Inclinations, abilities, giftedness, talent, genius: characteristics

About deposits

So, inclinations are those capabilities with which a child is born. They begin to appear at 3-4 years of age. For example, the makings of drawing or singing. Of course, talking about the ability to sing songs or draw pictures at this age is out of the question, but attentive parents may notice a child’s craving for certain types of creativity. The inclinations should be developed. With the right approach, they can develop into abilities. By the way, inclinations are a very multifaceted concept. For example, a child with an ear for music in the future can become a composer, a guitarist, a conductor, and can also tune musical instruments. It's all about his preferences and choices.

Where does talent come from? Part 1

Not all children who show ability achieve anything significant in adulthood. Often the opposite is true.

Charles Darwin admitted that he was “a very ordinary boy, intellectually below average, showed little intelligence in his studies, and could not follow long and abstract reasoning.”

His cousin Francis Galton in his youth was a real “genius” and amazed everyone with his intelligence. Many years later, experts determined that Galton's IQ was higher than Darwin's. The child prodigy Galton tried himself in various fields, but in none of them did he reach such heights as Darwin.

Teachers recognized Thomas Edison as limited. “I was never able to do well in school,” Edison recalled. — I was always among the last in the class. I felt that the teachers didn't like me and that my father thought I was stupid, and I almost decided that I must be stupid."

Some believe that talent is an outstanding ability from birth, heredity or a gift from a “higher power.” Let's figure out why these opinions are not true and even destructive for humans.

Genes

The genes “record” what the appearance, structure of the body and organs of a person will be like under normal conditions. Because of this, it is easier for one person to become a table tennis champion (short limbs), and for another to become a marathon runner (vascular structure and better oxygen exchange). But genetic inclinations for certain sports are not yet an indicator of talent.

Michael Jordan was not very tall in his youth. Because of this, he was not included in the college basketball team. Michael trained his jump hard to compensate for these shortcomings. He later received the nickname “His Airness” and became an NBA legend.

It’s clear how genes can influence physical performance, but behavior is much more complicated. Even before a person is born, the brain is formed due to a genetic program. Genes are responsible for what chemical processes will occur in the brain. But how these processes affect a person's character depends on how he uses his brain.

It will be clearer with an example.

Brain cells communicate with each other and with other cells using chemicals called transmitters. There are whole “cocktails” of neurotransmitters at work in the brain, but one of the most important is dopamine. Dopamine in the brain produces a feeling of well-being and pleasure.

Excess dopamine in laboratory mice causes continuous exploratory hyperactivity. But if you remove dopamine, this leads to the cessation of any activity - mice even stop eating and die of hunger.

Some people produce more dopamine than others. This may explain the thirst for knowledge and risk, absorption in what you love. But often people do not find such a thing and become gambling addicts or look for similar sensations in alcohol and drugs.

If genes influence behavior, it may seem that a person is pre-programmed for talent. But that's not true. Genes change throughout life under the influence of the external environment.

Over the past 15–20 years, the concept of genes has changed. If earlier it was assumed that there are “good” and “bad” genes, now they are divided into those that are more strongly or weakly influenced by the environment.

The dependence of genes on the environment can be compared to playing cards. A good player can win with bad cards. But a bad person will not be helped by the best genes that nature “hands over” to him. Therefore, it is important to understand the rules of the game - “the environment shapes the person.”

Wednesday

If children are kept in identical boxes after birth, then it doesn’t matter what genes they have - they will all be short. They will be formed by the external environment, i.e. tight drawers. Therefore, genetics cannot be considered in isolation from the environment. The environment shapes genes.

If a new predator appears from which one can escape by climbing a tree, the victims learn to climb trees without innate predispositions.

First, each individual will learn a new ability. Those with more tenacious paws will more often survive and leave descendants. Selection will begin for the ability to climb trees and the ability to quickly learn this. So external conditions will rewrite genes.

Behavior is not written directly into genes. If a person has not heard speech, he will never speak this language. Such complex skills are the result of learning, that is, the influence of the environment, not genetics.

Depending on the environment in which a person is raised, he will behave accordingly - no matter what genes he has.

When studying talented people, it is important to trace the environment in which abilities were formed. What surrounded these people from early childhood - toys, objects, people, parents' intentions, etc.

Wolfgang Amadeus Mozart was surrounded by music from birth. His father, a court musician, taught his 7-year-old daughter music. The girl musician was received with delight and love by the audience. Mozart saw this, and already at the age of 4 the boy himself asked his father to teach him music. From then on, Mozart practiced constantly, earning money for his family. But before becoming a famous composer, Mozart spent many years communicating with famous European musicians and learning from his experience.

From the age of 9, Grigory Perelman followed in the footsteps of his mother, a mathematics teacher and graduate student at the Leningrad Pedagogical Institute. A teacher who trained world-class mathematicians was selected in advance for Gregory. Perelman attended a circle and socialized among fellow mathematics enthusiasts.

Then there was a special mathematical class, studies at the Faculty of Mathematics of Leningrad State University, graduate school, all-Union and international Olympiads, and an internship in the USA. But the main thing is that all these years Gregory solved problems every day. He waited for Sunday with one goal - to solve problems in silence.

Mozart and Perelman became outstanding people thanks to other qualities. But if the conditions are not created, the world will not know about a talented composer or mathematician - the environment will not allow these talents to reveal themselves.

There are no genes responsible for a person becoming a criminal or a millionaire. Such behavior is dictated by the conditions in which a person develops. The same set of genes in a black ghetto and in a banker's family will affect behavior differently.

Conditions can be controlled while influencing your own behavior. But if you perceive your abilities as heredity or “fate,” then it is impossible to control behavior.

Heredity

Darwin's cousin, F. Galton believed that talent is a hereditary trait. In 1869, in the book “Hereditary Genius: A Study of Its Laws and Consequences,” he analyzed the genealogies of judges, scientists, military men, artists, and “statesmen.” True, by natural talent he understood qualities that lead to high reputation and fame.

It is difficult to become a statesman without connections and an aristocratic name.

Galton decided that he had calculated the law of distribution of geniuses. Most successful people were born into famous families. True, his calculation is valid only for judges, officials, politicians and generals - these groups had more prominent relatives than others.

But this once again proves the influence of society - the environment. It was difficult to become a statesman or commander at that time without family connections, money and an aristocratic name. Writers, scientists, poets, musicians do not fall under this law of distribution of geniuses.

