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Background. of the article is determined by the need to study educational processes and the educational environment in the situation of the COVID-19 pandemic in particular.

The objective of the study is to analyze the characteristics of the educational environment determined by the conditions of the COVID-19 pandemic and the requirements of self-isolation and distance learning, as well as psychological threats to the safety of the educational environment in these new conditions.

Design A study of to the security of the educational environment in a pandemic was conducted. These threats were identified in an exploratory study in the first month of the self-isolation regime (April 2020). We analyzed information provided by junior psychology university students (n = 31); teachers (n = 19) and psychologists of Moscow schools (n = 6); schoolchildren – pupils of 5–7 grades (n = 76) and parents of schoolchildren (n = 18). All information was collected remotely, provided on condition of anonymity and voluntariness. Discourse processing was carried out by the method of content analysis and thematic analysis with subsequent expert assessment. The chosen methodological plan of qualitative research allowed the use of individual experiences as indicators of mass consciousness for the analysis of collective states.

Results. It was revealed that the current situation created by the COVID-19 pandemic significantly changes the concept of «educational environment». The traditional characteristics of the school educational environment are complemented by factors resulting from the process of “expansion” and “shift” of the educational environment, on the one hand from the school environment to the home environment, and on the other hand from the offline format to the online format. The following new perspectives of the educational environment security defined by the situation of self-isolation are highlighted: distance learning; stay in a home environment, diminishing of direct communication; intensification of communication in the network; forced interaction with the immediate environment; the need to coordinate interaction between teachers and parents; the importance of Internet communication; dynamic processes in the family as in a small group, etc. Situations linked to the dynamics of family and interpersonal relationships, health, the physical environment at home, and the online format of the educational process cause the most important emotions in all participants of the educational process during self-isolation.

Conclusions. The program of activities of the educational support service in the school environment should be supplemented with experience and new practices of life in isolation. In a situation of «expanded» educational space and distance learning, educational policy is obliged, while leaving school a priority, to take into account the emergence of new priority subjects in the educational environment that require attention.

Background. Currently, one of the priorities of education reform is the introduction of inclusive education. Although «inclusion» is not a new phenomenon for our country, there are many difficulties and obstacles to its effective implementation. For the Republic of Dagestan and Chechnya, the experience of inclusion has not yet found wide application in educational practice, and therefore the problems and opportunities of implementation at the transition stage are important for the prospects of development of this direction.

The Objective of the paper is based on the analysis of the experience of inclusive education (IO) abroad to investigate the problems of implementation (IO) in the system of higher education in the Republic of Dagestan and the Chechen Republic.

Design. Analyzed and reviewed the methodological issues of inclusive education with the aim of enhancing understanding of the capabilities and modus operandi (IO). As a result of the sociological survey, the main problems that start at the first stage of the introduction of inclusive education, such as psychological unpreparedness of participants of the inclusive process to the introduction of such education in educational organizations, are identified. Research result. The issues of the order of work of inclusive education (IO) in the Republic of Dagestan and in the Chechen Republic testify to the existence of numerous problems. The survey allowed to identify the main contradictions of the educational environment of the University, preventing the introduction of IO in the training of students with opfr.

Conclusion. Based on this study the conclusion about the necessity of establishing at the University a centre of inclusive learning. The main possible activities of the Center, its structure and required resources are proposed.

Introduction. Interest in the issues of spirituality, moral background is objectively determined by the transformations in all spheres of life and human activity in recent decades, including fundamental changes in the value-based system.

The Objective is to describe an experimental program of studying the level of spiritual and moral education in children of preschool age. Based on the analysis of the data and considering the spirituality and morality in children as a complicated integrative education, we identify intellectual, cognitive, value-based, motivational and behavioural components. The main hypothesis of the study is the assumption of the dependence of the spiritual and moral level on the determined systematic work of the spiritual and moral potential of the person, their culture and valued at each age stage. The basic levels of ontogenesis are emphasized.

Procedure. The first stage of the research included analysis of the works in the field of «spirituality» and «morality», which allowed us to determine the specific features of spiritual and moral education of the 5-year-old children and to design a program of experimental study. The second stage was based on the comprehensive program of experimental research, i.e. a system of test methods aimed at studying the selected components of the spiritual and moral education. The population consisted of 90 five-year-old children.

