Russian Psychological Issues
JournalsTopicsAuthorsEditor's Choice Manuscript SubmissionAbout PsyJournals.ruContact Us

  Previous issue (2020. Vol. 1, no. 1)

Social Sciences and Childhood

Publisher: Moscow State University of Psychology and Education

ISSN (online): 2713-0584


License: CC BY-NC 4.0

Published since 2020

Published quarterly

Free of fees
Open Access Journal


Training Gifted and Talented Children in the Context of Evidence-Based Practice 209


Shumakova N.B.
Doctor of Psychology, Leading Research Associate, Psychology of Giftedness Department, Psychological Institute of the Russian Academy of Education, Moscow, Russia

The article analyzes modern research on the effectiveness of the application of different teaching practices for gifted and talented students based on acceleration and enrichment strategies. The data of foreign studies on the size of the educational effect on academic success, social and personal development of gifted and talented students, depending on the applied strategies and training programs, as well as educational levels, are discussed. The positive influence of most forms of acceleration and enrichment on the academic success of gifted students can be considered proven, although the size of the effect is different for different forms and different levels of education. With regard to the socio-emotional and personal development of gifted students, the data on the positive impact is not so clear, while enrichment programs have an advantage, and the maximum effect size is shown for high school students. The problem of the lack of empirical data on the effectiveness of enriched programs for gifted students and most of all for gifted elementary school students has been identified. An example of the implementation of the enrichment strategy for gifted children of this educational level in domestic practice is presented — the program of creative interdisciplinary training “The gifted child”, which has a sufficient, although not complete, evidence base. Its wider implementation and distribution is associated with the problem of psychological and pedagogical training of teachers. The article presents.

Keywords: giftedness, learning strategies, learning effectiveness, gifted and talented students preschool, child

