ISSN 0798 1015

Vol. 39 (# 10) Year 2018. Page 32

Development and Implementation of the Project «A Gifted Student»

Desenvolvimento e implementação do projeto «Um estudante superdotado»

Lora NARIKBAYEVA 1; Ardak KALIMOLDAYEVA 2; Kamarsulu IBRAYEVA 3; Zhanil MADALIEVA 4; Akkenzhe USSENOVA 5

Received: 12/10/2017 • Approved: 15/11/2017

Contents

1. Introduction

2. Methods

3. Data, Analysis, and Results

4. Discussion

5. Conclusions

Bibliographic references

1. Introduction

Integration of the Republic of Kazakhstan into the world community has put forward high requirements for higher education – training of competitive specialists meeting the modern requirements and progressive experience of mankind.

At the same time, life itself puts forward a self-evident principle for the development of society – have a special social group of people who will shape the future of the country (Lennex&Lesia, 2014; Weigle, 2014; Bakken, Obiakor&Rotatori, 2013). Science (genetics, physiology, psychology, education, sociology, etc.), and the actual practice of training repeatedly demonstrated not only the existence of individual differences in intellectual and creative abilities of people, but also in the success of educational and professional activities (Berger, 2014; Missett, 2014; Pfeiffer, 2015). Helping the gifted young student, with a full-fledged discovery and development of their potential, determines the dignity of the older generation, professional staff. In this context, the problem of finding, developing and supporting gifted students in higher education becomes very important.

Comply with the law of the Republic of Kazakhstan “On Education” and implementing the state program of educational development for 2005-2010, the Ministry of Education and Science of Kazakhstan directs its activities to deepen differentiation and individualization of learning in educational institutions, the establishment of maximum capacity to meet the interests, aptitudes, abilities of gifted students, and their intellectual resources.

A considerable experience to work with gifted children is acquired already, and this activity is managing and coordinating of the multi-functional Republican Scientific and Practical Centre “Daryn”. The activity of this center deserves approval and further improvement. However, this trend is observed at the level of pre-school and school educational institutions. Range of interests and topics of most researchers in this field are concentrated on the study of the problems of gifted children. The reason is a firmly established stereotype for the need of an early detection of a gifted child.

However, endowments – is a phenomenon that is developing in the course of a person's life (Kettler, 2015; Simpson & Adams, 2015; Ktistis, 2014). At the same time, it is known that the development of giftedness and talent can be delayed and sometimes, even ruined not only at the early age, but at any age and at any stage of human development. Talent, due to individual psycho-physiological characteristics of an individual and a variety of social and psychological reasons, may be “late” (be delayed under favorable conditions) or remain permanently “hidden” endowment (Dixon & Moon, 2014).

It is clear that a gifted high-school graduate aspires to get a higher education. Therefore, the complete disclosure and the development of talented individuals is not only in high-school, but also in the higher educational institutes (Chandler & Robins, 2015; Zwick, 2006). Moreover, in the level of specialist’s training with higher education, the development of abilities, intellectual and creative potential will enable them to become optimally efficient in future careers and life in general.

Therefore, the system of measures for dealing with gifted younger generation should be directed to the fact that the search for the most talented and gifted young people during the school-university period purposefully and individually guide the development of their abilities to provide the necessary psychological, pedagogical, material assistance and support in self-development and self-realization to a maximum at all stages of the educational system. This secures the talents for future fruitful professional activity, using them for the benefit of the individual and society.

Gifted and talented people, are those people who by virtue of their outstanding abilities, demonstrate excellence in a particular activity. This means that talent manifests itself: a) in advance of the development of knowledge in the area of academic achievement activities (specific objective activity); b) in the intelligent field; c) in the field of creative thinking and productive activities; g) to advance the social and psychological development.

Thus, the problem is an important direction to development of the modern educational system - Search (identification), special training and development, social and psychological support for gifted young people in higher education – the foundation of human resources and professional elite. The highly skilled professionals of high school are the intellectual and creative potentials of society, which are able to make a qualitative leap in the economic and social life of society, to determine its place in the international community.

Diagnosis, development and support of gifted university students should be treated as a special-ordered system of work with this category of students, both within the university and on a national scale, where each of these aspects of the work in isolation does not make sense, but as closely interconnected and interdependent.

There is a need to focus public action on the formation of the professional elite of the nation (in the technical, scientific, educational, artistic, aesthetic, sports and other areas). It is necessary to create a platform to maximize self-emerging talented future professionals for training in high school and later in their professional activities.

The methodological and theoretical basis of the study are psycho-pedagogical and philosophical concepts of teaching and development of gifted and talented children: training of high-level difficulty, the problem method of training, Basic research, revealing the integrity of the educational process, the concept of programmed instruction, the principles of differentiated instruction, the problem of individual learning, fundamental research on general and special abilities, individual differences and abilities, the psychology of creativity.

2.1. The methodology for the implementation of a comprehensive program includes the following steps

1. To determine the nature and relationship of key terms: “endowments”, “professional skills”, “professional endowments”, “gifted student”, “talent”, “gifted student youth”.

