the education of gifted children.
Specialized educational institutions (schools with advanced and in-depth study of subjects, grammar schools, lyceums) are called upon to implement these areas in close cooperation with bodies that regulate the legal and social aspects of the situation of children in society.