Search results

1

МНОЖИННИЙ ІНТЕЛЕКТ І ОБДАРОВАНІСТЬ У ТЕОРЕТИЧНІЙ МОДЕЛІ ГОВАРДА ГАРДНЕРА

100%

Лавриченко Н.

Педагогічні науки: теорія, історія, інноваційні технології

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2016

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issue 4(58)

11-20

EN

Famous American scientist, Howard Gardner (born July 11, 1943) provides researches in the field of children and developmental psychology. Hе hold position as Adjunct professor of psychology at the Harward University for a long time. He has received honourary degrees from 26 colleges and universities in different countries such as Bulgaria, Chile, Greece, Israel, Italy, South Korea, entered top 100 of the most prominent intellectuals of the world. Howard Gardner has written 25 books, which are translated into 28 languages, as well as hundreds of articles, published in reputable scientific editions. The most known work, wich brought him a recognition in the scientific world, was the book «Frames of Mind: The Theory of Multiple Intelligences» (1983). The revolutionary scientist’s vision of human mind as a complex structured research object has shattered the widespread concepts оf intelligence as general capacity, which can be measured with proved psychometric tools. These «Tectonic Shifts» in intelligence understanding have concerned not only psychology, but also pedagogics as a related field. Hence, the significant сhanges in understanding of student’s skills, capabilities, giftedness and possibilities of their development, estimation and assessment. The goal of this article is to consider the theory of Multiple Intelligences in the frames of pedagogics, to conceptualize the main grounds of this theory in order to find the possibilities of gifted children and youth progress promotion. The article characterizes the outlined by Howard Gardner types of intelligence – linguistic, spatial, logical-mathematical, musical, bodily-kinesthetic, personal and interpersonal. In conclusion the author draws attention to an important remark of Howard Gardner about the fact that opened and described types of intelligence should not be taken as a given, they don’t exist as physical objects, but only as potentially useful scientific concepts. This means that, working with them, teachers have a wide scope for creativity, which will largely depend on what content and meanings will complete the formation of the unique intellectual profile of a child.

2

Labeling in the education of gifted pupils

100%

Machů E., Kočvarová I., Císlerová T.

The New Educational Review

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2015

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vol. 41

218-228

EN

The study presents an analysis of teachers’ tendency to label gifted pupils. A questionnaire was used at the level of lower secondary education. It was aimed at teachers’ educational strategies in the area of enriching the curriculum for gifted pupils, and teachers’ tendency to label gifted pupils. In conclusion, labeling does not belong to educational strategies of most teachers. Gender, pedagogical qualifications and the length of teaching experience do not influence teachers’ tendency to label gifted pupils. Teachers from specialized schools for gifted pupils have a stronger tendency to label them. This tendency is weaker in the case of teachers from small schools.

3

Profil poznawczo-osobowościowy ponadprzeciętnie uzdolnionych dorosłych uczniów języka obcego

89%

Biedroń A.

Neofilolog

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2012

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issue 39/1

31-40

EN

The purpose of this article is to present a report of a study on cognitive and personality factors in 44 gifted foreign language learners. The cognitive factors tested were the following: foreign language aptitude, intelligence and working memory. The personality factors included the Five Factor Model of personality, locus of control and style of coping with stress, among others. The results of the study are presented and discussed with regard to contemporary research on foreign language aptitude.

4

Validating the Persian Version of Questionnaire of Educational and Learning Capital (QELC) in Iran

89%

Niknam K., Baloğlu M.

Chowanna

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2021

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issue 2(57)

1-19

EN

Unlike the traditional person-centred models where character traits are attached to the actions, the Actiotope Model of Giftedness (AMG) focuses on the person-environment interactions. The model asserts that successful learning requires essential sources including learning and educational capital situated in the environment. This study aims to validate the Persian version of the Questionnaire of Educational and Learning Capital (QELC) among students in Iran (n = 283). The Persian QELC was prepared and utilised to evaluate the sources revealed in the AMG. Results show that the Persian QELC has satisfactory psychometric properties.

