ВКГУ им С.Аманжолова старший преподаватель кафедры «Психологии и коррекционной педагогики» Матаева Б.У. Студент 2 курса специальность: «Иностранный язык: два иностранных языка» Нурсултанова Айдана

METHODS OF REVEALING GIFTED CHILDREN

МЕТОДЫ ВЫЯВЛЕНИЯ ОДАРЕННЫХ ДЕТЕЙ

I would like to highlight two levels of problems of giftedness: a gifted child in the family and in society. With the first problem faced by parents soon after the birth of a gifted child.His increased activity gives parents a lot of inconvenience: sleeping problems (such children sleep, as a rule, are much smaller than usual children), with food, etc., make the life of parents rather difficult. Then begin the difficulties associated with increased cognitive activity of the gifted baby. Such activity has many unpleasant consequences: broken phones and electrical appliances, disassembled watches and sewing machines-everything that falls under the hands of a gifted child can become the object of his un satiated curiosity. This trait causes parents displeasure. Cognition In the sphere of advanced development of knowledge, the following is usually noted. There are special "sensitive" periods when children "absorb" everything around them. They are able to do several things at once. Such children are very curious: "How is this arranged?", "Why is this happening?", "What will happen if conditions change?" They need to actively explore the world around them. A gifted child often does not tolerate any restrictions on his research. Scientists say that in gifted and talented children, the biochemical and electrical activity of the brain is increased. Their brains are characterized by a huge "appetite" - and even a gargantuan ability to "digest" intellectual food. However, we can still make sure that they sometimes "bite off" more than they can "chew".
Gifted children usually have an excellent memory, which is based on early speech and abstract thinking. They are distinguished by the ability to classify and categorize information and experience, the ability to make extensive use of accumulated knowledge. Their propensity to classify and categorize is illustrated by the favorite hobby characteristic of gifted children - collecting. A lot of joy brings them bringing their collections in order, systematization and reorganization of the collection. And the design of a neat permanent exhibition is not their goal. Talented children easily cope with cognitive uncertainty. In this case, the difficulties do not make them turn off. They gladly accept complex and long-term tasks and can’t tolerate when they impose a ready answer. This is the grain of future conflicts in the classroom (most primary school teachers are oriented toward children with a "low cut-off threshold", that is, they prefer to answer their own questions, being sure that children will not be able to find the right answer).

Scientists differentiate: psychomotor, intellectual, creative, academic, social and spiritual giftedness. 
Psychomotor abilities are closely related to speed, accuracy and dexterity of movements, kinesthetic motor and visual-motor coordination.
Intellectual talent is associated with a high level of intellectual development (as a rule, we are talking about a high IQ coefficient of intelligence). For the measurement of intellectual giftedness, various test variants are mainly used. 
Academic endowment is determined by the success of training. To identify children with high abilities in mastering basic academic disciplines, standardized tests of achievement are used.
Social giftedness is seen as a complex, multifaceted phenomenon, which largely determines the success in communication. To identify such giftedness, numerous standardized methods for assessing the level and characteristics of social development are used: scales of social competence, scales of social maturity, tests for identifying leadership abilities.
Spiritual talent is much more than social due to high moral qualities, altruism. This branch of the problems of giftedness is now little studied. There are only separate attempts to use diagnostic methods aimed at assessing the moral level of the development of altruism for revealing the phenomenon of spiritual giftedness.
Creative talent is determined by those theoretical designers on which the very understanding of creativity is based. H.E. Trick identifies four main areas in this area: creativity as a product, as a process, as an ability and as a personality trait in general. For each of them directions are characterized by their understanding of creative endowments and their methods of diagnosing creativity.
Practical diagnosis of gifted children
Practical diagnostics is an extremely important activity. Conclusion diagnosis, evaluation of the child's mental development can irreversibly affect the conditions of perception and learning, the attitude towards others around him, change his self-esteem, his attitude towards others.
The methodology is designed to perform the main functions:
The first and main function is the diagnostic function. With the help of this technique, you can quantify the degree of severity in the child of different types of giftedness and determine what kind he currently prevails. Comparison of all ten received estimates will allow you to see an individual "portrait" of his talents that is peculiar only to your child.
The second function is developing. The approvals by which you will have to evaluate a child can be considered as a program for its further development. You will be able to pay attention to what, perhaps, you have not noticed before, to increase attention to those aspects that seem most valuable to you. Of course, this technique does not cover all possible manifestations of children's giftedness. But she does not pretend to be the only one. It should be considered as one of the components of a general set of methods for diagnosing child talent.
Conclusion  In modern psychology there is no single generally accepted method of diagnosing giftedness. It is unlikely that such a method will be found in the future, since the giftedness of man is a multifaceted phenomenon. The use of this or that method depends on the specific purposes of the diagnosis, and on the ideas of what constitutes giftedness and how it is characterized. The development of methods for the determination of giftedness was initiated in the framework of psycho diagnostics of individual differences in the intellectual development of children. At the same time, the basic models of intelligence were formed, differing in their perceptions of the number and nature of the factors determining the level of intellectual development. The first is that the child is "gifted", who is not, the second is that the giftedness of the child remains undetected.
Like any field of science, psycho diagnostics requires high professional qualifications. However, as psycho diagnostics is increasingly becoming part of school practice, there is an increasing need to familiarize teachers and parents with the basic theoretical positions and methods of this science. This applies to all psycho diagnostics in general, and psycho diagnostics of giftedness in particular.

REFERENCES:

1. Endowment: Working concept. M., 1998.

2. Savenkov A.I. Gifted children in kindergarten and school. M., 2000.

3. Matyushkin A.M. The concept of creative endowments // Vopr. Psychol. 1989. № 6. P. 29-33.

4. Gifted children / Ed. G.V. Burmensky and VM. Slutsky. M., 1991.

5. Heller K. Diagnostics and development of gifted children and adolescents / / Modern concepts of giftedness and creativity / Ed. D.B. Bogoyavlenskaya. M., 1997.