Diagnostics to determine the type of giftedness of younger students. Material on the topic: Diagnostic methods for teachers and parents to determine the giftedness of children

Municipal treasury educational institution

“Secondary school No. 13, p. Yllymakh, Aldan region

Manual

Diagnostics of giftedness

Prepared by:

Romanova Venera Fidusovna

The program for diagnosing the giftedness of schoolchildren 3

Methods for parents 3

Methods for teachers 9

Methods for students 15

Explanatory note

One of the directions of the National Educational Initiative "Our new school”, approved by the President of the Russian Federation, is the development of a system to support talented children. The President of the Russian Federation pointed out that in the coming years Russia should build an extensive system of searching for and supporting talented children, as well as accompanying them throughout the entire period of personality development.

Gifted children are special children, and our usual standards do not fit them.

Gifted children are very different: very lively, even sometimes just cheeky, and quiet, barely audible uttering the answer to an incredibly difficult task. Very charming, charming and awkward, shy, thawing only at the end of the meeting with a stranger(And then, if they liked this person). Most of them show an interest in mathematics, but many begin to be interested in biology, chemistry, astronomy, and physics early. When I started working at a school as a chemistry teacher, I was first of all interested in how to choose children who have high abilities in chemistry. After rereading the work of many psychologists on this topic, I chose several diagnostics for parents, students and teachers that do not require special psychological education, but will help to identify a certain giftedness of students.

Target systematization of approaches that can make a real contribution to the scientific understanding of giftedness and the practice of teaching gifted children.

Rather, psychometric tests should be used not for and not before making a decision on the degree of giftedness of the child, but after the procedure for identifying him as gifted in order to understand his strong and weak psychological qualities, and organizing the individualized psychological and pedagogical assistance he needs; [V.S. Yurkevich Gifted child illusions and reality]

Psychometric tests can be used to describe the individual uniqueness of the activities of a particular gifted child in terms of the severity of individual abilities, inclinations, emotional states,

personal qualities, etc.

Psychometric tests can be used as one of many sources additional information as part of the Gifted Child Identification Program, but by no means as the sole criterion for deciding what this child is "gifted" or "non-gifted".

The problem of identifying gifted children has a clearly defined ethical aspect. Identify the child as "gifted" or "not gifted" on this moment time means artificially interfering in its fate, predetermining it in advance

subjective expectations. Many of the life conflicts of the "gifted" and "not gifted" are rooted in a frivolous approach to the topic. It should be borne in mind that children's giftedness does not guarantee the talent of an adult. Not every adult in childhood was a gifted child. When identifying gifted children, it is necessary to differentiate:

a) the current level of development of giftedness achieved at this age stage;

b) features of specific manifestations of giftedness associated with attempts to implement it in various types of activities;

c) the child's potential for development.

Labeling “gifted” or “ordinary” is unacceptable, not only because of the danger of errors in diagnostic conclusions, such labels can have a very negative effect on personal development child.

Thus, the identification of gifted children must be associated with the tasks of their education and upbringing, as well as with providing them psychological help and support.

The program for diagnosing the giftedness of schoolchildren

Preliminary diagnostic stage

1. Observation and questioning - to identify signs of giftedness in behavior and activities.

Methods for parents

A conversation to study the conditions and history of the child's development in the family, his interests, hobbies, abilities.

Questionnaire "Determining the level of manifestation of the child's abilities" (A.N. Sizanov).

With this questionnaire, you can assess the degree of giftedness and talent of your child without being associated with any area of ​​interest. To do this, we present a list of characteristics of gifted and talented children. Questionnaires must be answered "yes" or "no".

More capable than gifted

1. My child is proactive, lively, mobile.

2. He readily responds to everything new.

3. Likes everything mysterious and incomprehensible.

4. Often needs the support of elders.

5. Quite easily distracted and quit.

If you answered “yes” to five questions, there is some reason to believe your child is capable. If you answered “no” to questions 4 and 5, go to following questions.

Gifted

1. His interests are quite stable.

2. His curiosity is stable.

3. Likes to ask and solve difficult questions.

4. Often disagrees with the opinions of adults.

5. Has his own point of view and persistently defends it.

6. Started business always brings to the end.

7. Has a particular affinity for a particular occupation or subject.

8. Persistent in achieving the goal.

9. Has many friends among his peers, finds a common language with everyone.

10. Asks a lot of questions (including in the classroom) on subjects of interest to him.

11. Often selfish.

“Yes” answers to all eleven questions suggest that your child

gifted. Move on to the next questions.

Bright giftedness

1. In many areas of knowledge, in art, music, literary creativity, he shows his talent.

2. Has one, maximum two older friends.

3. His speech is very developed, characterized by a large vocabulary and a deep understanding of the nuances of the language.

4. Always looking for independent solutions.

5. In contentious issues relies on his own judgment, does not like generally accepted opinions.

6. Takes responsibility in difficult situations.

7. Often it seems to others that “out of age” is an adult.

8. Knows well his own abilities, character traits and his calling.

9. Equally gifted in the humanities and technical fields.

Answering yes to these nine questions gives good reasons to consider your child as gifted. Additionally, you can answer questions about

your child has a high creativity.

Additional signs of high creative potential of the child's personality

1. The desire to bring an element of novelty into the work performed.

2. The desire to master an unfamiliar business.

3. Shows perseverance in achieving the goal, despite failures.

4. Ease of auditory and visual memorization is observed.

5. The need to dream alone is expressed.

6. The ability to think for a long time on any idea, problem.

7. The ability to abstract, the ability to establish distant associations between various objects and phenomena.

8. The ability for creative imagination, the creation of a new one.

General characteristics. The technique was developed by the author and addressed to parents (can also be used by teachers). Its task is to assess the overall giftedness of the child by his parents.

Instruction

5 - the assessed personality trait is well developed, clearly expressed, manifested

often in various activities and behaviors;

Appears in search new information, new knowledge, in an effort to ask many questions, in unquenchable research activity (the desire to analyze

toys, explore the structure of objects, plants, the behavior of people, animals, etc.).

Hypersensitivity to problems. “Knowledge begins with wonder at what is ordinary” (Plato). The ability to see problems where others do not notice anything unusual - important characteristic creative thinking person. She

manifests itself in the ability to identify problems, ask questions.

The ability to evaluate is primarily the result of critical thinking. It implies the possibility of understanding both one's own thoughts and actions, and the actions of other people. It manifests itself in the ability to objectively characterize solutions to problematic tasks, people's actions, events and phenomena.

Inventiveness - the ability to find original, unexpected decisions behavior and activities. Manifested in the behavior of the child, in games and

a wide variety of activities.

The ability to reason and think logically - the ability to analyze, synthesize, classify phenomena and events, processes, the ability to harmoniously express one's thoughts. Manifested in the ability to formulate concepts, to express their own judgments.

Persistence (purposefulness) - the ability and desire to persistently move towards the intended goal, the ability to concentrate one's own efforts on the subject of activity, despite the presence of obstacles. Manifested in behavior and in all forms

child's activities.

Demanding to the results of their own activities (perfectionism) - the desire to bring the products of any of their activities to meet the highest requirements. It manifests itself in the fact that the child does not calm down until

will not bring his work to the highest level.

Results processing

No. Quality Mark

1 curiosity

4 Vocabulary

5 Ability to assess

6 Ingenuity

7 Ability to reason and think

logically

8 Persistence

9 Perfectionism

Put marks (or arithmetic mean indicators calculated from the results of assessments of several adults) will be plotted on the graph. The ideal result is a regular nonagon. But a real child, with an objective assessment, usually gets an “asterisk” of a complex configuration.

This graph gives a clear idea of ​​​​in which direction further educational work should be carried out.

This technique designed for junior and middle school age ranges, however, they can be used with older students.

Methodology "Map of Interests" (A.I. Savenkov).

Instruction: “Before you are 80 questions, systematized in ten relatively independent areas of the child's behavior and activity.

Read them carefully and rate your child on each dimension using the following scale:

(++) - if the assessed personality trait is well developed, clearly expressed, manifests itself often;

(+) - the property is noticeably expressed, but it manifests itself inconsistently;

(0) - the evaluated and opposite personality traits are not clearly expressed, in

manifestations are rare, in behavior and activity they balance each other;

(-) - the property of personality is more pronounced and more often manifested,

the opposite of what is being valued.

If you find it difficult to rate a quality because you do not have the information to do so, leave the appropriate box in the answer sheet blank.

Question sheet:

1. Prone to logical reasoning, able to operate with abstract

concepts.

2. Thinks outside the box and often comes up with unexpected original ideas.

3. Learn new knowledge very quickly, everything “grasps on the fly”.

4. There is no uniformity in the drawings. Original in the choice of subjects. Usually

portrays a lot various items, people, situations.

5. Shows great interest in music lessons.

6. Likes to write stories or poems.

7. Easily enters into the role of any character: a person, an animal or others.

8. Interested in mechanisms and machines.

9. Initiative in communicating with peers.

10. Energetic, gives the impression of a baby in need of a large volume

movements.

11. Shows great interest and exceptional ability to classify.

12. Not afraid of new attempts, always striving to test a new idea.

13. Quickly remembers what he heard and read without special memorization,

doesn't take a lot of time to remember.

14. Becomes thoughtful and very serious when he sees a good picture,

hears music, sees an unusual sculpture, beautiful (artistically executed)

15. Sensitively reacts to the nature and mood of the music.

16. Can easily build a story, from the beginning of the plot to the resolution of any conflict.

17. Interested in acting.

18. Can repair easily damaged appliances, use old parts to create new crafts, toys.

19. Maintain confidence when surrounded by large numbers of strangers.

20. Likes to participate in sports games and competitions.

21. Knows how to express his thoughts well, has a large vocabulary.

22. Resourceful in choice and use various items(For example,

uses in games not only toys, but also furniture, household items, and other things).

23. Knows a lot about such events and problems that his peers usually do not know about.

24. Able to make original compositions from flowers, drawings, stones, stamps, postcards, etc.

25. Sings well.

26. When talking about something, he knows how to stick to the chosen plot well, does not lose the main idea.

28. He likes to understand the causes of malfunctions of mechanisms, loves mysterious breakdowns and “search” questions.

29. Communicates easily with children and adults.

30. Often wins in various sports games with peers.

31. Captures well the connection between one event and another, between cause and effect.

32. Able to get carried away, to go “with head” into an occupation of interest to him.

33. Ahead of his peers in studies for a year or two, that is, really

should have been studying in a higher grade than studying now.

34. Likes to use any new material for the manufacture of toys, collages, drawings, in the construction of orphanages on playground.

35. He puts a lot of energy and feelings into playing an instrument, into a song or dance.

36. Adheres to only the necessary details in stories about events, discards everything insignificant, leaves the main, most characteristic.

37. Playing a dramatic scene, is able to understand and portray the conflict.

38. Likes to draw drawings and diagrams of mechanisms.

39. Captures the reasons for the actions of other people, the motives for their behavior. He understands the unsaid well.

40. Runs the fastest in the class.

41. Likes to solve difficult tasks that require mental effort.

42. Able to approach the same problem in different ways.

43. Shows a pronounced, versatile curiosity.

44. Willingly draws, sculpts, creates compositions that have an artistic purpose (decorations for the home, clothes, etc.) in his free time, without the prompting of adults.

