EDUCATIONAL ENVIRONMENT AS A FACTOR OF DEVELOPMENT AND ADAPTATION OF GIFTED CHILDREN

Abstract

The modern tendencies of psychology of development determine priority of the personality orientated model in the context of which child’s personality and idea of his/her integral development acquire the special value.  
The ambiguousness of interpretation of the phenomenon of gift and complication of his diagnostics creates serious difficulties in forming of the gifted personality, maintenance of his/her individuality and opening of talent.
The aim of our paper is to determine the conditions of the educational environment for the development and adaptation of gifted children, substantiate the relationship between giftedness and adaptability, and present the results of the developed model of the adaptation process of  gifted children.
The category of gift belongs to the most fundamental description of personality. Nowadays there is a row of approaches to its determination. Most scientists examine a gift as a quality transformation of capabilities, as individual originality of makings, as psychological pre-condition of creative development of personality.
Essence of personality development of the gifted children is determined as totality of their subjectivity, consciousness and system of values. The gifted child, unlike other children, in a greater measure is provided with ability to achieve the excellent degrees of subjectivity, consciousness, system of values, self-development in condition of successful adaptation process.
Adaptation of gifted children is understood by us as a process of manifestation and development of giftedness and formation of children’s individuality in the educational environment.
The social situation of development, development of gift and adaptability of the gifted children are correlated with the formation of personal reflection and self-esteem, self-confidence, value consciousness, the formation of characterological personality traits – communication, confidence, emotional stability, self-control, and reluctance to aggression.
The presented model of the adaptation process determines the conditions of the educational environment for the development and adaptation of gifted children constructive relationships in the contact social environment (gifted children, parents, teachers, peers) and educational activities that contribute to adaptation and disclosure of children's giftedness through the formation of personal qualities, self-esteem, self-awareness and self-affirmation, personal values and reflection.
Awareness of personal values, their own achievements and their recognition are value determinants of the development of creative abilities and personal identity of gifted children.
A level, quality originality and character of the development of children’s gift are the result of a difficult cooperation of abilities, pedagogical conditions of the educational environment and psychological mechanisms of personal self- development and self-realization.