Features of Socio-Pedagogical Work with Gifted Children in Organizations of Supplementary Education

The work with gifted children, which is not only a state, but also a public responsibility, involves the issues of children's formation and development, and it is associated with the consideration of the most effective practices of social and pedagogical work with this substandard category. In this regard, the aim of the article is to identify the peculiarities of social-pedagogical work with gifted children in organizations of supplementary education. The study represents the results of analyzing the questions of assistance for gifted children, the problem of gifted children’s development in the context of social justice, and the review of the educationalists’ attitudes to the effectiveness of socio-pedagogical work with gifted and talented children in supplementary educational organizations in the cities of Kursk and Kostroma. The leading method of considering this problem is the questionnaire method conducted among 129 educators, which enables us to identify the features of socio-pedagogical work with gifted and talented children. According to the results of the research, the peculiarities of social-pedagogical work with gifted children are specified in the comparative analysis of the educationalists' experiences in Kostroma and Kursk. Common and specific characteristics of the educationalists' work with this category of children are identified. The identified features will allow to influence the organization of work with gifted and talented children in educational institutions of different types. The article findings emphasize the necessity of a psychologically comfortable creative environment in an institution of supplementary education.


Introduction
The priority direction of modern state policy is to support talented and gifted children as creative people who can find new solutions in the industrial and social spheres, who are able to set and solve the tasks of their own future and future of the country. In a number of normative acts of the Russian Federation, the importance of working with gifted children in educational organizations is emphasized, the need to provide equal opportunities for all categories of children is determined regardless of their capabilities. However educators do not fully take into account the specific features of the development of gifted children, they are not sufficiently aware of forms and methods of how to work with this category of children so the need is to identify the peculiarities of work with gifted children.

Purpose and objectives of the study
The purpose of the research is to identify the features of social-pedagogical work with gifted children in organizations of supplementary education.

Literature review
A number of scientists have studied the peculiarities of working with talented children. Among foreign works, the approaches of Eddles-Hirsch, Vialle, McCormick, and Rogers (2012), Hennessey (2004), Rogers (2007) are worthy of attention. The serious contribution to the study of the issue of children's giftedness is made by Bogoyavlenskaya (2004), Savenkov (2019), Yurkevich (2011).
In the working concept of giftedness, the definition of a gifted child is specified as a child with bright, obvious, and sometimes outstanding abilities (or has internal prerequisites for such achievements) in a particular type of activity (Bogoyavlenskaya, 2004).
Yurkevich defining the concept of "a gifted child" speaks about a child who has a high level of development of certain abilities and is distinguished by a high level of motivation for self-development and highly developed cognitive need (Yurkevich, 2011). The development of the potency among gifted children is reasonable and even vital for educational policy, which does not violate the equality in approaches to different categories of children, and it is based on a rational approach (Il'ina, 2015). So, within the Federal project "Success of every child" a unified system of measures, which are aimed at increasing children's motivation, revealing and developing their abilities and talents (such as multi-stage and multi-level contests, Olympiads and other events for children) is arranged. Moreover, there are regional centers for identifying, supporting and developing skills and talents among children and young people on the basis of leading educational organizations (Popova, 2011).
In educational organizations of various types, including the system of supplementary education, special conditions must be created to promote efficiency in educational and socializing processes, which is the responsibility of the Federal State Educational Standard. It is important to note that among the current problems the following ones can be mentioned: the solution to problems with self-regulation, motivation, the search of life meanings, and attitude to oneself and others. Optimal conditions for personal and social development of gifted children should be created in organizations of supplementary education (Shcherbinina, 2019).

Methodology
The research methods and techniques: analysis of bibliographic data and compilation of empirical data which are carried out through interviewing the educationalists from organizations of supplementary education in Kostroma and Kursk.
Methodologically, the research is based on an activity approach that allows us to characterize the actions and efforts of educationalists, peers, and a gifted child in the subject-subject relationships. At the same time, our work is based on the regulations of a personality-oriented approach, which is aimed at creating conditions for gifted children to perceive themselves as individuals. This approach contributes to the formation of self-consciousness of gifted children, the development of self-identification and selfrealization (Grushetskaya, & Shcherbinina, 2018).