Findings. The quantitative and qualitative analysis of the experimental data obtained at the third stage of our study showed that a high level of spiritual and moral education is recorded only in 21% of the respondents. The majority of respondents (57%) scored the average level of spiritual and moral education. 22% of the respondents score a low level of spiritual and moral education.

Conclusion. The study showed that less than one third of the respondents demonstrated a high level of spiritual and moral education. The majority of preschool children did not know about the spiritual and moral norms of social behaviour, and also they lacked regular rules of behaviour, which suggests that the majority of the research participants did not correspond to age-related opportunities and require targeted psychological and pedagogical assistance.

Background. Studying students’ and teachers’ views on the goals and purposes of the teaching and upbringing process is important in connection with the modernization of school education. Their attitude to these issues characterizes the social psychological context that determines the role of school in cultural and value-based education of adolescents.

The Objective of the research is to determine the differences between the students’ and teachers’ views on the goals and purposes of school education in relation to the three areas of analysis: between students and teachers, between members of schools types (general education, in-depth study of particular subjects, gymnasium and lyceum), between generations of teachers and students as of 1991 and 2017.

Design. The paper presents the results of survey questionnaire conducted by the Centre for Sociology of Education, IEM RAE, Moscow, Russia, in 2017. The sample included 11 803 students of 7-11 grades and 4 999 school teachers. The data are further compared with the results of the survey 1 conducted in 1991 (sample included 162 students and 681 teachers). Questions concerning goal orientations of school education are considered at two levels: pragmatic ("What should school give to students?") and value-based ("Who should schools prepare their students for?").

Research Results. At the pragmatic level, students attach greater importance to the issues of professional identity, whereas teachers regard the traditional functions of education. At the value-based level for students, the individualistic attitudes are more typical, whereas teachers place a greater value on socially regular patterns. Members of the gymnasia and lyceums more often note the importance of the cultural development as well as communication and interaction between students. Unlike gymnasia and lyceums, general education schools put a greater emphasis on normal behaviour and participation in public life. The admission requirements have increased for socializing functions and training, and also the individualistic attitudes in modern education compared with 1991 have been in the focus of attention. Simultaneously, the importance of creative activity is decreasing and education is aimed at supporting social institution. Factor analysis has revealed three meaningful juxtapositions in relation to which the goals of school education are structured: "norm – self-actualisation", "convention – principle", "romantic approach – pragmatic approach".

Conclusion. This research reveals particular goals and purposes for modern school education in students’ and teachers’ minds that allows them to improve the educational process.

Background. The paper deals with understanding success in terms of generation value gap, transitivity and high social uncertainty as a component of self-determination of an individual acquires particular relevance, determining the vector of a person’s personal development.

The Objective of this research is to study the ideas of modern adolescents about success linked with self-esteem and assessment of their own success in significant spheres of life, i.e. education career and interpersonal relations. The study is based on the assumption that the notions of success as self-development will be associated with a higher level of self-esteem and assessment of success in adolescents.

Design. The study involved 500 adolescents (291 girls and 209 young men), students of the 10th and 11th grades of schools and gymnasiums (average age 16 years), Moscow, Russia. To study the ideas of adolescents about success, Adolescent Representations of Success (ARS) questionnaire was developed. To study the self-esteem of adolescents, the method of Dembo-Rubinstein was used in the modification A.M. Prihozhan, as well as a purposefully designed questionnaire to study indirect evaluation of success.

Results Three models of success that characterize the attitude of adolescents to the success are identified: success as social recognition, success as fulfillment of external social requirements, and success as self-development and self-actualization. The differences in the self-esteem of adolescents with different ideas about success are revealed.

Conclusion. The research confirmed the hypothesis and showed that varying perception of success in adolescents is closely related to self-esteem and evaluation of their own success. Understanding success as self-development and self-actualization is associated with a higher level of self-esteem and assessment of own success which promotes psychological well-being in general. Adolescents who share a model of success as fulfillment of external social requirements associate success with achieving goals with overcoming obstacles and satisfaction with results and place value on luck. For adolescents who are focused on the model of success as social recognition it is typical to place value on their personal authority among the peers, thus having high assessment rates of their success as a whole.