Many talented scientists did not have prominent relatives at all. Among them: Copernicus, Kepler, Newton, Pascal, Ampere, Euler, Gauss, Galvani, Volt, Oerstedt, Faraday, Stephenson and many others.

The theory of heredity of talent had followers. But they didn’t prove it either.

S. Bert's work on monitoring twins turned out to be fake. He found that twins raised in different families grow up with the same level of intelligence and achieve the same success. This would mean that intelligence is inherited.

In 1971, Bert died, and then a scandal broke out. His employees were unable to find the addresses of Bert’s associates who published joint articles with him. The check confirmed that such people did not exist. Bert just made them up. Later they became convinced that he had invented “scientific” facts, names and biographies of twins allegedly used in research.

An indicative experiment was carried out by Robert Graham, an American billionaire who believed that there were biological differences between geniuses and ordinary people.

In 1980, Graham founded the Nobel Laureate Sperm Bank and financed it until 1999. Any woman could become the mother of a person with super-high intelligence.

The final results of the experiment were recently summed up. The children born during the entire experiment were no different from their peers. Only one out of 200 showed abilities in childhood and showed a high IQ, but never achieved anything outstanding - he abandoned his studies, took up spiritualistic searches and narcotic practices.

Dozens of scientists were looking for features, creative success. Research was carried out by: Ostwald, Cox, Barron, Meeker, Look, Mansfeld, Busse, Sternberg, Walberg, Tardif. The results only agree that all “good” personality traits are associated with success in science.

But character qualities develop under the influence of external events and upbringing. This cannot be called genetic similarity.

Anna Roy selected 64 famous scientists and examined them. She was unable to discover specific characteristics except one - insatiable curiosity and enormous interest in research.

Anna received interesting information from the stories of scientists about how their personalities developed. Most often, scientists talked about motivation for prestige, the personal influence of certain teachers, persistence in trying, and preoccupation with work to the detriment of all other interests.

Superstitions

People tend to consider talent a mystical gift; many believe in fate and destiny. The human mind looks for symbolism in everything. If something doesn’t yet have an explanation, they try to give it meaning. It's hard for us to believe in chance.

Ancient people did not understand the nature of phenomena. If a volcano erupted, they believed that “the volcano was angry” - there was no other explanation. Superstitions are born from a lack of information. But gradually an explanation is found for everything.

Belief in fate and “higher powers” ​​comes from a lack of information.

For example, some still believe that talent depends on the “position of the stars” at birth. Various researchers studied the birth dates of 20,000 scientists (A. Hynek), 6,475 politicians (D. McGervey), but the distribution of dates by zodiac sign turned out to be random.

An interesting observation is described by M. Gladwell in the book “Geniuses and Outsiders.”

Most Canadian hockey stars were born in January, February and March. It turned out that this is easily explainable and is not connected either with astrology or with the magical power of the first three months.

In Canada, selection for hockey groups ends on January 1st. A child falls into the nine-year group if he turns nine years old before January 1. If his birthday is January 2, he will end up in another group and will be older than everyone there.

Coaches select players for elite teams at ages nine and ten. Tall and agile guys are considered more talented. Those who are older than others in their group look like this. The best coaches work with them, the guys play with stronger teammates, and train 2-3 times more.

Thus, a small age difference determined the career of many hockey players. This was influenced not by the signs of the Zodiac, but by society, with the rule of distributing children into groups until January 1st.

There is no talent from birth; there are insufficiently studied conditions in which talent was formed. If we understand deeper, find patterns and reasons in ourselves, we will be able to influence the situation. But if you rely on an imaginary “fate,” you won’t be able to influence anything.

Belief in destiny and “higher powers” ​​is even more destructive for humanity than belief in the genetics of talent and heredity. With this approach, we completely remove responsibility from ourselves and the conditions that we create for our children.

Let's repeat the main thoughts and summarize

1. There are no genes responsible for a person becoming a criminal or a millionaire. The genes themselves are not as important as the conditions in which they will manifest themselves. Genetic deficiencies can be compensated for by training.
2. The environment can either reveal talent or destroy it. It is important to pay attention to the environment in which the talent of an outstanding person arose. If you find patterns, you can partially recreate such an environment.
3. Talent is not passed on through genes, and it is not a mystical gift from “higher powers.” Creativity and skill can and should be cultivated by creating the conditions for this. In addition, there are methods that cultivate the character traits of talented people.

We will examine such conditions, qualities and methods in more detail in the following articles.

Giftedness - what is it?

Next comes giftedness - this is a combination of several abilities, thanks to which a person can successfully engage in a certain job or type of creativity. Gifted people often succeed in their chosen endeavor. They are generally admired and appreciated by others. Although it should be noted: this happens provided that they constantly improve their knowledge and make certain efforts to obtain the required result. A person who does not grow professionally and intellectually may end up with nothing.

Genius and talent are...

Now we come to the concept of “genius”. Psychologists say that this is the highest manifestation of talent. Brilliant people with their creativity change the lives of entire generations of people, force them to think in new ways and make grandiose discoveries.

What is the difference between talent and genius? It is difficult to answer this question. It is often difficult to know where talent ends and genius begins. These concepts are closely related. However, it is worth noting that there are many talented people, but only a few geniuses. Researchers believe that in the entire history of human civilization there have been no more than 400 of them. Speaking about them, one cannot help but recall Leonardo da Vinci, Mozart, Aristotle, and Mendeleev.

There is an opinion that brilliant people are messengers of God; they came to Earth to make brilliant discoveries, invent new things, thereby pushing humanity towards development and improvement. They are like a connecting link between the Creator and people; they transmit the necessary knowledge, although they themselves do not realize it. The calling of brilliant people is to bring light in the darkness. They often have a difficult fate, since most people do not understand them and even condemn them, especially during their lifetime. Thus, they have to fight for their place in this world. We all know cases when geniuses lived in poverty and misunderstanding, and recognition and glory came to them only after death. Alas, this is true. The explanation is that genius and talent are things that are difficult for ordinary people to comprehend due to their limited worldview. Many of them don't even try to do this.

Inclinations, abilities, giftedness, talent, genius: characteristics

Abilities have a complex structure, which depends on the development of the individual. There are two levels of development of abilities:

reproductive

· creative

A person who is at the reproductive level only displays a high ability to assimilate knowledge, master activities and carry them out according to a given model. At the creative level, a person creates something new and original.