45. Likes music recordings. Seeks to go to a concert or go there, the tour guide can listen to music.

46. ​​Chooses words in his stories that convey well emotional states the main characters, their experiences, feelings.

47. Tends to convey feelings through facial expressions, gestures, movements.

48. Reads (loves being read to) magazines and articles about the creation of new devices, machines, mechanisms.

49. Often directs the games and activities of other children.

50. Moves easily, gracefully. Has good coordination of movements.

51. Observant, likes to analyze events and phenomena.

52. Able not only to propose, but also to develop his own and others' ideas.

53. Reads books, articles, popular science publications a year or two ahead of his peers.

54. Turns to drawing or modeling in order to express his feelings and moods.

55. Plays well on some instrument.

56. Is able to convey in stories such details that are important for understanding the event (which his peers usually cannot do), and at the same time does not miss the main line of the events he is talking about.

57. Strive to evoke emotional reactions in other people when talking about something with enthusiasm.

58. Likes to discuss scientific events, inventions, often thinks about it.

59. Tends to take on responsibility that goes beyond the limits characteristic of his age.

60. Likes to go hiking, play outdoor sports grounds.

61. Able to retain symbols, letters, words for a long time.

62. Likes to try new ways of solving life problems, does not like already tested options.

63. Able to draw conclusions and generalizations.

64. Likes to create three-dimensional images, work with clay, plasticine, paper and glue.

65. In singing and music, he strives to express his feelings and mood.

66. Inclined to fantasize, tries to add something new and unusual when talking about something already familiar and known to everyone.

67. With great ease dramatizes, conveys feelings and emotional states.

68. Spends a lot of time designing and implementing his own projects (model aircraft, cars, ships)

69. Other children prefer to choose him as a partner in games and activities.

70. Prefers to spend his free time in outdoor games.

71. Has a wide range of interests, asks many questions about the origin and function of objects.

72. Productive, no matter what he does, able to offer a large number of the most diverse ideas and solutions.

74. Can express his own assessment of works of art, tries to reproduce what he liked in his own drawing or created toy, sculpture.

75. Composes his own original melodies.

76. He knows how to portray his characters in a story very much alive, conveys their character, feelings, moods.

77. Likes games - dramatizations.

78. Quickly and easily masters the computer.

79. Possesses the gift of persuasion, is able to inspire his ideas to others.

80. Physically more enduring than peers.

Results processing

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

31 32 33 34 35 36 37 38 39 40

41 42 43 44 45 46 47 48 49 50

51 52 53 54 55 56 57 58 59 60

61 62 63 64 65 66 67 68 69 70

71 72 73 74 75 76 77 78 79 80

Count the number of pluses and minuses vertically (plus and minus cancel each other out). Write the results of the calculations below, under each column.

The points obtained characterize your assessment of the degree of development of the following types of giftedness in a child:

intellectual;

Creative;

Academic;

Artistic and graphic;

Musical;

Literary;

Artistic;

Technical;

Leadership;

Sports.

Methods for teachers

Questionnaire "Determining the intensity of cognitive needs" (V.S. Yurkevich).

1. How often does a student do some mental work for a long time (an hour and a half - for a younger student; several hours in a row, without stopping - for

teenagers, etc.)?

b. Sometimes.

V. Very rarely.

2. What does the child prefer when asked a question “for quick wits”?

b. It depends.

3. Does he read a lot of additional literature?

A. Constantly a lot.

4. How emotionally does he relate to an interesting activity for him, related to mental work?

A. Very emotional.

b. It depends.

5. Does he often ask questions?

b. Sometimes.

V. Very rarely.

Note. Answers "a" indicate a strongly pronounced cognitive

needs, "b" - about moderate, "c" - about mild.

Questionnaire "Determining the level of cognitive need" (V.S. Yurkevich).

1. Are the interests of the student related to the choice of future profession?

A. They are very closely related.

b. Associated, but little accompanied by an appropriate organization of activities.

V. Not related at all.

2. Does the student turn to serious sources: use scientific (and not just popular science) literature, work with dictionaries, etc.?

A. Constantly.

b. Sometimes.

V. Very rarely.

3. Does your work set tasks that are impossible to complete in one sitting, does it require painstaking work for many days and even months?

A. Most classes follow this principle.

b. Sets such tasks, but rarely performs.

V. Does not set long-term goals.

4. To what extent, while doing what he loves, can he do "dirty", uninteresting intellectual work for him (for example, perform lengthy calculations when solving an interesting problem)?

A. Always does as much as needed.

b. Does periodically.

V. He does not like to do work that is not interesting for him.

5. Is he able to exercise when necessary long time intellectual activity, sacrificing entertainment, and sometimes recreation.

A. Whenever it's needed.

b. Only occasionally.

V. Not able to.

These methods are designed for the junior and middle school age ranges, but they can also be used with older students.

Methodology for assessing general giftedness (A.I. Savenkov).

General characteristics. The technique is addressed to parents, can also be used by teachers. Its task is to assess the overall giftedness of the child by his parents.

The technique should be considered as additional to the set of techniques for specialists (psychologists and educators).

Instruction

You are asked to rate the level of development of nine characteristics commonly observed in gifted children.

Read them carefully and rate your child on each dimension using the following scale:

5 - the assessed property of the personality is well developed, clearly expressed, often manifests itself in various types of activities and behavior;

4 - the property is noticeably expressed, but it manifests itself inconsistently, while the opposite of it appears very rarely;

3 - the evaluated and opposite personality traits are not clearly expressed, they are rare in manifestations, they balance each other in behavior and activity;

2 - a more pronounced and more often manifested personality trait, opposite to the one being assessed;

1 - a personality trait that is opposite to the one being assessed is clearly expressed and often manifested, it is fixed in behavior and in all types of activities;

0 - there is no information to assess this quality (I do not have).

Curiosity (cognitive need). The thirst for intellectual stimulation and novelty is commonly referred to as curiosity. The more gifted a child is, the more pronounced his desire for knowledge of the new, the unknown.

It manifests itself in the search for new information, new knowledge, in the desire to ask many questions, in unquenchable research activity (the desire to disassemble toys, explore the structure of objects, plants, the behavior of people, animals, etc.).

Hypersensitivity to problems. “Knowledge begins with wonder at what is ordinary.” (Plato). The ability to see problems where others do not notice anything unusual is an important characteristic of a creative thinker.

It manifests itself in the ability to identify problems, ask questions.

Predictive ability - the ability to imagine the result of solving a problem before it is actually solved, to predict possible consequences action prior to implementation. It is revealed not only in solving educational problems, but also extends to a wide variety of manifestations. real life: from predicting consequences that are not distant in time relative to elementary events, to the possibilities of predicting the development of social phenomena.

Lexicon. Large vocabulary - the result and criterion of development mental abilities child.

It manifests itself not only in a large number of words used in speech, but also in the ability (desire) to build complex syntactic constructions, in the invention of new words, characteristic of gifted children, to denote new concepts or imaginary events introduced by them.

The ability to evaluate is primarily the result of critical thinking.

It implies the possibility of understanding both one's own thoughts and actions, and the actions of other people.

It manifests itself in the ability to objectively characterize solutions to problematic tasks, people's actions, events and phenomena.

Inventiveness - the ability to find original, unexpected solutions in behavior and various activities.

It manifests itself in the behavior of the child, in games and a variety of activities.

The ability to reason and think logically - the ability to analyze, synthesize, classify phenomena and events, processes, the ability to harmoniously express one's thoughts.

Manifested in the ability to formulate concepts, to express their own judgments.

Persistence (purposefulness) - the ability and desire to persistently move towards the intended goal, the ability to concentrate one's own efforts on the subject of activity, despite the presence of obstacles.

It manifests itself in the behavior and in all activities of the child.

Demanding to the results of their own activities (perfectionism) - the desire to bring the products of any of their activities to meet the highest requirements.

It manifests itself in the fact that the child does not calm down until he has brought his work to the highest level.

Results processing

Enter your marks in the table. Naturally, the result will be more objective if these marks, independently of each other, are also given by other adults who know the child well.

p/n Quality Mark

1 curiosity

2 Hypersensitivity to problems

3 Predictive ability

4 Vocabulary

5 Ability to assess

6 Ingenuity

7 Ability to reason and think logically

8 Persistence

9 Perfectionism

Put marks (or arithmetic mean indicators calculated from the results of assessments of several adults) will be plotted on the graph. The ideal result is a regular nonagon. But a real child, with an objective assessment, usually gets an “asterisk” of a complex configuration. This graph gives a clear idea of ​​the direction in which further educational work should be carried out.

Methods of expert assessments for the definition of gifted children (A.A. Loseva).

Below are the X areas in which a child can show his talents, and their characteristics are given. Give an assessment in points (on a five-point system) for each of the indicated characteristics. If a characteristic is inherent in a child in

the highest degree, put 5 points, if they are above average - 4 and so on. A score of 2 points is the lowest. Sum the scores for all characteristics within each talent "area". The total number of points scored within one area

(for example, “intellectual ability”) divide by the number of questions (there are 12 in this area) and write the resulting number in a notebook. Compare the average results for all areas. Select 3-4 highest indicators, and, focusing on them, strive to create conditions for the development of abilities. This technique is based on observations of the child. Suggested characteristics of interests will help you

in the analysis of his behavior, mental and physical development. There are known cases when a gifted child has a "retraction" of any one ability (for example, a literary gifted child does not want to deal with technology at all). There is also the opposite picture, when the results are significantly higher than the average for all items. One child should be assessed by several experts: parents, caregivers, music worker, physical education teacher - if it is a kindergarten, if the school - parents, a class teacher and several teachers in different subjects.

I. Intellectual sphere

1. High cognitive activity, mobility.

2. The speed and accuracy of mental operations.

3. Stability of attention.

4. Working memory - quickly remembers what he heard or read without special memorization, does not spend a lot of time repeating what needs to be remembered.

5. Skills of logical thinking, argues well, thinks clearly, does not get confused in thoughts.

6. The richness of the active vocabulary.

7. Speed ​​and originality of verbal (verbal) associations. It captures well the connection between one event and another, between cause and effect.

He understands well the unsaid, guesses what is often not directly expressed by adults, but is meant. Captures the reasons for the actions of other people, the motives of their behavior.

8. Expressed setting for the creative performance of tasks.

9. Development creative thinking and imagination.

10. Possession of the main components of the ability to learn.

11. The ability to control one's own creative activity, an increased rate of mental development.

12. The possibility of anticipating the result of activity.

II. Sphere of Academic Achievement

1. Rich vocabulary, use of complex syntactic structures.

2. Increased interest in calculations, mathematical relations.

3. Increased attention to natural phenomena, experiments.

4. Demonstration of understanding of cause and effect relationships.

5. Expresses thoughts clearly and accurately (orally or in writing).

6. Reads books, articles, popular science publications ahead of his peers for a year or two.

7. Good "motor" coordination, especially between visual perception and hand (fixes well what he sees and clearly writes down what he hears).

