The relevance of the investigated problem is related to transformational changes in primary school. The result of these changes was the construction of a new school that will function on the basis of joint and active activity, the atmosphere of research and cognitive cooperation between the teacher and students teaching who will be carried out through research. The purpose of the study is to substantiate theoretical foundations of the problem formation of research skills of primary school students in the educational process of the New Ukrainian school; develop and experimentally check effectiveness of organizational and pedagogical conditions for the implementation of this process. Research task: based on the analysis of psychological and pedagogical literature to reveal the theoretical foundations of the problem of formation of research skills of primary school students in the educational process of the New Ukrainian school; diagnose the initial state of formation of research skills of primary school students; develop and theoretically substantiate organizational and pedagogical conditions for the formation of research ability of primary school students in the educational process of the New Ukrainian school; carry out an experimental check of the effectiveness of organizational and pedagogical conditions of the researched process. Object of the study is the formation primary school students’ research skills in the educational process of the New Ukrainian school. Subject of the study are the organizational and pedagogical conditions of formation of research skills of primary school students in the educational process of the New Ukrainian school. Research methods: theoretical (analysis of psychological and pedagogical literature, synthesis, comparison, generalization); empirical (pedagogical experiment (determinative, formative and control stages)); diagnostic methods (pedagogical observation, questionnaires, testing, poll)). The theoretical foundations of the problem of formation of research skills of primary school students of the NUS are defined and analyzed in the study, the basis of which are the ideas of scientists who defined the priority concepts of optimal research-oriented orientation of this process: actualization the personally transforming meaning of the search activity of the education seekers; creation of a climate of research and cognitive cooperation; construction subject-subject developmental communication between the teacher and the child as equal partners. Results. It is proved that the education seekers’ organization of educational and research activities should be built on a cognitive and instrumental set of actions of a teacher and a child on a partnership based under certain conditions: motivation and purposeful involvement of students in independent performance of research tasks; taking into account individual and psychophysiological characteristics of students; activation of the intellectual and creative potential of each individual with stimulating the maximum realization of one’s own natural capability, achieving success; effective application of innovative teaching forms and methods. Organizational and pedagogical conditions of formation of research skills of primary school students in the educational process of the NUS have been developed and scientifically substantiated, in particular: providing the educational process with a research focus by creating an educational environment of an active and searching nature; realization of potential talents and opportunities of primary school students during the performance of search and research tasks by application differentiated approach; acquisition and enrichment of primary school students’ research experience through the actualization of developmental subject-subject interaction of teachers and students. Theoretical significance of the research is to discover and scientifically substantiate organizational and pedagogical conditions for the formation of research skills of primary school students in the educational process of the New Ukrainian school. Practical significance of the obtained results of the study is to experimentally check organizational and methodological providing process of the formation of research skills of primary school students in the educational process of the New Ukrainian school.

It was analyzed that theoretical bases of the realization process of the neuropsychological approach in the correction of the children's development who have difficulties in training based on needed complex diagnostics in the conditions of constant monitoring of a condition in their development, constant improvement of methods and receptions of inclusive training of primary school age pupils. It is determined that the application of corrective neuropsychological influence on the damaged development of personality is one of the important areas of correctional pedagogy, which uses the compensatory capabilities of the child's brain. The article describes the content and features of neuropsychological features of developmental correction of primary school age children who have learning difficulties (psychomotor skills, speech, cognitive processes, visual-objective perception, emotional disorders, etc.). Means of neuropsychological correction are presented, which are represented by two blocks: formation and development of a sensorimotor component of higher mental functions and development and correction of cognitive functions and components that are part of them. The organizational and pedagogical conditions for the development of junior schoolchildren's creativity with special educational needs have been developed and experimentally tested, in particular: the creation of a creative development environment through the introduction of game teaching methods; intensification of subject to subject interaction of participants of the educational process in the conditions of inclusive education based on partnership pedagogy; maximum enrichment of subjects with creative content to increase the experience of creative self-expression of students in lessons and extracurricular activities successfully tested during the formative stage of the experiment.

The implementation of reforms in education for children with cognitive development disorders requires that the historical aspect of the educational process should be reconsidered and scientifically justified, as well as the accomplishments of Ukrainian defectology should be creatively used. The relevance of the research lies in the need to overcome the fragmentarity of historical and pedagogical knowledge about the creation and development of textbooks for children with cognitive development disorders in Ukraine to justify and determine its characteristics and roles in modern correctional pedagogy. The research aims to identify the prerequisites for the emergence and the features of such processes as the creation and development of textbooks for children with cognitive development disorders in Ukraine in the period under study, as well as to highlight the scientific and practical value of the available accomplishments in the field to further improve such books for these children under modern conditions. Research methods include theoretical analysis; synthesis; comparison; systematization and classification of data from archival sources; historical-and-genetic, comparative, chronological, biographical methods; periodization; retrospective analysis. The research identifies and justifies the stages in the development of textbooks for children with cognitive development disorders in Ukraine, whose sequence is related to the development and reforms in the special education system, the elaboration of concepts, theoretical and methodological principles of education of children with cognitive development disorders, as well as the changes in organizational-and-pedagogical and scientific-and-pedagogical aspects. The research concludes that Ukrainian researchers and practicians regularly work on the improvement of textbooks' content.

The article deals with the formation of communicative competencies of applicants for higher education in the context of distance learning from the perspective of neurosciences. The relevance of the article lies in the fact that for a successful, effective organization of distance learning, it is necessary to select the rational methods of teaching, aimed at enhancing the development of personality. The purpose of the article: to clarify the interpretation of the concepts: “competence”, “communicative competence”, “distance learning”, “neuroscience”, “neurolinguistics”, to investigate service platforms for online learning; to find effective teaching methods that contribute to the formation of communicative competence of university applicants. Methods of work - analysis of scientific and methodological literature, system analysis. Results: the use of active teaching methods has a great impact on the formation of communicative competence in higher education students. Service platforms that help teachers conduct online learning with students have been investigated. It was emphasized that videoconferencing and video meetings help to form communicative competence with students. In addition, it was noted that higher education should be implemented using a competency-based approach. Novelty in the work is a review of neurolinguistic programming as one of the effective methods of formation of communicative competence. Conclusion: the use of current pedagogical technologies in the university helps to implement new principles of individualization and differentiation, taking into account the psychological aspects of the person associated with his intellect and speech.

No abstract