If humanity were deprived of the opportunity to create or did not have educational (reproductive) abilities, then it would hardly be able to develop. Therefore, some authors believe that reproductive abilities are, first of all, general abilities, and creative abilities are special ones that determine the success of creativity. And their interaction determines the development of humanity.

It is worth taking into account that these levels are interconnected; all creative activity includes reproductive activity, and reproductive activity includes creative activity. Also, both levels are quite dynamic. They are not something frozen. In the process of mastering new knowledge or skills, a person moves from one level to another, the structure of his ability changes. It is known that even extremely gifted or even brilliant people began by imitation.

The development of one or another ability takes place in several stages:

· Makings of

· Capabilities

· Giftedness

· Talent

· Genius

Inclinations are only unique anatomical and physiological prerequisites for the development of abilities. Abilities can be formed from inclinations only during activity and under favorable conditions. In addition, every deposit is multi-valued, i.e. under different conditions, different abilities can be formed from it.

Ability is a basic personality property that is a condition for the successful performance of a certain activity. The vast majority of people have the ability to perform several types of activities.

Giftedness is associated with the development of abilities, but at the same time it is independent of them. B.M. Teplov defined giftedness as “a qualitatively unique combination of abilities, on which the possibility of achieving greater or lesser success in performing one or another activity depends.

Giftedness does not ensure success in any activity, but only the opportunity to achieve this success. Those. To successfully perform an activity, a person must have certain knowledge, skills or abilities. Giftedness can be special - that is, applicable to one type of activity, and general - to different types of activity. Often general talent is combined with special talent. Signs that indicate giftedness include early development of abilities or more pronounced ones compared to other members of the same social group.

Talent is an ability inherent at birth. But it reveals itself gradually, with the acquisition of certain skills or experience. Modern scientists identify certain types of talent that people possess to one degree or another. In the early 1980s, Howard Gardner wrote the book "Frames of Mind." In this book, he identified eight types of talent and intelligence:

· verbal-linguistic (responsible for the ability to write and read, inherent in journalists, writers and lawyers);

· digital (typical for mathematicians, programmers);

· auditory (musicians, linguists, linguists);

· spatial (inherent in designers and artists);

· physical (athletes and dancers are endowed with it; these people learn more easily through practice);

· personal (also called emotional; responsible for what a person says to himself);

· interpersonal (people with this talent often become politicians, speakers, traders, actors);

· environmental talent (trainers and farmers are endowed with this talent).

The presence of talent should be judged by the high development of abilities, especially special ones, as well as by the results of human activity, which should be distinguished by fundamental novelty and originality of approach. A person’s talent is usually directed by a pronounced need for creativity and reflects social demands.

Genius is the practical embodiment of an increased level of creative potential of an individual relative to other individuals. Traditionally expressed in new and unique creations, belatedly recognized as “masterpieces”. Sometimes genius is explained by a new and unexpected methodological approach to the creative process.

As a rule, a genius creates much more productively and faster than his peers who achieve official recognition in the same field of activity. There is an opinion that genius requires the universal interests of an extraordinary personality.

Psychologists agree that abilities, like muscles, must be developed through exercise. This follows from the very definition of abilities, because they cannot be born on their own, outside of a certain activity. The truth of this thesis can be easily seen using the example of musical abilities. Those who have studied music know that the path to performance mastery lies through daily hours of practice, a significant part of which consists of tedious scales. But these scales are played every day by both beginning musicians and great pianists. However, the point is not so much in the number of exercises, but in the strength of tension, in the systematic nature of mental work, and its methodology.

But all this relates to training existing abilities. The formation of new abilities takes place in several stages:

1) Identification of inclinations. This is a very important stage at which it is necessary to identify the prerequisites for certain abilities for their further formation. This can be done through observation, however the most common approach to this process is to conduct various tests. A similar technique is widely used by child psychologists to identify the inclinations of a child, but can also be applied to an adult, which is practiced by employers during an interview with a candidate.

2) Providing a favorable environment for the development of abilities. A favorable condition can be considered a sensitive period of human development, that is, a period when the conditions for the development of certain abilities are most optimal. This period is often called a period of special sensitivity. Sensitive periods are typical for children, but the time of their occurrence and duration depend on the individual characteristics of each particular child. The adult’s task at this stage is to anticipate or notice such a period in time and provide the child with what he needs to develop this or that ability. An example would be learning to play the violin. Most teachers do not begin to teach children over nine years of age, since usually after this age the sensitive period for a given musical ability ends.

3) Introduction to the activity. This stage is the practical implementation of the previous one and has many similarities with it. As soon as favorable conditions for the development of a particular ability are identified, it is necessary to immerse the person in activities directly related to this ability. Because as mentioned above, ability can arise and develop only within activity. The variety of activities that a person engages in contributes to the most versatile and at the same time complex development of his abilities. It is also important to take into account some requirements, the observance of which will allow the most effective development of a particular ability.

· Creative nature of activity

. Such an activity requires a person to be quick-witted and have some originality. In addition, this approach will allow you to achieve complete immersion in the environment, completely capturing your attention. This is most relevant for children; the most effective methods of teaching and developing abilities today are based on creative, often playful activities.

· Optimal difficulty level

. It is necessary to take into account the characteristics of each individual, his mental abilities, physical qualities and some individual properties, such as memory, attention, etc. If the activity is too simple, it only ensures the implementation of existing abilities; if it is overly complex, it becomes impossible to implement and, therefore, also does not lead to the formation of new skills.

· Ensuring a positive emotional state

contributes to the formation of interest in activities and increasing their effectiveness. A positive attitude can be achieved through a system of successes and failures. Within its framework, every failure must be supported by a victory, thus some variety is introduced into the process of activity, excitement arises, which does not allow the individual to quit this or that type of activity.

· Proper motivation.

Stimulating motivation also maintains an individual's interest in a given activity. It turns the goal of activity into an actual human need. For the formation and development of human abilities, learning is necessary, and according to the theory of social learning, this process cannot occur without appropriate reinforcement. The stronger the reinforcement, the faster and more effective the development of a particular ability will be. Stimuli such as encouragement and punishment can be used as reinforcement. Encouragement is considered a more effective method because... Punishments often lead to the suppression of unwanted behavior rather than its elimination.

Thus, the development of a person’s abilities for various types of activities largely depends on the external environment. There is an opinion that the development of a person’s creative abilities has some special, internal sources. Proponents of this idea support their point of view by the predisposition of some people and the complete inability of others to certain types of activities. However, they forget and distort the main thing - the source of development of abilities. Spontaneously developed initial abilities are mistaken for innate.

