Psychological and pedagogical methods of supporting gifted children in the Russian educational system

The state policy of the Russian Federation in the field of work with gifted children is currently an important part of the educational policy aimed at identifying, accompanying and supporting gifted children. For its implementation, programmes and projects aimed at working with gifted children are developed and implemented, educational organisations and centres are opened and operate at various levels, budgetary resources, funds, scholarships and grants are allocated, events, competitions and Olympiads of various kinds and levels are organised, and work is carried out to ensure a comfortable educational environment in schools.

The new strategic educational guidelines have prioritised the problem of quality training of professional and pedagogical staff to support and educate gifted children [1].

At the end of 2024, the national project "Youth and Children" will be launched in Russia. Prime Minister noted that the new national project "Youth and Children" is aimed at creating opportunities for self-realisation and development of young people's talents. The project will combine the issues of formation of a sovereign education system and a system of patriotic education, infrastructure development. The federal project "Every Child's Success", within the framework of the national project "Education", is aimed at developing supplementary education, identifying, accompanying and supporting gifted children, self-determination and professional orientation of students. The strategy of modern education is to give all students without exception the opportunity to show their talents and creative potential, which implies the possibility of realising personal plans [1, 5].

Referring to the definitions found in the Ushakov Dictionary allows us to consider the concept of "competence" as: 1) "A range of issues, phenomena in which a given person has authority, knowledge, experience". "A range of authority, the area of issues, phenomena subject to someone's authority (law)" [2].

"Competence" is further defined as a set of knowledge, skills, abilities, experience in activity, personality traits of the subject, his motivation, and value attitude to the subject of activity, ensuring the successful solution of professional activity tasks [2].

Professional competence of a teacher working with gifted children is understood as a teacher's ability, formed in professional activity with the integration of conscious value orientations and motives, professional knowledge and skills, personal qualities, ensuring the solution of tasks, identification and support of gifted children, achievement of self-actualisation of personality [5].

Speaking about psychological and pedagogical support of gifted children in the Russian educational system, we cannot but pay attention to the number of professional teacher training programmes. The purpose of our study is to identify and analyse the organisational and pedagogical conditions for the implementation of educational policy in the field of work with gifted children, created in the conditions of supplementary education in Russia.

An additional objective involved formulating future research directions. Given the limited scientific evidence within the current study approach, the development of research questions and promising directions may independently intrigue readers.

One of the principal methods is the individualization of learning. Regional centers create personalized educational pathways for each gifted child, considering their unique abilities and interests. For instance, the regional center for identifying and supporting gifted children "Algorithm of Success" uses programmes that allow children to develop at their own pace and gain knowledge in the areas they are most interested in. Programmes include:

• -    Individual Learning Plans: developing personalised learning pathways that take into account a child's strengths and interests.

• -    Project-based learning: children work on individual and group projects to develop their research skills and creativity.

• -    Mentoring: each child is assigned a mentor to help them with their learning and personal development.

The Belgorod Institute for Educational Development is actively implementing individualized methodologies through the creation of special- ized courses and programs for educators dedicated to working with gifted children:

• -    Diagnostic Methods for Giftedness: equipping educators with techniques for identifying gifted children.

• -    Development of Personalized Educational Programs: training teachers to devise customized curricula for gifted students. Regional centers provide an optimal developmental environment for gifted children. The regional center for the identification and support of gifted children, "Algorithm of Success," organizes specialized classes and groups that enable children to interact with peers of similar abilities, engage in projects and competitions, and enhance their creative and intellectual capacities. The main areas include:

• -    Creative workshops: classes in various areas of art, science and technology.

• -    Intellectual clubs: discussion clubs and hobby groups where children can share knowledge and ideas.

• -    Scientific conferences and competitions: participation in regional and all-Russian scientific events.

Without a structured approach to the support and development of gifted students, it is impossible to build a faithful process of teaching gifted children. With the help of Table 1 there was a plan for the implementation of the programme of support for gifted children, with the help of which it is possible to monitor the progress of the programme and provide comprehensive support for the development of the potential of talented children both in academic and extracurricular activities.

Table 1. Implementation plan of the program of support for gifted children.

Psychological and pedagogical support for gifted children within the Russian educational system necessitates a comprehensive approach.

This includes the individualization of learning, the creation of a nurturing developmental environment, provision of psychological support, fos- tering of critical thinking and creativity, and collaboration with parents.

Effective engagement with gifted children is unattainable without the active involvement of parents. Teachers and psychologists of the centers work closely with families, informing them about the child's progress and giving recommendations on the development of their abilities at home. The regional center for identifying and supporting gifted children, "Algorithm of Success," conducts the following activities:

• -    Seminars for parents: educating parents in techniques for supporting and nurturing gifted children.

• -    Counseling and training: offering individual and group sessions for parents on parenting and educational strategies.

• -    Joint activities: involving parents in educational and developmental activities alongside their children.

The regional center for identifying and supporting gifted children "Algorithm of Success" and the Belgorod Institute for Educational Development play a key role in the implementation of these methods, helping children to maximise their potential and achieve high results in various areas of activity [3].

A child's success and talent depend largely on the environment in which he or she develops, the role of teachers, parental support and the level of motivation. A multifaceted approach to supporting gifted children, encompassing all these elements, can substantially enhance their achievements and unlock their potential. By persistently developing and implementing new methods and programs, educators not only facilitate the holistic development of gifted children but also establish conditions conducive to their successful selfrealization in the future.