Special creative abilities of a child which are the result of continuous work of parents, educators and teachers are considered. The formation of mental functions and mental operations give preschoolers the opportunity for successful studying at school.

In the article, the editor-in-chief draws the attention of researchers and readers to the importance of observing the principle of continuity and consistency in the process of developing and implementing innovations in pedagogical theory and practice. The fact is that pedagogy itself as a science, or more precisely the art of education, does not imply sharp changes in polarities and vectors of orientation in training and education of a person. As you know, the basis of training and education is formed by established pedagogical theories, concepts, and provisions. It is important that innovations in pedagogy are not contradictory in nature and do not imply a sharp change in their focus. Such changes usually lead to chaos in a person’s consciousness and negatively affect both the results of learning and, especially, education. In order to preserve progressive development in pedagogical science and practice, the author proposes a consideration of classical and innovative teaching theories in general pedagogy and higher education pedagogy, reveals the main trends and patterns of formation and development of basic didactic theories and concepts in domestic pedagogy. Features of implementation of classical theories in modern universities are shown: the associative-reflexive theory of learning and the theory of gradual formation of mental actions, as well as the innovative theory of problem-based and digital learning. Along with this, an effective integration of specific didactic concepts: pedocentric, Bell Lancaster, Mannheim, brigade-laboratory, Dalton plan, Winnetka plan into modern programmed education is substantiated.

The vital use of modern high-tech methods of treating brain tumors in children, such as surgery, radiation and chemotherapy, has led to a significant increase in the life of young patients. However, the localization of the tumor process, as well as the high toxicity of the treatment methods used, leads to a high percentage of various speech and cognitive disorders that can persist for a long period of time. The article considers the aspect of speech therapy in the conditions of the pediatric oncological treatment and rehabilitation scientific center. Correctional and developmental work is a necessary part of the third stage of medical rehabilitation in children with a neuro-oncological profile.

The article discusses the rehabilitation possibilities of studying technical disciplines designed based on innovative educational technologies for the rehabilitation of students with hearing disabilities. The educational and rehabilitation possibilities of course design in the discipline “Machine parts”, the design of which is based on the principles of developmental learning, are analyzed. The possibilities of innovative educational technology for the formation of an internal position of a future engineer and overcoming cognitive deficits of students with hearing disabilities (in auditory and speech development, conceptual thinking, planning speech function) are shown.

The purpose of the study: to analyze the scientific activity of outstanding psychologists P. Ya. Galperin and N. F. Talyzina. The methodology is determined by the interaction of such methods as: social and cultural, biographical, conceptual and methodological analysis. The work of P. Ya. Galperin is characterized generically and for the first time the periodization of the development of N. F. Talyzina as a scientist and her contribution to psychology and pedagogy, to the creation of conditions at Moscow State University with P. Ya. Galperin for experimental study and the formation of reflexive and creative thinking are presented. The connection of the formative and developing approaches in ensuring the modernization of education is shown.

The article compares the concepts of engineering and technical thinking, provides a brief overview of modern research on engineering thinking. The authors analyzed the new technology of teaching course design in the discipline “Machine parts” as an implementation of the principles of developmental learning in higher technical education. The psychological and pedagogical conditions for the formation of cognitive strategies of engineering thinking and the internal position of a future engineer are analyzed, and prospects for further research are outlined.