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BACK TO ISSUE CONTENT | HERALD OF CSPU 2018 № 2 PSYCHOLOGICAL SCIENCES
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DOI: 10.25588/CSPU.2018.02.24
UDC: 152.4:372.2:378
BBC: 88:74.100.551:74.480
N.V. Markina ORCID
Candidate of Sciences (Psychology), leading research scientist at the Laboratory of Research and Methodological Support of Gifted Children, Chelyabinsk Institute of Teachers’ Additional and Advanced Training, Chelyabinsk, Russia
E-mail: Send an e-mail
Е.А. Rybakova ORCID
Candidate of Sciences (Education), Associate Professor at the Department of Pre-School Education, Chelyabinsk Institute of Teachers’ Additional and Advanced Training, Chelyabinsk, Russia
E-mail: Send an e-mail
Existential and psychological aspects of a teacher’s readiness for involving gifted children in creative activities
Abstracts

Introduction. The paper proves the importance of resorting to the opportunities given to us by existential psychology and psychosemantics while studying the preschool teachers’ readiness to involve musically gifted children in various creative activities. The paper is aimed at presenting results of the empirical research concerning psychological aspects of those teachers’ personalities who are focused on working with gifted pre-school children. The study was conducted among music teachers who were advanced training course participants at the time.

Materials and Methods. During the research, the following methods were used: the method of analyzing scientifical literature on the problems of developing children’s talents and teachers’ professional development, psychodiagnostic testing, statistical data processing method.  

Results. The results demonstrate invalidity of the teachers’ idea of creative work and partial discordance of their typical musically gifted preschool child’s image with B.M Teplov’s works. The research revealed correlation between the level of a teacher’s “artistic success” and such personal characteristic, as “self-analysis of the inner world complexity”.  It is stated that the more regular a music teacher esteems his/her responsibility regarding professional behavior positively, the higher is his/her self-esteem level concerning personal fulfilment in creative work.

Discussion. The paper proves the importance of resorting to psychosemantic and existential aspects of developing teachers’ readiness to involve gifted preschool children in creative activities.

Conclusion. It is concluded that the results of the empiric study are integral to creating and developing a vocational education program for teachers aimed at work with gifted preschool children.

Keywords

psychology of talent, a gifted preschool child’s image, teacher’s readiness to involve gifted preschool children in creative activities, artistic success, personal choice, responsibility types

Highlights
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