This article is devoted to the analysis of gender characteristics in the intelligence of girls and boys in the context of neuropedagogy. The subject of the study is the impact of gender differences on the educational process, and the topic is to study the impact of gender-specific neuropsychological characteristics of the child on the cognitive development. The main goal of the article is to develop individual approach strategies taking into account gender-specific neuroanatomical and psychological factors in pedagogical approaches. The relevance of the topic is determined by the fact that the success of educational activities in children is largely determined by the relationship between gender differences in brain development. The study, based on neuropsychological observations, cognitive tests and pedagogical experience, identified differences between boys and girls and studied their impact on teaching effectiveness. The results obtained showed that boys are more likely to excel in spatial and logical thinking, while girls are more likely to excel in verbal intellectual activity. Experimental observation, questionnaires and statistical analysis were used as research methodologies. The results may be useful for educators, psychologists, and program developers working with preschool and school-age children. In conclusion, it has been found that pedagogical approaches that take into account gender neurospecificities are an important factor in increasing children's motivation for learning and academic performance. 

Neuropedagogy, gender characteristics, girls

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