So, the initial abilities of people develop very quickly, but they reach only the lowest level. In order to continue the development of certain abilities or to form new ones, the development process must be organized and managed.

Talent and genius: similarities and differences

There is an opinion that genius and talent differ in that the latter should be developed, and genius is given to a person from above. But still nothing can be done without hard work. Imagine a genius who does not engage in the work that is prescribed for him by fate, he let his life take its course and does not realize himself at all. It is unlikely that he will create anything new or help humanity in any way. The concept of “talent” (and “genius” as well) includes tireless work, self-control and self-improvement. No wonder Thomas Edison, the American inventor, argued that genius is 1% inspiration and 99% perspiration. One cannot but agree with him.

It is also very important that a person’s abilities, inclinations, giftedness, talent, and genius be directed in a positive direction. After all, the world also knows evil geniuses who used their abilities to harm people: Hitler, Genghis Khan, Saddam Hussein, Ivan the Terrible... These and some other people flooded the pages of history with human blood at different times. Genius and talent are the servants of Good, not Evil. Although, as we see, there are exceptions.

Psychologists say that every person is a genius in his own way, you just need to discover the inclinations in him. Talent and genius will come with time. That is why caring parents should carefully observe their baby in order to discover creative abilities in him. Regular classes with professionals will do the trick. Abilities will turn into talent, and later into talent. Whether a person can become a genius in his field will depend only on him. Is he able to work without rest, can he devote himself entirely to his favorite work, abandoning everything else. It is worth considering that family life and everyday life can interfere with genius and dull it.

Alcohol and drugs can also get in the way of a talented person. This happens often. Everyone knows of cases where creative people “wasted” their talent, ending up with nothing.

Be smart!

The work was added to the website samzan.ru: 2016-03-13

Ticket 14

1. The concepts of “Inclinations”, “Abilities”, “Giftedness”, “Talent”, “Genius”. The relationship of these concepts.

Inclinations are natural prerequisites for abilities contained in the structure of the brain, which may turn out to be conditions for the successful performance of any activity. These functional features of the structure of the brain, sensory organs and movement, which act as natural prerequisites for the development of abilities, are called inclinations.

Abilities are those psychological characteristics on which the success of acquiring knowledge and skills depends, but which themselves cannot be reduced to the presence of this knowledge, skills and intelligence.

Giftedness was considered as a qualitatively unique combination of abilities, on which the possibility of achieving greater or lesser success in performing one or another activity depends. In other words, giftedness is that individual combination of abilities that allow a person to easily, quickly, and at a qualitatively different level acquire the skills and abilities necessary for the successful performance of activities. [

Talent is a combination of abilities, their totality. A single, isolated ability cannot be an analogue of talent, even if it has reached a very high level of development and is clearly expressed. Talent is characterized by the ability to achieve achievements of a high order, but remaining, in principle, within the framework of what has already been achieved; genius presupposes the ability to create something fundamentally new, to pave truly new paths, and not just reach high points on already beaten roads.

Among modern foreign concepts of giftedness, the most popular is the theory of Joseph Renzuli. He believes that the behavior of a gifted person reflects the interaction between three main groups of qualities: these are general or special abilities above average, a high level of involvement in the task and a high level of creativity. Giftedness, as defined by J. Renzulli, is the result of the interpenetration of three factors. This interaction of all three components at a sufficiently high level of their development gives the qualitative originality of pronounced abilities that distinguish a gifted child. It is fundamentally important that J. Renzulli proposes to consider gifted not only those who are superior to their peers in all three main parameters, but also those who demonstrate a high level in at least one of them. Thus, the gifted population expands significantly beyond the small percentage of children typically identified through intelligence, creativity, or achievement tests.

The factors identified by J. Renzulli are included in most modern models of giftedness. So, for example, according to the famous specialist in the field of children's giftedness D. Feldhusen, J. Renzulli's model should be supplemented with “I - concept” and self-esteem. He proposes to take care not only of the development and growth of the child’s intellectual and creative potential and special abilities, but also of the formation of a positive “I-concept” and high motivation.

In their work “The Working Concept of Giftedness,” D. B. Bogoyavlenskaya and V. D. Shadrikov identify two factors of giftedness, which, in their opinion, are the main ones: “instrumental” and “motivational.” This approach is somewhat reminiscent of G. Renzulli's model. But if J. Renzulli identifies three factors, then the authors of the “Working Concept of Giftedness” integrate outstanding abilities and creativity into one factor - “instrumental”. They propose to consider giftedness in two main aspects: “I can” and “I want.” The instrumental component summarizes everything that belongs to the sphere of abilities:

- specific strategies of activity: rapid mastery of activity, high success in its implementation, use and invention of new methods of activity, putting forward new goals for activity;

— individual style of activity and self-sufficient system of self-regulation;

- highly structured knowledge, the ability to see the simple in the complex, and the complex in the simple;

- a special type of learning ability.

The motivational aspect traditionally contains five main features: increased selective sensitivity to certain aspects of objective activity; pronounced interest in certain activities or areas of activity, extremely high passion for the subject; increased cognitive need; preference for paradoxical, contradictory and uncertain information; high criticism of the results of one’s own work, a tendency to set extremely difficult goals, and a desire for perfection [4]. Gifted children. M., 1991 Correlation of intellectual and creative components of giftedness (2002 1) N.G. Markova N.N. Bam

An example of a model that gives an idea of ​​both the complexity of the phenomenon of giftedness itself and the conditions necessary for its development and manifestation is the five-factor model developed by A. Tannenbaum (1983). The author of the model believes that in order to realize abilities, the interaction of five broad conditions, including internal and external factors, is necessary. They are:

• is the g-factor or general ability;

• special abilities in a specific area;

• special characteristics of a non-intellectual nature, suitable for a specific area of ​​special abilities (personal, volitional);

• a stimulating environment appropriate for the development of these abilities (family, school, for example);

• random factors. [L.V. Popova, Yu.D. Babaeva ]

In this model, the general ability factor is understood as high, but not necessarily extraordinary, intelligence. There is also no fixed indicator of intelligence that would indicate giftedness, since this indicator varies depending on the special ability where a person shows his exceptionality.

