![]() There are also special classes and schools for gifted children where the cognitive load is higher compared to regular schools. These can be language, mathematics, literature, creative discussion groups, which usually meet after compulsory school classes ( Ting and Lee, 2012). To support children with increased intelligence, many schools are developing electives in different subjects. Many different learning applications and programs for computers, tablets and other devices are also being developed ( Palvia et al., 2018). Online learning using interactive technologies and other digital tools is being developed. Many different educational strategies for gifted children are being developed. ![]() This factor will lead such children to achieve ambitious goals ( Berestova et al., 2022). This relationship is due to the fact that children with strong self-esteem are keen to achieve more because of their openness to information and new ideas. When it comes to wunderkind children, their motivation to learn needs to be developed and supported in order to increase their self-esteem. Developing this factor in children in an educational setting requires increasing enthusiasm for learning ( Mayo, 2019). Motivation is one of the most important qualities that contribute to achievement. Since the standard curriculum does not provide an opportunity to develop the prodigy’s abilities, many lose motivation to gain profound knowledge in various sciences ( Dai, 2020). Gifted children also face the problem of the education system in mainstream schools. Socialization problems often arise because gifted children are simply not interested in interacting with their peers ( Pandya, 2021). As a result of these factors, children are unable to interact with their peers. This can lead to depression, bipolar disorder and attention deficit hyperactivity disorder ( Adelodun, 2011). This can cause problems on the psycho-emotional spectrum in children. At the same time, the ventral prefrontal cortex may be less active. For example, some gifted children have more activity in the dorsal prefrontal cortex, which is responsible for cognitive functions. ![]() In some cases, gifted children suffer from various mental and immune system disorders due to very irregular functioning of the cerebral cortex and some parts of the brain. Professionals have expressed concern about the psychological and physical condition of some children with superior intelligence ( Cook et al., 2020). This is usually because academic programs carry a low cognitive load for gifted children ( Tavani et al., 2009). Children with excellent intelligence may have problems with motivation in learning and socialization among their peers ( Kornmann et al., 2015). The development and socialization of gifted and motivated children becomes an important challenge. However, they also face challenges which may hinder the development of their talents and abilities ( Berg and McDonald, 2018). Gifted children are of great interest because of their great potential and range of abilities. Giftedness is a high creative potential, a single and holistic characteristic of a child as a result of systemic interaction of cognitive, motivational, emotional, volitional and other personal characteristics and socio-cultural environment, constituting a particularly favorable internal prerequisite for further development ( Mcclain and Pfeiffer, 2012). This technique can already be applied not only in special schools for gifted children, but also in general educational institutions to achieve better results. This implies that this technique is effective. The level for this criterion also reached above-average values. ![]() Motivation levels observed among respondents in grades 3, 7, and 10 were 1.71 1.72, and 1.54, respectively. The overall result demonstrated an increase in the level of giftedness to above-average values. Before and after the experiment, all respondents were evaluated by their instructors according to the following four criteria: academic giftedness, creative giftedness, social giftedness, and intellectual giftedness. The teaching methodology involved: interactive technologies developing projects with faculty members and conducting electives in the exact sciences, humanities, natural sciences, and the creative arts. The experiment was conducted among 1,200 children from grades 3, 7, and 10 by researchers from the Daryn Republican Applied Research Center of the Ministry of Education and Science of the Republic of Kazakhstan and L.N. The paper was intended to develop a new methodological system and test its impact on the development of motivation and giftedness among children. ![]()
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