2. To develop the concept of professional giftedness future specialist of higher education. Database developed by the author can serve as a general concept of the future specialist professional giftedness, which is the basis for the construction of pedagogical theory and practice in higher education.

3. To analyze the real state of the practice and the basic content of higher education, in terms of the problems of development abilities and giftedness of future professionals in the Republic of Kazakhstan.

4. To study the experience of working with gifted students in the world of higher education.

5. To identify the basic theoretical and practical approaches to work with gifted students in universities.

6. To identify ways and means of identifying gifted students in high schools.

7. To develop the structure and content of the Republican Center "A gifted student" as the coordinating and managing body of work with gifted student youth of Kazakhstan universities.

8. To start working centers with gifted students at major universities in the country, covering all regions. As a basis there can be taken the model developed by the author of pedagogical work with gifted students at the university on the example of Kazakh National Pedagogical University named after Abai.

3.1. Model of the Project

1. To create a center (department)  for “A gifted student” in the framework of the Republican Scientific and Practical Center “Daryn” that will specifically coordinate and intensify the work with gifted and talented students of all higher educational institutions of Kazakhstan, to provide a unified system of study and development of giftedness among various professional specialists of the future.

2. To create regional (provincial, municipal) centers at major universities of Kazakhstan directed to work with the categories of gifted students.

3. To conduct a universal diagnostic testing of students in order to identify the gifted, and determine their interests and abilities, intellectual and creative potential (in each institution of higher education, at all stages (courses) of training students in high school).

4. To develop intellectual abilities and creativity of talented university students in different fields according to the classification of specialties in higher education (natural sciences, humanities and social, educational (pedagogical), technical, socio-economic, artistic (arts and culture, architecture), medical, military, interdisciplinary) on the basis of differentiation and individualization of learning and development in universities.

5. To improve traditional and implement innovative technologies and teaching methods in the educational process of higher education aimed at working with gifted and talented students.

6. To organize and strengthen the ties among all centers and universities to work with gifted students and to improve their effectiveness.

7. To create a data bank of gifted students in each high school and the whole Republican database of talented student youth of Kazakhstan.

8. To anticipate and monitor further destiny, professional and career development of talented graduates.

9. To define a set of measures (psychological, educational, social, material), supporting and encouraging intellectual and creative activity of gifted and talented students as well as teachers and professionals working with them.

10. To intensify research on the professional types of giftedness future specialists depending on the profile of trained specialists and conduct longitudinal studies of giftedness identity in all areas of professional activity at all stages of the age of human development.

3.2. The model of work with gifted students is based on the following principles

1. Scientific validity. The work should be based on the results of basic research on psycho genetics, pedagogy, psychology, psychophysiology and abilities, intelligence, creativity, giftedness, made in our country and abroad. The fundamental basis of the system of work with gifted students should be a theoretically grounded and practically tested conception of gifted professionals for the future specialist, developed by its structural and substantial model with criteria, indicators and levels of development, taking into account the profile of the university and trained specialists.

2. Professional orientation. The work is focused on the future professional activity of trained specialists, and the installation makes the students to develop their abilities and potential for successful future careers.

3. Democracy. The work is intended to enable the full realization of the intellectual and creative potential, abilities and giftedness of each student, as well as to create an adequate educational environment in accordance with the needs and interests not only gifted students, but every student in high school.

4. Humanity. The work is aimed at recognizing the value of the uniqueness of each student, providing diagnostics, training and development, the provision of psychological, pedagogical, social and material assistance and support for gifted and talented students.

5. Comprehensiveness. The program is aimed at relatively autonomous, at the same time at single organic development of all the essential components of professional giftedness future specialist in leading activities (teaching, research, professional) based on the interaction of various forms, methods, tools, content, teaching and development in educational and extra-curricular activities of students in higher education.

6. Availability. Information about the system of work with gifted students in the universities of Kazakhstan, all activities and teaching materials should be made available to any student, teacher and university.

7. Elective. The work with gifted students is focused on providing every gifted student the freedom to choose an elite university, educational services, elective courses, teachers, objectives, content, forms, methods, sources of funds, time, time, place, evaluation of the results of its activities.

8. Selectivity. The work in higher education should be based on a differentiated and individualized approach to learning and the development of abilities and gifted students in all classes and events held both in training and during extracurricular activities (division into separate groups according to levels of development (talented, gifted, able) to suit the individual characteristics and typology of giftedness.

9. Autonomy. The work forms an independent programming and implementation of their students learning and development based on its own experience and the requirements for a modern specialist, as well as for self-evaluation of their development and activities and their transparency.

10. Reflexivity. The work is focused on the formation and understanding of gifted students of all parameters of the process of learning and development actions of his organization in collaboration with teachers, introspection student and teacher, and the results of its own joint venture.

