THE ROLE OF PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT IN THE DEVELOPMENT OF GIFTED CHILDREN: FROM THEORY TO PRACTICE

Abstract

This article aims to examine the characteristics of psychological and pedagogical support for gifted children and to identify optimal mechanisms in their educational trajectory that correspond to their individual personality traits. A comprehensive approach was used, based on a review of scientific literature and documents, empirical observations, testing to diagnose the level of giftedness and anxiety in children, and qualitative and quantitative data analysis. The experiment utilized an extremely limited sample size (N = 20, with 10 participants per group), which was due to the exploratory nature of the study, difficulties in recruiting gifted children for the study, and the opportunity to examine each individual case in detail. An algorithm was developed to create mechanisms for improving support in the development of gifted children, using personalized pathways based on different scenarios. The practical application of the developed mechanisms is proposed. The application of personalized learning pathways has proven effective in enhancing the mental, creative, and intellectual potential of gifted children and reducing reactive and personal anxiety. This is because the experimental group demonstrated significant growth across all measurement categories, whereas development levels in the control group remained virtually unchanged. High results in all three areas correlate with a reduction in anxiety among children, which indicates the importance of targeted development of these components for maintaining the psycho-emotional health of gifted children. Consequently, the use of specialized support mechanisms can be considered one of the factors for maximizing the potential of gifted children.