N.G. Markova N.N. Bats Yu.Z. Gilbukh and co-authors identified a number of the following regulatory skills in the mental activity of gifted children:

• carrying out, on one’s own initiative, a thorough analysis of the task at hand in order to understand its meaning;

• planning upcoming actions;

• use, if necessary, a limited number of manipulations to carry out targeted search tests;

• the ability to build a clear image of the goal, to understand the quality criteria of the future product;

• steady subordination of the actions performed to these guidelines;

• continuous monitoring of the progress of the cognitive process.

There are different points of view regarding the relationship between the concepts of “ability”, “giftedness”, “talent”, “genius”. A number of authors consider giftedness only as the natural basis of abilities, sometimes reducing it to inclinations and linking it with the general factor of the ability to create. Let us consider the most typical view of these concepts.

The term “ability” is used very widely in everyday life; it has been much abused in psychological literature. The so-called psychology of abilities has greatly discredited this concept. Just like Molière's medical scientist, who “explained” the soporific effect of opium by saying that opium has the “ability” to put one to sleep, this psychology explained any mental phenomenon by attributing the corresponding “ability” to a person. Abilities, therefore, in the scientific arsenal of this psychology often served to get rid of the need to reveal the laws of the course of mental processes. Therefore, modern scientific psychology has grown to a large extent in the struggle against the psychology of abilities. “Functions” were also often interpreted as such abilities; this, in turn, meant that abilities were interpreted as organic functions and, in connection with this, were considered as some primary, natural, predominantly innate characteristics. In view of this, before introducing the concept of “ability” into the system of psychological science, it is necessary to more accurately outline its true content.

Every ability is an ability for something, for some activity. The presence of a certain ability in a person means his suitability for a certain activity. Any more or less specific activity requires more or less specific qualities from the individual. We talk about these qualities as human abilities. The ability must include various mental properties and qualities necessary due to the nature of this activity and the demands it makes.

Abilities have organic, hereditarily fixed prerequisites for their development in the form of inclinations. People from birth are endowed with different inclinations, although these differences are not as great as those who mistakenly reduce differences in abilities entirely to differences in innate inclinations claim. Differences between people in their inclinations lie primarily in the innate characteristics of their neuro-cerebral apparatus - in its anatomical, physiological, and functional characteristics. The initial natural differences between people are differences not in ready-made abilities, but in inclinations. There is a very large distance between inclinations and abilities; between one and the other - the entire path of personality development. The makings are multi-valued; they can develop in different directions. Inclinations are only prerequisites for the development of abilities. Developing on the basis of inclinations, abilities are still a function not of inclinations themselves, but of development, into which inclinations enter as a starting point, as a prerequisite. By being involved in the development of an individual, they themselves develop, i.e. transform and change.

The meaning of innate inclinations for different abilities is different. Their meaning appears relatively clearly in such abilities as musical abilities, an essential prerequisite for which is fine hearing, i.e. a quality that depends on the properties of the peripheral (auditory) and central nervous system. The structural features of the neuro-cerebral apparatus are innate inclinations. But these are precisely the makings for the development of musical abilities, the prerequisites for their development, and not the musical abilities themselves. Musical abilities in the true sense of the word are the properties and data necessary for engaging in musical activity, i.e. performing music, composing music (compositions) or fully artistic perception of it. Musical abilities in this only legitimate sense of the word are not innate properties of the organism, but the result of personality development; congenital inclinations are only necessary prerequisites; they depend on the entire path of personal development. Specifically (if we continue the development of thought using the example of musical abilities), the development of a composer’s musical abilities may depend on whether he finds creative ideas, plots that are adequate to his technical means, and technical means that are adequate to his plans, etc.

When developing abilities in the process of activity, a peculiar dialectic between abilities and skills plays a significant role. Abilities and skills, quite obviously, are not identical, but they are still closely related; Moreover, this connection is mutual. On the one hand, mastering skills, knowledge, etc. presupposes the presence of known abilities, and on the other hand, the very formation of the ability to perform a certain activity presupposes the development of related skills, knowledge, etc. These skills, knowledge, etc. remain something completely external to human abilities only until they are mastered. As they become accustomed, i.e. turn into personal property, they cease to be only knowledge and skills acquired from the outside, but lead to the development of abilities. Let's say, as a person truly masters the techniques of generalization, inference, etc., based on the material of a certain system of knowledge, he not only accumulates certain skills, but also develops certain abilities. Learning, as a truly educational process, differs from simple training in that it develops abilities through skills and knowledge.

If we are talking about musical creativity, then the activity of imagination presupposes, on the one hand, the presence of sufficiently bright, rich, subtly nuanced sensations and ideas; on the other hand, this activity requires for its implementation a special technique, which is formed and developed on the basis of the historical development of music. The development of a musician’s creative imagination as a specific ability can (as we saw in the example of N.A. Rimsky-Korsakov) turn out to be constrained by insufficient or inadequate technology, and only the artist’s mastery of new technical means creates the possibility of further development of creative musical abilities. Thus, without, of course, coinciding with abilities, abilities, techniques of a given activity, skills, knowledge associated with it, are, however, an essential condition for the development of the corresponding abilities, just as the presence of the corresponding abilities is a condition for mastering these skills, etc. . Abilities are formed as a person, mastering them, masters the skills necessary for activity.

A specific musical ability for composition is a whole complex of different qualities, which in the process of activity, interacting with each other, form a single whole. The same is essentially the case with every ability.

Human abilities, which distinguish man from other living beings, constitute his nature, but human nature itself is a product of history. Human nature is formed and changes in the process of historical development as a result of human labor activity. Intellectual abilities were formed as man, by changing nature, cognized it; artistic - visual, musical, etc. – were formed along with the development of various types of art.

As humanity created new areas of culture, materialized in the products of social practice, new abilities were generated or developed and previous abilities received new content. The development of music, the emergence of a new musical system or perspective image was the development of a new artistic perception, new - musical or visual - abilities.

In the course of historical development, humanity develops various specialized abilities. All of them seem to be various manifestations of a person’s ability to work independently and to master in the learning process what has been created by humanity in its historical development. As a result, special abilities for various types of activities and general ability are differentiated.

General ability is often referred to as “giftedness”; in foreign literature it is usually identified with intelligence.

It must be said, however, that if by general talent we mean the totality of all the qualities of a person on which the productivity of his activity depends, then it includes not only intelligence, but also all other properties and characteristics of the individual, in particular the emotional sphere, temperament - emotional impressionability , tone, pace of activity, etc.