8. Reading non-fiction is more enjoyable than reading fiction.

9. Cheer up if his project is not supported or if his "experiment" does not work out.

10. Tries to find out the causes and meaning of events.

11. Spends a lot of time creating his own "projects".

12. Likes to discuss scientific events, inventions, often thinks about it.

Sh. Creativity

1. High productivity in many different things.

2. Ingenuity in the use of materials and ideas.

3. Tendency to completeness and accuracy in the classroom.

4. Asks a lot of questions on a subject that interests him.

5. Likes to draw.

6. Shows a subtle sense of humor.

7. Not afraid to be like everyone else.

8. Prone to fantasies, to the game.

IV. Literary spheres

1. Can easily “build” a story, starting from the beginning of the plot and ending with the resolution of any conflict.

2. Comes up with something new and unusual when talking about something already familiar and known to everyone.

3. Adheres to only the necessary details in the stories about events, discards everything insignificant, leaves the main, most characteristic.

4. Knows how to stick to the chosen plot well, does not lose the main idea.

5. Knows how to convey the emotional state of the characters, their experiences and feelings.

6. Able to enter into stories such details that are important for understanding the event in question, and at the same time does not miss the main storyline.

7. Likes to write stories or articles.

8. Depicts heroes in his stories alive, conveys their feelings and moods.

V. Artistic sphere

1. Easily enters the role of another character, a person.

2. Interested in acting.

4. Understands and portrays conflict situation when has the opportunity

act out a dramatic scene.

5. Conveys feelings through facial expressions, gestures, movements.

6. Seeks to evoke emotional reactions in other people when talking about something with enthusiasm.

7. With great ease dramatizes, conveys feelings

and emotional experiences.

8. Plastic and open to everything new, "does not get hung up" on the old. He does not like already tested options, he always checks the idea that has arisen, and only after an “experimental” check can he refuse it.

VI. Music sphere

1. Responds very quickly and easily to rhythm and melodies.

2. He sings well.

3. He puts a lot of energy and feelings into playing an instrument, into singing or dancing.

4. Likes music lessons. Wants to go to a concert or where you can listen to music.

5. Can sing along with others in a way that works well and well.

6. In singing or music expresses his feelings, state.

7. Composes original, own melodies.

8. Plays an instrument well.

VII.Technical area

1. Performs all sorts of tasks well manual labor.

2. Interested in mechanisms and machines.

3. The world of his hobbies includes the design of machines, instruments, models of trains, radios.

4. Can easily repair broken appliances, use old parts to create new crafts, toys.

5. Understands the reasons for the “whims” of mechanisms, loves mysterious breakdowns.

6. Likes to draw drawings of mechanisms.

7. Reads magazines and articles about the creation of new devices and machines.

VIII. motor sphere

1. Subtlety and accuracy of motor skills.

2. Developed motor-motor coordination.

3. Strives for motor activities (physical education).

4. Likes to participate in sports games and competitions.

5. Constantly excels at some form of sports game.

6. In his free time he likes to go hiking, play outdoor games (hockey, football, basketball, etc.).

IX. Sphere of artistic achievement

1. Shows great interest in visual information.

2. Shows great interest in serious pursuits in the artistic field.

3. Drawings and paintings are distinguished by a variety of subjects.

4. Serious about works of art. He becomes thoughtful and very serious when he sees a good picture, hears music, sees an unusual sculpture, a beautifully and artistically executed thing.

5. Original in the choice of subject (in a drawing, composition, description of an event), composes original compositions (from flowers, drawings, stones, stamps, postcards, etc.).

6. Always ready to use any new material for making toys, paintings, drawings, compositions, building children's houses on the playground, working with scissors, glue.

7. When he has free time, he willingly draws, sculpts, creates compositions that have an artistic purpose (decoration for the house, clothes, etc.). He resorts to drawing or modeling in order to express his feelings and mood,

9. Likes to work with glue, plasticine, clay in order to depict events or things in three dimensions in space.

10. Interested in works of art created by other people. Can give his own assessment and try to reproduce what he saw in his work.

X. Communication and leadership

1. Easily adapts to a new situation.

2. Always fulfills his promises, is responsible.

3. High sociability with others.

4. Strives for dominance among peers.

5. Peers seek advice.

Determination of the intensity of cognitive

the needs of the child (Yurkevich V.S.)

How often does a student do some mental work for a long time (an hour and a half - for a younger student; several hours in a row, not coming off - for teenagers, etc.)?

b. Sometimes.

V. Very rarely.

What does the child prefer when asked the question "for ingenuity"?

A. “Torment”, but find the answer yourself.

b. It depends.

V. Get a ready response from others.

Does he read a lot of non-fiction?

A. Constantly a lot.

b. Uneven. Sometimes a lot, sometimes nothing.

V. Reads little or nothing.

How emotionally does he relate to an interesting activity for him related to mental work?

A. Very emotional.

b. It depends.

V. Emotions are not clearly expressed (here it is necessary to take into account the general emotionality of the child).

Does he often ask questions?

b.Sometimes.

V. Very rarely.

Note. Answers "a" testify to a strongly expressed cognitive need, "b" - about a moderate one, "c" - about a weakly expressed one.

(J. Renzulli).

This scale is designed so that the teacher can evaluate the characteristics of students in the cognitive, motivational, creative and leadership areas.

Each item on the scale should be evaluated independently of other items. Your rating should reflect how often you observed the manifestation of each of the characteristics.

Since the four scales represent relatively different aspects of behavior, scores on different scales are not summed.

Please read each statement carefully and circle the appropriate number as described below:

1 - if you almost never observed this characteristic;

2 - if you observe this characteristic from time to time;

3 - if you observe this characteristic quite often;

4 - if you observe this characteristic almost all the time.

Scale I. Cognitive characteristics of the student.

1. Has an unusually large vocabulary for this age; uses

terms with understanding; speech is rich in expression, fluency, complexity.

2. Has a wealth of information on a variety of topics (outside the usual interests of children of this age)

3. Quickly memorizes and reproduces factual information.

4. Easily grasps causal relationships; trying to understand "how" and "why"; asks a lot of thought-provoking questions (as opposed to questions

aimed at obtaining facts); wants to know what underlies the phenomena or actions of people.

Scale II. Motivational characteristics.

1. Completely goes "into certain topics, problems; persistently strive to complete what has been started (it is difficult to attract to another topic, task).

2. Easily gets bored with normal tasks.

3. Strive for excellence; is self-critical.

4. Prefers to work independently; Requires only minimal direction from the teacher.

5. Has a tendency to organize people, objects, situations.

Scale III. Leadership characteristics.

1. Shows responsibility; does what it promises and usually does well.

2. Feels confident with both peers and adults; feels good when asked to show his work to the class.

3. Likes to be with people, is sociable and prefers not to be alone.

4. Has a tendency to dominate others; as a rule, manages the activities in which he participates.

Scale IV. Creative characteristics.

1. Shows great curiosity about many things; constantly asking questions about everything.

2. Brings up a large number of ideas or solutions to problems and answers to questions; offers unusual, original, smart answers.

3. Expresses his opinion without hesitation; sometimes radical and hot in discussions, persistent.

4. Likes to take risks, has a penchant for adventure.

5. Tendency to play with ideas; fantasizes, invents (“I wonder what will happen if ...”), is busy adapting, improving and changing social institutions, objects and systems.

6. Shows a subtle sense of humor and sees humor in situations that others do not find funny.

7. Unusually sensitive to inner impulses and more open to the irrational in himself; emotionally sensitive.

8. Sensitive to beauty; draws attention to the aesthetic aspects of life.

9. Unaffected by the group; accepts disorder; not interested in details; not afraid to be different.

10. Gives constructive criticism; not inclined to accept authority without critical examination.

Methods for students

A conversation to obtain information about the child's assessment of his interests, abilities, motivations and success.

Method "Profile" (G.V. Rezapkina).

Instruction: "To determine your professional inclinations, choose one of the three options - "a", "b" or "c" - and mark it on a piece of paper.

test material

1. I would like in my professional activities

a) communicate with a variety of people;

b) making films, writing books, drawing, performing on stage, etc.;

c) do calculations; maintain documentation.

2. What attracts me most is a book or a movie.

b) art form, the skill of the writer or director;

c) the plot, the actions of the characters.

3. I would be happier with the Nobel Prize

a) for public activities;

b) in the field of science;

c) in the field of art.

4. I would rather agree to become

a) chief mechanic;

b) head of the expedition;

c) chief accountant.

5. The future of people is determined

a) mutual understanding between people;

b) scientific discoveries;

c) development of production.

6. If I become a leader, then first of all I will deal with

a) creation of a friendly, close-knit team;

b) development of new learning technologies;

c) work with documents.

7. At a technical exhibition, I will be more attracted

a) the internal structure of the exhibits;

b) them practical use;

c) appearance exhibits (color, shape).

8. In people I appreciate, first of all

a) friendliness and responsiveness;

b) courage and endurance;

c) commitment and accuracy.

9. In my free time, I would like to

a) set up various experiments, experiments;

b) write poetry, compose music or draw;

c) exercise.

10. I would rather be interested in traveling abroad

a) the opportunity to get acquainted with the history and culture of another country;

b) extreme tourism (mountaineering, windsurfing, skiing);

c) business communication.

11. I'm more interested in talking about

a) human relationships;

b) new scientific hypothesis;

c) technical specifications new model of car, computer.

12. If my school had only three circles, I would choose

a) technical;

b) musical;

c) sports.

13. The school should pay special attention to

a) improving mutual understanding between teachers and students;

b) maintaining the health of students, playing sports;

c) strengthening discipline.

14. I look with great pleasure

a) popular science films;

b) programs on culture and art;

c) sports programs.

15. I would like to work

a) with children or peers;

b) with machines, mechanisms;

c) with objects of nature.

16. The school must first of all

a) teach how to communicate with other people;

b) to give knowledge;

c) teach job skills.

17. The main thing in life

a) be able to be creative;

b) lead a healthy lifestyle;

c) carefully plan your affairs.

18. The state should first of all take care of

a) protecting the interests and rights of citizens;

b) advances in science and technology;

c) the material well-being of citizens.

19. I like the lessons the most

b) physical education;

c) mathematics.

20. I would be more interested

a) engage in the sale of goods;

b) manufacture products;

c) plan the production of goods.

a) outstanding scientists and their discoveries;

b) interesting inventions;

c) the life and work of writers, artists, musicians.

b) make something, sew, take care of animals, plants;

c) go to exhibitions, concerts, museums.

23. I will be more interested in a message about

a) scientific discovery;

b) an art exhibition;

c) the economic situation.

24. I would rather work

a) in a room where there are many people;

b) under unusual conditions;

c) in a regular office

Key to the test

Handling test results

Count the number of circled letters in each of the six columns:

10-12 points - a pronounced professional inclination.

7-9 points - propensity for a certain type of activity.

4-6 points - weakly expressed professional inclination.

0-3 points - professional inclination is not expressed.

The six columns represent the six activities. Pay attention to the activities that scored the most points. Does your choice of profession match your results?

Interpretation of test results

I. Propensity to work with people. Professions related to management, training, education, service (household, medical, reference and information). People who are successful in the professions of this group are distinguished by sociability, the ability to find a common language with different people, to understand them.

mood, intentions.

II. Propensity for research (intellectual) work. Professions related to scientific activity. In addition to special knowledge, such people are usually distinguished by rationality, independence of judgment, analytical warehouse mind.

III. A penchant for practical work. The range of these professions is very wide:

production and processing of metal; assembly, installation of devices and mechanisms; repair, adjustment, maintenance of electronic and mechanical equipment; installation, repair of buildings, structures; transport management; production of products.

