Structurally-Functional Parameters of Humanistically Oriented Psychodiagnosis of Child’s Giftedness

- Ковальчук, Ю.М. (orcid.org/0000-0001-6686-3579) (2022) Structurally-Functional Parameters of Humanistically Oriented Psychodiagnosis of Child’s Giftedness Education and Development of Gifted Personality, 2 (85). pp. 35-41. ISSN 2309-3935

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Abstract

The article presents the author’s proposals on ways to modernize the psychodiagnosis of gifted children, finding new theoretical, conceptual, methodological, psychoecological, ethical and methodological approaches to solving the problem. The defining requirements of the innovative orientation of such approaches include their compliance with the structural and functional features of the nature of the gifted child and humanistic psychological standards. The substantiation of conformity to these criteria of the approach offered by the author is given, considering that the core of its theoretical and practical ideology is orientation on strategy of the account and application in recognition and an estimation of giftedness of the child of structural-functional parameters of humanistically oriented psychodiagnostics. The author argues the position on the nature of structural-functional organization of the gifted child and the inconsistency of traditional psychodiagnostic approaches. He considers the associative nature of structural and functional connections of specific abilities as formative components of giftedness with cognitive, affective, personal, motivational (including sociocultural) and other parts of human mental functioning to be a key regularity of structural-functional organization of giftedness as a systemic formation. This is contradicted by approaches to the diagnosis of giftedness, which are focused on identifying giftedness on the basis of specific abilities and determine the formation of the content of stimulus material of questionnaires and tests, and thus obtaining appropriate psychological information aimed at finding direct signs of giftedness. This is due to the fact that the set of complex psychological properties of a gifted child, which are functionally associated with specific abilities, ensure their work and influence their development, is also overlooked. Such a position of the diagnostician contradicts the natural laws of origin, development and operation of the complex system of properties of the human individual (physical, mental and spiritual), which is called giftedness. Instead of the idea, which is based on the image of giftedness as a complex system, a simplified concept is practiced, which essentially identifies giftedness with one or more specific abilities. This understanding of giftedness significantly limits the heuristic capabilities of psychodiagnostic tools and procedures. The consequences of this are the production and use of incomplete psychological information, under the influence of which a fragmentary, and therefore unreliable picture of the characteristics of the phenomenon of giftedness, which reduces the degree of its assertive reliability, reliability and predictability of gifted individual. The content of the basic generalizations given by the author is that: giftedness can become and be effective in the space of active structural-functional context; an associative structural-functional approach is an approach that allows solving problems and tasks of effective recognition and psychodiagnostic assessment of a child 's talents; built on the principles of associative structural-functional approach, the methodology should be aimed at identifying an active structural-functional context, formed by the leading specific ability in the gifted child and in the general context of his psyche.

Item Type:	Article
Keywords:	giftedness; giftedness diagnostics; giftedness diagnostics approaches; giftedness diagnostics methodologies; associative structural-functional approach
Subjects:	Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 1 Philosophy. Psychology Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 376 Education, teaching, training of special groups of persons. Special schools > 376.5 Виховання та освіта обдарованих дітей, вундеркіндів.
Divisions:	Institute of the gifted child > Giftedness Diagnostics Department
Depositing User:	н.с. Олена Василівна Онопченко
Date Deposited:	06 Mar 2023 14:13
Last Modified:	06 Mar 2023 14:13
URI:	https://lib.iitta.gov.ua/id/eprint/734462

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