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Educating children capable of superior performance

Educating children capable of superior performance

Name: Educating children capable of superior performance
Brand: Editura Universitară
SKU: 9786062820152
Price: 52.86 RON
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Publisher: Editura Universitară

Author: Eva Kilyen

Edition: I

Pages: 236

Publisher year: 2025

ISBN: 978-606-28-2015-2

DOI: 10.5682/9786062820152

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"Experiences have shown that economic, social and cultural development is directly related to the development of the education of gifted and talented children", states with conviction the "coach" of hundreds of international Olympians who brought Romania fame to the world, Florian Colceag.
The countries currently at the top of the rankings indicating the degree of development of human society are those that have developed functional economies, using the creative potential of exceptional people. These are also the ones that have developed the "gifted education" system. Let's look carefully at what other countries in the world have done! For how long and how have they approached the subject of gifted children and how do they measure the result of the effort made?
What are the specific differences in approach between highly developed countries, such as the USA, or countries of Romania's level or even less developed ones? And, last but not least, it is important to look at what has been done in Romania...
The first science-oriented “gifted education” centers developed at about the same time in the USA, China, Australia, the former USSR, India and in many European countries, Austria, Spain, Croatia, France, England, Hungary, and programs for gifted children have penetrated most schools.
The network of units dedicated to “gifted education” extends from kindergartens to postgraduate education.
This book is the beginning of a holistic development. As an art of order, proportion and balance, of clarity, symmetry and harmony, music brings order and discipline to the human being. Through the exercise and practice of music, the main operations of thought are trained, of which I mention, as the most significant: analysis, synthesis, comparison, association and dissociation, generalization, abstraction but also concretization.
“Music processing is distributed throughout the brain” (Daniel J. Levitin, “Our Musical Brain”).
“The study of the connections between taxonomic categories in the cognitive and affective domains leads to the conception of a spiral pedagogy”, emphasizes Prof. Dr. Marin Manolescu, in his book “Pedagogy”.

Eva KILYEN

Argument /9

Chapter 1. Theoretical and practical assessment from the specialized literature/13
1.1. Nurturing talents/13
1.2. Fundamental concepts of human development/15
1.2.1. Physical, psychic, mental and spiritual “flow”/17
1.3. Giftedness models. Asynchronous development of gifted children and levels of development/18
1.3.1. Giftedness models according to authors from the specialized literature/21
1.3.2. Asynchronous development and levels of development/24
1.3.3. Levels of positive disintegration /26
1.4. Theory of multiple intelligences (MI)/29
1.4.1. Impact of MI in school practice/30
1.5. “Here everyone wins”. IRSCA Gifted Education Association/31
1.5.1. What does "Gifted" mean?/33
1.5.2. Types of intelligence and the characteristics of exceptional intellectual and emotional endowment/34
1.5.3. Possible characteristics of a gifted child/35
1.6. The difficulty of identifying children with exceptional intellectual and emotional endowments/37
1.6.1. Deceptive Appearances/37
1.7. Gifted Education – a Solution/37
1.8. Classification of Giftedness/39
1.9. International Situation/40
1.9.1. The Need for Talent Care Comparative Study of Educational Policies on Promoting All Forms of Excellence in Schools in Europe/41
1.9.2. Specific Educational Measures for Promoting All Forms of
Excellence in Schools in Europe (EURYDICE) /42
1.9.3. Specific Educational Measures in Teacher Training for Promoting All Forms of Excellence in Schools in Europe Teacher Training/43
1.9.4. Research Supporting the Need and Benefits of Education for Gifted Children/44
1.10. Diversity and Future Prospects/47
Chapter 2. Research Objectives and Methodology/50
2.1. Music in the Specialized Literature/50
2.2. Choosing, Formulating the Problem, Hypotheses, Objectives and Questions/51
2.3. Documenting or Growing Ideas through Collaboration/52
2.3.1. Communication as the Basis of Change/52
2.3.2. Change Starts with the Individual/55
2.3.3. Change as the Art of Being/57
2.3.4. Change, Development? In Which Direction?/62
2.3.5. A Possible Change/74
Chapter 3. Children's needs or what is the Alpha generation like? /80
3.1. How were, are and will the generations be? /82
3.1.1. Permanent communication/87
3.2. Child development levels/91
3.3. Focus or innovation of learning/107
3.3.1. Processing knowledge, complementary, unconventional, diverse, divergent, circular, reiterative subjects/110
3.3.2. Learning environment /113
3.3.3. "Learning to learn" /114
3.3.4. Neurodynamic mechanisms and complementarity of the functioning of the human brain that learns, knowing the basic structural architectonics of the brain and the functions performed/116
3.3.5. Asymmetric functions and connections in the cerebral hemispheres/119
3.3.6. Inner states/124
3.3.7. The pyramid of human consciousness /125
3.3.8. What advantages does a bilingual child have? /129
3.3.9. There is little laughter in our schools/130
3.3.10. A short history of game theories/134
3.3.11. The basis of the mental map sensations, perceptions, representations/135
3.4. Presentation, analysis and interpretation of the results. Observations, conclusions of the research analysis/136
3.5. Parents' findings/138
3.6. Partial conclusions Distribution of the answers of the 17 respondents /146
3.7. The role of awakening thinking/154
3.7.1. The kingdom of music with the key SUCCEED/156
Capitolul 4. Concluzii semnificații, deschideri/160
4.1.         Concluzii finale/160
4.2.         Muzică pentru prevenție și pentru terapie/162
4.3.         Ce înseamnă muzica pentru marii compozitori? /163