Background. The necessity of youth policy development is caused by negative social tendencies not only in Russia but all over the world. Control of social behavior may be one of the guidelines in its development and determining problem areas.

Objective. The objective of the paper is to study social representations about «the contemporary hero» in students of the psychology and teacher-training specialty. The main issue of the research is the difference of social representations about «the contemporary hero» in students of different specialties and different values.

Design. The methods include the author's questionnaire for revealing social representations that consists of incomplete sentences, open and associated questions, and also the technique for identifying Schwartz’s values. The sample consists of 96 students representing 4 careers (physical training, psychology, defectology, elementary education).

Research Results. The results of the study show that within the given groups insignificant statistical distinctions on values are revealed. However, character and discrepancy of values are different within the 4 groups under consideration. In the groups with inconsistent structure of values social representations are also inconsistent: the students have no example for identity, they cannot identify names of particular persons to the hero image, definition of the hero and the specified persons do not coincide. In contrast, within the group of harmonious structure of values specified persons, exemplary models for imitation coincide with that definition of “the contemporary hero”. The most harmonious structure of values and less inconsistent social representations about «the contemporary hero» are revealed in Physical Training students, whose most inconsistent values and social representations are revealed in the group of Psychology students.

Conclusion. Stereotypical interiorized social representations about “«the contemporary hero” are dominant in the student, which does not allow them to transfer that image to the future subordinates. The major part of the students do not see examples for imitation and for identification among celebrities. Researches on a more vast sample will allow to specify the data to develop recommendations for updating the youth policy in this field.

Background. The issue of upbringing is becoming increasingly important due to the development and growing-up of modern children and adolescents in the so-called digital age. The characteristic features of child development in the kindergarten and in the primary and secondary school within the information society make pose a challenge to the psychological service.

Objective. The key to the situation can be found in the context of the priority directions of psychology of upbringing and education, and also by establishing scientific and practical support of the directions. The paper is to thoroughly consider psychologists’ and educators’ work in the education system in the current situation. The goals and objectives of their work are specified in regard with the significant changes that have been recently observed in the Information Society.

Design. The acute and sometimes contradictory issues of the upbringing have been severely paralyzed. The ever-lasting goals of educating children and developing their personality such as emotional and spiritual development, mastering the accumulated bag of cultural achievements, the development of moral feelings, abilities for full communication, etc. are singled out.

Research Results. Modern education reflects the needs of the information society and has to focus more on the issues of schoolchildren's progress, the development of their intellectual sphere, and the preparation for the passing of the State Exam. Much less attention is paid to education. Practical psychology being an important assistant of the educational system is much influenced by the latter and is not actually prepared solve the urgent task of educating children.

Conclusion. The solutions to the problems of education should not only be found at the level of highly professional interdisciplinary integration of the educational, psychological, social and other sciences and practices, but also at the level of the contemporary interaction of various sciences and forms of social consciousness , i.e. culture, art, media (television, radio, Internet), law, morality, religion.

The paper is devoted to the concept of «zone of proximal development» (ZPD). This fundamental concept is revealed in the framework of the ergative model of the subject of work and learning. The prime postulate of the model is the statement about the genetic unity of the subject of collective activity (the ergasystem) and the individual subject. The similarity of structures was followed by the cultural and historical development of homo sapiens, which occurred in the labour conditions that promoted building human relations. Generalized functions in the ergasystem and the corresponding positions can approximately be as follows: «executor», «leader», «ideologist» and «strategist».

The paper states that the subject of educational activity is represented by the same basic characteristics. At any learning stage, the teacher must judge the necessary pedagogical influences according to which subject positions to be improved. Using the ZPD toolkit, the teacher directs efforts to raise the general maturity of the learner, which will develop the ability to learn independently.

