Conceptualization of the giftedness problem in foreign and domestic researche

The paper highlights the basic theoretical concepts of giftedness in foreign and domestic discourse. The research methods were: theoretical analysis, synthesis, comparison, generalization and systematization of scientific sources in order to formulate the basic concepts of research and to highlight the basic intellectual giftedness models. Definitions of intellectual giftedness, talent, instincts, abilities, intelligence are presented In this context. Based on the categorical analysis, the author's definition of "intellectual giftedness" is proposed. The comparative analysis of foreign and domestic concepts of intellectual giftedness was carried out. The analysis of the concepts of intellectual giftedness specifies that, at first, only intellectual and creative factors were considered, they were supplemented later by personal qualities, and now this problem was considered within the systematic approach of its solving. In general, intellectual giftedness can be displayed as a system that includes the following components: the basis of intellectual giftedness (above average abilities, creativity and focus on a certain type of activity; factors of intellectual giftedness (abilities; physiological makers; personal characteristics (peculiarities of the system of values, emotional-volitional sphere, "I"-concept); experience; favorable environmental conditions. Based on generalizations of the main research results, it was determined that the level of development, originality and nature of the intellectual giftedness is the result of the interaction of heredity (natural abilities) and social environment, which are mediated by the successful performance of personal activity. Thus, the concepts of intellectual giftedness in the paper make it possible to confirm that they are not only theoretical but also practically oriented, since they are aimed at not only interpreting the phenomenon of intellectual giftedness and mechanisms of its development, but are the theoretical and methodological basis for systematic activity with the gifted children.