Bibliografie/165
Rezumat /169
Abstract /171
Chestionar /173
Legea excelenţei. Curriculum diferenţiat. Pregătirea personalului didactic/175
Legea nr. 17 din 9 ianuarie 2007, privind educaţia tinerilor supradotaţi, capabili de performanţă înaltă /199
Anexa, Articole, Interviuri /207

“Music is a language that springs from the heart and is meant to bring love and brotherhood among those who are separated by beliefs and special customs. Music is a language in which the psychic qualities of man and of peoples are reflected, without the possibility of pretense.” (George Enescu)

The art of sounds produces strong artistic emotions, which directly influence the personality, acting directly on the temperamental compartment. This, in turn – through a well-established system of mutual information – maintains links with the aptitude and character compartments, transmitting impulses with concrete psychic tasks (psychic energies). The content of these tasks may contain commands that aim to restructure some of the compartments (structures) of the personality, causing changes, mutations and even sensitive transformations.
Music has the role of awakening thinking – says the composer, conductor, violinist, theorist, distinguished professor Iosif Csire, and continues to explain to us: “Music fulfills, in this mechanism of interaction and reciprocal interconditioning, the role of the impulsor, which releases a significant amount of vital energy necessary for the initial action, as well as information, knowledge, therefore impulses with tasks, in the content of which there can be orders with a transformative effect”. (Iosif Csire, Musical Education from the Perspective of Creativity, Ed. Universitatea de Muzică, 1998, Bucharest) Kodály Zoltán emphasized that, from the experiment at Dunapataj “it emerged that, in those schools where music is an object (…), an object of daily concerns, children learn all other educational subjects better and more easily. This is not a mysterious spell, but simply: daily musical concerns invigorate their brains to such an extent that they become more receptive to all the others”. The tortuous path of psychic processes through which this transforming – dynamizing effect of music enters consciousness is not at all smooth: it is implanted by stations, by knots of interweaving of various impulses and influences, and then selections with syntheses. The sensitive vibrations of music present in these psychic activities – finer and more delicate, deeper and more nuanced – fulfill the role of active impulsor, at the same time as tranquilizer of the synthesis processes, smoothing their path in order to achieve a smooth flowing circulation in the channels that they transfer directly to consciousness. Thus, a particularly complex psychic process is concluded, provoked, but also helped by music, in which both the determinants of the transfer and those of the transfer effect are recognized syncretically. The fact that music produces strong aesthetic emotions, and through transfer can influence and dynamize all compartments of the human personality, makes it possible to use it in the general educational process as a wonderful agent with the help of which impulses, energies, but also suggestions regarding the modeling, formation and chiseling – therefore the nuance and flexibility – of the entire human psychic complex are transmitted and transferred to consciousness. "The study of the connections between taxonomic categories in the cognitive and affective domains leads to the conception of a spiral pedagogy" - specifies Prof. Dr. Marin Manolescu in his book on Pedagogy. On the understanding, on the cognitive, the affective response is supported. This is why Daniel J. Levitin can demonstrate that “music processing is distributed throughout the brain” (Daniel J. Levitin, Our Musical Brain, Ed. Humanitas, 2010, p. 300). In the process of musical education, the child exercises his will – by withdrawing from ineffective concerns and channeling interest towards a didactic activity with creative characteristics. Logical thinking is developed by achieving the mathematical relationship between the different values of musical notes and intervals. By employing several analyzers directed towards musical technology (maintaining the measure, the tempo, focusing on the position of the body and the hand or feet, the vocal intonation, the execution under rhythmic aspect) distributive attention is exercised. The imagination is strongly trained in the effort to understand the message of the music. Memory, through the exercise of retaining and faithfully reproducing the sound structure, in different forms and genres, is constantly challenged. Affectivity is called upon, exercised, healed, through the great complexity of emotions and feelings (aesthetic ones, as a priority).
