METHODOLOGY FOR IDENTIFYING AND DEVELOPING GIFTEDNESS IN PRESCHOOL CHILDREN BASED ON THE ACTIVITY APPROACH

Abstract

Identifying and developing giftedness during the preschool period is a complex pedagogical task because young children's abilities are still developing and may manifest differently depending on the activity, educational environment, motivation, and level of adult support. Therefore, identifying giftedness only through standardized testing or isolated observations may not fully reveal a child's developmental potential. This article proposes a methodology for identifying and developing giftedness in preschool children based on the activity approach. The study employs theoretical analysis, comparative analysis, content analysis, pedagogical synthesis, classification, and methodological modelling of recent research on giftedness and early childhood education. Within the proposed methodology, giftedness is regarded as a dynamic potential that becomes visible through children's meaningful participation in play, experimentation, construction, creative production, communication, problem-solving, project activity, and other forms of developmentally appropriate activity. The methodology consists of interconnected stages: Initial Observation → Activity-Based Diagnosis → Identification of the Child's Potential Profile → Selection of Developmental Tasks → Differentiated Activity → Pedagogical Support → Monitoring and Reflection. Particular attention is paid to the use of open-ended tasks, problem situations, observation protocols, portfolios, creative products, and dynamic assessment. The article also proposes indicators for identifying cognitive, creative, motivational, practical, and social-communicative manifestations of giftedness. It is concluded that activity-based identification makes it possible to move from the early labelling of children toward continuous observation and development of individual potential. The effectiveness of this methodology depends on an enriched developmental environment, differentiated pedagogical tasks, systematic documentation, teacher competence, emotional safety, and cooperation with families.