IV. A penchant for aesthetic activities. Professions of a creative nature associated with visual, musical, literary and artistic, acting and stage activities. People of creative professions, except for special

abilities (musical, literary, acting), distinguishes originality and independence.

V. Propensity for extreme activities. Professions related to sports, travel, expeditionary work, security and operational-search activities, military service. They all present special requirements to physical fitness, health, volitional qualities.

VI. Propensity to plan-economic activities. Professions related to calculations and planning (accountant, economist); office work, text analysis and their transformation (editor, translator, linguist); schematic

the image of objects (drawer, topographer). These professions require concentration and accuracy from a person.

Questionnaire "How I see myself" (A.I. Savenkov).

Instructions: Please indicate your agreement or disagreement with each statement:

Rather yes;

Probably not;

1. I like to collect and disassemble different items.

2. I like to think things over in my mind, to solve arithmetic problems.

3. I love working on special projects.

4. I like to discuss different ideas.

5. I enjoy imagining myself as the hero of a story or a book I am reading.

6. I have good feeling humor.

7. My work is always special.

8. I get a lot of ideas when solving a problem.

9. I can plan what I want to do and stick to my plan.

10. I don't mind being different from other people.

11. I like to learn things that are different from regular assignments, or things that are difficult.

12. I often resort to music, drawing or games to show my feelings.

13. I don't like to agree with someone without thinking it over.

14. I often express my attitude to something, even if I think that others will not like it.

15. I spend more time than I need on homework because I like to study.

16. I go in for sports and different games.

17. I do well at school.

18. At school, other children love me.

19. I understand and love other people.

20. I am friendly and good at getting along with people.

21. Other people think I'm smart.

22. I am a good and understanding friend.

23. I am easy to get along with.

Write below about your hobbies and interests,

collections ____________________________

Write below what you would like to know

more _________________________________

Bibliography

Loseva A.A., Matyushkin A.M., Volkov A.S. Psychological diagnosis of giftedness. - M.: Academic prospectus, 2004. - 176 p.

10. Matyushkin A.M. Giftedness and age. Development of the creative potential of gifted children. – M.: MPSI; Voronezh: MODEK, 2004. - 192 p.

Renzulli J. Model of Enriching School Education // Basic Modern Concepts of Creativity and Giftedness / Ed. D.B. Epiphany. M .: Young Guard, 1997. - S. 214-243.

Savenkov A.I. gifted children in kindergarten and school. - M.: Academy, 2000. - 232 p.

Ushakov D.V. Psychology of giftedness: from theory to practice. - M.: PER SE, 2000. - 352 p.

Heller K.A. Diagnosis and development of gifted children and adolescents // Basic modern concepts of creativity and giftedness / Ed. D.B. Epiphany. - M .: Young Guard, 1997. - S. 243-264.

19. Cold M.A. Psychology of intelligence. Research paradoxes. - St. Petersburg: Peter, 2002. - 272 p.

20. Shadrikov V.D. Abilities, giftedness, talent // Development and diagnostics of abilities / Ed. ed. V.N. Druzhinin, V.D. Shadrikov. – M.: Nauka, 1991. S. 11.

Diagnosis of giftedness is an urgent and complex problem for most specialists, both teachers and psychologists. This is due to many reasons, such as the variety of types of giftedness, the psychological characteristics of the child himself (shyness, anxiety, low self-esteem, stress, distrust of the tester), the incompetence of the specialist. There are many psychological methods aimed at identifying giftedness.

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Identification of gifted children, a system of diagnostic procedures and methods aimed at identifying the giftedness of school students

"Creation - it means to dig deeper, to see better, to correct mistakes, to talk to a cat, to dive into the deep, to light the sun, to build a castle in the sand, to welcome the future.”

psychologist Paul Torrens

Diagnosis of giftedness is an urgent and complex problem for most specialists, both teachers and psychologists. This is due to many reasons, such as the variety of types of giftedness, the psychological characteristics of the child himself (shyness, anxiety, low self-esteem, stress, distrust of the tester), the incompetence of the specialist. There are many psychological methods aimed at identifying giftedness. These include such methods as observation, conversation, tests of intelligence, creativity, abilities, motivation, personality traits. Often this diversity also complicates the process of identifying giftedness.

Russian psychologist Alexander Ilyich Savenkovdealing with the problem of children's giftedness in the field research activities, offers a diagnostic model of giftedness based on the principles of complex assessment; longevity; use of training methods; taking into account the potential of the child; the principle of relying on environmentally valid diagnostic methods; participation different specialists; participation of children in the assessment of their own giftedness.

Not only teachers and psychologists, but also the parents of the child should participate in identifying the abilities that are at the basis of giftedness.

Based on the position of modern educational policy, according to which everyone is gifted, it is important for the teacher to identify in the child the type of giftedness corresponding to him, that is, the presence of certain abilities (research, academic, artistic, sports).

Work to identify giftedness should be organized with the help of instrumental diagnostics, observation, study of the results of activities (student's work) and by "testing one's strength" in one or another type of activity.

Using diagnostics, the class teacher must remember about moral aspects all their research and be guided by certain rules.

Rule 1 . If parents have shared information with their class teacher, it should not be made available to everyone.

Rule 2 Diagnosing a problem involves corrective action class teacher on the problem studied.

Rule 3 . Diagnostic research should not be aimed at labeling.

Rule 4 . Diagnostic research should be carried out correctly and dispose to further communication with the class teacher.

Rule 5 . For a detailed study of the problem, one diagnostic study is not enough; it is necessary to use various types of diagnostics in order to obtain reliable material.

Below is a set of methods that allow you to identify certain abilities in a child, on the basis of which you can build a profile of giftedness and plan further developmental or corrective work.

The teacher should not diagnose giftedness with the help of Amthauer or Torrens and Heller tests, the processing of which requires specific knowledge. I have selected those questionnaires and methods that do not require complex processing, special knowledge.

In this list, I present several methods created by A.I. Savenkov -

1. Methodology for assessing general giftedness

The technique is addressed to parents (can also be used by teachers). Its task is to assess the overall giftedness of the child by his parents.

You are asked to rate the level of development of nine characteristics commonly observed in gifted children.

Curiosity (cognitive need).The more gifted a child is, the more pronounced his desire for knowledge of the new, the unknown.

Hypersensitivity to problems.The ability to see problems where others do not notice anything unusual is an important characteristic of a creative thinker. It manifests itself in the ability to identify problems, ask questions.

Predictive Ability- the ability to present the result of solving a problem before it is actually solved, to predict the possible consequences of an action before its implementation.
Lexicon.A large vocabulary is the result and criterion for the development of the child's mental abilities.

Appreciation Ability. It implies the possibility of understanding both one's own thoughts and actions, and the actions of other people.

Ingenuity

Ability to reason and think logically

Perseverance (purposefulness)

Demanding to the results of their own activities (perfectionism)- the desire to bring the products of any of its activities to meet the highest requirements.

The result will be a graph that gives a visual representation of the direction in which we should conduct further educational work.

2. The following technique"Student Characteristics". It was created in order to help the teacher systematize his own ideas about the various aspects of the child's development. The result of this teacher assessment is of unconditional interest both for school psychologist and for the teacher himself. This characteristic you filled out will tell a lot about the child, which will certainly help other teachers, for example, when a child moves from elementary school to middle school or from mainstream to high school.

3. Methodology "Map of Giftedness"

This technique is addressed to parents and can also be used by teachers. The age range in which it can be used is from 5 to 10 years. The technique is designed to perform the main functions:
The first and main function is diagnostic.

With the help of this technique, you can quantify the degree of expression of various types of giftedness in a child and determine which type prevails in him at the present time. Comparison of all ten grades received will allow you to see an individual “portrait” of the development of his talents, peculiar only to your child.

. The second function is developmental.

The statements on which you will have to evaluate the child can be considered as a program for his further development. You will be able to pay attention to what, perhaps, you did not notice before, to increase your attention to those aspects that seem to you the most valuable.

Of course, this technique does not cover all possible manifestations of children's giftedness. But she does not claim to be the only one. It should be considered as one of constituent parts a general set of methods for diagnosing children's giftedness.

The results obtained on the test characterize the assessment of the degree of development in the child of the following types of giftedness:

. intellectual
. creative
. academic
. artistic and visual
. musical
. literary
. artistic
. technical
. leadership
. sports

4. Methodology "Intellectual portrait"

The methodology is addressed to teachers. It is aimed at helping to systematize their own ideas about the mental abilities of children. The parameters by which the evaluation is carried out determine the main mental operations and characteristics of thinking observed in the course of interaction with the child.

cognitive sphere

1. Originality of thinking

2. Flexibility of thinking

3. Productivity

4. Ability to analyze and synthesize.

5. Classification and categorization

6. High concentration of attention

7. Memory

Sphere of personal development

1. Passion for the content of the task.

2. Perfectionism

3. Social autonomy

4. Leadership

5. Competitiveness

6. Breadth of interests.

7. Humor.

For evaluation, the polar points method is used. Each characteristic of the child's potential is evaluated on a five-point scale:

5 - the assessed property of the personality is well developed, clearly expressed, often manifests itself in various types of activities and behavior;
4 - the property is noticeably expressed, but it manifests itself inconsistently, while the opposite property manifests itself very rarely;
3 - the evaluated and opposite properties of the personality in behavior and activity balance each other;
2 - a more pronounced and more often manifested personality trait, opposite to the one being assessed;
1 - a personality trait that is opposite to the one being assessed is clearly expressed and often manifested, it is fixed in behavior and in all types of activities;
0 - there is no information to assess this quality (I do not have).

For example: Productivity , or fluency, thinking is usually seen as the ability to generate a large number of ideas.

It manifests itself and can be evaluated by the number of options for solving various problems and products of activity (projects, drawings, essays, etc.).

We choose the option of scoring according to the characteristic ....

Results processing

Marks are entered in the table. The result will be more objective if you use the method of expert assessments, that is, involve other teachers who know these children well in marking.
The marks given (or the arithmetic mean indicators calculated from the results of the assessments of several teachers) can be represented graphically. The ideal result is two regular heptagons. But a real child, with an objective assessment, usually gets an asterisk of complex configuration.
The graph makes the information more visual, gives an idea of ​​the direction in which we should work further (graph 1).

Graph 1. Method "intellectual portrait", an example of building a "graphic profile" of a child

5. Giftedness questionnaire according to A.I. Savenkov

To identify children gifted to certain types of human activity, A.I. Savenkov invites parents to consider personal properties and characteristics in the areas of:

Fine art talent;

- musical talent;

Literary talent;

Artistic talent;

technical talent;

Leadership giftedness;

Sports talent;

Intellectual giftedness

In which area there will be more pluses, this particular type of giftedness in this child.

6. Questionnaire for identifying gifted schoolchildren according to A.A. Losevoy

This questionnaire, proposed by Alla Askoldovna Loseva, can be used to assess the giftedness of students by teachers and parents. The questionnaire includes characteristics of 10 areas where a student can show abilities: intellectual, academic achievements, creative, literary, artistic, musical, technical, motor, artistic, social.

Experts are invited to evaluate the characteristics of these areas, manifestations of giftedness on a four-point system.

