Abstract:

The upbringing of gifted children is one of the most complex and interesting areas of modern pedagogy and psychology. The traditional age system of education leads to a number of problems in learning, since it is very difficult to correlate the advanced development of gifted children with their success in learning, cognitive and personal development. This requires special conditions for the education and development of gifted children, the creation of which seems to be very problematic. The article is devoted to the study of factors influencing the successful development of the intellect and creative individuality of gifted children. The purpose of the article is to reveal the psychological features of the development of gifted children. The school difficulties of gifted children, as well as the causes of internal and external nature are considered. Personal characteristics of gifted children and problems of an emotional nature are revealed.

Methodology:
For theoretical analysis was used:
- historical and logical analysis of normative state documents of different countries and scientific works of the world's leading scientists involved in the education of the gifted;
- study and theoretical analysis and generalization of socio-political and psychological-pedagogical literature;
- analysis, comparison, synthesis and generalization of advanced pedagogical experience;
- comparison of research data from different countries on the problem.

Results:
A number of problems and barriers that gifted students face as a result of their exceptional abilities are identified. The professional and personal qualities of teachers necessary for working with gifted children are considered. The need to develop effective forms and methods for preserving the intellectual and spiritual potential of gifted children, understanding the issues of psychological safety of the educational environment at all levels of education is emphasized. The personal characteristics of the teacher, the readiness of the teacher to work with gifted children are considered. The pedagogical conditions that ensure the effectiveness of preparing parents for interaction with a gifted child are analyzed.

Conclusion:
The results of the study allow us to conclude that working with gifted students is multifaceted. This problem must be solved taking into account many aspects of the upbringing of gifted children, as well as specific socio-psychological circumstances. Close cooperation of all participants in the pedagogical process (teachers, psychologists and parents) is necessary in order to develop the intellectual abilities of gifted children.

Keywords:

Education, development, gifted children, problems, difficulties, psychological characteristics.