Factors that Encourage and Hinder the Realization of the Potential of a Gifted Personality

Abstract

The article analyzes the factors that motivate and hinder the realization of the potential of a gifted person in the 
psychological and pedagogical context. Objective factors include: socio-economic status, race, ethnicity, gender and gender, 
relationships with peers, current status, external motivation, etc. Personal factors include individual character traits, as 
well as innate temperaments of the gifted, intrinsic motivation. Risk factors that hinder the development and realization 
of the personal potential of a gifted person are identified: perfectionism, disability, autism, a troubled family, etc. Also, the 
determination of the gifted personality in several directions is substantiated: holarchic, reciprocal, synergetic.
 The scientific positions of officials are described, which spur on that shift to the realization of the potential of the gifted 
specialty of low foreign and domestic science scientists.
 A gifted child is a challenge for the entire school system, and especially for the teachers themselves. There are many 
reasons for this: a gifted child needs more encouragement and knowledge; the teacher must be ready for various situations, 
questions, and answers for a gifted child; situations where the gifted child knows more about the subject than the teacher 
himself have also been reported; there are certain methodical forms of working with gifted children that are not easy to 
organize and implement, and the teacher plays a big role in this.
 Psychologists, educators, and parents should be aware of risk factors and how factors hinder the development of gifted 
children's potential. They can help minimize the impact of these risk factors by nurturing the individual from the standpoint 
of talent development. Teachers must plan instructional strategies and activities that meet the challenging needs of students.