7. Questionnaire for identifying gifted students according to E.N. Zadorina

The proposed questionnaire was developed by Elena Nikolaevna Zadorina on the basis of a multifactorial model of giftedness and includes lists of the main parameters of various areas of giftedness: intellectual abilities, creative abilities (creativity), social competence, psychomotor abilities, artistic talent. Teachers are invited to identify those students in whom these parameters are expressed, and to rank them. In this case, it is necessary to compare students not in one class, but in the entire given age group of a certain type of school. When identifying gifted students, teachers are encouraged to:

Pay special attention to those students whose abilities in school activities did not manifest themselves in any way;

Do not consider the prevailing opinion about the student as absolute, unshakable;

Pay attention to the fact that the student may show abilities in various areas of activity.

The proposed questionnaire can be used to identify gifted students, starting from the first grade, since individual characteristics appear in students from the first days

stay at school. Periodic assessment of students will allow you to track the development of their abilities.

8. Questionnaire "Child: capable or gifted?" for parents , Answers to all questions of the questionnaire give grounds to treat the child as gifted.

9. Assessment of giftedness by the student and his peers.

The following is"Map of interests for younger students". Each question begins with the words: “Do you like ...” to solve logical problems or
read independently (listen when they read to you) fairy tales, stories, novels;
sing, play music;
etc.

Students assess the degree of their enthusiasm for a particular activity on their own and mark if they do not like it, put a “-” sign; if you like - "+"; If you really like it, put "++". It is possible to use this technique for parents, only they evaluate them from the point of view of their child, the scale is the same. This technique will help to intensify work with parents. Encourage them to explore the interests and inclinations of their own children, give them the opportunity to at least reflect on this difficult problem. It will also be interesting to compare the answers of children and their parents. This will create a more objective picture of the orientation of the interests of the child and identify areas for corrective work both with children and with their parents.

This type of diagnostics can be organized according to the principles of sociometry, when students are asked to indicate which of their classmates they would turn to if they had difficulties with:

Literature;

Russian language;

Mathematics, physics, chemistry;

Etc.

Or with the help of a task like: Imagine that our planet was visited by aliens. Write the names of students who could tell the aliens about literature, about mathematics, about art, about new technologies, etc. or teach them how to move and play sports.

Here are a few techniques by which you can try to identify gifted children for further observation and individual work with them, or to confirm the results of their observations of the student. And also, like any technique, these data can be used to build an individual talent development plan.

The system of work with gifted children includes the main areas that are closely related and integrated with each other:

1. creation of a special developing creative environment that helps to identify gifted children and develop their creative and intellectual potential;
2. work with children (observation, testing, analysis of products of children's creativity);
3. work with parents (conversations, questionnaires).

To search and select gifted preschoolers, a step-by-step diagnostic strategy is used. At the first stage, the selection is carried out on the basis of a wide range of characteristics of giftedness with the help of questionnaires, organized observation, various evaluation procedures, which should fully reflect all aspects and manifestations of giftedness. The second step uses more precise and more specific diagnostic procedures(including tests). To assess the special abilities (musical, mathematical, artistic, etc.) of preschoolers, expert cards are used that contain components of special abilities. Diagnosing each child by all methods is impractical. Therefore, it is possible to diagnose children in the chosen direction (psychomotor, artistic, vocal, choreographic talent, etc.) based on the results of filling in expert sheets by the educator, parents.

Diagnostics to identify gifted children includes:

1. Identification of interests, abilities for a particular activity.
2. Identification of the prerequisites for general giftedness.
3. Identification of the level of development of creativity (creative abilities) of the child.

Questionnaire for the identification (peer review) of gifted children A.A. Loseva. This questionnaire can be used to assess the giftedness of preschoolers by teachers, parents, and a psychologist. The questionnaire includes characteristics of 10 areas where a preschooler can show abilities: intellectual, academic achievements, creative, literary, artistic, musical, technical, motor, artistic, social. Experts are invited to evaluate the characteristics of these areas of manifestation of giftedness using a four-point system. If some characteristic is inherent in a preschooler to the highest degree, 5 points are given; 2 points is the lowest score. Next, the arithmetic mean is calculated for each subject.

The methodology "Map of Giftedness" developed by A.I. Savenkov , is intended for parents, but can also be used by educators. It allows you to assess the degree of development in a child from 5 to 10 years of the following types of giftedness: intellectual, creative, academic, artistic, visual, musical, literary, artistic, technical, leadership, sports. The technique performs two functions:

1. Diagnostic. With the help of this technique, it is possible to quantify the degree of expression of various types of giftedness in a child.
2. Developing. The statements on which the child is judged can be considered as the basis for the route of his further development. Parents can pay attention to what, perhaps, they did not notice before, increase attention to those aspects that seem to them more valuable.

The methodology for assessing general giftedness, developed by A.I. Savenkov , addressed to parents (can also be used by teachers). Its task is to assess the overall giftedness of the child by his parents. The result will be more objective if other adults, who know the child well, independently give points. The technique should be considered as additional to the set of techniques for specialists (psychologists and educators).

The instructions for the methodology propose to evaluate on a five-point scale the level of formation of nine characteristics observed in gifted children: curiosity (cognitive need), hypersensitivity to problems, the ability to predict, vocabulary, the ability to evaluate, ingenuity, the ability to reason and think logically, perseverance ( purposefulness), exactingness to the results of one's own activity.

Based on the evaluation results, a nonagon is constructed. This graph gives a visual idea of ​​the direction in which further developmental work with the child should be carried out.

G. Renzulli's creativity questionnaire (for children from 5 years old) adapted by E.E. tunic , consisting of lists of characteristics of creative thinking and behavior, is designed specifically to identify manifestations of creativity that are available to external observation. You can quickly (in 10-20 minutes) work on the questionnaires on your own and also independently make calculations. Each item is scored based on observations of the child's social interactions in environment(during the game, during any other activity, in the classroom). This questionnaire allows for an expert assessment of the creativity of a preschooler by teachers, parents, and a psychologist. According to the results of the survey, the level of creativity is revealed.

It should also be borne in mind that the child's abilities are manifested unevenly and at different stages of development cannot be identified using the same methods. Any reliable identification of mentally gifted children is possible starting from the end of the fifth, beginning of the sixth year of life. Prior to this, children, of course, also differ in their level of mental development, but its manifestations are so ambiguous and changeable that it is extremely difficult to draw certain conclusions on their basis. At the same time, there are no methods and indicators that unambiguously fix the mental giftedness of any child and cannot exist. The conclusion about the presence of mental giftedness can be made only on the basis of the entire complex of data obtained during the application different methods, and such a conclusion can only be regarded as an assumption, and not a final conclusion.

According to the results of psychological and pedagogical diagnostics to study the giftedness of pupils, a bank of children with special inclinations and abilities will be determined. The data of this bank can be used to develop an individual route for the child to further develop his giftedness, including for sending him to the appropriate circle or section, in agreement with the parents.

For the convenience of diagnostics, I have developed electronic versions of the questionnaires of the above methods in the form of Excel tables with automatic processing of the results. Can be sent desired test parents on email(or write to a flash drive) and then, having received a completed table from them, print it out along with the results and graphs.

When identifying gifted children, it is more appropriate to use A complex approach.

This may involve a wide range of different methods:

various options for the method of monitoring children (in laboratory conditions, in extracurricular activities, etc.);

special psychodiagnostic trainings;

expert evaluation of children's behavior by teachers, parents, educators;

conducting "trial" lessons on special programs, as well as the inclusion of children in special game and subject-oriented classes;

expert evaluation of specific products of children's creative activity;

organization of various intellectual and subject Olympiads, conferences, sports competitions;

conducting a psychodiagnostic study using various psychometric techniques depending on the task of analysis specific case giftedness. (21)

However, an integrated approach to identifying giftedness does not completely eliminate errors. As a result, a gifted child may be “missed”, or, conversely, a child who does not confirm this assessment in any way in his subsequent activities may be classified as gifted.

Evaluating a child as gifted should not be an end in itself. The identification of gifted children must be associated with the tasks of their education and upbringing, as well as with the provision of psychological assistance and support to them. The latter circumstance makes it possible to significantly expand the scope of the psychodiagnostic methods used and take into account a number of additional points: features of the child's interaction with peers and adults; the presence (or absence) of various forms of dyssynchrony in the development of a gifted child; development features emotional sphere child, etc. (21)

A special area is the experimental psychological research of the gifted, which are carried out in order to obtain new theoretical and empirical data on the nature of children's giftedness. These studies can use a wide variety of psychological techniques aimed at revealing the structure of different types of giftedness, as well as patterns of relationships between a gifted child and the surrounding social environment. Without such research, the process in practical activities related to the identification and development of gifted children is impossible.

Usually, giftedness diagnostics are carried out in order to create special learning conditions for children with extraordinary abilities within the framework of specially designed educational and developmental programs that are implemented in special circles, classrooms and schools for the gifted. The effectiveness of mastering these programs by selected children is, for many teachers, a kind of assessment of the quality of the diagnostic examination carried out, while the conditions for admission to such educational establishments often dictate the requirements for diagnostic methods: they must be standardized, not take much time.

However, even with a very skilled use, the best tests do not guarantee protection against errors, in addition, it must be borne in mind that none of the existing tests covers all types of giftedness. (21)

The main methods are observation and experiment. Our object of study, the child, is so active. That he expresses himself, and by means of observation one can learn a great deal here. When approaching a gifted child, one cannot do without observing his individual manifestations. To judge his giftedness, it is necessary to reveal the combination of psychological properties that is inherent in him, that is, you need a holistic characteristic obtained through versatile observations. The advantage of observation lies in the fact that it can take place in natural conditions, when many subtleties can be revealed to the observer.

There is a so-called natural experiment, when, for example, the environment necessary for the researcher is organized, which is completely familiar to the child and when he may not know that he is being specially observed. And here we can call and repeat the phenomenon of interest to us. The so-called included observation is also used, when the observer himself is a participant in what is happening.

Compilation of psychological characteristics. A.F. Lazursky developed the following rules for compiling psychological characteristics:

the observer chooses the facts, imagining, at least in general terms, to which side of the personality the given manifestation belongs; only facts are recorded, and if individual observations contradict each other, contradictions should not be smoothed out; it is necessary and also to describe the external conditions under which this manifestation was noticed.

It may seem that the first and second requirements contradict each other to some extent: the observer, on the one hand, must record only the facts, and on the other hand, he must be aware of what the described manifestation may mean. However, this contradiction is apparent.

Of great interest are the considerations of A.F. Lazursky on two possible ways of designing characteristics. First - a summary of the actual data is compiled in a known sequence, in the order of the outlined description program; when such a detailed summary is completed, it remains to make a summary. Another way is research. When starting to compile the summary material, he does not adhere to the previously accepted order of presentation, but immediately puts forward those features that. In his opinion, they are the most characteristic in this case, supporting their conclusions with facts.

No one has surpassed A.F. Lazursky in the development of a specific technology for the preparation of characteristics.

Longitudinal studies. It is important to observe and study the signs of a child's giftedness in development. To evaluate them, a rather long-term follow-up of the changes that occur during the transition from one age period to another is required. Such a study is called longitudinal (i.e. extended, long). This refers to the systematic observation of the subject over a number of years. The study can be continuous, from day to day, and maybe intermittently - like "slices" connected by a "dotted line".

As I wrote at the time M.Ya. bass“Such observations of the same child make it possible to see how quickly he changes in his external and internal appearance, how his personality flourishes, becoming more complex and supplemented day by day, month by month, year by year with new features.”