Talent (from the Greek talanton - “weight, measure”, then - “level of ability”) is identified by some psychologists with giftedness, by others it is considered as a high level of development of abilities, primarily special ones. At the same time, it is believed that the results of a talented person’s activity should be distinguished by originality, fundamental novelty and guided by the need for creativity. This opinion was formed under the influence of the fact that signs of talent in people are noted in childhood precisely when it comes to art and mathematics. However, this is hardly true in relation to talent manifested in motor activity.

A talented (gifted) athlete can be considered such not by the results of creativity, but by the level and quality of execution of actions and activities, even of a routine nature (for example, in sports - running, swimming, rowing, etc.). The talent shown in learning foreign languages ​​is also not related to a person’s creative activity.

B. M. Teplov believed that talent is multifaceted, and it would seem that there is evidence for this statement. As you know, many poets (M. Lermontov, V. Zhukovsky, K. Khetagurov, M. Voloshin) drew well. Griboedov composed the music, Chaliapin himself created sketches of the costumes of the dramatic characters whose roles he was to play. But no one has yet decided to call them outstanding artists or composers. And what kind of “artist” A.S. Pushkin was, there is no need to say. One can only note that those gifted in some form of creativity are not deprived of some other creative abilities, but nothing more.

Genius has been considered since the time of I. Kant as the highest degree of talent, creative manifestations of a person, expressed in a product that has historical significance for the life of society, science, and culture. A genius, breaking outdated norms and traditions, opens a new era in his field of activity. It is recognized that genius is unpredictable and does not lend itself to any schemes or measurements. The connection between talent and personality traits is noted. L.B. Bogoyavlenskaya (1983) even talks about a certain symptom complex that is conducive to the development of talent. It includes, for example, the desire to go beyond normative activity.

The manifestation and development of giftedness (talent, genius) requires high performance, dedication of a person, stable motivation (personal orientation), mastery of knowledge and skills in a special field of activity.

Taking this into account, attempts are made to separate giftedness and talent, genius, taking into account what is given by nature and its implementation. Then giftedness is a successful combination of different abilities, and talent and genius are a manifestation of a high level of giftedness in something. “Unique” works, according to scientists, are created thanks to unique abilities and complete dedication. The last component corresponds to the opinion of many geniuses and talents about the reasons for their success.

Isaac Newton said that genius is the patience of thought concentrated in a certain direction. When asked how he managed to discover the laws of classical physics, he answered: “I thought about it all the time.” The famous artist Vincent Van Gogh wrote to his brother that painting is not such a difficult task, you just need diligence and some mastery of the craft.

Research has shown that the most talented individuals are those who are dissatisfied with their results, capable of self-development, who, under the influence of new requirements, tirelessly engage in self-education and rebuild their thinking. The statement of the outstanding pianist G. Neuhaus deserves attention: although it is impossible to create geniuses and talents, it is possible to create a culture, and the wider and more democratic it is, the easier it is for talents and geniuses to grow. This also applies to the question of what role the social environment plays in the realization of talent.

A number of scientists defend the point of view that talent and genius are determined by heredity. For proof, the pedigrees of outstanding representatives of science and art are given. So, great-grandmother L.N. Tolstoy, Olga Trubetskaya, and great-grandmother A.S. Pushkin, Evdokia Trubetskaya, were sisters. Therefore, the named constellation of outstanding people rather testifies to the natural chance of their talent, and not to its hereditary conditioning, especially since they showed their talent in different fields: poetry, philosophy, physics.

The innateness of talent and genius should not be confused with heredity, as is often stated in psychological and popular science literature. Talent and genius are not inherited, otherwise talented people would only be born to talented parents, and all their children would be so. However, they are also born to parents who are not at all talented, and out of many children in a family, one or two children may become talented. For example, of the 16 composers of the Bach family, only Johann Sebastian is recognized as a genius; Of all the Tolstoy brothers, only Lev Nikolaevich became outstanding; out of 14 (and according to some sources, even out of 17) Mendeleev brothers and sisters, only Dmitry Ivanovich is recognized as a genius; of the 3 Pavlov brothers - only Ivan Petrovich. The same fact that there were 26 people in Bach’s family with musical abilities may be associated with their upbringing in a musical environment, with the development of their abilities by their parents.

And the apt popular saying that nature most often rests on children confirms the truth: talent, if inherited, is insignificant. Thus, a study of adopted children adopted at birth showed that their mental abilities were more consistent with those noted in their biological parents than in their adopted ones. However, relative similarity in these abilities between children and biological parents is not always observed and sharply decreases with age. The ability to achieve outstanding results is determined not only by high natural performance, but also by motivational factors and the conditions available to a person to demonstrate his talent. So, one woman, unremarkable for the time being, after retiring, took up drawing. Now her paintings are eagerly purchased by museums and private collectors. Or another example. A loader at the Odessa port took part in amateur performances until he was 40, until one of the Moscow music teachers liked his voice. Two years later, the former loader was already singing as a soloist of the Bolshoi Theater

2. Activities of the teacher and student in the lesson.

System of student and teacher actions in the lesson using telecommunication technologies

The goal of teaching school subjects does not focus on the transfer of program knowledge, but on the formation of generalized ways of performing activities using the example of solving cognitive problems of a given subject using new information and telecommunication technologies. In our model of organizing telecommunication educational activities, the teacher’s functions in the lesson are switched to performing the following system of actions:

1) help students identify the problem;

2) encourage the formulation of an educational goal, an educational task;

3) organize students to find a rational way to solve an educational problem;

4) provide unlimited access to information using worldwide databases and Internet resources;

5) help analyze and select reliable information;

6) help draw up a program of action based on the selected method;

7) help select funds to perform individual operations;

help independently carry out activities in accordance with the drawn up program;

9) organize students to monitor the correctness of their actions;

10) organize students to create their own educational product;

11) help students see their own growth, internal educational product;

12) assist students in publicly defending the created external educational product;

13) encourage students to reflect, analyze the results obtained, formulate conclusions and generalizations;

14) help students formulate goals for further educational activities, based on the results achieved.

The specified system of teacher actions is specified depending on the school subject, specialized or elective course.

