Teaching support of gifted children in terms of primary education

The article has dealed with the problem of organizing teacher's work with gifted younger pupils. On the basis of the scientific literature analysis the state of the investigated problem in pedagogical theory and practice has been determined; clarified the sence of the conception of "pedagogical support of gifted students"; outlined the main stages of work with gifted younger students; attention has been placed on the key role of primary school teachers in the harmonious development of the gifted child. It has been established that the primary task of primary school is to find out gifted children, support them, ensure the comprehensive development of the child as a person and the highest value of the society. This task is solved by a teacher, who must be ready to notice gifted pupil, to understand, not to harm his creative development, not to slow the display of abilities, to provide pedagogical support in the development and realization of individual potential. In this context, pedagogical support should be considered as the process of creating optimal conditions for the development of individual abilities of gifted students. It has been proved that the organization of work of the teacher on development of abilities and talents of students involves several stages. The first stage of working with gifted students is diagnostic - identifying children who have the capacity for certain activities, differing in non-standard thinking and creative approach to solving problems. The second stage of designing work with gifted children is a formative - organization of work with gifted students, creating the conditions for the full intellectual, physical, and spiritual development. During the work with gifted children it is important and necessary such stage as analysis and correction of activity (generalization) - summing up of the performed activity, its correction, identification of shortcomings and positive changes, determination of ways for further work.