образовательная среда

The concept of environment is far from being a novelty in pedagogy. Along with this, at the present stage of the development of the environmental approach the following issues are actual: is the environmental approach a unity of qualitatively specific pedagogical principles alien to other approaches or does it present one of the educational technologies or its element (factor, resource or a means)?

The article substantiates that children's summer camp can be considered as an object of high risk. The risks meeting in its educational environment are considered. The author presents experimental research materials on revealing of features of perception of the risks connected with summer children's camp, teenagers and parents.

In article the psychological essence of the educational environment is considered, necessity of maintenance of her safety which corresponds with a category of psychological violence, destructive for mental health as teachers, and pupils is marked. The description of school psychological risks and their factors to which number aggression of the teacher concerns also is given. Results of empirical research of displays of aggression are analyzed on the part of teachers, forms of these displays, the basic types are considered.

The article considers the problem of students adaptation to the educational environment of university in terms of ecopsychological approach.

The article describes the methodological foundations of psychological and pedagogical study of risks of suboptimal pupil interactions and learning environment from the standpoint of environmental psychology.

Since theological seminaries have become a part of the educational system of the Russian Federation, they are now subject to state licensing and have to gain accreditation. This requires a revision of means and effective educational principles in the higher theological school. In this regard, the issue of the educational environment development contributes to a rethink of developmental strategies and helps to determine new ones. Moreover, it stimulates the search for additional interaction forms of the teachers and students.

The increasing complexity of quantitative and qualitative characteristics of the educational environment prompts the research aimed at investigating the modern social and cultural landscape and identifying acmeological mechanisms of social and psychological aspects of the school safe climate. The theoretical framework of the study was based on the concept of "cultural traditions" proposed by D. B. Zilberman and devoted to normative and value types of attitudes to reality.

The article presents data of theoretical and empirical investigation of the problem of socio-psychological organization of first year stu­dent’s adaptation to university educational environment. It shows that the development of personal adaptational system is ensured not only by the complex of its separate components (subsystems), but by their interaction as well. The article presents empirical research data. The sample included first year university students (n = 85); the following diagnostic tools were used: A. G. Maklakova and S. B.

The article presents theoretical analysis of modern state of the problem, regarding adaptation of students to the university environment. The article discusses manifestations and types of disadaptation, its psychological and educational risks, and analyzes adaptive strategies. The use of psychodiagnostic tools (T. D. Dubovitskaya’s methods of research of student’s adaptation to university, C. Rodgers and R. Diamonds methods of socio-psychological adaptation, V. I.

The article identifies and describes six stages of formation of personal adaptational readiness for educational environment in dynamics of the course of its life, it also defines basic personal new formations, which determine high level of its development. The article shows that adaptational readiness for educational environment of pre-school educational institutions forms in early childhood and adaptational readiness for school educational environment forms during the preschool age.