With this approach to learning using computer telecommunications, the consciousness of schoolchildren gradually moves into the state of a “student”. By organizing educational telecommunication activities for students in the classroom, not only educational but also developmental goals are achieved. Students learn not only the knowledge itself, but also the way in which an educational problem can be solved, learn what actions this activity consists of, and gain experience in performing these actions, creating their own educational product. In this case, learning itself presupposes the development of students, the result of learning is the development of cognitive abilities, the formation of generalized methods of educational activity in general, since the school cannot equip the student with knowledge for life, but there is an opportunity for life to master methods of cognition, the ability to organize one’s educational activities .

The use of new information and telecommunication technologies in a face-to-face lesson (classroom-lesson system) is shown in Diagram 1.

The use of new information and telecommunication technologies in the classroom system consists of the educational activities of the teacher and the educational activities of the student. The teacher’s activity consists of the following main components:

1. Organization of work on the network. In this case, both local and global networks can be used. We use local networks to study new material (process modeling, building graphs, diagrams, diagrams, etc.); performing individual tasks in a group; working on projects; control (protection of creative works, projects, testing, etc.). The global Internet mainly serves as a source of information and a place of publication (for further discussion and protection of educational products created by students, strengthening learning motivation, etc.).

2. Organization of information search in local and global networks is mainly of a technical nature. Solving technical issues is of no small importance when using computer telecommunications in the educational process. The teacher must provide for the fact that during classes there may be disconnections in the connection using a modem connection method (currently, most schools in Russian regions use this type), timely payment of communication services, the operability of the telephone line, etc. At the same time, students immediately acquire practical skills in working on the Internet, and learning time is saved, which is important given the general workload of schoolchildren.

3. Students’ motivation for the subject being studied is enhanced as a result of students’ awareness of involvement in the creation of an educational space on the Internet, communication with leading scientists and subject matter experts.

4. The reliability of information received from the Internet has become a pressing issue since users have been able to post uncensored information on the Internet. This problem extends to educational resources as well. The role of the teacher in this case is to show the errors of educational sites, the opportunity to avoid duplication of errors by analyzing and comparing information, etc.

5. Control and evaluation take place in this case according to the traditional TEN-POINT system.

6. Creating a psychological climate in a face-to-face lesson is mainly about ensuring that the student does not feel abandoned; excessive care can also cause a negative reaction. It is important to find a middle ground here. Working on projects requires that groups be formed without allowing for psychological antagonisms, etc.

7. Consultation by the teacher in our model occurs as the student seeks consultation. Consultations are individual. However, when a question is asked repeatedly, the teacher conducts a group consultation. The main task of consultation is not to provide a ready-made answer, but a tool for obtaining the possibility of resolving a contradiction. Methods of consultation: oral and via local network.

8. Assignments in a face-to-face lesson are correlated with the educational calendar, thematic and lesson plans. The tasks come with instructions.

9. Student activities in the full-time classroom system include the following main components:

• Goal setting. Students set goals for completing assignments, learning new forms of receiving, processing and storing information, creating their own product, self-realization, etc.
• Action according to instructions. The assignments are completed according to the instructions given by the teacher. High school students create instructions-algorithms when studying individual topics on their own. When faced with contradictions, the student tries to resolve them using the means available to him (textbook, paper-based reference books, notes, workbooks, the Internet, etc.). If the contradiction is not resolved, the student seeks advice from the teacher.
• Proposing and testing hypotheses. When completing a task, the student puts forward hypotheses and assumptions about the result of the task, ways and means of achieving the goal. Then the theoretical or empirical testing of the put forward hypotheses and assumptions takes place.

Search activity. Completing tasks requires the student to search for additional information. In a face-to-face lesson using computer telecommunications, the main source of information is network educational CDs and the Internet. The student’s ability to quickly find the necessary information and the ability to analyze it with subsequent practical application is the main criterion for such a lesson.

type.

About talent development

Now let's talk about how to develop your talent.

1. If you realize that you have abilities for a certain type of activity, develop them. Don't be afraid to improve your skills and learn something new.
2. Connect with like-minded people. First of all, it will help you outline the boundaries of your current skill and understand how you need to develop further. Besides, no one else will understand you better than someone who has similar interests. If you write poetry, go to poetry evenings, competitions and other creative events.
3. Don't be discouraged if you fail. Failure should be a reason for you to move on with even greater persistence.
4. Create, learn from professionals, but do not copy them, because genius and talent are, first of all, individuality and originality.

How to recognize talent in a child?

We tell you how to understand what your child has abilities for, and how to decide on the choice of clubs and sections.

– My daughter is 2 years old, and I began to think about how to determine what she has abilities for. How not to make a mistake when choosing additional classes and clubs? At what age is it better to send a child to them?

Every parent sooner or later thinks about what abilities his child has, what activities he is most inclined to, what circles and sections to send his child to, so that it will benefit him and not harm him. For most parents, their child is talented. But sometimes it can be very difficult to distinguish talent from ordinary hobby. To understand all these subtleties, we turned to a practical psychologist at the Kirov Center for Social and Psychological Assistance, Candidate of Pedagogical Sciences Viktor Efremov.

What is the difference between aptitude, ability and talent?

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Today, many psychologists claim that 10 - 15% of children develop stable interests in something before the age of three, and musical and artistic inclinations are formed even earlier - at the age of up to one year. But first, it is important to understand what the difference is between abilities, inclinations and talent.

Capabilities

are formed under the influence of the external environment, they develop through upbringing and the conditions in which the child grows up. Most often they are associated with human labor and represent a high level of development of both general and specialized knowledge, skills and abilities. They are the ones who ensure the successful implementation of a particular activity.

However, the natural prerequisites for abilities cannot be denied.

- For example, in an unfavorable environment, one person may show greater abilities than another in a favorable environment. And vice versa, under equal conditions, such as, for example, brothers and sisters, sometimes sharp differences in abilities and the pace of their development are discovered, explains Viktor Efremov.

Tendencies

- This is the first and earliest step towards developing abilities. They often arise quite early, and passion for any activity occurs even in unfavorable conditions. If a child, even outside a musical environment, listens to music with great joy and tries to play music on his own, then, of course, this indicates the presence of certain natural prerequisites for the development of abilities, in this case musical ones.

“In this case, one should distinguish between true and false inclinations,” the psychologist clarifies. - With a true inclination, one can observe an irresistible attraction to activity and the achievement of significant results. If false, the results will be very mediocre.

And finally, the most interesting and at the same time the rarest phenomenon - talent

. This is the presence of abilities that exceed the average level. In psychology, talent is defined as natural talent and outstanding abilities.

Is every child talented?

