Transformation of the dual-vector giftedness of preschoolers from the level of «natural gift» to the level of «ability»

The expediency of appealing to the fundamental patterns of transformation of natural and social objects in explaining the transition of giftedness from the level of «natural talent» to the level of «ability» is substantiated. The issue of transformation of the little-studied phenomenon of «duo-vectoral giftedness» in the context of a broader concept of «giftedness» is considered. An attempt is made to reveal the mechanisms of changes in the natural gift of a child, the fundamental nature of which allows us to make an assumption about why the tendency of types of giftedness is natural to manifest itself not in a single field of activity, but remaining interconnected, forming stable duo-vector pairs. The author clarifies the concepts of «duo-vectorial talent», «natural talent», «duo-vectorial abilities». The interpretations of the concept «transformation» in cybernetics, biology, psychology, pedagogy are given in the perspective of the initial formulations and in the projection on the studied phenomenon of duo-vectorial giftedness, in its dynamics and various manifestations. They show: the absence of contradictions between the scientific substantiation of the emerging concept of transformation of duo-vectorial giftedness of preschool children and already known scientific concepts of the phenomenon of «transformation». Based on the materials of the article, the transformation of a child's natural gift into a duo-vector giftedness of the «ability» level is characterized as a process of behavior change based on the fundamental patterns of the existence of complex objects and guided by pedagogical technology, manifested in its transition to a qualitatively new level in two interrelated spheres.