Diagnostics of teachers' professional readiness for detection and development of giftedness in preschoolers

Background. Currently, various aspects of the identification and development of children’s giftedness are becoming relevant areas of pedagogical work. At the same time, the issues of technology for assessing of professional readiness of teachers are insufficiently developed. The author identifies criteria for teachers’ professional readiness to reveal and develop gifted preschoolers based on the analysis of the Professional Standard “Teacher (pedagogical activity in the field of preschool, primary general, basic general, general secondary education) (educator, teacher)” and transformation of labor actions, necessary knowledge and skills. Using the identified criteria, the author also carries out research and analysis of difficulties arising from the teachers of preschool organizations in Sochi.

Purpose.  Theoretical substantiation of the criteria of teachers’ professional readiness to reveal and develop gifted preschoolers, the study of difficulties arising from the teachers of preschool organizations on the basis of the selected criteria.

Materials and methods. The main theoretical research methods are analysis and analogy. Labor actions, necessary knowledge and skills specified in the labor function “Pedagogical activity for the implementation of preschool education programs” of the Professional Standard of a teacher were analyzed and used as elements transformed by analogy into criteria for teachers’ professional readiness to identify and develop gifted preschoolers. The article also uses an empirical questionnaire method, that makes it possible to investigate and analyze the difficulties arising from teachers of preschool organizations in Sochi during their work with gifted children.

Results. Based on the analysis and transformation of labor actions, knowledge and skills contained in the Professional Standard “Teacher (pedagogical activity in the field of preschool, primary general, basic general, general secondary education) (educator, teacher)”, a theoretical justification of the criteria of professional readiness of teachers to work with gifted preschoolers was carried out. The criteria, presented in the form of dyads of knowledge and skills, were used to formulate difficulties and compile the questionnaire for teachers. An empirical study of difficulties arising from preschool teachers has made it possible to identify the most and least common difficulties, which allows us to conclude that it is possible to use the questionnaire to adapt the content of training or advanced training programs to the educational needs of specific audience of listeners.