In modern psychology there is a principle “every child is talented in some way.” However, disagreements often arise on this issue both among psychologists themselves and among parents. Viktor Efremov notes that all children have abilities for something and to some extent, but talent is the combination of several such abilities into complexes. Only then does it appear as a certain feature.

At what age do talents appear?

There is no clear answer to this question. For some, talent manifests itself at a very early age, while for others it happens much later.

– There are many cases where people who were thought to be incapable of anything at school later revealed their talent at a later age. It is possible that at first the abilities do not manifest themselves in any way, but there is simply a “cumulative effect”. Some people even at the age of 50 reveal very extraordinary talents,” says Viktor Efremov.

Other examples come to mind. Let's say, on testing before the first grade to determine the learning profile, a child demonstrated very mediocre results, and subsequently showed remarkable abilities in the same area. The psychologist explains that it is not so much the abilities of the child himself that play a role here, but the situation in which he finds himself. If a “scary” strict aunt sits in front of him, then the baby may simply withdraw and get scared. That is, in this case, the stress of the situation is important. Therefore, do not rush to reproach and reproach your child, much less be disappointed in him.

What signs can be used to determine a child’s giftedness?

If we are talking about the signs of specific abilities, then they can be listed for a very long time, and it is often very difficult to independently determine whether any signs really indicate the presence of abilities, or even more so, talent. But still a few examples can be given. For example, if a child strives to be where the music is playing, tries to play some instrument, remembers the melody well and clearly repeats the rhythm, then we can talk about developing musical abilities. And if a child draws “blueprints” and likes to understand mechanisms and their breakdowns, then we can talk about the presence of technical abilities.

To help parents, many special tests and questionnaires have been developed to help determine their children’s abilities. For example, the “Child’s Talents” test questionnaire allows you to determine 8 groups of abilities. It is filled out by adults based on their personal observations of the child.

But it is much more interesting to talk about how children can be determined to be seriously gifted. In the preschool period

The first, basic signs of talent include well-developed speech and excellent memory. A child can be extremely curious: he may be interested in how this or that object works, or why this or that phenomenon occurs.

– Other signs also indicate the presence of giftedness. For example, a child can monitor several processes at once: play, voice his actions and at the same time listen and delve into what is happening around him. A vivid imagination, ingenuity and rich imagination also indicate that the child has developed abilities, explains Viktor Efremov.

Surprisingly, an early developing sense of humor is also a sign of talent. For example, a baby loves funny inconsistencies, wordplay, and jokes.

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Some children say: “Mom, you acted unfairly,” or: “Why did dad say that to grandma? This is not right! This suggests that the child has a developed sense of justice, which is an indicator of advanced moral development and, as a consequence, the makings of giftedness.

Another characteristic sign of a child’s giftedness is poor relationships with peers.

– If you see that a child has outstanding mental abilities, but at the same time he cannot establish contact with other children, this does not mean that he has a behavior disorder. It’s just that the child has certain qualities that are an order of magnitude higher than others, and therefore he cannot find a common language with his peers,” explains Viktor Efremov.

Another indicator of a child’s talent can be a high energy level. No, you don’t need to swing a pendulum over it, everything is much simpler. For example, a child may refuse to sleep during the day at an early age (teachers in kindergartens often “suffer” with such people), but at the same time he is active throughout the day and gets up well in the morning. That is, his energy reserve is enough for a long time and he does not need to “replenish” it.

– Gifted children, moreover, often have vision problems simply because they focus a lot, read a lot, look at small details, and so on. But this, of course, is not a mandatory criterion at all,” notes Viktor Efremov.

For primary school students

the presence of high abilities and, possibly, talent can be roughly recognized by the following signs:

• high intelligence (can be determined by performance at school);
• ability to make decisions independently;
• increased sense of responsibility (“I’ve already done my homework, but I’ll study more”);
• persistence;
• enthusiasm;
• patience;
• wide range of interests.

– Gifted children have problem areas: they may show egocentrism, they may have a dislike for school because they are bored there, because their abilities are higher than those of their classmates. Such children may refuse to take part in group games. A gifted child may lack a culture of dialogue (someone starts talking, but he already understands everything, and he interrupts), he can correct mistakes in someone else’s speech. Because of all this, such a child can become an outcast among his peers. Therefore, it is very important to find him a companion - an equally capable child,” notes Viktor Efremov.

At what age should I send my child to extracurricular activities?

If parents see that the child has aptitudes or abilities, or kindergarten teachers note this, then it is quite logical to begin to create favorable conditions for their development. In any case, the child does not lose anything from this.

– At a very young age it is very difficult to predict how much benefit it will have. If you have accurately determined the child’s inclinations, then, of course, they need to be supported and developed. And for general development, classes at home and in kindergarten are quite enough,” explains Viktor Efremov.

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The psychologist also notes that the first successes can be assessed within 1.5 - 2 months after the start of classes. If the child has not lost interest, he likes going to a section or circle, then you can safely continue classes. You can ask for advice from teachers who work with your child: they note successes and achievements or, conversely, talk about the lack of progress. You can ask them to name some signs by which you can independently determine at home whether there is progress in your studies, and whether it is worth continuing at all or whether it is better to pay attention to something else.

– There are also cases when a child has been involved in sports for a long time, for example, and then suddenly refuses to go to training. Such stories are not uncommon. This may be the first wave of refusals. You need to overcome it and tell the child: “Okay, let’s study a little more, until the end of the year, and then we’ll see.” And it happens that the child overcomes this “ceiling” and becomes interested again. Then there may be a second wave, it may not appear immediately, but in a year or even two. In this case, you need to try to hold the child. But when the third wave begins, then, most likely, this is already the end. But here we need to look into each case separately: it is possible that the child simply quarreled with friends in the section, or the teacher scolded him strongly, or it was just a protest to the parents, or some other problem that we don’t know anything about yet,” Victor gives an example Efremov.

The psychologist also notes that there are often cases when parents simply put a lot of pressure on a child, saying that this is how it should be, that this will be more correct, or, for example, they themselves have been doing this all their lives and have reached certain heights. But in fact, the child himself has no interest in this and would like to do something completely different, but is afraid to say so.

– Remember, the main principle of raising any quality is to treat the child as if he already has this quality. In families where respect for each other comes first, the personality of the little man will certainly manifest itself in all facets. Love your child in childhood, and he will become your joy and pride in old age, advises Victor Efremov.

If you have questions that you would like answered, you can ask them here, and we will definitely answer them.