Возможности для раскрытия и развития талантов детей в общеобразовательных организациях: информационный бюллетень
The analytical report presents the results of a study of the conditions for identifying and developing the children’s talents in the mass secondary school. In this report we analyze subjective perception of children's giftedness by parents and teachers, the possibilities of talent development in the school. In the paper we examine features of the families’ request to create conditions for the identification and development of talented children. We describe the current state of the school system in terms of the specialization of schools or educational programs (which provides an in-depth study of subjects), profile education, individualization of education and expansion of educational opportunities (additional, extracurricular education) in the schools. Particular attention is paid to the preparation and stimulation of teachers to work with motivated and gifted students. This study is based on the surveys of students' parents and teachers within the Monitoring of education markets and organizations in 2020.
Key findings from the report:
- As the student grows older, families' requests for the creation of conditions for the identification and development of children’s abilities and for the individualization of learning are growing, and at the same time their dissatisfaction with the existing possibilities of schools increases.
- At this stage, most schools are noticeably inferior to the out-of-school sector in their ability to meet the demand of families for the development of their children's talents, especially in terms of the variety and quality of extracurricular education programs.
- Schools do not provide equal opportunities for discovering and developing the talents of children from different groups of families (including those who living in different types of territories), which is due to a combination of factors: the stratification of schools in terms of educational resources, subjective teachers’ perceptions about the children abilities, and the peculiarities of the strategies of families with different socio-cultural capital.
- Parents are not sufficiently informed about the available opportunities to identify and develop talents.
- The existing system of stimulating the teachers’ work with talented children is not perfect. Even though teachers often receive stimulating payments for additional classes with gifted children, the scale of these activities are insignificant, the effectiveness is low, and the selection procedures for students are not transparent.
- Ensuring the "success of every child" as a priority of state policy is possible by creating conditions for the identification and development of talents in mass schools, primarily through the individualization of education in the main educational program and the expansion of opportunities for obtaining a variety of extracurricular education.
- Important areas for the development of work with gifted children are:
- development of communication with parents regarding the opportunities available at the school to identify and support talented children;
- increasing the coverage of teachers who have completed professional development programs to work with motivated and talented students,
- increasing the mobility of rural schoolers to ensure their participation in contests and competitions at the regional and federal levels