In order to verify the assumption mentioned above, the method of the teaching experiment was used, during which the students of the secondary vocational education and high school students were attending additional training courses at the Department of Further Education, The Small Academy, Lomonosov Moscow State University. Extra training courses included project or research activities of trainees, so groups of students acted both the subject of collective work and the subject of learning. The first results of the pilot experiment showed that productive work of the teacher and student can be carried out at the intersection of the subject spaces of these activities, where the boundaries of the ZPD can be outlined.

The paper is devoted to the analysis of student practical work on the theory of systematic gradual development of human intellectual activity, i.e. the fundamental psychological theory of P. Galperin. Practical work based on the gradual development of human intellectual activity is impossible without appropriate methodological base and understanding of P. Galperin’s theory, and the concept of orientational activity. The paper presents the results of student report meta-study (reports of planning, implementation and evaluation training projects based on the gradual development of human intellectual activity). The paper analyzes the themes and goals of training programs, discusses the main challenges and achievements in building a complete orienting basis and in defining the steps of gradual development of human intellectual activity, gives examples of specific difficulties faced by students in implementing the training programs. The paper demonstrates how the three model schema of gradual development of human intellectual activity is realized in students’ projects: from the psychological through the psychological-pedagogical to methodical, or technological, i.e. «real educational situation» models. Based on the meta-analysis of students’ reports the possibilities to explore the concept of orientation activity in training programs is shown.

In order to determine the correlational relations mentioned in the title here above, a number of experiments with school students have been carried out. They included knowledge instruction on the basis of Galperin’s types of learning on three school subjects (history, biology, geometry); checking the level of logical thinking by means of solving a number of tasks that include basic logical operations such as categorization, generalization, classification, deductive conclusions, finding of analogies and equalizing of variables; estimation of the development level of abilities for searching solutions of insight problems by the results of solving five such problems taken from the set of tasks used in researches on creative thinking; appraisal of the development level of creativity by using the subtest “sketches” in Guilford’s technique.

The sample included 132 school students of the 7th grades from Yekaterinburg schools, Russia. The obtained data were processed statistically using Pearson and Spearman coefficients. Concerning the correlations studied, the following results have been received.

The effectiveness of 1st type of learning is strongly connected with the development of logical thinking (r=0,54), is moderately connected with the ability to solve convergent problems (r=0,34) and is not connected with the ability to solve creative divergent tasks. The effectiveness of 2nd type of learning is connected with the level of logical operations development (r=0,29 for facts and r=0,57 for proofs) and is not connected with the ability to solve convergent and divergent problems. The effectiveness of the 3rd type of learning does not deal with solving convergent tasks, is hardly connected with flexibility (r=0,25) and ingenuity (r=0,21) of solving creative tasks, and even less the 2nd type of learning is connected with logical development when logically complex knowledge is assumed (r=0,48). The established ties give grounds to suggest that the use of the 1st type of learning should develop the abilities for solving insight problems and should not develop creativity in course of instruction, the 2nd type of learning has potential of logical operations development; the 3rd

The process of establishing national education in Great Britain in the late 19th century demanded acceptance of cardinal measures on revising the system of primary education in general, changing the approaches to training and education of children and teacher training. A wide network of teacher training colleges required manuals on pedagogical psychology for elementary school teachers. Alexander Bain and James Sully were the first to develop the issues of pedagogical psychology in Great Britain. Psychology and pedagogical views of Alexander Bain can be found in the works “Education as a Science“, “Psychology“. Psychological ideas of James Sully are reflected in the works “The Teacher’s Handbook of Psychology“, “Studies of Childhood“, “Pedagogical Psychology“. In the works of the British scientists, a wide range of pedagogical psychology issues are presented: from lesson organization issues to problems of professional and basic qualities of teachers. Ideas on the value of a reflection and empathy as factors of efficacy of pedagogical activity were innovative ideas, for psychology and pedagogical science of the 19th century; readiness and ability of the teacher for self-control as basis of efficiency of training and education processes; on the value of communicative, organizing and pedagogical abilities of the teacher, etc. First mentioned in Alexander Bain and James Sully’s works, many ideas find reflection in works of modern scholars.

