The social educator, in his activities, perceives giftedness as an integral quality that presupposes personal
development as the fundamental goal of teaching and educating gifted children. The professional and personal
readiness of a social teacher to work with gifted children is a structural-level personal education that reflects the
integrity of the cognitive, operational, activity, motivational, reflexive components and determines his ability to Абай атындағы ҚазҰПУ-ң ХАБАРШЫСЫ «Педагогика ғылымдары» сериясы, № 4 (68), 2020 ж.
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effectively organize social and pedagogical activities with gifted children. The listed components of professional
and personal readiness to work with gifted children imply the implementation of such functions as cognitive and
epistemological, integrative and educational and educational, analytical and diagnostic, prognostic and
coordination-organizational, reflective, regulatory and communicative, which are determined taking into account
the specifics of the main directions work of a social teacher with gifted children. A social educator in this direction
should develop testing criteria for identifying giftedchildren, creating creative teams and individual programs for
developing the creative potential of gifted children, establishing creative contacts with colleagues and providing
pedagogical support to gifted children.