Abstract
The results allow us to see common and specific in the work with gifted children in the Russian Federation and the former post-Soviet republic. The identified features can be taken into account in the organization of socio-pedagogical work with gifted schoolchildren and improve the effectiveness of socio-pedagogical work and socio-pedagogical support of gifted schoolchildren. In conclusion, the study of comparative experience of socio-pedagogical work with gifted schoolchildren in two countries with a similar history of formation of educational systems allows us to see the difference in approaches to work with this non-standard category of children at the moment. The identified specificity in the programs, forms and methods, target benchmarks of socio-pedagogical work with gifted children in educational organizations can be taken into account when developing the content of this direction of work and will improve its effectiveness.