MODERN APPROACHES TO PEDAGOGICAL WORK WITH GIFTED CHILDREN IN PRIMARY EDUCATION: THE EXPERIENCE OF MODERN PEOPLE'S REPUBLIC OF CHINA

The issue of working with gifted children in China became one of the pedagogical problems in China only in the second half of the twentieth century wider the influence of Soviet pedagogical science. Most of the time, only a child's success in education was considered to be an indicator of giftedness, and, as a result, the opportunity to enter a university, party organisation, army, etc., that is, social success. Giftedness as an independent category (without a component of social success) has not been considered by Chinese scholars. Today in China there is a clear system of selection and work with gifted children, which in its structure almost copies the Soviet or American one: the initiative in the development and demonstration of gifted children belongs to parents who take the child to clubs and extracurricular activities. achieving their first results and achievements. After that, the child enters the state system of work with gifted children, which involves either their development in specialised educational institutions (sports, music, choreography, technical and including boarding schools) or this process is under close supervision of the school (in the case of social, empathic and communicatively gifted children). Since both non-formal education and work with gifted children in the Western sense of these concepts are new realities for China, these aspects have not yet been reflected in the state system of teacher training. The article attempts to fill this gap.