Sometimes transverse sections opposed to longitudinal as a continuous tracking of changes. But if such cuts are repeated often enough, then they also become a special form of longitudinal. Informative psychological characteristics– whether individual sections or the entire longitudinal trunk mental development can be compared with each other, give grounds for identifying and classifying types of development of children, in particular, options for the development of the intellect and its individual aspects.

In this regard, of great interest for the study of giftedness is the so-called biographical method.

The long-standing interest in the biographies of prominent people is well known. It led to the creation of a special genre of psychological biographies. In psychology, studying the biographies of scientists has become, in particular, one of the ways to identify those personal and intellectual qualities that favor creative activity. For many years the compilation and analysis of biographies has been practiced. Mainly in relation to those who are no longer alive, or those for whom the time has come to take stock of the life they have lived. But interest gradually increased in destinies that were still far from completed, for example, in the history of the mental upsurge of scientists who were in their prime.

Questionnaires. In the last decade, the study of the life path began to spread as a very effective approach to clarifying the characteristics of the subject in a given period, and partly to predicting the future. The development of the biographical method is associated with the use of such methods of obtaining information as questionnaires addressed to the person under study, conversations and interviews with him, as well as questionnaires for others, and the study of products of activity. Diaries, letters, etc.

Expert in American Psychological Literature on Giftedness L.V. Popova indicates that among the new diagnostic techniques, the forefront is biographical questionnaire, as a more reliable means of identifying creative opportunities and predicting achievements than traditional tests.

At the same time, there is a tendency to formalize the techniques of the biographical method themselves. In particular, questionnaires are becoming more extensive and standardized.

Biographical questionnaires can be used to identify the psychological characteristics of individuals whose giftedness was determined in other ways.

- Individual longitudinal. Giftedness is a “piece of work”, it is always an individuality, and here each case requires, first of all, an individual longitudinal, that is, a monographic description and analysis.

The current level of diagnostics does not exclude cases of underestimation of the potential of the child, that is, errors associated, in particular, with the fact that negative test results may depend on temporary factors that mask true possibilities. In this regard, the development of methods for identifying "hidden" giftedness is of fundamental importance. Identification of children with extraordinary abilities is a complex and multifaceted problem. Until now, two opposing points of view on giftedness have been presented in science and pedagogical practice. Supporters of one of them believe that every normal child is gifted and it is only necessary to notice a specific type of abilities in time and develop them. According to the researchers. Those who share the opposite point of view, giftedness is a very rare phenomenon, inherent in only a small percentage of people from the general population: therefore, identifying a gifted child is like a painstaking search for grains of gold. These disagreements are a kind of echo of the dispute about the predominant role of heredity and upbringing in the development of giftedness.

It is necessary to reduce the likelihood of an error that can be made in assessing the giftedness of a child, both by a positive criterion and by a negative criterion: high values ​​of one or another indicator are not always evidence of giftedness, low values ​​of one or another indicator are not yet proof of its absence. This circumstance is especially important when interpreting test results. Thus, high indicators of psychometric tests of intelligence can only indicate the degree of learning and socialization of the child, but not his intellectual giftedness. In turn, low scores on the creativity test can be associated with a specific cognitive position of the child, but not with his lack of creative abilities.

The problem of identifying gifted children has a clearly defined ethical aspect. To identify a child as “gifted” or “not gifted” at a given moment in time means to artificially interfere in his fate, predetermining his subjective expectations in advance. Many life conflicts of the gifted and the ungifted are rooted in the inadequacy of the initial forecast of their future achievements. It should be borne in mind that children's giftedness does not guarantee the talent of an adult. Accordingly, not every talented adult showed himself as a gifted child in childhood.

In view of the above, the following can be formulated. principles for identifying gifted children:

complex nature evaluation different sides behavior and activities of the child, which will allow the use various sources information and cover as wide a range of his abilities as possible;

duration of identification(expanded in time observation of the behavior of this child in different situations);

analysis of his behavior in those areas of activity that to the maximum extent correspond to his inclinations and interests (inclusion of the child in specially organized subject-play activities, involving him in various forms relevant subject activity, etc.); the use of training methods, within the framework of which it is possible to organize certain developmental influences, remove psychological “barriers” typical for a given child, etc.

involvement of experts in the assessment of a gifted child, highly qualified specialists in the relevant subject area of ​​activity (mathematicians, philologists, chess players, etc.)

At the same time, one should keep in mind the possible conservatism of the expert’s opinion, the assessment of the signs of a child’s giftedness, not only in relation to the current level of his mental development, but also taking into account the zone of proximal development (in particular, on the basis of organizing a certain educational environment with building an individual trajectory for this child training); primary reliance on environmentally valid psychodiagnostic methods that deal with the assessment of the child's real behavior in a real situation, such as: analysis of activity products, observation, conversation, expert assessments of teachers and parents, natural experiment. It should be emphasized that the available valid psychodiagnostic methods for identifying giftedness are very complex, require high qualifications and a degree of training.

The specificity of the way of development of special abilities also affects the time of their detection. It is possible empirically to establish a certain chronological sequence of revealing creative abilities. Talents in art, especially in music, appear early. Therefore, the great care that we now give to the identification and development of young artistic talents, in particular musical talents, is of great importance. Examples of very early manifestations of musical creativity are the three-year-old W. A. ​​Mozart, the four-year-old F. J. Haydn, the five-year-old Ya. years old, F. Schubert - at 11 years old, K. M. Weber - at 12, L. Cherubini - at 13 years old. But, with very rare exceptions, independent creativity, which has an objective value, manifests itself only by the age of 12-13. In the plastic arts, the vocation and the ability to create appear somewhat later - on average, about 14 years. S. Raphael and J.-B. They appeared in a dream at the age of 8, A. Van Dyck and Giotto - at 10 years old, B. Michel-Angelo - at 13 years old, A. Dürer - at 15 years old. In the field of poetry, the propensity for versification manifests itself very early, but poetic creativity, which has artistic value, is discovered somewhat later.

Research.

twin method. Assessment of environmental factors (monozygous and dizygotic twins, separated, tested, similarity - the role of heredity). Early development abilities of outstanding people.

Leites Research nature of early childhood giftedness was carried out within the framework of the diagnostic approach. There are sensitive periods, periods of age-related sensitivity - a special responsiveness to the environment, an increased readiness to assimilate certain knowledge, characteristic of a certain age. 2-3 years - the acquisition of speech skills. 5-7 years - the ability to imagine. With age, there is not only an increase in mental strength, but also their limitation, and even the loss of some valuable features of the past age periods. Age features do not pass without a trace - they not only crowd out each other, but are also fixed in the personality, in one child to a greater extent, in another - to a lesser extent. giftedness- a qualitatively peculiar combination of abilities on which the possibility of achieving greater or lesser success in activity depends. It is not success in the performance of activities that depends on giftedness, but only the possibility of achieving success. In gifted children, there is an overlap of several sensitive periods and a shift in periods characteristic of older ages. This leads to a doubling or even multiple strengthening of the prerequisites for mental development.

Artificial selection method. The breeds of smart and stupid rats were bred, it can be corrected by depletion and enrichment of the environment - the influence of environmental factors.

All abilities are interconnected, a change in one can lead to a change in another.

Ability measurement.

F. Galton - the founder of differential psychology, created the method of surveys, questionnaires.

Tests - This is an assessment of skills, abilities. This is an assessment of achievements in a particular activity, a slice. First tests, A. Binet, 1904 A test is a short test to establish the presence and degree of a particular property. The test did not concern thinking, but mental development in general. Binet introduced the concept of mental age for children (the number of tasks that, on average, are successfully solved by children of a certain age, the classification of tasks, each set is assigned a certain number of years).

1916 Stanford. Coefficient of mental development (intelligence):

IQ=mental age/chronological age*100%

Requirements for writing tests:

standardization

reliability (reproducibility of results on new subjects)

validity (the degree to which the content of the test being performed corresponds to the ability or activity being measured)

The problem of diagnosis and prognosis. The diagnosis is made at the level of existing knowledge and skills. It remains unknown what they will be in the future.

Historically, when studying abilities, understanding them differed in 3 levels of activity:

Abilities as operations. Understanding abilities as existing knowledge and skills. Binet test, IQ, general intelligence. The problem of diagnosis and prognosis. Intelligence as a skill.

Abilities as actions, processes. The concept of the dynamics of abilities. Abilities are understood as actions with different material. Gilford's model of intellect (action, material, form of its presentation). The problem of isolating the basic ability factor, G-factor, a culture-independent test. Intelligence as problem solving.

Abilities as activities. Abilities are already associated not only with the cognitive, but also with the motivational sphere. Creativity is the readiness to realize one's abilities.

Outside the field of art, where personal creativity appears earlier than in science, technical invention is the earliest. Therefore, the attention that we pay to young inventors is quite justified and very important. J. V. Poncelet, being 9 years old, dismantled the watch he had bought in order to study its device, and then reassembled it properly. Fresnel at the same age, through real experiments, found at what length and what caliber a projectile from toy guns always flies farther. In the scientific field, creativity generally manifests itself much later, usually only after 20 years. Before all other talents, mathematical ones come to light. Almost all scientists who showed themselves before the age of 20 were mathematicians. B. Pascal, G. V. Leibniz, I. Newton, J. L. Lagrange, C. F. Gauss, E. Galois and others can serve as examples of the early manifestation of mathematical talents.

Appendix 2

Methods diagnostics of giftedness of junior schoolchildren

1. Methodology for diagnosing giftedness for teachers and parents

Map of interests for younger students

The teacher, using the presented methodology, can obtain primary information about the orientation of the interests of younger students. This, in turn, will make it possible to more objectively judge the abilities and the nature of the giftedness of the child.

When studying the orientation of the interests of younger schoolchildren, it should be borne in mind that the theory and practice of training and education indicate that the interests of the majority of children of this age are not clearly differentiated and unstable. But this cannot be a reason for refusing to study them. Without information about the child's inclinations and interests, our pedagogical measures may be inadequate.

It is important that, despite the absence of an absolute match between interests and inclinations, on the one hand, and abilities and giftedness, on the other, there is a close connection. This connection is already early stages personality development is expressed quite clearly: the child is usually interested in the science or field of activity in which he is most successful, for achievements in which he is often encouraged by adults and peers. Thus, inclinations act as an indicator of abilities and giftedness - on the one hand, as a starting point - on the other.

In order for the information received to be objective, it is advisable to conduct a survey using this method not only of children, but also of their parents. To do this, it is necessary to prepare answer sheets according to the number of participants - this is the most time-consuming operation. The survey can be done collectively. The instructions are extremely simple and will not require much effort to learn. The results can also be processed within a short time.

Instruction for children

Write your first and last name in the upper right corner of the answer sheet. Put the answers to the questions in the cells: the answer to the first question in the cell at number 1, the answer to the second question in the cell at number 2, etc. There are 35 questions in total. If you don't like what is being said, put a "-" sign; if you like it - "+", if you really like it, put "++".

Instruction for parents

In order to give you right advice and specific recommendations for the development of your child's abilities, we need to know his inclinations. You are offered 35 questions, think and answer each of them, trying not to overestimate or underestimate the child's capabilities. For greater objectivity, compare it with other children of the same age.

Write your first and last name on the answer sheet. Put your answers in the cells, the numbers of which correspond to the numbers of the questions. If what is said in the question does not like (from your point of view) the child, put in the cell - "-"; if you like - "+"; I like it very much - "++". If for any reason you find it difficult to answer, leave this box blank.

