- Волощук, Іван Степанович (orcid.org/0000-0001-9300-0584) and Шуленок, Олександр Сергійович (orcid.org/0000-0001-5268-2726) (2022) Pedagogical Content of Typological Features of Creativity Education and Development of Gifted Personality, 2 (85). pp. 5-12. ISSN 2309-3935
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Abstract
The article focuses on the fact that children come to an institution of education with different academic preparation, different levels of mental development, etc. Individual differences are inherent in children of any age. As a result, there is a dilemma. What to do: make an effort to balance the knowledge and mental characteristics of children, or, conversely, take care to further enhance the unique differences between them? It is also noted that one of the manifestations of individual differences between individuals is undoubtedly intellectual differences. The problem of individual intellectual differences includes the problem of the limit values of a qualitative interpretation of the existing quantitative differences. The problem of individual (including intellectual) differences is the subject of cognitive and differential psychology. As we can see, the methodology of studying individual differences is the cornerstone in establishing the intellectual differences between individuals. Analysis of the practice of recording individual differences indicates the availability of a whole arsenal of means adequate to the tasks. A number of techniques are based on the features of short-term memory. Individual intellectual differences are projected, undoubtedly, on the plane of the learning strategies and self-awareness of individuals. The next block of individual differences form research on sexual differences. It is natural to expect the research of sex differences in the level of mathematical knowledge and skills, the filling of mathematical classes by girls. Another feature associated with individual differences relates to the fact of becoming or not being trained in the training of intellectually gifted individuals. Lack of gifted, at first sight, appears to be akin to an oxymoron (something that mutually excludes itself). The problem of gaps in achievements among different subgroups of students has been evident for many years. In different countries, they are looking for their own strategies to close gaps in academic achievements. The scientific literature on this problem is not disregarded by the segment of compensatory strategies for highly skilled students with learning disabilities. Equally important is the problem of teaching gifted pupils with special needs. In the end, what is and should be an educational policy in the context of cultivating individual differences or their leveling? Research on gifted education continues to maintain a relatively tight focus, dealing mainly with a policy of contributions, such as the availability and development of written mandates or the existence or lack of public funding. It seems like a trivial thought that talent is always, under all conditions, sprouted, firmly rooted in the minds of those who define the educational policy of gifted and talented people.
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