IDENTIFYING GIFTED CHILDREN AND THE FORMS OF WORK WITH GIFTED CHILDREN

Abstract

UDK 159.928-053.5

The article relates about the phenomenon of gifted children in schools. The term gifted is defined explicating its forms as well and the problems in identifying gifted students are also discussed. Keeping in view the school practice which shows that being gifted is most often a problem of those who are gifted but also a problem to the surrounding in which they live, it is necessary to employ variety of the forms of class work in order to provide challenges and the scope for their development. The work in schools has so far been oriented by generally accepted “average” criterion as the criteria of estimating student’s potential. There is a variety of forms and methods that can be applied in working with gifted pupils. However all can be reduced to three, most commonly applied: homogenous grouping, acceleration and enrichment of the class work for gifted pupils. It is known that every child is born with one or more potential gifts. It is important to recognise gifted children as movers of our society, by this we do not mean that they need “elitist” approach they must be provided with the scope for development of their abilities with due respect to every individual personality The work with gifted pupils must be carried out with respect to all the complexity of educational and upbringing process. These children must be provided the opportunity for all-round development and growth.