Question sheet

Each question begins with the words: "Do you like..."

1) solve logical tasks and tasks for ingenuity;

3) sing, play music;

4) engage in physical education;

5) play with other children in various collective games;

7) do something in the kitchen (wash dishes, help prepare food);

8) play with the technical designer;

9) learn the language, be interested in and use new, unfamiliar words;

10) to draw independently;

11) play sports, outdoor games;

12) manage children's games;

13) walk in the forest, field, observe plants, animals, insects;

14) go to the grocery store;

16) play games with guessing words (names of cities, animals);

17) independently compose stories, fairy tales, stories;

18) observe the daily routine, do exercises in the morning;

19) talk to new, unfamiliar people;

21) clean up books, notebooks, toys, etc.;

22) design, draw designs for aircraft, ships, etc.;

23) get acquainted with history (visit historical museums);

24) independently, without prompting adults to engage in various types artistic creativity;

26) to explain something to other children or adults (persuade, argue, prove one's opinion);

27) take care of house plants;

28) help adults clean the apartment (wipe the dust, sweep the floor, etc.);

30) get acquainted with social phenomena and international events;

31) participate in staging performances;

32) go in for sports in sections and circles;

33) help other people;

34) work in the garden, in the garden, grow plants;

35) help and independently sew, embroider, wash.

Answer sheet: in the cells of the sheet, the answers to all questions (pluses and minuses) are recorded.

Date ___________ Surname, name _________________

Results processing

The questions are compiled in accordance with the conditional division of the child's inclinations into seven areas:

mathematics and technology (1st column in the answer sheet);

humanitarian sphere (2nd column);

artistic activity;

physical culture and sports;

communication interests;

nature and natural science;

household chores, self-service work.

This technique, in addition to the diagnostic function, will help in solving correctional and pedagogical problems. The results obtained can be very useful as a reference scheme for further observations of the child. With their help, it is easier to make the development of the child comprehensive and harmonious.

Results processing

Count the number of pluses and minuses vertically (plus and minus cancel each other out). Dominance where there are more pluses. When summing up the results, and especially when formulating conclusions, an adjustment should be made for the objectivity of the subjects. It should also be borne in mind that in a gifted child, interests in all areas can be equally well expressed, while a number of children may have a lack of inclinations in any areas. In this case, one should talk about a certain type of orientation of the interests of the child.

This technique can activate work with parents. Encourage them to explore the interests and inclinations of their own children, give them the opportunity to at least reflect on this difficult problem. It will also be interesting to compare the answers of children and their parents. This will create a more objective picture of the orientation of the interests of the child and identify areas for corrective work with both children and their parents.

1. Methodology "Intellectual portrait"

general characteristics

The methodology is addressed to teachers. It is aimed at helping to systematize their own ideas about the mental abilities of children. The parameters by which the evaluation is carried out determine the main mental operations and characteristics of thinking observed in the course of interaction with the child.

This method, like all methods of diagnosing giftedness for teachers and parents, does not exclude the possibility of using classical psychodiagnostic methods, but, on the contrary, should be considered as one of the components of a set of psychodiagnostic methods common with a psychologist.

cognitive sphere

1. Originality of thinking- the ability to put forward new ones, unexpected ideas, different from the widely known, generally accepted, banal.

It manifests itself in the thinking and behavior of the child, in communication with peers and adults, in all types of his activities (clearly expressed in the nature and themes of independent drawings, writing stories, designing, etc.).

2. Flexibility of thinking- the ability to quickly and easily find new strategies for solving, establish associative links and move (in thinking and behavior) from phenomena of one class to others, often distant in content.

It manifests itself in the ability to find alternative strategies for solving problems, quickly change the direction of the search for a solution to the problem.

3. Productivity, or fluency, thinking is usually seen as the ability to generate a large number of ideas.

It manifests itself and can be evaluated by the number of options for solving various problems and products of activity (projects, drawings, essays, etc.).

4. Ability to analyze and synthesize.Analysis is a linear, consistent, logically accurate processing of information, which involves its decomposition into components. Synthesis, on the contrary, is its synchronization, unification into a single structure.

This ability is most clearly manifested in solving logical problems and problems and can be identified in almost any type of child's activity.

5. Classification and categorization- mental processes that are of decisive importance in the structuring of new information, involving the unification of single objects into classes, groups, categories.

It manifests itself, in addition to special logical tasks, in a variety of activities of the child, for example, in the desire to collect, systematize the extracted materials.

6. High concentration of attentionIt is usually expressed in two main features of the psyche: high degree immersion in the task and the possibility of successful “tuning” (even in the presence of interference) to the perception of information related to the chosen goal.

It manifests itself in a tendency to complex and relatively long-term activities (the other pole is characterized by a “low shutdown threshold”, which is expressed in fatigue, inability to do one thing for a long time).

7. Memory - the child's ability to memorize facts, events, abstract symbols, various signs is the most important indicator of giftedness. However, it should be borne in mind that the advantage in creativity is not the one who has more memory, but the one who is able to quickly extract the necessary information from memory.

The manifestation of various types of memory (long-term and short-term, semantic and mechanical, figurative and symbolic, etc.) is easy to detect in the process of communicating with a child.

Sphere of personal development

1. Passion for the content of the task.Many researchers consider this quality to be the leading characteristic of giftedness. The activity then performs effective tool development of abilities, when it is stimulated not by a sense of duty, not by the desire to receive an award, to win the competition, but, first of all, by interest in the content.

It manifests itself in the activities and behavior of the child. The dominant motivation can be identified through observation and conversation.

2. Perfectionism characterized by the desire to bring the products of any of its activities to meet the highest requirements. According to experts, highly gifted children are not satisfied without reaching the highest possible level in the performance of their work.

It manifests itself in a variety of activities, expressed in a stubborn desire to make and remake to meet the highest personal standards.

3. Social autonomy- the ability and desire to resist the opinion of the majority. In a child, despite the imitation inherent in preschool and primary school age, this quality is also present and characterizes the degree of children's independence and independence - qualities that are necessary for both a young and an adult creator.

It manifests itself in the readiness to defend one's own point of view, even if it opposes the opinion of the majority, in the desire to act and act in an unconventional, original way.

4. Leadership called dominance in interpersonal relationships, in children's games and joint affairs, which gives the child the first experience of decision-making, which is very important in any creative activity.

Not always, but often the result of intellectual superiority. The child retains self-confidence in the environment of other people, easily communicates with other children and adults; shows initiative in communicating with peers, takes responsibility.

5. Competitiveness- tendency to competitive forms of interaction. The resulting experience of victories and especially defeats - important factor personality development, character development.

It manifests itself in a tendency or unwillingness to participate in activities that involve competitive forms of interaction.

6. Breadth of interests.The diverse and, at the same time, relatively stable interests of the child are not only evidence of his giftedness, but also the desired result of educational work. The basis of this quality in highly gifted people is great opportunities and universalism. Breadth of interests is the basis of diverse experience.

It manifests itself in the desire to engage in a variety of activities that are different from each other, in the desire to try your hand at various fields.

7. Humor. Without the ability to detect absurdities, to see the funny in the most different situations it is impossible to imagine a creative person. This ability is manifested and formed from childhood. It is a testament to talent and at the same time effective mechanism psychological protection.

Manifestations of humor are multifaceted, like life itself, it is easy to detect both their presence and absence.

How to evaluate

For evaluation, we use the polar points method. Each characteristic of the child's potential will be evaluated on a five-point scale:

4 - the property is noticeably expressed, but it manifests itself inconsistently, while the opposite property manifests itself very rarely;

3 - the evaluated and opposite properties of the personality in behavior and activity balance each other;

Results processing

Enter your marks in the table. The result will be more objective if you use the method of expert assessments, that is, involve other teachers who know these children well in marking.

The marks given (or the arithmetic mean indicators calculated from the results of the assessments of several teachers) can be represented graphically. The ideal result is two regular heptagons. But a real child, with an objective assessment, usually gets an asterisk of complex configuration.

The graph makes the information more visual, gives an idea of ​​the direction in which we should work further (graph 1).

Graph 1. Method "intellectual portrait", an example of building a "graphic profile" of a child

1. Student characteristics

General characteristics of the technique

The proposed methodology was developed in the USA and is used in schools for gifted children. It was created in order to help the teacher systematize his own ideas about the various aspects of the child's development. The result of this teacher assessment is of unconditional interest both for the school psychologist and for the teacher himself.

Student

date

Class

teacher

school

Educational, motivational, creative and leadership characteristics.

Please describe the student's typical behavior by putting a "yes" or "no" in the space on each line.

Learning characteristics

1. Has an unusually large vocabulary.

2. Possesses a large amount of information and speaks freely on various topics.

3. Understands the meaning and causes of the actions of people and things.

4. Is a living observer; "sees more" or "takes more" out of a story, movie, or activity than others.

5. Entered this class with the ability to read more than is required in this class.

6. Showed a quick understanding of arithmetic.

Motivational characteristics

1. Persistent in search of a solution to the problem.

2. Easily becomes distracted during a boring task or activity.

3. Usually interrupts others.

4. Makes an effort to complete the action.

5. Needs a minimum of guidance from teachers.

6. Stubborn in defending his opinion.

7. Sensitive to the opinions of others.

8. Not indifferent to right and wrong, good and bad, to justice, can condemn people, events, things.

9. Tends to influence others; often leads others; can be a leader.

Creative characteristics

1. Curious and inquisitive, asks a lot of questions (not only on real topics).

2. Shows interest in mind games, fantasies (I wonder what would happen if...).

3. Often offers unusual answers, tells imaginative stories, prone to exaggeration.

4. With enthusiasm seeks to tell others about discoveries (voice excited).

5. Shows a keen sense of humor and sees humor in situations that others do not find humorous, enjoys puns (plays with words).

6. Not inclined to take "official decision" on faith without critical examination; may require arguments and evidence.

7. Doesn't seem agitated when normal order is disturbed.

Leadership characteristics

1. Takes responsibility.

2. His classmates love him.

3. Leader in several activities.

Results processing

For practical work no additional processing to what you have already done is not necessary. The results, as they say, are evident.

This characteristic you filled out will tell a lot about the child, which will certainly help other teachers, for example, when a child moves from elementary school to middle school or from mainstream to high school.

1. Methods for Parent Research

Dear parents! Your help in obtaining information about your child is very important to us. Mark what you know about him and return to school by the date indicated.

Parent Study

1. My child has a large vocabulary and expresses himself well. Please provide examples if you answered yes.

Not really_______.

2. My child works hard on a task, is persistent and independent. Please provide examples if you answered yes.

Not really_______.

Not really_____.

If the answer is yes, then please name the books he has read.

4. My child is greedy for reading.

Not really ______.

Please name the books he has read in the last 6 months.

5. What do you think your child is most talented or special in.

6. Please list your child's hobbies and special interests (collecting, model building, crafts, etc.).

7. What special extracurricular activities does your child attend (outside of school)?

8. How does your child feel about school?

9. What can negatively affect your child's stay in school?

10. What features of your son (daughter) would you like to note that would help us plan a program for your child? Knowledge that, in your opinion, teachers need?

11. What is your child's favorite pastime or leisure?

12. Is it true that your child can: a) perform something with imagination, expressed in complex gestures, words; b) use common materials in unexpected ways; c) avoiding the usual paths when doing something, choosing instead a new one; d) create situations that probably won't happen, likes to "play with ideas".

