Theoretical and Practical Problems of Early Training of Gifted

У статті здійснено аналіз досліджень, що присвячені актуальній педагогічній і психологічній проблемі долучення до освітнього процесу обдарованих дітей у ранньому віці, зокрема дошкільників і дітей молодшого шкільного віку. На основі здійсненого аналізу зроблено висновок стосовно того, що для обдарованих дошкільників, окрім долучення їх до формальної освітнього процесу, було розроблено спеціальні освітні програми, що є ефективним і незамінним засобом розвитку їх інтелектуального потенціалу, формування необхідних якостей для його реалізації.В статье проведен анализ исследований, посвященных актуальной педагогической и психологической проблеме привлечения к обучению одаренных детей в раннем возрасте, в частности преимущественно дошкольников и детей младшего школьного возраста. На основе выполненного анализа делается вывод относительно того, что для одаренных дошкольников, кроме привлечения их к формальному образовательному процессу, разработаны специальные образовательные программы, которые являются эффективным и незаменимым средством развития их интеллектуального потенциала, формирования необходимых качеств для его реализации.In the article the analysis of researches devoted to the actual pedagogical and psychological problem of the involvement of gifted children at an early age, in particular pre-schoolers and pupils of junior school age, is carried out. At the beginning of the analysis, it is concluded that for the gifted preschoolers, in addition to involving them in the formal educational process, a number of special educational programs have been developed. Such programs, in some cases, differ significantly from one another in the direction, content of educational activities, the form of their implementation, etc. It is also noted that today there is no single lasting theoretical basis for the construction of these programs. Differences concern both the structure and content of child giftedness, and the methods of detecting gifted preschoolers. At the same time, examples of efforts by psychologists and teachers aimed at building the theoretical foundations of gifted children of preschool age, organization of their education and upbringing, and their involvement in special educational programs are given. In general, it is concluded that the involvement of preschool children in special educational programs is an effective and not a substitute for the development of their intellectual potential. Moreover, the earlier gifted children feel such a burn by the teachers, society as a whole, the more efficient they develop and are more likely to realize the birth-born potential. However, early education conceals the danger of the intellectual overload of gifted preschoolers. As a result, special educational programs for preschoolers should be games of character with well-defined but not overestimated educational guidelines. Examples of special educational programs for preschoolers that meet the specified criteria are given. On the basis of the analyzed literature, a conclusion is drawn about the current challenges encountered by the developers of special educational programs for preschoolers. Among other things, it is continuity with similar programs for elementary, junior and high school students. Ideally, guidelines are set for the development of cross-cutting special educational programs for gifted from pre-school age to their education in higher education institutions