| Article |
|---|
| Article name |
Humanization of Pedagogical Support for the Self-Actualization of the Gifted Child’s Personality |
| Authors |
Ukolova E.I. Musical Teacher, ukolov.ruslan@mail.ru |
| Bibliographic description |
|
| Section |
Met hodology of Pedagogy |
| UDK |
373 |
| DOI |
|
| Article type |
|
| Annotation |
The article considers the issues on self-actualization of gifted child’s personality in preschool
educational system. The author determines that the priority of pedagogy is creating favorable environment
for the creative self-realization of gifted child’s personality. It is noted that humanistic
psychology recognizes the child’s personality as a whole system, which is open to possibilities
of self-actualization, aspiring to the future development. The author touches the question on opportunities
of personality’s self-actualization through the humanistic measurement parameters of a
teacher. The essence, content and function of the gifted children education are highlighted. It was
noted that differential approach based on specially designed programs is one of the leading ways
to child’s individualization. The meaning of education should be based on the material that sets
the atmosphere of creative search helping a gifted child to understand the life meaning. The structure
of musical talent is analyzes as a multilevel system of musical abilities and general individual
psychological characteristics. Development of all abilities requires individual approach to musically
gifted children of preschool age, to their aptitudes and interests. The author emphasizes the role of
subjects interaction of the pedagogical process of gifted child’s personality self-actualization. The
article presents the experience of pedagogical support for musically gifted preschool children within
preschool educational institution.
|
| Key words |
education humanization, person’s self-actualization, talent, musical aptitude, musical
talent, ability for music, music activity. |
| Article information |
|
| References |
1. Akmeologija professional’noj dejatel’nosti pedagogov doshkol’nogo i nachal’nogo obshhego
obrazovanija / N. I. Vinogradova [i dr.]. M.: FLINTA, 2012. 256 s.
2. Bogojavlenskaja D. B., Bogojavlenskaja E. M. Psihologija odarjonnosti: ponjatie, vidy,
problemy. M.: MIOO , 2005. 176 s.
3. Vetlugina N. A. Muzykal’noe razvitie rebjonka. M.: Prosveshhenie, 1967. 413 s.
4. Ol’hovskaja E. Ju. Razvitie odarjonnosti lichnosti v sisteme nepreryvnogo obrazovanija:
ucheb. posobie. Chita, 2010. 265 s.
5. Pasechnik L. I. Odarjonnyj rebjonok – osobaja cennost’ dlja obshhestva // Doshkol’noe
vospitanie. 2009. № 2. S. 13–20.
6. Rabochaja koncepcija odarjonnosti / D. B. Bogojavlenskaja [i dr.]. M.: Magistr, 2003. 95 s.
7. Savenkov A. I. Odarjonnye deti v detskom sadu i shkole. M.: Akademija, 2000. 232 s.
8. Tarasova K. V. Ontogenez muzykal’nyh sposobnostej. M.: Pedagogika, 1988. 175 s.
9. Teplov B. M. Psihologija muzykal’nyh sposobnostej. M.: APN RSFSR, 1947. 355 s.
10. Ulzytueva A. I. Gumanizacija i gumanitarizacija pedagogicheskogo processa formirovanija
detskogo dvujazychija // Nauka i shkola. 2011. № 6. S. 20–26. |
| Full article | Humanization of Pedagogical Support for the Self-Actualization of the Gifted Child’s Personality |
