Integration of Information-methodological Support for Parents Into the School System for Identifying and Supporting Gifted Students

The article addresses the pressing issue of establishing the “family–school” connection in working with gifted children in secondary education institutions. The specifi c features of the intellectual and emotional development of gifted children in school require the involvement of parents. This necessitates informational and methodological support that fosters parental tolerance and contributes to the full development of the personal and creative potential of the gifted child. At the same time, both in school and in the family, the principle of pedagogical support for giftedness must be observed. The article presents the results of a practical study of the pedagogical competence of parents of gifted students. According to the fi ndings, there is a defi ciency in parental pedagogical competence, which calls for psychological and pedagogical education of the parents of gifted students. Given the data demonstrating a high level of readiness among parents of gifted students to acquire the necessary pedagogical knowledge and engage in close cooperation with schools, a set of informational and methodological measures was developed. Among these measures, a training program aimed at fostering parental tolerance and harmonizing child–parent relationships should be highlighted. Enhancing the pedagogical competence of parents and their mastery of psychological knowledge will contribute to increasing the eff ectiveness of work with gifted children and to the full realization of their personal and creative potential.