5

ЗАРУБІЖНІ ПСИХОЛОГО-ПЕДАГОГІЧНІ КОНЦЕПЦІЇ ОБДАРОВАНОСТІ: СУЧАСНИЙ СТАН

88%

Бойченко М.

Педагогічні науки: теорія, історія, інноваційні технології

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2016

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issue 4(58)

33-42

EN

In the article the modern theoretical conceptions (models) of giftedness and talent development in the foreign psychological-pedagogical discourse are revealed, in particular, J. Renzulli’s “Enrichment triad model” (focuses on talent development in childhood and adolescence; the basis for talent development in this model are: 1) above average cognitive abilities; 2) creative abilities; 3) readiness to perform tasks); J. Piirto’s “Pyramid model” (the basis for talent development constitute natural abilities that should be developed through the improvement of psychological and cognitive skills); F. Gagné’s “Differentiated Model of Giftedness and Talent – DMGT” (describes the talent development process as the transformation of the outstanding natural abilities or gifts to the outstanding skills that are being systematically developed, and determine the skill or talent in a particular field of activity); J. C. Stanley’s “Talent search” (aims to identify the peculiarities of the mathematically gifted students’ abilities development; an important component of the model is testing in such key cognitive areas as verbal, mathematical, and spatial reasoning using the high-level tools to accurately measure the ability of gifted students); K. Heller’s “The Munich model of giftedness and talent” (provides for the development of natural abilities (factors of talent) in a number of spheres under the influence of internal and external factors (moderators). Considered in the article foreign psychological-pedagogical conceptions of giftedness allow concluding that they are practice-oriented in nature, since they are aimed not only at theoretical explanation of the phenomenon of giftedness and mechanisms of its development, but are the theoretical and methodological basis of the education of gifted students in secondary schools. It is proved that the systemic nature of the most conceptions revealed in this article ensures the integrity of the educational process of gifted children and youth at different stages of talent development, starting with the identification process. In the future, with the aim of a thorough reflection of the designated problem it is expedient to study foreign philosophical and medico-biological conceptions of giftedness.

6

Slovenská adaptácia Testu pre identifikáciu matematicky nadaných detí (TIM3-5): možnosti a obmedzenia použitia v praxi

88%

Šintálová M., Cígler H., Jabůrek M., Portešová Š., Straka O.

Československá psychologie (Czechoslovak Psychology)

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2024

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vol. 68

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issue 2

186-207

EN

Objectives. The number of identified gifted children in Slovakia is small and Slovak psychologists need more modern and specialized assessment tools. Test for Identifying Gifted Children in Mathematics in Grades 3–5 (TIM3–5) is standardized in Czechia and has excellent psychometric properties with two parallel and fully equated forms. The study aims to adapt the test in the Slovak language and support its practical use. The authors ran a small pilot study using form A only and compared it to the Czech standardization sample. Sample and settings. The Slovak sample consisted of 169 pupils from four elementary schools and was supplemented by the Czech standardization sample (404 children in form A). The Slovak data were collected in February 2022; informed consent from the parents/legal guardians was obtained before data collection with approx. 40 % drop-out. The original authors of the test provided the Czech data collected in 2015. Hypotheses and analysis. The authors compared descriptives of Slovak and Czech pupils, assessed essential psychometric parameters (reliability and factor validity), and mainly performed measurement invariance and Differential Item Functioning analyses. Results. The psychometric parameters of the Slovak test form were excellent, fully comparable, or even better than the original Czech version. The mean of IRT reliability across grades was .76. However, the test differentiates mainly in above-average children. The confirmatory IRT analyses suggested clear unidimensionality and scalar invariance across the Czech and Slovak samples. However, Slovaks outperformed Czech pupils. The difference was highest in the third grade with 9.6 and 95%CI = [6.7–12.1] points at the T-score scale and lowest in the fifth grade, 3.6 with 95%CI = [0.9–6.3] points. The authors recommend the test for practical use using Czech norms. However, a user should be aware of possible differences in average performance, considering that the Czech norms could be too mild for Slovak children. Limits. Such a massive difference between Czech and Slovak populations is not plausible. The authors provided several explanations based mainly on the sampling procedure and systematic missingness in the Slovak sample, correlated to math ability. The most realistic explanation of the difference is a systematic sampling error in one or both samples. Therefore, the results are of importance for Czech users as well since it might be the case that the norms are too mild also for the Czech pupils. The authors advise Czech test users to interpret the test results with caution (and rather conservatively) until a new norming study is performed.