The paper presents the book “Island of Utopia: pedagogical and social engineering of postwar school” (M. Mayofis, P. Safronova, & I. Kukulina (Eds.) (2014) Moscow, Novoe literaturnoe obozrenie) which is currently in press. This collective monograph is the result of a research project relevant School of Humanitarian Studies of the Russian Academy of National Economy and Public Administration.

The work is devoted to a particular period of history of education (1940s-1980s), but in scope, it inevitably goes beyond the period mentioned, forcing to think about what was happening in the Soviet education before this period after, i.e. in the post-Soviet education.

The author defines the genre of the book mentioned, as non-fiction pedagogy literature. Previously non-fiction pieces had no analogues among the historical and pedagogical works.

On the one hand, the genre of non-fiction involves precision, rejection of many myths rooted in human consciousness. On the other hand, it allows multiple interpretations. Therefore, the author notes that the text of the paper cannot be regarded as a professional review with a brief overview of the diverse collective heads of academic monographs. This is a reflection on the book that offers readers the opportunity to join a meaningful conversation, complete the piece with their own stories that clarify and specify the message of the book, and sometimes even disagree with the authors of the book.

The book is written by serious Russian and foreign authors. It enables a sober assessment of the Russian education system with all its ups and downs. The book convinces the reader that despite education being a sphere of activity is very dependent on the state of politics and ideology, it allows a certain breakthrough which results in emerging relatively autonomous pedagogical utopias.

A great number of pages devoted to the reform of education outside Russia show that the only correct solution accepted by absolutely all the players on the field of education (the state and the teachers, parents and their children) is found nowhere in the world.

The objective of the paper is to research the relations between psychological and didactic requirements for designing training technologies of ensuring the educational results specified by the Federal State Educational Standards of a new generation.

A necessity of solving three interrelated tasks is highlighted. The first task is aimed at selecting achievements of A.N. Leontiev’s academic school by to further include them into the psychological training program of educators. The second one is directed at realizing the “projection” of psychological theory provisions into the system of didactic notions. The third one consists in developing educational methods of various study fields on the basis of the novel didactic knowledge and experimental verification of these methods.

The general approach to solving the tasks mentioned is proposed hereunder. The most important principles of A.N. Leontiev’s theory for the sphere of education have been emphasized.

It is suggested to introduce a number of notions in didactics to be adequately described in the activity structure. A set of methods for the developing students’ learning activities, which is the basis of their main ability (the ability to learn), is proposed.

Educational technology in the activity paradigm achieves educational results that are legitimated in the Federal State Educational Standards. The model of developmental education has been probated within the educational program “Small Academy of Lomonosov Moscow State University”, and also in the works of a number of school experts who were involved in the experiment.

The goal of this work is to justify the urgency of career choice at the present stage of societal development and also to show that in terms of social and cultural modernization of education based on the implementation of the major methodological approaches in the human science there raises the possibility of establishing an effective system of psychological support of career choice.

Analyzing the main content of the systematic, activity-based, dynamic, anthropocentric, and acmeological approaches in the context of the problem, the author defines their capabilities within the research of career choice. The need to integrate methodological approaches for the development of a unified scientific theory of career choice is emphasized. The result of this integration was the view of the author that the basic principles of modern theoretical approaches to anthropology are extremely focused on the concept of the “social situation of development” by L.S. Vygotsky.

The paper shows that the optimization of the social situation of development is the main vector of psychological support for of senior students in career choice. To identify specific directions of career choice the ideas of Russian psychologists of the social situationof development are analyzed and presented in the paper. The author as a main component of the content structure of the social situation of development highlights the psychological readiness for career choice, i.e. cognitive, behavioural, motivational, personal preparedness. Reference is made to the positive author’s experience of psychological preparedness for professional career choice of children in a particular social situation of development, e.g. orphans, adolescents with deviant behaviour, children who show giftedness.

This article analyses the impact of the training program, which is adapted from the author’s integrated concept of creative thinking. The authir interprets it not only as a manifestation of giftedness or a way of thinking, but also as the highest integral level of thinking, the structure of which includes systemic, logical, divergent, predictive, productive, abstract, imaginative, verbal, theoretical, practical, labile thinking. Cluster analysis allowed to identify three types of creative thinking: systemtheoretical, practical and labile-logical.

