Giftedness’ early identification laboratory model

The laboratory of early identification of giftedness is characterized on the basis of modern concepts "experimental psychological laboratory", "live game laboratory", "pedagogical laboratory". The functional of the laboratory for the production of scientific knowledge about the phenomenon of "giftedness" is presented in line with an interdisciplinary approach, with an emphasis on the study of duo-vector giftedness of children 6-7 years old. To solve the main scientific task of the laboratory - the formation of a modern concept of giftedness based on interdisciplinary knowledge - it is proposed to use the systematizing role of pedagogical knowledge, with the formation of new semantic structures on its borders with psychological, philosophical, natural science knowledge. The author's diagnostic and formative tools are presented; the laboratory's research base. Unlike other similar projects, the laboratory model is equipped with pedagogical diagnostic tools with an artistic component to identify such forms of duo-vector giftedness as musical and mathematical, in the field of fine arts and sports, musical and linguistic. The results of the research in the framework of the article are confirmed by the consistency of empirical conclusions with the theoretical idea of a laboratory that provides favorable conditions for studying changes in giftedness under the influence of pedagogical diagnostics (tests), as well as by the productivity of the laboratory model at Samara State University of Social Sciences and Education for a number of years, including remote testing with the participation of children from different regions. The methods of obtaining new knowledge through the analysis of variance of laboratory data, nonparametric Wilcoxon criterion are shown. The research in the framework of the article has practical significance, since the laboratory model is flexible, suitable for scaling, working in online and offline modes, and reproduction by pedagogical universities in regions and countries in order to improve the prognostic capabilities of pedagogical diagnostics based on the produced new fundamental knowledge about poorly studied forms of giftedness.