11. Phasing. The work is based on the training and development of the most talented and gifted students in higher education is a consistent, gradual process (from the formation of motivation to the real intellectual and creative in leading active work activities (teaching, research and professional), and covers all stages student learning in high school (from the 1st to the final year of undergraduate, graduate, doctorate), which ensures the continuity and the continuity of the professional future of giftedness specialist.

12. Mass. The work on the identification and development of gifted students should cover all stages of the student's age, taking into account the individual characteristics of the person, in all courses and specialties, as well as all universities of the Republic of Kazakhstan.

Subject to the implementation of these principles will reveal the talent or the general premise of creativity expert in any profession (science, technology, the arts), the premise of formation and development of the creative personality, capable not only to the creation of new and the discovery of new laws, but also to self-expression, self-discovery personality upon and solving new problems. The concept envisages the organization of training, development and education by identifying the age and individual abilities of the individual. Based on the fact that the nature of genius is versatile in a variety of occupations, the main forces of the faculty of each university, the teaching staff, learning technology should be directed at the development of abilities, giftedness, hidden talents of the future specialist, who can become the basis for its further successful career and life.

The contents of the integrated program of research, development and support of gifted student youth in higher education in RK

For the organization of the “Gifted Student” program is necessary to conduct a series of events (Table 1).

Table 1
The necessary measures for the organization, management system, working with gifted student youth

To implement the measures for the implementation of the program "A gifted student," you must perform the following tasks (Table 2).

Table 2
Project "A gifted student" tasks to streamline and strengthen the links between higher educational institutions

An important condition for "Gifted Student" project is a professional team of teachers and scientific and methodological support of the universities (Conklin, 2015)(Table 3).

Table 3
Staffing and scientific and methodological support of the concept of "A gifted student."

To identify talented students in higher education institutions, a number of measures necessary to carry out (Table 4).

Table 4
Identification, development and support of gifted and talented students at the university

5.1. The findings of the author

• The implementation program of research, development and support of gifted students in higher education will make it possible;
• To solve the problem of maximum self-gifted and talented individuals;
• Identify gifted student youth in the country as a whole;
• To form the intellectual and artistic elite of the country;
• To conduct a targeted and systematic work with gifted and talented young people, both theoretical and practical, based on the established Republican center "A gifted student";
• Include students in higher education almost all regions and districts in the Republican competitions,festival movement;
• To provide high-quality professional selection of applicants to universities of Kazakhstan;
• To form highly qualified future professionals, who after graduation will be actively involved in socio-economic and scientific-cultural spheres of life in Kazakhstan, ensuring its prosperity and well-being;
• Establish links between regional (cities) centers for work with gifted students of high schools;
• Summarize scientific experience with gifted students and young people to develop a new long-term objectives of its perfection;
• To study and analyze the experience of domestic and foreign working with the category of young people; establish links with major elite universities of the world, carrying out the work with gifted young people and thus take into account the general trends of world educational space;
• To determine the best ways and technologies of work with gifted students in high school and distribute advanced domestic and foreign experience;
• To carry out large-scale, longitudinal studies of giftedness in all areas of professional activity and at all stages of the age of human development.

Implementation of this concept and construction of a specially organized system of work with gifted students in terms of specific universities, and at the national level, setting   goals and objectives for further improving detection, development and support of gifted student youth in the Republic, taking into account trends in the reform of university practices and new economic conditions requires further development of this problem both in theoretical and methodological and at the practical-application level.

Implementation of the proposed integrated program of research, development and support of higher education institutions in the Republic of Kazakhstan will contribute to the dynamic and qualitative development of education and science, the creation of a national system of training and certification of scientific and scientific-pedagogical personnel that meet international standards and allows Kazakhstan adequately integrate into the world educational space.

As a result of putting into practice the provisions of the basic concept of social prestige and increase the demand for researchers in the labor market. It will be developed rewards system that supports the professional skill level to increase the role of human resources that will contribute to solving the strategic task becoming one of the fifty most competitive countries of the world, because the educated and talented people - this is the main "gold reserves" of society in the twenty-first century .

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1. Doctor of Pedagogical Sciences, Professor of Department of Music Education and Choreography, Abai Kazakh National Pedagogical University, Almaty, Kazakhstan. lnarikbayeva@yahoo.com

2. Doctor of Pedagogical Sciences, Senior lecturer of Department of pedagogy and psychology, Abai Kazakh National Pedagogical University, Almaty, Kazakhstan. akalimoldaeva@mail.ru

3. Candidate of Pedagogical Sciences, Associated professor of Department Music Education and Choreography, Abai Kazakh National Pedagogical University, Almaty, Kazakhstan. kamar.sulu@mail.ru

4. Candidate of philosophical sciences, associated professor of Department of political science and socially philosophical disciplines, Abai Kazakh National Pedagogical University, Almaty, Kazakhstan. zhanna_madalieva@mail.ru

5. Doctor PhD (of Pedagogical Sciences), Senior lecturer of Department of pedagogy and psychology, Abai Kazakh National Pedagogical University, Almaty, Kazakhstan. akkenzhe_08@mail.ru