European International Journal of Pedagogics
89
https://eipublication.com/index.php/eijp
TYPE
Original Research
PAGE NO.
89-91
DOI
OPEN ACCESS
SUBMITED
24 December 2024
ACCEPTED
26 January 2025
PUBLISHED
28 February 2025
VOLUME
Vol.05 Issue02 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
The Problem of Children's
Talent Development and
Dynamics of Modern
Trends
Rakhimov Fazliddin Ro‘ziyevich
Agency for Specialized Educational Institutions, Director of the Shahrisabz
City Specialized School, Uzbekistan
Abstract:
This article presents the problem of the
development of children's talent and the dynamics of
modern trends. The theoretical analysis carried out in
the study made it possible to determine the evolution of
ideas about the problem of the development of
children's talent in historical and modern conditions and
the dynamics of its development.
Keywords:
Children's talent, development problem,
theory and practice, dynamics, etc.
Introduction:
Research conducted in the USA in the
20th century is characterized by work on identifying the
high
intellectual
abilities
and
psychological
characteristics of children. During this period, L. Termin,
M. Oden and others, based on research data,
convincingly prove the need for special educational
programs for the development of gifted children, which
leads to large-scale research on giftedness.
In the ancient Greek state, the idea of the harmonious
development of the individual through the means of art
(music education) was implemented. A continuous
comprehensive education system (''useful sciences:
grammar, music, drawing, gymnastics). It was founded
by Aristotle (384-322 BC). Aristotle noted the
connection between artistic and intellectual activity.
The research of American scientists allowed to define
the concept of "talent" in more detail and emphasize
the need for its types (intellectual, creative, artistic,
aesthetic, social), raised the issue of special programs
for its development. Initially, it was proposed to divide
talent into logical and creative types. In the 70s, a
creative environment emerged for studying the
problem. Including the tasks and content of the
educational process, creativity, the creativity of the
teacher in developing problems of educational and
methodological support, and the involvement of
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European International Journal of Pedagogics
creative abilities in pedagogical models.
Thus, the following features of the second period are
described as follows:
1. Talent is understood as a multifactorial formation
with a complex structure.
2. The study of talent is complex.
3. The development of children's talent, pedagogical
support is considered as an integral multifactorial
process.
4. Targeted work is being carried out on the
development and introduction of technologies and the
preservation of the giftedness of the individual, aimed
at the methodological direction.
The third period is experimental-theoretical (from the
80s-90s of the 20th century to the present). In the 80s-
90s of the 20th century, a new stage began in the study
of giftedness in the world. An analysis of the literature
on the problem allowed us to identify four main areas
of modern trends and approaches to the study of
children's giftedness.
The first trend is the creation of various associations
studying the problem of gifted development. Today,
this task is carried out by the World Council for the
Education of Gifted Children, which includes several
organizations from North and Latin America, Asia and
Europe.
The second trend is mainly the development and
implementation of new approaches. It is involved in
the development and implementation of new
approaches to the implementation of conceptual
giftedness. The development of new conceptual
approaches to the implementation of giftedness was
influenced by such concepts and theories as the
“theory of multiple intelligences”, “the structure of
intelligence”, “theory of programmed learning”.
Assimilation theory, neurolinguistic programming
theories (J. Grinder, R. Bendler, F. Perls, V. Satir, M.
Yerikson, R. Dilte) have created a number of models
that are successfully used in business, psychology,
pedagogy, that is, new behavior, talent, etc., based on
the selection of examples of geniuses.
Among the variety of Russian conceptual approaches,
one can mention N.S.Leite's concept of creative talent,
D.B.Bogayavlenskaya's model of the creative field, the
dynamic theory of talent, Y.D.Babayeva's concept of
spiritual support, I.N.Semenov's ecopsychological
approach, I.V.Tanova's educational school of mass
training and development of gifted children.
The works of Kazakh scientists are devoted to the
consideration of theoretical and methodological
approaches to determining the essence and nature of
talent,
the
psychological,
pedagogical
and
methodological foundations of the upbringing and
development of gifted children. In the works of
I.D.Ivanova,
A.K.Satova,
B.O.Baytukova,
S.Smindigalieva, great attention is paid to the role of the
teacher in the process of teaching and educating
students.
Combining different positions in these concepts, we
come to the conclusion that giftedness is considered as
a process of comprehensive development of the
personality and consciousness of gifted children, the
realization of their creative potential. The main feature
of giftedness is the creative nature of the psyche and its
development. Based on this trend, the ecology of the
educational environment, the realization of the creative
potential of the individual, is of great importance. The
third trend is the modeling of the processes of
developing children's talents. Among modern models of
the development of giftedness, the most famous is the
talent model developed by one of the famous American
specialists in the field of educating gifted children, J.
Renzulli. This model is very popular and is actively used
in the development of practical problems. J. Renzulli,
revealing in detail the essence of talent as a natural
phenomenon, quite clearly indicates the directions of
pedagogical work on its development. According to the
model of children's talents developed by L.A. Wenger
and his colleagues, it is revealed through the concept of
ability.
These models are unique in that a distinctive feature of
modeling is the transfer of knowledge obtained in the
process of building and analyzing a model to a modeled
object, that is, the transfer of theoretical action with a
model to a practical plan.
The fourth trend is the state approach to the realization
of children's talents. The resolution "On schools for
gifted children" laid the foundations of state policy in
the field of working with gifted children. By the
resolution of the Government of the Republic of
Kazakhstan dated March 24, 1998, the "Darin"
Republican Scientific and Practical Center was opened
under the Ministry of Education and Science of the
Republic of Kazakhstan. The "State Program for
Supporting Young Talents" has been developed and is
being implemented.
Currently, the problem of developing children's talents
is also in the focus of attention of scientists. Teachers
have studied in detail various aspects of this
multifaceted problem. It is proposed to use modern
pedagogical technologies and create an effective
educational environment to identify, train and support
gifted children.
Many scientists have developed programs for the
development of general creative thinking, imagination,
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European International Journal of Pedagogics
figurative memory, and intuition, and have introduced
a new system for the development of creativity,
creative abilities, and intelligence of students. Timely
professional diagnostics and creating conditions for
stimulating a child to various types of activities from a
very early age are a universal task.
CONCLUSION
Thus, the following features are described for the
experimental theoretical period that we have
considered:
1.For foreign scientists, the development of children's
talents is mainly associated with the development of
genotype,
intellectual
talent,
ensuring
the
independence of individual learning speed.
2.Domestic researchers, with the plurality of all
conceptual approaches and models for the
development of children's talents, ensure the integrity
of the individual, his spiritual development in a
pedagogically
favorable
psychological
climate,
combined with the concept of personal development
of talent as a process of realizing his creative potential.
3.The main features are determined by motivation,
creative activity of the individual, the creation of
conditions, that is, an unregulated information-rich
development and creative environment.
4.The level of development of social consciousness
requires the development of mechanisms for adapting
a gifted child in modern society, the introduction of a
system of child management.
Therefore, we consider a specialized school for gifted
children to be a systematic and targeted process of
psychological and pedagogical influence on the socio-
pedagogical system in order to maximize the
development of children's talents.
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