ARPHA Proceedings 5: 1517-1531, doi: 10.3897/ap.5.e1517
Psychological-pedagogical Aspects of Solving Social-cultural Problems of Socialization among Gifted Preschoolers
expand article infoOlga S. Shcherbinina, Irina N. Grushetskaya, Zhanna A. Zakharova
Open Access
Modern Russian and foreign academic literature offers a significant number of authorial approaches which reveal gifted children’s peculiarities and difficulties, features of their personal and social development.Analyzing difficulties in social development that gifted children face, the authors suppose that the category of children have peculiarities and even complications in duly solutions of socialization problems at any age, which frequently leads to victimization. The argumentation is based on A. Mudric’s theory that necessitates duly solution of the three groups of socialization problems: natural-cultural, social-cultural and social-psychological. Their retarded solution or lack of the solution may cause a victimization process, thus preventing a gifted child from having successful future with achieving set goals and built according to the “Winner” pattern. A child with great expectations may come to the pattern “Not a Winner” or even “Loser” (Berne, 2015). Solving the above mentioned socialization tasks matters at any age stage starting from preschool period. The indicators of solving socialization problems were formulated. Each group has its own features and figures of successful personal and social development of a child. The authors consider the following indicators of solving social-cultural socialization problems: awareness of ethical norm, independence, interests and hobbies. Empirical data were obtained via interviewing and testing preschool children aged 5-7 years old (senior and preparatory groups) from 7 preschool educational organizations in Kostroma (n=186); and through questioning and testing parents and pedagogues
giftedness, gifted child, socialization, socialization problems