7

Reality and criticism of giftedness in the Spanish education system

88%

Muñoz-Mohedano A. J., Martin-Sanchez M. A.

The New Educational Review

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2016

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vol. 43

137-146

EN

The paper tries to be a critical analysis of and a theoretical reflection on minority students: gifted children in the Spanish education system. To carry out this study and achieve the objectives set up, we took into account a qualitative methodology, framed within the constructivist paradigm in the social sciences. Being a gifted child in Spain is a problem because gifted children are not being adequately addressed, as the Ministry of Education recognizes. An objective analysis of the current situation can become a way of changing it. In addition, we have to pay attention to the principles and rights of the awareness of diversity.

8

Preconceptions and Their Significance in Early Identification of Potential Giftedness in Preschool-Aged Children

88%

Lukáčiková R. Š., Duchovičová J., Teleková R.

The New Educational Review

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2022

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vol. 70

118-130

EN

The subject of the study is preconceptions of pre-primary education children about the selected phenomenon of “learning”. We were interested in whether there are differences in children’s identified preconceptions regarding intellectual abilities. Identifying such a difference could be one indicator of giftedness that could also be useful in early educational diagnostics. The research design was mixed; data were obtained through semi-structured flexible micro-interviews made individually with 39 children. Conclusions of the research investigation point to a difference in cognitive and structural components of children’s identified preconceptions and a difference in terms of their intellectual abilities while confirming the diagnostic potential of children’s preconceptions to reveal giftedness also in children of pre-school age.

9

The Contribution of Gifted Individuals and Nonconformist Behaviours to Virtues in the Public Sphere

87%

Gierczyk M.

Studia Edukacyjne

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2018

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issue 47

197-208

PL

Giftedness and nonconformist behaviour have become a source of great interest in both the public sphere and in educational research. This is related to the fact that nonconformity (as a personality and character trait) has been, and still is, an indispensable element of the creative transformation of societies in the public sphere.1 The paper presents results of research conducted in the years 2014-2016 on the level of nonconformity of gifted students in Poland and England. The research, conducted with the Creative Behaviour Questionnaire III (CBQ III), was undertaken among 30 purposefully selected students from the University of Silesia (Poland) as well as Oxford University (England). By considering both the influence of nonconformists on the transformations taking place in the public sphere, and also the results of my research, I will examine whether nonconformity is a potential source of strength or weakness to the public sphere. In this context nonconformist is a person who does not conform to a generally accepted pattern of thought or action.

10

Pojęcie „zdolność” w narracji studentów angielskich i polskich. Ujęcie kognitywne

87%

Gierczyk M.

Studia Edukacyjne

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2017

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issue 45

211-225

EN

The purpose of this publication is to show how students from Poland and England defineand understand the concept of ‘giftedness’. The analyses result from the author’s research conducted over the years 2013-2016. In the interviews, the students presented their own associations with the matter. Materials collected from 30 respondents, including 15 students from Śląski University and from a Lublin University and 15 students from Oxford University, showed that the concept of ‘giftedness’ is understood by Polish students identically to English students. ‘Giftedness’ was definedby a series of connotations: ‘creativity’, ‘talent’, ‘ability to do something’, ‘predisposition’, and ‘organization of thinking’.

