Bank of gifted children - municipal educational institution "lyceum "intellect" of the city of Donetsk"

POSITION

about the regional BANK of data of gifted children and teachers who work with them

This Regulation on the “Data Bank of Gifted Children and Teachers Who Work with Them (hereinafter referred to as the BANK) was developed in accordance with the Law on Education of the DPR, the Concept of Patriotic Education of Children and Students of the DPR, with the aim of organizational, technical and information support activities to support gifted children and determines the procedure for creating, maintaining and maintaining an up-to-date database of gifted children.

BANK is a system of centralized accounting, accumulation and storage of information about students of educational institutions of the Telmanovsky district, who are winners and prize-winners of regional, interregional, All-Russian and international stages of competitions, tournaments, competitions, olympiads, competitions-defenses of research works of students-members of the Small Academy sciences, scientific conferences that showed high results in sports, academic, creative, technical and social activities and their mentors.

The bank will be compiled according to the following types of giftedness:

Intellectual (children who have high achievements in academic subjects, research, scientific activity etc);

Practically transformative (innovation, inventiveness, technical modeling, giftedness in craft, etc.);

Artistic and aesthetic (choreographic, stage, literary and poetic, visual, musical, etc.);

Communication and organizational (leadership, oratory, organizational, etc.);

Psychomotor (sports, sports dancing, etc.).

The purpose of the BANK

The main purpose of establishing the BANK is:

Security unified system registration of gifted children;

Collection, systematization and preservation of information about the achievements of gifted children;

Informing state and regional authorities, educational institutions, culture, sports, education, other interested organizations about the achievements of gifted children;

Improving the system of work with gifted youth in the region.

Organizational support of the BANK

The organizational support of the functioning of the BANK is carried out by the district methodological office, the center of practical psychology and social work department of education.

Methodological support The management of the BANK and the preparation of information materials on its basis is carried out by the methodological office of the education department.

Procedure for maintaining and functioning of the BANK

The collection and maintenance of a data bank on the individual achievements of gifted children at the district level is carried out by the methodological office.

Full information about individual achievements gifted children in electronic and paper form according to the established forms is provided educational organizations district in the methodical office.

Consideration and approval of the submitted materials takes place at the board of the education department, which decides on entering data into the BANK.

The district BANK includes students of general education and extracurricular educational organizations from 10 years. The inclusion of children in the district BANK occurs on the basis of the achievements of a gifted child.

Data on the teacher-mentor of a gifted child is entered into the registration form for teachers working with gifted children.

BANK support is up to date.

Up-to-date information is stored in the BANK for one year, and then updated. The information contained in the BANK is updated methodical office once a year - annually until September 25 school year. Additions to the BANK may be made during the year based on the results of contests, competitions, tournaments, etc. Updates and additions take place according to the submissions of the general educational organizations of the district in the prescribed form.

Information is provided on paper..

Personal responsibility for the reliability, completeness and timeliness of the information provided for the formation of the data bank rests with the directors of educational organizations of the district.

2000 graduate

During his studies at the Lyceum, he received 10 diplomas. Of these, 2 diplomas of the 1st degree, 2 diplomas of the 2nd degree, 6 diplomas of the 3rd degree. In 1999 - a diploma of the II degree of the IV stage of the All-Ukrainian Student Olympiad in Informatics. Andrey united his favorite sciences in his work on the program "Modeling the motion of the planets of the solar system, the dynamic globe of the Earth. Coordinate grid". It was this work, integrated at the junction of four sciences, that brought him victory in the regional competition of the MAS (III place) and the All-Ukrainian competition "Peaceful space" (2000, II place). "Intelligence".

Kobets Andrey

2000 graduate

Andrey achieved the greatest success in studying

mathematics (1997 - II stage, II place; 1998 - II stage, I place)

economics (1998 - stage II, II place; 1999 - stage III, III place; 1999 - stage II, II place)

jurisprudence (1997 - stage II, III place; 1998 - stage II, I place; 1999 - stage II, II place)

geography (1998 - stage II, II place; 1999 - stage II, II place).

Andrey has a penchant for research work. In 1999 - the winner of the II and III stages of the All-Ukrainian competition for the defense of research works in the MAS. Topic scientific work- "Application of inequalities with convex functions to solve some economic problems".

Leshchev Ivan

2001 graduate

Ivan achieved success in the regional MAS competition in physics (III place) by presenting his research work "Energy-saving technologies... in the kitchen". During his studies at the Lyceum, he received seven diplomas of the winner of regional and city Olympiads. In 2001, Ivan became the winner of the IV stage of the All-Ukrainian Student Olympiad in Informatics. This victory opened the doors for him to any university in Ukraine, and also gave him the opportunity to test his strength in the competitive selection of applicants for participation in the International Olympiad.

Skobelev Vladimir

2001 graduate

Vladimir greatest success achieved in studying:

Mathematics (1999 - Stage III, III place; 2000 - Stage III, II place; 2001 - City Championship, I place; 2001 - Regional Olympiad "Intelligence 2001", I place)

economy (1999 - III stage, II place; 2000 - III stage, III place).

Permanent and active participant of international youth mathematical conferences in the cities of Miskolc and Potsdam.

The problem of identifying, supporting and developing giftedness is dealt with by specialists various countries peace. The formation of intellectual and creative potential is a priority national task for Russia. This is confirmed by the federal target program"Children of Russia" (for 2007-2010), subprogram "Gifted children".

In the municipal educational institution "secondary school No. 2 of the village of Yekaterinoslavka", work in support of this priority task was launched in 2009. The first step was the development of the program "Gifted Children", the implementation of which was planned in 3 three stages.

