AN ACTIVITY-ORIENTED MODEL FOR DEVELOPING GIFTEDNESS IN PRESCHOOL CHILDREN BASED ON THE ACTIVITY APPROACH

Abstract

The development of giftedness in preschool children is a complex pedagogical process that requires more than the early identification of children who demonstrate advanced cognitive abilities. Contemporary approaches increasingly emphasize the dynamic nature of giftedness and the importance of creating educational conditions in which children's potential can emerge through meaningful activity. This article examines the possibilities of developing giftedness in preschool children on the basis of the activity approach and proposes an activity-oriented pedagogical model for supporting children's individual potential. The study employs theoretical analysis, comparative analysis, synthesis, pedagogical modelling, and content analysis of contemporary research on early childhood giftedness. Giftedness is interpreted as a developing combination of cognitive potential, creativity, motivation, independence, and productive engagement that becomes visible and develops through different forms of activity. The proposed model includes seven interconnected stages: Diagnosis of Potential → Motivational Engagement → Activity Choice → Creative–Problem-Based Activity → Individual Support → Reflection → Demonstration of Achievement. Particular attention is given to play, experimentation, project activity, creative production, problem-solving, construction, communication, and exploratory learning as environments in which children's potential can be observed and strengthened. The article identifies pedagogical conditions necessary for the effective implementation of the model, including systematic observation, enriched educational environments, differentiated tasks, child choice, teacher scaffolding, emotional support, and cooperation with families. The study concludes that an activity-oriented approach can transform gifted education in preschool settings from a selective process focused mainly on identifying exceptional children into a developmental process that creates opportunities for diverse forms of potential to emerge and grow.