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SCHOOL PROBLEMS IN THE EDUCATION AND DEVELOPMENT OF GIFTED CHILDREN: PSYCHOLOGICAL ASPECT
Corresponding Author(s) : Gulnara F. Gali
Humanities & Social Sciences Reviews,
Vol. 7 No. 6 (2019): November
Abstract
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.
Keywords
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- Brody, L.E., & Mills, C.J. (2007). Gifted children with learning disabilities. A review of the issues. Journal of learning disabilities, 30 ( 3), 282-296. https://doi.org/10.1177/002221949703000304 DOI: https://doi.org/10.1177/002221949703000304
- Callahan, C. (2001). Evaluating learner and program outcomes in gifted education. In F.A. Karnes & S.M. Bean (Eds.), Methods and materials for teaching the gifted (pp. 253-300). Waco, TX: Prufrock Press.
- Clark, B. (1992). Growing up gifted. New York: Macmillan.
- Clark, B. (2008). Growing up gifted: Developing the potential of children at home and at school (7th ed.). Upper Saddle River, NJ: Pearson Prentice Hall.
- Davis, G., & Rimm, S. (2004). Education of the gifted and talented (5th ed.). Boston, MA: Allyn and Bacon.
- DeVries, A. R. (2007). Gifted Parent groups: The SENG model (2nd ed.). Scottsdale, AZ: Great Potential Press.
- Emrul Kays, H. M., Karim, A. N. M., Varela, M. L. R., Santos, A. S., & Madureira, A. M. (2016). Balancing and scheduling in extended manufacturing environment. Journal of Information Systems Engineering & Management, 1(1), 55-63. https://doi.org/10.20897/lectito.201609 DOI: https://doi.org/10.20897/lectito.201609
- Fakhrutdinova, E., Fakhrutdinova, A., & Severyanov, O. (2013). The transformation of educational approaches at the time of social and economical changes. World Applied Sciences Journal, 27 (13), 15-19.
- Gali, G. (2011). Teacher staff preparation for work with gifted students in different countries. Kazan: Kazan University.
- Gali, G., Shakhnina, I., Zagladina, E., Belyaeva, E., Dulmukhametova, G., & Ibragimova, A. (2018). The Specificity of Gifted Students' Teaching: Overseas Data: Proceedings of INTCESS 2018- 5th International Conference on Education and Social Sciences, Istanbul, Turkey, 5-7 February (pp.25-31).
- Gubaidullina, R.N., & Hakimzyanova, A.S. (2014). Relationships between gifted children and parents. Foreign languages in the modern world: information and communication technology in the context of continuous language education materials: Proceedings of the VII International scientific-practical conference, (pp. 325-332).
- Lovecky, D. (1992). Exploring social and emotional aspects of giftedness in children. Roeper Review, 15, 18–25. https://doi.org/10.1080/02783199209553451 DOI: https://doi.org/10.1080/02783199209553451
- Maklakova, N., Khovanskaya, E., & Gubaydullina, R. (2017). Empathy As A Basic Component Of Emotional Intelligence: Proceedings of the11th International Technology, Education And Development Conference, (pp.3136-3141). https://doi.org/10.21125/inted.2017.0812 DOI: https://doi.org/10.21125/inted.2017.0812
- McMann, N., & Oliver, R. (1988). Problems in families with gifted children: Implications for counselors. Journal of Counseling and Development, 66, 275–278. https://doi.org/10.1002/j.1556-6676.1988.tb00867.x DOI: https://doi.org/10.1002/j.1556-6676.1988.tb00867.x
- Mendaglio, S., & Peterson, J. S. (2007). Models of counseling gifted children, adolescents, and young adults. Austin, TX: Prufrock.
- Parker, W.D., & Adkins, K.K. (2005). Perfectionism and the gifted. A journal on gifted education, 17 (3), 173-176. https://doi.org/10.1080/02783199509553653 DOI: https://doi.org/10.1080/02783199509553653
- Ratner, F.L. (2009). The problems of personal giftedness in foreign and domestic pedagogy. Socialization of gifted schoolchildren in the context of modern social metropolitan educational space: materials of the round table (Kazan, February 2008). Kazan: RIC “Schoolâ€, (pp. 22-26).
- Reis, S.M., & Renzulli, J.S. (1991). The assessment of creative products in programs for gifted and talented students. Gifted Child Quarterly, 35(3), 128-134. https://doi.org/10.1177/001698629103500304 DOI: https://doi.org/10.1177/001698629103500304
- Sohrabi, M. (2017). The Relationship between Non-Financial Innovative Management Accounting Tools and Risk and Return of Iranian Stock Market Listed Companies. Dutch Journal of Finance and Management, 1(2), 40. https://doi.org/10.29333/djfm/5816 DOI: https://doi.org/10.29333/djfm/5816
- Terrasier J. (1985). Ch. Dysynchrony: uneven development. The psychology of gifted children. Chichester: John Wiley&Sons.