13. Describe what area you think your child can do well. educational program for the gifted.

Child's name

Age _________________ Class

Address ___________________, phone

1. Methodology "Map of giftedness"

general characteristics

This technique was created by the author on the basis of the technique of Khan and Kaf. It differs from the methodology of the above authors in that several questions were “thrown out” for each section to process the results, and in order to facilitate summing up, a “survey sheet” was introduced, which makes it relatively easy to systematize the information received.

The technique is addressed to parents and can also be used by teachers. The age range in which it can be used is from 5 to 10 years. The technique is designed to perform the main functions:

The first and main function is diagnostic.

With the help of this technique, you can quantify the degree of expression of various types of giftedness in a child and determine which type prevails in him at the present time. Comparison of all ten grades received will allow you to see an individual “portrait” of the development of his talents, peculiar only to your child.

The second function is developmental.

The statements on which you will have to evaluate the child can be considered as a program for his further development. You will be able to pay attention to what, perhaps, you did not notice before, to increase your attention to those aspects that seem to you the most valuable.

Of course, this technique does not cover all possible manifestations of children's giftedness. But she does not claim to be the only one. It should be considered as one of the components of the general set of methods for diagnosing children's giftedness.

Instruction

Here are 80 questions, systematized in ten relatively independent areas of the child's behavior and activity. Read them carefully and rate your child on each dimension using the following scale:

(++) - if the assessed personality trait is well developed, clearly expressed, manifests itself often;

(+) - the property is noticeably expressed, but it manifests itself inconsistently;

(0) - the evaluated and opposite personality traits are not clearly expressed, they are rare in manifestations, they balance each other in behavior and activity;

(-) - the property of the personality opposite to the one being assessed is more pronounced and more often manifested.

Put your marks on the answer sheet. The score for the first statement is placed in the first cell of the answer sheet, the score for the second - in the second, and so on.

If you find it difficult to give an assessment because you do not have sufficient information for this, leave the corresponding box empty, but observe this side of the child's activity. Ask other adults, okay knowing the child, for example, grandparents, give their assessments on this method. Then you can easily calculate the averages, which will make the results more objective.

Question sheet

1. Prone to logical reasoning, able to operate with abstract concepts.

2. Thinks outside the box and often offers unexpected, original solutions.

3. Learns new knowledge very quickly, "grasps" everything on the fly.

4. There is no uniformity in the drawings. Original in the choice of subjects. Usually depicts many different objects, people, situations.

5. Shows great interest in music lessons.

6. Likes to compose (write) stories or poems.

7. Easily enters the role of any character: a person, an animal, and others.

8. Interested in mechanisms and machines.

9. Initiative in communicating with peers.

10. Energetic, gives the impression of a child in need of a large amount of movement.

11. Shows great interest and exceptional ability to classify.

12. Not afraid of new attempts, always strives to test a new idea.

13. Quickly remembers what he heard and read without special memorization, does not spend a lot of time on what needs to be remembered.

14. Becomes thoughtful and very serious when he sees a good picture, hears music, sees an unusual sculpture, a beautiful (artistically executed) thing.

15. Sensitively reacts to the nature and mood of the music.

16. Can easily build a story, from the beginning of the plot to the resolution of any conflict.

17. Interested in acting.

18. Can easily repair damaged appliances, use old parts to create new crafts, toys, appliances.

19. Maintains confidence around strangers.

20. Likes to participate in sports games and competitions.

21. Knows how to express his thoughts well, has a large vocabulary.

22. Inventive in the choice and use of various objects (for example, uses not only toys, but also furniture, household items and other means in games).

23. Knows a lot about such events and problems that his peers usually do not know about.

24. Able to make original compositions from flowers, drawings, stones, stamps, postcards, etc.

25. Sings well.

26. When talking about something, he knows how to stick to the chosen plot well, does not lose the main idea.

27. Changes tone and expression of voice when portraying another person.

28. Likes to understand the causes of malfunction of mechanisms, likes mysterious breakdowns.

29. Communicates easily with children and adults.

30. Often wins in various sports games with peers.

31. Captures well the connection between one event and another, between cause and effect.

32. Able to get carried away, to go “with head” into an occupation of interest to him.

33. He is ahead of his peers in studies by a year or two, that is, he really should study in a higher grade than he is currently studying.

34. Likes to use any new material for making toys, collages, drawings, building children's houses on the playground.

35. He puts a lot of energy and feelings into playing an instrument, into a song or dance.

36. Adheres to only the necessary details in stories about events, discards everything insignificant, leaves the main, most characteristic.

37. Playing a dramatic scene, is able to understand and portray the conflict.

38. Likes to draw drawings and diagrams of mechanisms.

39. Captures the reasons for the actions of other people, the motives for their behavior. He understands the unsaid well.

40. Runs the fastest in kindergarten, in class.

41. Likes to solve complex problems that require mental effort.

42. Able to approach the same problem in different ways.

43. Shows a pronounced, versatile curiosity.

44. Willingly draws, sculpts, creates compositions that have an artistic purpose (decorations for the home, clothes, etc.) in his free time, without the prompting of adults.

45. Likes music recordings. Wants to go to a concert or where you can listen to music.

46. ​​Chooses words in his stories that convey well the emotional states of the characters, their experiences and feelings.

47. Tends to convey feelings through facial expressions, gestures, movements.

48. Reads (loves being read to) magazines and articles about the creation of new devices, machines, mechanisms.

49. Often directs the games and activities of other children.

50. Moves easily, gracefully. Has good coordination of movements.

51. Observant, likes to analyze events and phenomena.

52. Able not only to propose, but also to develop his own and others' ideas.

53. Reads books, articles, popular science publications ahead of his peers by a year or two.

54. Turns to drawing or modeling in order to express his feelings and mood.

55. Plays well on some instrument.

56. Is able to convey in stories such details that are important for understanding the event (which his peers usually cannot do), and at the same time does not miss the main line of the events he is talking about.

57. Seeks to evoke emotional reactions in other people when he talks about something with enthusiasm.

58. Likes to discuss inventions, often thinks about it.

59. Tends to take on responsibility that goes beyond the limits characteristic of his age.

60. Likes to go hiking, play outdoor sports grounds.

61. Able to retain symbols, letters, words for a long time.

62. Likes to try new ways of solving life problems, does not like already tested options.

63. Able to draw conclusions and generalizations.

64. Likes to create three-dimensional images, work with clay, plasticine, paper and glue.

65. In singing and music, he seeks to express his feelings and mood.

66. Inclined to fantasize, tries to add something new and unusual when talking about something already familiar and known to everyone.

67. With great ease dramatizes, conveys feelings and emotional experiences.

68. Spends a lot of time on the design and implementation of his own "projects" (models of aircraft, cars, ships).

69. Other children prefer to choose him as a partner in games and activities.

70. Prefers to spend his free time in outdoor games (hockey, basketball, football, etc.).

71. Has a wide range of interests, asks many questions about the origin and function of objects.

72. Able to offer a wide variety of ideas and solutions.

74. Can express his own assessment of works of art, tries to reproduce what he liked in his own drawing or created toy, sculpture.

75. Composes own, original melodies.

76. He knows how to portray his characters in a story very much alive, conveys their character, feelings, moods.

77. Likes drama games.

78. Quickly and easily masters the computer.

79. Possesses the gift of persuasion, is able to inspire his ideas to others.

80. Physically more enduring than peers.

Results processing

Count the number of pluses and minuses vertically (plus and minus cancel each other out). Write the results of the calculations below, under each column. The resulting scores characterize your assessment of the degree of development of the following types of giftedness in a child:

intellectual (1st column of the answer sheet);

creative (2nd column of the answer sheet);

academic (3rd column of the answer sheet);

artistic and graphic (4th column of the answer sheet);

musical (5th column of the answer sheet);

literary (6th column of the answer sheet);

artistic (7th column of the answer sheet);

technical (8th column of the answer sheet);

leadership (9th column of the answer sheet);

sports (10th column of the answer sheet).

Answer sheet

1. Methodology for assessing general giftedness

General characteristics. The technique was developed by the author and addressed to parents (can also be used by teachers). Its task is to assess the overall giftedness of the child by his parents.

The technique should be considered as additional to the set of techniques for specialists (psychologists and educators).

Instruction

You are asked to rate the level of development of nine characteristics commonly observed in gifted children.

Read them carefully and rate your child on each dimension using the following scale:

5 - the assessed property of the personality is well developed, clearly expressed, often manifests itself in various types of activities and behavior;

4 - the property is noticeably expressed, but it manifests itself inconsistently, while the opposite of it appears very rarely;

3 - the evaluated and opposite personality traits are not clearly expressed, they are rare in manifestations, they balance each other in behavior and activity;

2 - a more pronounced and more often manifested personality trait, opposite to the one being assessed;

1 - a personality trait that is opposite to the one being assessed is clearly expressed and often manifested, it is fixed in behavior and in all types of activities;

0 - there is no information to assess this quality (I do not have).

Curiosity (cognitive need).The thirst for intellectual stimulation and novelty is commonly referred to as curiosity. The more gifted a child is, the more pronounced his desire for knowledge of the new, the unknown.

It manifests itself in the search for new information, new knowledge, in the desire to ask many questions, in unquenchable research activity (the desire to disassemble toys, explore the structure of objects, plants, the behavior of people, animals, etc.).

Hypersensitivity to problems.“Knowledge begins with wonder at what is ordinary” (Plato). The ability to see problems where others do not notice anything unusual is an important characteristic of a creative thinker. It manifests itself in the ability to identify problems, ask questions.

Predictive Ability- the ability to present the result of solving a problem before it is actually solved, to predict the possible consequences of an action before its implementation.

It is revealed not only when solving educational problems, but also extends to a wide variety of manifestations of real life: from predicting the consequences that are not distant in time relative to elementary events, to the possibilities of predicting the development of social phenomena.

Lexicon.A large vocabulary is the result and criterion for the development of the child's mental abilities.

It manifests itself not only in a large number of words used in speech, but also in the ability (desire) to build complex syntactic constructions, in the invention of new words, characteristic of gifted children, to denote new concepts or imaginary events introduced by them.

Appreciation Ability- primarily the result of critical thinking. It implies the possibility of understanding both one's own thoughts and actions, and the actions of other people.

It manifests itself in the ability to objectively characterize solutions to problematic tasks, people's actions, events and phenomena.

Ingenuity- the ability to find original, unexpected solutions in behavior and various activities.

It manifests itself in the behavior of the child, in games and a variety of activities.

Ability to reason and think logically- the ability to analyze, synthesize, classify phenomena and events, processes, the ability to harmoniously express one's thoughts.

Manifested in the ability to formulate concepts, to express their own judgments.

Perseverance (purposefulness)- the ability and desire to stubbornly move towards the intended goal, the ability to concentrate one's own efforts on the subject of activity, despite the presence of obstacles.

It manifests itself in the behavior and in all activities of the child.

Demanding to the results of their own activities (perfectionism)- the desire to bring the products of any of its activities to meet the highest requirements.

It manifests itself in the fact that the child does not calm down until he has brought his work to the highest level.

Results processing

Enter your marks in the table. Naturally, the result will be more objective if these marks, independently of each other, are also given by other adults who know the child well.