Creativity is developed by requesting interpretation and through multifunctional creative games, including small musical compositions. The term creativity was introduced by Gordon Willard Allport, professor of social ethics and psychology at Harvard University in the USA, with the aim of replacing and including in its content the meaning of the traditional terms of "innovative spirit", "inventiveness", "talent", "vocation", it was observed - also noted by Paul Popescu Neveanu (Dictionary of psychology, Albatros Publishing House, 1978) - that "the psychic substrate of creation is irreducible to skills and presupposes a general disposition of the personality to something new, a certain organization of psychic processes in the personality system (...). Creativity has several meanings: of specific procedural development, of complex personality formation, of psychosocial interaction, all of which intervene synchronously and are generators of the new". (I. Csire, 1998, p. 65)
As an art of order, proportion and balance, of clarity, symmetry and harmony, music brings order and discipline to the human being. Addressing all children – both those with musical aptitude and those less gifted from an intellectual and/or musical point of view. By practicing and practicing music, the main operations of thought are trained and cultivated, of which I mention, as the most important: analysis and synthesis, comparison, association and dissociation, generalization, abstraction, but also concretization. Music thus becomes a precious support for children. Musical hearing and rhythmic sensitivity develop through active participation. Balanced breathing, relaxed body position, control over the hand muscles (through rhythmic exercises), correct pronunciation of syllables made up of vowels and consonants (which requires precision and emission specific to the language being learned) represent a substantial contribution to the formation and consolidation of beautiful and intelligible expression skills, to the amplification of vocabulary richness, as well as to the acquisition of civilized dialogue techniques. Dance integrated into the sphere of musical education manifests itself as an efficient tool for conscious coordination of functionally organized gestures and steps, for flexibility of facial expressions, discipline of breathing, courage and insight in the manifestation of team spirit. All these are approaches with intense educational functions for the purpose of cultivating the physical and spiritual health of the child, of implementing the ingenious maxim formulated by Juvenalis: "Mens sana in corpore sano".
The transforming power of music is like the air "filled with ozone" that purifies, nourishes, develops and makes the human body function at the highest level of functionality. The relationship between intelligence and talent is the synthesis of possibilities, which can be transformed through work into real creative capacity, producing high, often brilliant performances.
Genius is achieved in the long and tireless process of self-instruction and professional and ethical self-education, often carried out during a truly turbulent life, genius being 99% perspiration and only 1% inspiration, as Thomas Alva Edison recognized, or: the knowledge elaborated by science today allows the spirits of the less gifted to assimilate the concepts whose discovery required a genius in the past. Or in Beethoven's words: one must despise the world, because it does not intuit that Music is a higher manifestation than all wisdoms taken together - and philosophy.
To which Goethe adds: whoever does not love music does not deserve the name of man, whoever loves it is half a man, and whoever practices it is a whole man. George Călinescu's opinion on this subject: music is the basic discipline, without which you cannot understand either Holderlin or the supreme order of the universe. "The educational and formative role of music is reflected in its specific qualities of influencing personality: by creating strong artistic emotions, music acts dynamically on temperament, and this, training intelligence and character, completes the personality with those ethical and aesthetic qualities (values) that are carriers of transformative vital energies." (I. Csire, 1998, p. 46)
This work is the result of the research submitted during my training at the Faculty of Psychology and Educational Sciences, University of Bucharest. My effort was supported by Assoc. Prof. Dr. Diana Csorba, who drives the efforts of continuous learning in thousands and thousands of children, indirectly/directly, appreciates and values perseverance, creativity, innovation. I owe to her my courage to feel and live the emotion of research, She facilitated my flight by granting me the power of action. She entrusted me with the light of that seed that would grow in meaning and significance. She is the tip of an ever-sharpened pencil that writes in the hearts of students the authentic history of pedagogy and opens the gates of the holistic, integrated search for knowledge.

With a chosen gratitude, I learn silently, continuously, and with happiness in my heart, that focusing on providing a result to others is possible, that there is ascension and flight, even if there are obstacles, that constant efforts make possible the uniqueness and full success of everything that means CHOICE, GROWTH, LIFE.

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