11

ЕВРИСТИЧНЕ НАВЧАННЯ ЯК ВАЖЛИВА УМОВА РОЗВИТКУ ОБДАРОВАНОСТІ УЧНІВ СІЛЬСЬКОЇ ШКОЛИ

75%

Кривонос О.

Педагогічні науки: теорія, історія, інноваційні технології

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2014

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issue 7(41)

253-262

EN

In the article the organization of teaching gifted students in rural schools using didactic opportunities of heuristic methods is revealed. In particular, a variety of heuristic teaching methods are characterized, among them: involvement; pretending; if; hyperbole, agglutination, brainstorming; inversion; focal objects; heuristic tasks decision. The main approaches to training and education of gifted children are analyzed, namely: accelerated learning (this approach takes into account the innate abilities of children who during one year study the program of several years, graduating from educational institutions before their peers); modification and enrichment of the content of education (as the result of in-depth study of certain subjects takes place the acquisition of a range of knowledge from one or more branches of science); review and redesign of learning objectives (the basis of this approach makes the direction of the educational process on the development of a creative personality). The basic laws of heuristic learning aredescribed. The principles of heuristic learning, which contribute to the development of gifted students, in particular, in rural schools are highlighted. To them belong: the principle of personal goal setting of a student: the education of each student is based on his/her personal goals in each branch of education; the principle of productivity of training: the main landmark of learning is personal educational increment of the student, which makes the sum of his/her internal and external educational products of learning; the principle of contextuality of accompanying training: the educational process is based on situations involving determination and heuristic search for their solution by the student, the teacher guides the student in his educational movement; the principle of educational reflection: the educational process is accompanied by its reflexive awareness by the subjects of education. The implementation of these laws by teachers in rural schools will contribute to the education of gifted students. The author concludes that in heuristic learning is implemented stability and deep trust in creative potential of every student, i.e. his cognitive-creative (search, research, design) activity takes the first place in the education system. Perspective can become a research of other ways of development of gifted students in rural schools in modern conditions.

12

Hudebně talentovaní dospívající a přijímací řízení

75%

Mareš J., Tichý V.

Pedagogická orientace (Journal of the Czech Pedagogical Society)

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2015

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vol. 25

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issue 3

372–393

EN

The aim of the review paper is to describe the issues connected to identifying musical talents and to entrance exams for university programmes specialized in music. The first part introduces the terms giftedness and talent and their relationship. The second part deals with musical giftedness, musical talent, and musical skills. In the third part we analyse the entrance exams to three university programmes specialized in music in the Czech Republic (Academy of Performing Arts in Prague, Janáček Academy of Music and Performing Arts in Brno, and Faculty of Fine Arts at the University of Ostrava). The paper draws attention to the problems arising fromthe fact that the entrance exams are evaluated by a committee and suggests possible solutions. The fourth part focuses in detail on the advantages and disadvantages of accelerating the development of musically talented students, i.e. instances when students are accepted to university without having passed their secondary school leaving examinations, and supports them with data. The authors then conclude that should the entrance exams ful.

13

THE TERMINOLOGICAL TOOLKIT OF COMPARATIVE PEDAGOGICAL RESEARCH OF GIFTED STUDENTS’ EDUCATION IN THE UNITED STATES, CANADA AND THE UK

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Boichenko M.

Педагогічні науки: теорія, історія, інноваційні технології

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2016

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issue 6(60)

