Issues of continuity in working with gifted children and talented youth in the system of general and higher education

Aim. The purpose of the article is to consider the issues of ensuring continuity in the system of work with gifted children and talented youth at the stages of basic general and higher education.

Methodology and methods. The article examines the changes in the system of development of giftedness of adolescents during the transition to higher education. In the course of the research, systematic and personality-oriented methodological approaches were used. The basis for the analysis of the theoretical aspects of the problem of research on the continuity of the development of giftedness in children and youth are the materials presented in scientific articles of electronic databases (catalog of the Russian State Library, elibrary, Web of Science, Scopus). The research used methods of studying and analyzing educational practice, literary sources, content analysis, systematization and generalization of the theoretical and practical results obtained.

Results. The results of the study revealed the problems of disruption of continuity in the system of work with gifted children at the level of general and higher education and the resulting deficits in software, information, organizational, technological and personnel support for its development. Significant elements of the development of giftedness at different levels of education were identified and described, a comparative analysis of the main characteristics of the system of working with gifted children in the system of general and higher education was carried out, continuity deficits and the consequences of its violation were revealed. The ways of replenishing damaged or lost functions of the system elements are determined, the role of tutoring and mentoring in working with gifted schoolchildren and talented students at the university is determined. The role of continuity in the formation of an institutional educational environment that motivates achievements in the intellectual field has been established. The directions of development of technological and personnel support for the development of giftedness at different levels of education are highlighted; the issues of continuity in the development of forms of organization of scientific creativity and research activities of gifted children and talented youth are considered.

Research implications. The results of the study allow us to form the main approaches to solving the identified problems to overcome difficulties associated with a decrease in the level of motivation for various types of intellectual and creative activities, which causes stagnation of actual and potential giftedness during the transition of a gifted student to the system of higher professional education.

Conclusions. In the course of the work, the main problems of disruption of continuity in the system of work with gifted students in a general education institution and the organization of higher education were identified. Based on the results of the identified difficulties and deficits that arise when working with gifted students in the higher education system, the main ways to overcome them are identified, aimed at creating an institutional motivating environment for gifted students.

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