One of the tasks of the first diagnostic and prognostic stage was the creation of the school bank "Gifted children". The organization of this work was entrusted to the head of the school scientific society of students "Ray" of this school.

It was clear that before creating the Gifted Children bank, it was necessary to study theoretical approaches to this problem. Namely: which children are considered gifted, what are the signs of giftedness, types of giftedness, possible procedures giftedness diagnostics.

To search for answers to these questions, participants of the NOU "Luch" - students of grade 10 - were involved. They were engaged in both theoretical research on the problem and practical research on the problems of giftedness that exist within the educational space of the school.

The search for answers led to the following results.

It turns out that in psychology there is still no general idea of ​​the nature of giftedness, there is no single definition of giftedness, there are only alternative approaches to solving the problem.

I had to decide on my own: what criteria should be used as the basis for the selection of gifted children. Thus, clearly defined problem: who is considered gifted.

It seemed not entirely convenient to use a completely official humanistic position: all children are talented and each person is gifted in his own way, since in this position the very question of identifying gifted children looks inappropriate. The question automatically arises, to which one should also look for an answer: why are there so many gifted children and very few gifted adults?

The second approach, according to which giftedness is a gift "from above", a gift given by God, involves the selection of units of selected students. The number of gifted children is reduced to the minimum number of talented children, while the vast majority of children remain beyond the need for development.

The basis of our approach was the "Working concept of giftedness", developed by the author's team of psychologists under the guidance of Doctor of Psychology, Professor, full member of the Russian Academy of Natural Sciences Diana Borisovna Bogoyavlenskaya (1998), as well as the interpretation of the American scientist J. Reznulli.

Based on these two approaches, a fairly humane position was adopted, according to which gifted children were selected. A child has the qualities of a gifted person if he demonstrates a high level of achievement or has the possibility of achievement in any area. With this approach, the contingent of gifted children is quite wide, and also excludes the possibility of leaving children with any abilities without attention. Our point of view is confirmed by the levels of manifestation of giftedness: abilities, talent, genius. Thus, to create the bank "Gifted Children", the criterion of the presence of any level of giftedness was used.

Next problem: how to select the gifted. Acquaintance with existing diagnostics led to the conclusion that the identification of giftedness through any one-time testing procedure is impossible. There are many different tests for the presence of specific qualities and characteristics of a person - the level of intelligence, thinking, will, memory, and others. Moreover, many of the diagnostics are cumbersome, difficult to process, and also not adapted to the age of students. The results of diagnostics give a certain error. Creativity tests, intelligence tests and others cannot give a clear correct answer - a child is gifted or not gifted. High test scores can not always be considered an indicator of giftedness, and the resulting low scores are not proof of its absence. The identification of gifted children is a process associated with the analysis of the development of a particular child and requires a certain amount of time.

Psychologists have found that observation as a research method often gives no more errors than other diagnostics. Thus, for the selection of children with signs of giftedness, subject teachers and class teachers, filling in summary tables by classes based on the results of observations. Attachment 1 .

In our case, the results of teachers' observations of the manifestations of students' abilities gave fairly accurate results. In cases of divergence of opinions on a particular student, the issue was resolved "in favor of the student."

The following problem: how accurate and up-to-date is the data obtained?

Evaluation of a particular child as gifted is largely conditional. The most remarkable abilities of a child are not a direct and sufficient indicator of his achievements in the future. The signs of giftedness, manifested in childhood, under the most seemingly favorable conditions, can either gradually or quickly disappear. The phrase "gifted child" does not have the right to rigidly fix the status of a gifted child. Every teacher has faced a situation where a child, accustomed to being "gifted", objectively loses the signs of his exclusivity. For many children, this situation is dramatic. Considering the above, it was decided to use the concept of “a child with signs of giftedness” instead of the concept of “gifted child”. It was also decided that it is wrong to consider the data of the Gifted Children bank as constant and not changing, the bank's data can and should change.

The next problem, which was identified in the course of work - it is a problem of researching specific qualities students who hinder the development of their abilities.

For a more complete picture of the child's personality, it is possible to carry out diagnostics of qualities on which the development or lack of development of the abilities of the gifted person directly depends. These qualities include: motivation, volitional qualities, creativity. During the work, the following diagnostics were used:

1. Diagnostics of creativity (diagnostics of Reznulli and diagnostics of Tunik E.E.)
2. Diagnostics of success/failure motivation, approval motivation.
3. Will diagnosis.

Analysis of the results of diagnostics makes it possible to answer the question why a particular student does not develop his abilities: either negative motivation prevails, or there is not enough willpower, or the reason should be sought elsewhere.

It appeared the problem of processing the received data.

Working on the problem of giftedness, it should be taken into account that there are different approaches to giftedness, namely:

• in terms of age development: late and early;
• in terms of manifestation various types activities: general (intellectual) or special;
• in terms of the form of manifestation: explicit and hidden;
• in terms of the degree of formation: actual and potential;
• from the point of view of the types of activity and the spheres of the psyche that provide it.

Taking into account all the criteria and approaches to the concept of giftedness, the form of a summary table was compiled. Annex 2 .

The results of the research of students of MOU secondary school No. 2 can be seen in table number 1.

Table #1

And another one problem: who should do the research? It was solved in this way: the head of the NOU was responsible for organizing the work, subject teachers and class teachers were involved in filling out the observation sheets, carrying out diagnostics, students, members of the NOU "Luch", were engaged in processing the information received, under the guidance of the head of the scientific school society of students.

In the process of the work done, the school bank "Gifted Children" was created, the use of the bank's data is useful in organizing work with students in various areas.