Introduction. At present, with the priority of education in the country’s public policy, it is important to analyze existing approaches to the categories of methods and forms of education. Theoretical analysis allows us to see contradictions in the interpretation of these concepts. Comparative analysis makes it possible to identify significant guidelines for the teacher in choosing methods and forms of education in working with children, and to highlight the most significant positions. Consideration of the problem made it possible to identify various approaches to the definition of forms and methods of education, and the basis for their classification. Conclusion. The grounds for choosing methods and forms of upbringing are highlighted: the activity of the child himself, the manifestation of his subjective qualities in activities, communication in the definition and manifestation of an independent position; the interaction of a teacher with children should be of a value-semantic nature; communication with pupils and forms of interaction with them should stimulate the processes of self-education and self-development, self-awareness and self-attitude, self-realization and self-regulation; the use of methods and forms of education is important for collective formation, the formation of ties and relationships between pupils, the teacher and children, the manifestation of the common goal of joint life.