Based on the integral concept of creative thinking and proven as a result of cluster analysis typology of creative thinking has created a special development program, in which creative thinking teenagers purposefully formed by the development and the integration of its components. The development program is based upon training and educational programs designed to stimulate certain kinds of thinking, but the main focus was on the integration of targeted types of thinking in the structure of creative thinking.

The approbation of the developing program was conducted at the premises of several secondary schools of Angarsk, Russia, in 2009-2010. The program has shown high efficiency both concerning quantitative integrative creative thinking index and also qualitative properties, it was also highly effective concerning all three kinds of creative thinking in adolescents with different versions of its inner structure.

In recent years, children’s school stress and school phobia are rather frequent motives for parents to refer for psychological aid. A child being unable to cope with the annually growing demands to intellectual potential, his/her parents adopt a wait-and-see attitude – the child will grow up and the problems will resolve themselves. Another reason for the parental attitude dysfunction is lack of generally accepted priorities of a child developmental age. On the one hand, this occurs due to countless aspects of psychological preparedness of a child for school: the ability to ride a bicycle, to know geometric shapes, to read, to write, to count, to draw, to develop gross and fine motor skills, to listen to and follow instructions, to memorize, to be attentive and diligent, careful and independent, to socialize with peers, etc. On the other hand, amongst the guidelines for educational programs there are mutually exclusive key characteristics of the primary school age. Moreover, the dominant role in mental development of a child in the early school years is given to a school teacher. The most significant phenomena of the primary school age (theoretical thinking, introspection, etc.) are connected with mastering learning activities.

The basis of our study is the hypothesis that mental ages of a child and stages of development of an age-related psychological neoformation are the regulators of the parental position.

We have covered the underpinnings for distinguishing groups of children of three mental ages – the children that have attained the crisis of the seven’s year («crisis»), post-crisis and stable ones. Based on a subsequent test for the children, we have drawn certain conclusions on the effectiveness of the proposed strategy for the parental competence development.

The research carried out has revealed that criteria for a child’s mental age can be considered as a basis for the formation of a competent adult selection of parent-child interaction strategies.

Specific features of temporal perspective and value-semantic orientations (including consistency of relevant values and their availability) in high-school students depending on the type of dominant motivation was studied.

For all students, it is shown that time perspective of their aspirations and desires differs by depth, length and positive orientation to the future, but these representations are qualitative specifics depending on the type of dominant motivation. For the group of students with achievement motivation and learning and cognitive motivation, values of educational activity are well coordinated and are seen as a means of realizing long-term goals for adulthood.

For the group of students with affiliation motivation, prestige and competition, values of learning are often accompanied by internal conflicts and vacuums. In high school students with the prevailing cognitive motivation the near future is associated with the values of freedom, self-confidence, self-improvment, overcoming obstacles, friends.

Their aspirations in the distant future are related to self-development, self-improvement with achieving success and confidence. Students with competitive motivation are characterized by a large number of targets in the distant future, without reference to a specific time and implementation, i.e. their school-life motivation decreases.

Aspirations of students with self-reinforcing learning motivation in the near future are most often focused on studies, but they are associated with a desire to achieve quite definite exam results.

To their mind, distant future is associated with overcoming obstacles and status and competitive values. Students with affiliation motivation associate their distant future with career, and also with status and competitive values of «authority», «to be better than others». Their motivation associated with the present and the immediate future period of school life also decreases.

The article examines the main indicators of the quality of education and outlines the anthropological approach to education, which the author regards as the basis for their development. The principles of design of anthropologically oriented school system are analyzed.

The article investigates causes of illiteracy of modern schoolchildren, examines the shortcomings of training programs that do not provide education of high quality in primary school. Possible ways to provide psychological assistance to students with poor performance are discussed.

The article is devoted to the problem of development of personality creativity of the child in the learning process of composing music. An original educational technology courses of composing music, developed on the basis of the theory of planned formation of mental actions (P. Galperin) and author's method of assessment of creativity as a result of musical creativity, based on the concept of creativity R. Sternberg, are presented.