DIALOGICAL APPROACH OF T. A. FLORENSKAYA AND PRACTICE OF CONSULTATION ON PROBLEMS OF CHILDREN’S HIGH CAPABILITY
This article is devoted to one of topical problems of modern psychology, namely the problem of support of high capability in the process of psychological advising. High capability is seen as a complex psychological phenomenon that includes the personality as a whole and is determined by higher spiritual aspects in the development of the individual. Particular attention is paid to the dialogical approach of T. A. Florenskaya in psychological advising. The article describes principles of a spiritually oriented dialogue developed by her and considered as a creative process. In T. A. Florenskaya's studies of spiritual development, the following aspects are emphasised: “the spiritual self” is manifested in the creativity of the person who pursues his/her creative vocation; this is facilitated by a dialogue with the external interlocutor, believing in his or her spiritual abilities. It is noted that giftedness can be manifested quite early, already in preschool age. The article sets out results of a psychological study aimed at identifying the speciﬁcity of development of preschoolers with signs of high capability and supporting their talents. Among 290 preschoolers examined by means of a complex diagnostics, children with high creative potential - the main constituent of high capability - have been identiﬁed: 13.6% out of examined children of 5-6 years of age, 15% out of a sample of 6-7-year-olds. A combination of high creative potential and insuﬃ ciently developed speech, communication, attention have been identiﬁed in part of preschoolers who have signs of high capabality. Particularly often problems with the development of speech have been observed. The parents have been consulted as to the interaction with the child, which to the greatest degree would further his or her harmonious and fruitful development, the realisation of talents and overcoming of diﬃculties. The use of dialogical approach has allowed us to direct parents to the discovery of such interaction. It is emphasised that such dialogue requires certain spiritual experience of the advisor, development of dialogical orientation in communication, ability to be in the state of creative openness.