226-235

EN

The article is aimed at revealing the approaches to defining giftedness and gifted in the USA, Canada and the UK. The following research methods were used:terminological analysis with the help of which the essence of the basic concepts is defined; comparative analysis aimed at defining common features and differences in the approaches to defining giftedness and gifted education in the studied countries. It is emphasized that the definition of “giftedness” and “gifted”, presented in the official documents of the USA, Canada and the UK, often differ from the definitions formulated by leading researchers of the studied countries. It is found out that in order to define the studied category of children and youth foreign researchers often use two concepts – “giftedness” and “talent”. It should be noted that the views of the theorists on the relationship of these concepts in the definition of the studied category differ significantly. The requirements to the definition of giftedness, proposed by a well-known American theorist of gifted and talented education J. Renzulli are highlighted, namely: 1) the definition should be based on evidence from scientific research that contains the characteristics of gifted individuals; 2) the definition should provide guidance in the identification process in this category of children and youth; 3) the definition should guide and be logically related to existing practice; 4) the definition should synthesize the research that shows its validity On the basis of analysis of the research works of foreign theorists of gifted and talented education and documents of the state education authorities of the USA, Canada and the UK the main types of giftedness are identified, in particular: 1) intellectual giftedness; 2) specific academic aptitude (math, language, etc.); 3) technical design talent; 4) musical and performing talent; 5) artistic talent; 6) sports talent; 7) creativity; and 8) leadership. The basic concept of “giftedness”, under which in our studywe understand natural inclinations and abilities (intellectual, specific academic, technical-design, musical-performing, artistic, sports, creative and leadership), which are manifested in high achievements, and the potential for such achievements, is clarified. The prospects for further research are seen in the revealing the peculiarities of the outlined types of giftedness.

14

Going all the Way: Theories, Models and Determinants of High Achievement Development

75%

Mudrák J.

The New Educational Review

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2007

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vol. 11

127-146

EN

In our article we present an overview of current research on giftedness, achievement and factors influencing their development. Determinants of high achievement such as abilities, social factors, deliberate practice, personality and others are discussed, ways of better support of its successful development are sought and its possible changeability is pointed out.

15

Sociální opora : shrnutí výzkumné činnosti v české a slovenské oblasti a inspirace do budoucnosti - nadané děti

63%

Krpoun Z.

E-psychologie (E-psychology)

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2012

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vol. 6

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issue 1

42-50

EN

The paper acquaints the reader with the subject of social support and summarizes research in this field in the Czech Republic and Slovakia. Introducing the issues of gifted, twice-exceptional and underachieved children, the paper also points at the broad range of research possibilities in future. There is also a list of literature related to given phenomena.

CS

Příspěvek seznamuje čtenáře s tématem sociální opory a shrnuje uskutečněné výzkumy v této oblasti v České republice a na Slovensku. Dále poukazuje na mimořádně širokou paletu možností další vědecké činnosti tím, že stručně uvádí do problematiky nadaných, dvakrát výjimečných a školsky podvýkonných dětí. To vše s přehledem literatury, která by měla zájemce o dané jevy dovést k hlubšímu poznání.

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Metakognitivní charakteristika intelektově mimořádně nadaných dětí

63%

Straka O., Portešová Š.

Československá psychologie (Czechoslovak Psychology)

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2019

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vol. 63

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issue 5

543-561

EN

The article presents an overview of important knowledge regarding metacognition and its relation to exceptional giftedness. Basic aspects of metacognition are defined and briefly described in accordance with the historical development and current notions of this construct. The following text deals with how much gifted children differ from typical population in particular aspects of metacognition (declarative, procedural, etc.). Part of the article is dedicated to a concise delimitation of exceptional giftedness, mainly in view of the shift in expert opinions concerning the nature of this construct: from the classic Terman´s conception, in which giftedness was defined solely as based on exceptional results in standardized IQ tests, to more modern approaches, which take into account also other cognitive achievements, and to a certain extent even non-intellectual factors such as motivation or creativity. The next part of the study therefore focuses on the significance of metacognition for giftedness viewed as “developing expertise”, which is the conception associated mainly with R. Sternberg. Finally, there is an outline of some implications for assessment and for psycho-educational practice.

