Cite this article as:
Shcheblanova E. I. A. M. Matyushkin’s Concept of Creative Giftedness as a Presupposition of Development of Creative Personality. Izvestiya of Saratov University. Educational Acmeology. Developmental Psychology, 2018, vol. 7, iss. 1, pp. 26-29. DOI: https://doi.org/10.18500/2304-9790-2018-7-1-26-29
A. M. Matyushkin’s Concept of Creative Giftedness as a Presupposition of Development of Creative Personality
Basic aspects of the concept of creative giftedness by A. M. Matyushkin are represented in the context of modern scientific literature and theoretical and experimental research of the staff of the Psychology of Giftedness Laboratory of the Institute of Psychology of the Russian Academy of Education. The basic concepts of giftedness, its main components, structure and development at different age stages, the role of research activity in the manifestations and development of the creative giftedness of children and schoolchildren, approaches to identifying and developing the giftedness of children in school education are formulated in compliance with the concept of creative giftedness. The understanding of an individual’s giftedness as a multidimensional and multilevel evolving system in the process of interaction of individual potential and external environment creates a theoretical basis for building new approaches to the identification, development and education of children with different types and levels of giftedness. The main goals of working with gifted children should include not only the selection and promotion of children already showing outstanding achievements, but also the creation of conditions for the disclosure of potential of a much larger group of children in accordance with their high level of ability and desire for creative search. The applied aspect of the research can be implemented in development of methods and programmes of training, psychological and pedagogical support and counselling of gifted children and youth at different stages of age development.
1. Matyushkin A. M. Myshlenie, obuchenie, tvorchestvo [Thinking, Education, Creativity]. Moscow, 2003. 720 p. (in Russian).
2. Conceptions of Giftedness. Eds. R. J. Sternberg, J. E. Davidson. Cambridge, 2005. 467 p.
3. Subotnik R. F., Olszewski-Kubilius P., Worrell F. C. Rethinking Giftedness and Gifted Education: a Proposed Direction forward Based on Psychological Science. Psychological Science in the Public Interest, 2011, vol. 12, no. 1, pp. 3–54.
4. Shumakova N. B. Sistema razvitiya detey s obshchey odarennost’yu [System of Development of Children with General Giftedness]. In: Differentsionno-integratsionnaya teoriya razvitiya: v 2 kn. [Differential and Integrative Theory of Development : in 2 book]. Eds. N. I. Chuprikova, E. V. Volkova. Moscow, 2014, book 2, pp. 645–658 (in Russian).
5. Belova E. S. Psikhologicheskie usloviya poznavatel’nogo razvitiya odarennykh doshkol’nikov [Psychological Conditions of Gifted Preschoolers’ Cognitive Development]. In: Psikhologicheskiy institut v sovremennom nauchno-psikhologicheskom prostranstve: mezhdunar. Chelpanovskie chteniya 2014 [Psychological Institute in Modern Scientific and Educational Space: The International Chelpanov Memorial Readings 2014]. Ed. V. V. Rubtsov. Moscow, 2014, pp. 277–283 (in Russian).
6. Shcheblanova E. I. Vzaimosvyazi kognitivnykh sposobnostey i lichnostnykh kharakteristik intellektual’no odarennykh uchashchikhsya mladshikh i srednikh klassov [Correlation of Cognitive Abilities and Personal Characteristics in Intellectually Gifted Schoolchildren]. Voprosy Psychologii [Voprosy Psychologii], 2013, no. 1, pp. 13–23 (in Russian).