Results
The results of the survey reveal that the experiences of the educationalists of supplementary education in Kostroma and Kursk, while conducting social and pedagogical work with gifted children, are similar. The pedagogic activity of the interviewed specialists is focused on developing the abilities of gifted children and maintaining work with them at different age stages. The pedagogues of multidisciplinary institutions of supplementary education work preferably with children who have creative, intellectual, artistic and social gifts.
The educationalists of Kursk depict high academic performance as a distinctive feature of gifted children.
According to Kostroma pedagogues, gifted children are more likely to have conflicts and behave arrogantly (12% and 8%, respectively). Kostroma educationalists (17% and 12.5%, respectively) indicate inadequate self-esteem, 14% of Kostroma pedagogues and 8% of Kursk specialists mark the rejection of gifted children by their peers as a distinctive feature. The absolute majority of the pedagogues in Kostroma and Kursk (89% and 84% respectively) consider that their organizations deal with the problems of social-pedagogical work. While being interviewed, the educationalists regard identification, diagnostics and assistance of gifted children as conduction of the Irina N. Grushetskaya, Olga S. Shcherbinina, Aleksandr P. Trubnikov / Proceedings IFTE-2020 765 socio-pedagogic work. The purpose of their programs is society adaptation, promotion of children's talent, as well as the development of gifted students. According to our opinion, the maintenance of programs, which draw attention to the question of adaptation of gifted children in the society and the environment of their peers and adults, brings advantages to talented children.
Moreover, the educationalists of the two regions give similar answers in choosing priority areas of work with gifted children. Kostroma pedagogues pay more attention to development of their skills (82%), promotion of the talent (78%), creation of conditions for self-development (78%) and assistance with selfidentification (76%). Kursk educationalists emphasize such areas as help in self-development and promotion of talent (73% of the responses from the total number of respondents in each aspect), 71% of respondents determine the importance of developing abilities, 69% of the interviewees give priority to assistance with self-determination of a gifted child. However, only a third of the respondents (31% of the educationalists in Kursk and 34% -in Kostroma) depict the necessity of regular diagnostics of gifted children, whereas from 44% to 52% of the educationalists imply assistance with self-development and establishment of positive relationships.

Discussions
Peculiarities and difficulties in working with gifted children are characterized by several scientists and practitioners who conduct work with them. Thus, Savenkov (2019) remarks that the pedagogical assistance for gifted children commences with the identification of their personal characteristics, the level of intellectual development, the nature of creative abilities, interests and interpersonal relationships.
As part of the analysis, Yurkevich (2011) observes that the major object of research on gifted children is to identify adapting and socializing difficulties among such a category of children. According to the researcher, it is important to focus on the diagnosis of personal traits (anxiety, self-esteem, value orientations). Moreover, according to the author's opinion, there is a necessity in maintenance of educationalists' psychological and pedagogical competency which is aimed at improving knowledge and practical skills in work with gifted children.

768
Irina N. Grushetskaya, Olga S. Shcherbinina, Aleksandr P. Trubnikov / Proceedings IFTE-2020 The results of our empirical research enable us to say that for educationalists working with gifted children their personal achievements and successes, focused on the institution where they work with children, play a significant role. It seems valuable that the educators who work with this substandard category conduct their programs, taking into account personal characteristics of a gifted child, a type of giftedness, possible difficulties he or she faces, and provide complex assistance in personal and social development.

Conclusion
The obtained research data enable us to highlight some peculiarities of social-pedagogical work with gifted children The pointed peculiarities of work with gifted children, proven on the example of studying the experiences from the two cities, give an opportunity to influence the way work with gifted children and adolescents in educational organizations of supplementary education is arranged; and to analyze the issues of sociopedagogical work with gifted children in the context of social justice.