CS

Článek přináší přehled významných poznatků týkajících se metakognice a jejího vztahu k mimořádnému nadání. Vymezeny a stručně popsány jsou základní aspekty metakognice, v souladu s historickým vývojem i s aktuálním pojetím tohoto konstruktu. Následně se text zabývá tím, nakolik se podle reprezentativních zahraničních empirických výzkumů v jednotlivých aspektech metakognice (deklarativních, procedurálních aj.) odlišují nadané děti od běžné populace. Část článku je věnována i stručnému vymezení mimořádného nadání, zejména s ohledem na posun v odborných názorech na povahu tohoto konstruktu: od klasického Termanova pojetí, v němž bylo nadání definováno výhradně na základě mimořádných výsledků dosažených ve standardizovaných inteligenčních testech, k modernějším přístupům, které zohledňují i jiné kognitivní výkony a do jisté míry i mimointelektové faktory, jakými jsou motivace či tvořivost. Další část studie je proto zaměřena na význam metakognice pro nadání chápané jako „rozvíjející se expertnost“, což je pojetí spojené zejména se jménem R. Sternberga. Na závěr jsou shrnuty některé implikace pro diagnostiku a pedagogicko- psychologickou praxi.

17

Psychologiczno-pedagogiczne wsparcie utalentowanych dzieci w wieku przedszkolnym

63%

Palasevych I.

Annales Universitatis Mariae Curie-Skłodowska, sectio J – Paedagogia-Psychologia

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2015

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vol. 28

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issue 2

EN

The article describes the main approaches to defining the essence of concept “childish giftedness”, identifies its features, proves the necessity of a complex study and identification of giftedness in preschool age children in order to create a program of its support and development, analyses organising features of educational work with gifted children in preschool educational institutions, explains the importance of psycho-pedagogical support of parents in bringing up gifted preschoolers.

PL

W artykule zostały scharakteryzowane główne podejścia do definiowania istoty pojęcia „utalentowanie dziecka”, zostały przedstawione jego cechy, udowodniono niezbędność wszechstronnego badania i dostrzegania talentu dziecka-przedszkolaka w celu tworzenia programu jego wsparcia i rozwoju, dokonano analizy osobliwości organizowania pracy dydaktycznej z utalentowanymi dziećmi w placówkach przedszkolnych, uzasadniono ważność psychologiczno-pedagogicznego wsparcia rodziców w wychowaniu uzdolnionych przedszkolaków.

18

Searching for a more valid form of parental rating scales of preschoolers’ intellectual giftedness - development and validation of the Preschooler’s Ability Rating Scale (PARS)

63%

Jabůrek M., Cígler H., Portešová Š., Ťápal A.

Československá psychologie (Czechoslovak Psychology)

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2021

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vol. 65

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issue 4

317-335

EN

Objectives. The aim of this study was to develop a new parental rating scale for identification of intellectually gifted preschoolers (4 to 6 years of age). This new scale, the Preschooler’s Ability Rating Scale (PARS), consists of two parts – PARS-PRE, which follows the principle of precocity and inquires about the age at which giftedness-relevant behavior appeared for the first time; and PARS-CUR, which focuses on the current level of abilities. Participants and setting. In total, 263 Czech mothers and 90 children participated in the main study. Hypotheses. PARS will have a two-dimensional structure corresponding to its two parts. Both parts will significantly correlate with scores on the Woodcock-Johnson: International edition II (WJ IE II COG). Statistical analysis. 1. Item analysis; 2. Exploratory factor analysis; 3. Correlational analyses with WJ IE II COG; 4. ROC analysis to evaluate the specificity and sensitivity. Results. Factor analysis suggests a three-factor structure – two of the factors correspond to the scale’s original parts, and the third factor reflects early reading and counting (4 items from the precocity part). The diagnostic accuracy of the first two factors is similarly low (rPRE = .33, rCUR = .25), but substantially higher for the early reading/counting factor (rLIT = .52). Additionally, parental ratings are, in general, based more on children’s verbal abilities than their nonverbal abilities. Given the low criterial validity, the authors do not recommend utilizing the PARS scale in practical setting, however, the conclusions are useful for further development of similarly-minded scales. Study limitations. Only 90 children were administered the WJ IE II COG – the small sample size affects the precision of parameter estimates. The parentsʼ sample consists only of mothers.

