At the second stage, the child is diagnosed with the help of psychological tests. The American psychologist's test can be offered in the classroom. This test is designed to identify creative abilities in children 6-18 years old as one of the main indicators of creative giftedness. The unique tasks allow you to use https://edusharky.com/admission-essay-writing-service and assess abilities that are not detectable by intellectual, academic and other tests, and most psychologists believe that "children's creativity is not directly and directly related to their ability to learn. Creativity can be stimulated not so much by the variety of knowledge available, but by receptivity to new ideas that break established stereotypes. However, as he believes high test scores do not guarantee creative achievements, but only indicate a high probability of their occurrence. In the absence of creative motivation, a high level of creative ability cannot guarantee creative achievements in the arts. Conversely, having the proper motivation and mastery of the necessary knowledge and skills in the absence of creative abilities cannot lead to creative results, providing only performance excellence." According to the Italian researcher's definition, "giftedness is the result of a combination of three characteristics: intellectual ability, creativity and perseverance. After the child has passed the second stage, a certain opinion about the child is developed. Of course, the results of the test do not yet provide a complete definition of the child's abilities, because these days there is no generally accepted scientific definition of giftedness. At the same time, quite a few tests have been published to determine a person's level of intellectual development, such as the Professor's tests. The question legitimately arises: is it possible to measure what is unknown? Same answered this question by referring to classical science: the thermometer was invented before the scientific definition of heat, and the results of measurements helped to enrich our knowledge and discover the fundamental laws of thermodynamics. If we use the analogy suggested, the problem of measuring and researching giftedness is, at first glance, simplified: it is enough to point to the phenomenology in which giftedness manifests itself. Creativity acts as such an external manifestation for giftedness.

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