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Rapid political and socio-economic changes require new generation of citizens-innovators, able to respond adequately to the challenges of society, solve creatively non-standard problems. It is indisputable that development of the intellectual and creative potential of the citizens is a prerequisite of high competitiveness of the state, the key to its economic well-being. In this context actualizes the issue of providing high quality pedagogical support for gifted children and youth as a future national elite. Despite the fact, that there are different models of pedagogical support provision in different countries, in a generalized form they can be divided into two large groups, based on such criteria, as environment and forms of pedagogical support. Consequently, pedagogical support for gifted children and youth is provided in schools and out-of-school education institutions, while the most common forms are acceleration, enrichment, differentiation and ability grouping. In the framework of our study we’ll focus on out-of-school education institutions as an important provider of pedagogical support for gifted children and youth in the USA, Canada and Ukraine. In the course of the study we’ll make an attempt to answer the following questions: How children and youth with different types of giftedness are identified in the USA, Canada and Ukraine? What forms of pedagogical support are available in the out-of-school environments of the specified countries? Can positive conceptual ideas of US and Canadian experience be implemented in practice of domestic out-of-school education institutions? The integrity of consideration of the phenomenon under study is ensured by the comprehensive application of a set of methodological approaches, to which we refer systems-synergetic, personality-centered, cultural and comparative 1 .

PEDAGOGICAL SUPPORT OF GIFTED CHILDREN AND YOUTH IN THE OUT-OF-SCHOOL EDUCATION INSTITUTIONS IN THE USA, CANADA AND UKRAINE