CS

Cíle. Cílem studie bylo vytvoření nové posuzo-vací škály pro identifikaci nadaných předškolá-ků ve věku 4-6 let. Tato nová metoda, Preschoo-ler’s Ability Rating Scale (PARS), má dvě části. První je PARS-PRE, která vychází z principu předčasné zralosti a její položky se zaměřují na věk, ve kterém rodiče poprvé pozorovali určité projevy chování, které mohou souviset s nadá-ním. Druhá je PARS-CUR, která se zaměřuje na aktuální úroveň schopností.Vzorek. Do hlavní části studie bylo zapojeno celkem 263 matek a 90 dětí z České republiky.Hypotézy. Posuzovací škála PARS bude mít dvoudimenzionální strukturu odpovídající jejím dvěma částem. Obě části budou silně korelovat se skóry baterie Woodcock-Johnson: Internatio-nal edition II (WJ IE II COG).Analýzy. 1. Položková analýza; 2. Explorační faktorová analýza; 3. Korelace s WJ IE II COG; 4. ROC analýza ke stanovení specificity a sen-zitivity.Výsledky. Výsledky faktorové analýzy naznačují třídimenzionální strukturu – dva faktory odpoví-dající dvěma částem škály a třetí faktor tvořený 4 položkami části PARS-PRE, které se zaměřují na časné čtení a počítání. Diagnostická přesnost dvou hlavních faktorů je srovnatelně nízká (rPRE= .33, rCUR = .25), výrazně vyšší je u třetího fak-toru (rLIT = .52). Dá se říci, že obecně je rodi-čovské hodnocení více založeno na verbálních schopnostech dítěte než na těch neverbálních. S ohledem na nízkou kriteriální validitu nelze doporučit škálu PARS pro využívání v praxi, závěry mohou být nicméně užitečné při vývoji podobně zaměřených nástrojů v budoucnu.Limity. Baterie WJ IE II COG byla administro-vána pouze 90 dětem – takto malý vzorek ovliv-nil přesnost odhadu parametrů. Do rodičovské-ho hodnocení škálou PARS se zapojily pouze matky.

19

Przygotowanie uczniów do międzynarodowych certyfikatów językowych Fit in Deutsch 1 i 2 jako sposób na wykorzystanie potencjału ucznia zdolnego w rozwijaniu kompetencji językowej na poziomie A1/A2

63%

Gierzyńska M.

Neofilolog

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2022

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issue 58/2

209-226

EN

This article is devoted to the issue of special educational needs in the context of working with a gifted learner, with particular linguistic abilities. Satisfying the needs of such children and providing them with opportunities for integral development of linguistic competence demands a different educational approach – similar to the situation when working with students with some limitations in their learning processes. The approach taken reflects the concepts and definitions of abilities presented in this article. The analysis of those elements suggests ways of identifying gifted learners and, as the next step, also offers certain educational solutions which can easily be applied in teaching. One such way can be preparing children and teenagers for international language certificates in German – Fit in Deutsch 1 and 2 as a form of extra-curricular activities. These certificates are at the A1/A2 level of language skills according to the Common European Framework of Reference for Languages (CEFR). As they are aimed at young people aged 10–16, it is possible to include primary school students in preparation for them, which in turn allows the learners to develop language skills and linguistic interests at the second stage of education. This article serves as a general overview and should not be taken as an empirical research.

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Wybrane obszary wsparcia psychologicznego uczniów zdolnych

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Sękowski A. E., Płudowska M. M.