- Vialle, W., & Quigley, S. (2002). Does the teacher of the gifted need to be gifted? Gifted and Talented International, 17(2), 85–90. https://doi.org/10.1080/15332276.2002.11672992 DOI: https://doi.org/10.1080/15332276.2002.11672992
- Zeigler, A., & Raul, T. (2000). Myth and reality: A review of empirical research studies on giftedness. High Ability Studies, 11(2), 113-136. https://doi.org/10.1080/13598130020001188 DOI: https://doi.org/10.1080/13598130020001188
References
Brody, L.E., & Mills, C.J. (2007). Gifted children with learning disabilities. A review of the issues. Journal of learning disabilities, 30 ( 3), 282-296. https://doi.org/10.1177/002221949703000304 DOI: https://doi.org/10.1177/002221949703000304
Callahan, C. (2001). Evaluating learner and program outcomes in gifted education. In F.A. Karnes & S.M. Bean (Eds.), Methods and materials for teaching the gifted (pp. 253-300). Waco, TX: Prufrock Press.
Clark, B. (1992). Growing up gifted. New York: Macmillan.
Clark, B. (2008). Growing up gifted: Developing the potential of children at home and at school (7th ed.). Upper Saddle River, NJ: Pearson Prentice Hall.
Davis, G., & Rimm, S. (2004). Education of the gifted and talented (5th ed.). Boston, MA: Allyn and Bacon.
DeVries, A. R. (2007). Gifted Parent groups: The SENG model (2nd ed.). Scottsdale, AZ: Great Potential Press.
Emrul Kays, H. M., Karim, A. N. M., Varela, M. L. R., Santos, A. S., & Madureira, A. M. (2016). Balancing and scheduling in extended manufacturing environment. Journal of Information Systems Engineering & Management, 1(1), 55-63. https://doi.org/10.20897/lectito.201609 DOI: https://doi.org/10.20897/lectito.201609
Fakhrutdinova, E., Fakhrutdinova, A., & Severyanov, O. (2013). The transformation of educational approaches at the time of social and economical changes. World Applied Sciences Journal, 27 (13), 15-19.
Gali, G. (2011). Teacher staff preparation for work with gifted students in different countries. Kazan: Kazan University.
Gali, G., Shakhnina, I., Zagladina, E., Belyaeva, E., Dulmukhametova, G., & Ibragimova, A. (2018). The Specificity of Gifted Students' Teaching: Overseas Data: Proceedings of INTCESS 2018- 5th International Conference on Education and Social Sciences, Istanbul, Turkey, 5-7 February (pp.25-31).
Gubaidullina, R.N., & Hakimzyanova, A.S. (2014). Relationships between gifted children and parents. Foreign languages in the modern world: information and communication technology in the context of continuous language education materials: Proceedings of the VII International scientific-practical conference, (pp. 325-332).
Lovecky, D. (1992). Exploring social and emotional aspects of giftedness in children. Roeper Review, 15, 18–25. https://doi.org/10.1080/02783199209553451 DOI: https://doi.org/10.1080/02783199209553451
Maklakova, N., Khovanskaya, E., & Gubaydullina, R. (2017). Empathy As A Basic Component Of Emotional Intelligence: Proceedings of the11th International Technology, Education And Development Conference, (pp.3136-3141). https://doi.org/10.21125/inted.2017.0812 DOI: https://doi.org/10.21125/inted.2017.0812
McMann, N., & Oliver, R. (1988). Problems in families with gifted children: Implications for counselors. Journal of Counseling and Development, 66, 275–278. https://doi.org/10.1002/j.1556-6676.1988.tb00867.x DOI: https://doi.org/10.1002/j.1556-6676.1988.tb00867.x
Mendaglio, S., & Peterson, J. S. (2007). Models of counseling gifted children, adolescents, and young adults. Austin, TX: Prufrock.
Parker, W.D., & Adkins, K.K. (2005). Perfectionism and the gifted. A journal on gifted education, 17 (3), 173-176. https://doi.org/10.1080/02783199509553653 DOI: https://doi.org/10.1080/02783199509553653
Ratner, F.L. (2009). The problems of personal giftedness in foreign and domestic pedagogy. Socialization of gifted schoolchildren in the context of modern social metropolitan educational space: materials of the round table (Kazan, February 2008). Kazan: RIC “Schoolâ€, (pp. 22-26).
Reis, S.M., & Renzulli, J.S. (1991). The assessment of creative products in programs for gifted and talented students. Gifted Child Quarterly, 35(3), 128-134. https://doi.org/10.1177/001698629103500304 DOI: https://doi.org/10.1177/001698629103500304
Sohrabi, M. (2017). The Relationship between Non-Financial Innovative Management Accounting Tools and Risk and Return of Iranian Stock Market Listed Companies. Dutch Journal of Finance and Management, 1(2), 40. https://doi.org/10.29333/djfm/5816 DOI: https://doi.org/10.29333/djfm/5816
Terrasier J. (1985). Ch. Dysynchrony: uneven development. The psychology of gifted children. Chichester: John Wiley&Sons.
Vialle, W., & Quigley, S. (2002). Does the teacher of the gifted need to be gifted? Gifted and Talented International, 17(2), 85–90. https://doi.org/10.1080/15332276.2002.11672992 DOI: https://doi.org/10.1080/15332276.2002.11672992
Zeigler, A., & Raul, T. (2000). Myth and reality: A review of empirical research studies on giftedness. High Ability Studies, 11(2), 113-136. https://doi.org/10.1080/13598130020001188 DOI: https://doi.org/10.1080/13598130020001188