Abstract: The subject of the study is the concepts of time and space as a subsystem of a holistic picture of the world of preschoolers. The object of the study is the level of development of ideas about time and space as a subsystem of a holistic picture of the world of preschoolers. The purpose of the research is to develop ideas about time and space as a subsystem of a holistic picture of the world using fairy tales. This article is devoted to the study of the influence of purposeful activities based on fairy tales on the development of ideas about time and space as a subsystem of a holistic picture of the world. The first part of the article analyzes the psychological, pedagogical, philosophical and medical literature devoted to the problem of research. In the process of theoretical analysis, it was revealed that the picture of the world is considered as an integral pedagogical category, which reflects the degree of understanding of the world and the events taking place in it at the level of systematization and generalization of knowledge previously acquired by a person. The concepts of time and space are a subsystem of a holistic picture of the world. These ideas are among the first to develop in a child. For children of early and preschool age these ideas are unconscious. In order for them to become conscious, it is necessary to carry out their purposeful development. Based on the theoretical analysis, we have identified the methodological basis of our research and compiled its design. A complex of formative classes based on fairy tales was conducted with children of senior preschool age during one school year. The result of the conducted formative classes was the revealed effectiveness of formative classes in the experimental group. Children have become better able to navigate in time intervals and determine spatial directions. Ideas about the world have expanded. The ability to set and solve search tasks has appeared. This is justified by the fact that children from the experimental group increased the level of development of ideas about time and space as a subsystem of a holistic picture of the world by 30% and 25%, while in the control group these indicators increased by 5% and 4%, which is a minor change.

Abstract: This article presents a retrospective analysis of psychological and pedagogical literature and archival data, considering the problem of formation of pedagogical testing in Russia and in the USA. The retrospective analysis made it possible to compare the obtained data and to reveal fundamental differences between the two scientific schools. The authors identified four main points of view regarding the emergence of the pedagogical test. The authors identified four main points of view regarding the emergence of the pedagogical test. These points of view are references to the studies of scientists and public figures of the late XIX century and show us that the idea of creating a pedagogical test did not arise by chance and after its implementation was positively accepted by society and specialists working in schools in England and the USA.
The second part of the article describes the synthesis of modern experience of pedagogical test creation, types of pedagogical tests, the main stages of their creation, criteria of development and requirements to task creation. The criteria and requirements to pedagogical test tasks reflect the fundamentally important points to which attention should be paid. The described materials are not only a historical reference, but also methodological recommendations for future authors of pedagogical tests.
The second part of the article describes a synthesis of modern experience in pedagogical test creation, types of pedagogical tests, the main stages of their creation, criteria of development and requirements to the composition of tasks. The criteria and requirements to pedagogical test tasks reflect the fundamentally important points to which attention should be paid. The described materials are not only a historical reference, but also methodological recommendations for future authors of pedagogical tests.

Abstract: The subject of the study is comorbid disorders of children with mental retardation. The object of the study is the frequency of comorbid disorders of the children with mental retardation.
Using a retrospective analysis of medical records, the authors examine in detail the neuropsychiatric manifestations and behavioral stereotypes that frequently occur in the study sample of children. These behavioral stereotypes or comorbid disorders were noted by parents or health care professionals who interacted with the children. The total sample included 1,000 preschool and young children (from 1.5 to 7 years old) with various neuropsychiatric speech diagnoses - delayed speech development, autism spectrum disorders, delayed psycho speech development, and other unspecified speech diagnoses. The main finding of this study is that a list of the most common comorbid disorders was compiled. Using this list of the most common behavioral disorders, it is possible to make a screening assessment of mental development and identify the degree of its delay on the basis of the formed behavioral and speech patterns. This will help specialists (psychologists, speech therapists, defectologists and neuropsychologists) working with children to provide them with the necessary assistance in a timely manner.
The scientific novelty of the study lies in the fact that previously no comprehensive list of the most common behavioral disorders of the children with mental retardation was compiled. This list made it possible to differentiate the primary diagnosed child into one or another group according to the belonging to the diagnosis, with subsequent more thorough verification of the diagnosis.