Lubelski Rocznik Pedagogiczny

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2022

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vol. 41

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issue 3

147-160

EN

Introduction: After nearly a century of analysis, gifted students' education has evolved into a complex scientific discipline with its own methods, teaching practices and research programs. Solutions are sought that ensure, gifted children and adolescents the optimal conditions for developing their potential. It requires taking into account knowledge of the psychological mechanisms responsible for the development of abilities, achievements and the well-being of gifted individuals Research Aim: The purpose of the article was to identify psychological areas of support for gifted students. The literature on theoretical findings on the structure of giftedness was reviewed, and the results of research on selected characteristics of people belonging to this special group were analyzed. Evidence-based Facts: Based on the analysis of models of outstanding abilities and available empirical research on the difficulties and problems of gifted people, the importance of psychological support in the emotional-motivational sphere, social sphere, personality sphere, development of creativity and within the family system of gifted people is indicated. Summary: Institutional support of gifted students, adapting curricula to their needs and abilities should go hand in hand with psychological measures for harmonious development and shaping the well-being of these individuals.

PL

Wprowadzenie: Po niemalże stu latach analiz edukacja uczniów zdolnych przekształciła się w złożoną dyscyplinę naukową z własnymi metodami, praktyką nauczania i programami badawczymi. Poszukiwanie jak najlepszych rozwiązań, które zapewniłyby uzdolnionym dzieciom i młodzieży optymalne warunki dla rozwijania ich potencjału wymaga uwzględnienia wiedzy dotyczącej psychologicznych mechanizmów odpowiedzialnych za rozwój zdolności, kształtowanie osiągnięć i dobrostanu uzdolnionych jednostek. Cel badań: Celem artykułu było nakreślenie psychologicznych obszarów wsparcia uczniów zdolnych. Dokonano przeglądu literaty poświęconej teoretycznym ustaleniom w zakresie struktury zdolności oraz przeanalizowano wyniki badań dotyczących wybranych cech osób należących do tej szczególnej grupy. Stan wiedzy: Na podstawie analizy modeli wybitnych zdolności oraz dostępnych badań empirycznych w zakresie trudności i problemów osób zdolnych nakreślono znaczenie wsparcia psychologicznego w sferze emocjonalno-motywacyjnej, społecznej, osobowościowej, rozwijania kreatywności oraz w ramach systemu rodzinnego osób zdolnych. Podsumowanie: Instytucjonalne wsparcie uczniów zdolnych, dostosowywanie programów nauczania do ich potrzeb i możliwości powinno iść w parze z psychologicznymi działaniami służącymi harmonijnemu rozwojowi i kształtowaniu dobrostanu tych osób.

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МНОЖИННИЙ ІНТЕЛЕКТ І ОБДАРОВАНІСТЬ У ТЕОРЕТИЧНІЙ МОДЕЛІ ГОВАРДА ГАРДНЕРА

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Validating the Persian Version of Questionnaire of Educational and Learning Capital (QELC) in Iran

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Reality and criticism of giftedness in the Spanish education system

Preconceptions and Their Significance in Early Identification of Potential Giftedness in Preschool-Aged Children

The Contribution of Gifted Individuals and Nonconformist Behaviours to Virtues in the Public Sphere

Pojęcie „zdolność” w narracji studentów angielskich i polskich. Ujęcie kognitywne

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Hudebně talentovaní dospívající a přijímací řízení

THE TERMINOLOGICAL TOOLKIT OF COMPARATIVE PEDAGOGICAL RESEARCH OF GIFTED STUDENTS’ EDUCATION IN THE UNITED STATES, CANADA AND THE UK

Going all the Way: Theories, Models and Determinants of High Achievement Development

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Metakognitivní charakteristika intelektově mimořádně nadaných dětí

Psychologiczno-pedagogiczne wsparcie utalentowanych dzieci w wieku przedszkolnym

Searching for a more valid form of parental rating scales of preschoolers’ intellectual giftedness - development and validation of the Preschooler’s Ability Rating Scale (PARS)

Przygotowanie uczniów do międzynarodowych certyfikatów językowych Fit in Deutsch 1 i 2 jako sposób na wykorzystanie potencjału ucznia zdolnego w rozwijaniu kompetencji językowej na poziomie A1/A2

Wybrane obszary wsparcia psychologicznego uczniów zdolnych