Column: Evidence-Based Approach in the Field of Childhood


For Reference

  1. Bogoyavlenskaya D.B. Filosofskie osnovy teorii odarennosti [Philosophical Fundamentals of the Theory of Giftedness]. Kul’turno-istoricheskaya psikhologiya = Cultural-Historical Psychology, 2019. Vol. 15, no. 2, pp. 14—21. DOI:10.17759/chp.2019150202 (In Russ., abstr. in Engl.).
  2. Burlakova I.A., Klopotova E.E. Retrospektiva ili vzglyad v budushchee: vozmozhnost’ razvitiya obshchei umstvennoi odarennosti starshikh doshkol’nikov [Elektronnyi resurs] [Retrospective or Look into the Future: Possibility of General Mental Giftedness Development of Senior Preschoolers]. Psikhologo-pedagogicheskie issledovaniya = Psychological-Educational Studies, 2019. Vol. 11, no. 1, pp. 27—41. DOI:10.17759/psyedu.2019110103 (In Russ., abstr. in Engl.).
  3. Ermakov S.S. Zarubezhnye obrazovatel’nye programmy dlya odarennykh uchashchikhsya [Elektronnyi resurs] [Foreign educational programs for gifted students]. Sovremennaya zarubezhnaya psikhologiya = Journal of Modern Foreign Psychology, 2014. Vol. 3, no. 2, pp. 72—83. Available at: jmfp/2014/n2/70109.shtml (Accessed: 16.01.2020). (In Russ., abstr. in Engl.).
  4. Zaporozhets A.V. Izbrannye psikhologicheskie trudy: v 2 t. T. 1. Psikhicheskoe razvitie rebenka [Selected Psychological Works: in 2 vol. Vol. 1 Psychological Development of a Child]. Moscow: Pedagogika, 1986. 320 p. (In Russ.).
  5. Matyushkin A.M. Kontseptsiya tvorcheskoi odarennosti [The Concept of Creative Giftedness]. Moskovskaya psikhologicheskaya shkola: Istoriya i sovremennost’. T. 1, kn. 2. [Moscow psychological school: History and modernity. Vol. 1, book 2]. Moscow: PI RAO, MGPPU, 2004. pp. 84—91. (In Russ.).
  6. Meshkova N.V. Zarubezhnye issledovaniya odarennosti: sotsial’no-psikhologicheskii aspekt [Elektronnyi resurs] [Foreign research on giftedness: a socio-psychological aspect]. Sovremennaya zarubezhnaya psikhologiya = Journal of Modern Foreign Psychology, 2015. Vol. 4. no 1, pp. 26—44. Available at: http:// (Accessed: 10.01.2020). (In Russ., abstr. in Engl.).
  7. Psikhologiya obrazovaniya: luchshie praktiki raboty s detstvom [Psychology of education: best practices of working with Childhood]. Sbornik materialov XV mezhdunarodnoi nauchno-prakticheskoi konferentsii «Psikhologiya obrazovaniya: luchshie praktiki raboty s detstvom» (g. Moskva, 19—21 noyabrya 2019 g.) [Collection of materials The XV International Scientific and Practical Conference “Psychology of Education: Best Practices of Working with Childhood”]. Moscow: Moscow State University of Psychology & Education, 2019. 202 p. (In Russ.).
  8. Rabochaya kontseptsiya odarennosti [The working concept of giftedness]. In Bogoyavlenskaya (eds.). Moscow: Ministerstvo obrazovaniya RF [Ministry of Education of the Russian Federation], 2003. 94 p. (In Russ.).
  9. Shumakova N.B. Obuchenie i razvitie odarennykh detei [Education and Development of Gifted Children.]. Moscow: Izdatel’stvo MPSI [Moscow Psychological and Social Institute Publ]; Voronezh: Izdatel’stvo NPO «MODEK», 2004. 336 p. (In Russ.).
  10. Shumakova N.B. Poznavatel’naya aktivnost’ i kreativnost’ mladshikh shkol’nikov s vysokimi intellektual’nymi sposobnostyami v raznykh obrazovatel’nykh sredakh [Elektronnyi resurs] [Social Situation of Developement as one of the Basic Conditions of Children’s Creative Strategies Formation]. Psikhologo-pedagogicheskie issledovaniya = Psychological-Educational Studies, 2019. Vol. 11, no. 1, pp. 57—69. DOI:10.17759/psyedu.2019110105. (Accessed: 16.01.2020). (In Russ., abstr. in Engl.).
  11. Shcheblanova E.I. Psikhologicheskaya diagnostika odarennosti shkol’nikov: problemy, metody, rezul’taty issledovanii i praktiki [The Psychological Diagnostics of gifted schoolchildren: problems, methods, results of research and practice]. Moscow: Izdatel’stvo MPSI [Moscow Psychological and Social Institute Publ.];; Voronezh: NPO «MODEK», 2003. 368 р. (In Russ.).
  12. Shcheblanova E.I. Neuspeshnye odarennye shkol’niki [Unsuccessful Gifted Schoolchildren]. Moscow: Binom, 2014. 245 p. (In Russ., abstr. in Engl.).
  13. Brown E.F., Wishney L.R. Equity and Excellence: Political forces in the education of gifted students in The United States and abroad. Global Education Review, 2017. Vol. 4, no. 1, pp. 22—33.
  14. Heuser Brian L., Wang Ke, Shahid S. Global dimensions of gifted and talented education: The influence of national perceptions on policies and practices. Global Education Review, 2017. Vol. 4, no. 1, pp. 4—21.
  15. Kim M. A Meta-Analysis of the Effects of Enrichment Programs on Gifted Students. Gifted Child Quarterly, 2016. Vol. 60, no. 2, pp. 102—116. DOI:10.1177/0016986216630607
  16. McClain M.-C., Pfeiffer S. Identification of Gifted Students in the United States Today: A Look at State Definitions, Policies, and Practices. Journal of Applied School Psychology, 2012. Vol. 28, pp. 59—88. DO I:10.1080/15377903.2012.643757.
  17. Pfeiffer S., Shaughnessy M.F. A reflective conversation with Steven Pfeiffer: serving the gifted. Gifted Education International, 2015. Vol. 31, no. 1, pp. 25—33. DOI:10.1177/0261429413486860
  18. Pfeiffer Steven I. Lessons learned from working with high-ability students. Gifted Education International, 2013. Vol. 29, no. 1, pp. 86—97. DOI:10.1177/0261429412440653.
  19. Plucker J., Callahan C.M. Research on Giftedness and Gifted Education: Status of the Field and Considerations for the Future. Exceptional Children, 2014. Vol. 80, no. 4, pp. 390—406. DOI:10.1177/0014402914527244
  20. Rogers, Karen B. Meta-analysis of 26 Forms of Academic Acceleration: Options for Elementary (Primary) and Secondary Learners with Gifts or Talents. In B. Wallace, D. Sisk (eds.). The SAGE HandBook of Gifted and Talented Education, 2019, pp. 309—321. DOI:10.4135/9781526463074.n26
  21. Sriraman Bh., Dahl B. On Bringing Interdisciplinary Ideas to Gifted Education. In L.V. Shavinina (ed.). International Handbook on Giftedness, 2009, pp. 1235—1256. DOI:10.1007/978-1-4020-6162-2_64
  22. Steenbergen-Hu S., Moon S.M. The effects of acceleration on high-ability learners: A meta-analysis. Gifted Child Quarterly, 2011. Vol. 55, pp. 39—53. DOI:10.1177/0016986210383155.
  23. 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. DOI:10.1177/1529100611418056
  24. Top 20 principles from psychology for pre-K—12 creative, talented, and gifted students’ teaching and learning [Electronic resourse]. American Psychological Association, Center for Psychology in Schools and Education. 2017. Available at: aspx (Accessed 15.07.2018).

© 2007–2021 Portal of Russian Psychological Publications. All rights reserved in Russian

Publisher: Moscow State University of Psychology and Education

Catalogue of academic journals in psychology & education MSUPE

Creative Commons License Open Access Repository     Webometrics Ranking of Repositories

RSS Psyjournals at facebook Psyjournals at Twitter Psyjournals at Youtube ??????.???????