Pedagogy of Development and Cooperation

Inter-Age Interaction as a Pedagogical Condition of Supplementary Education (Working with Children outside the Classroom) in Russia in the late 19th – early 20th Century

The article presents data on theoretical analysis of the first experiment of using a mixed age interaction in out-of-school work with children in the early twentieth century. The issue of mixed age interaction was widely covered in psychological and pedagogical researches since the beginning of the last century and remains relevant today. At the same time, the interest of scientists to history and the current state of the system of additional education for children has increased.

Readiness of Children with Complex Impairments for School Education

The paper presents the results of an empirical study of various parameters of readiness for school education of children with complex visual and intellectual impairments. It is assumed that the readiness of children with visual and intellectual impairments for school education requires comprehensive, systematic, and long-term interaction of parents, pre-school teachers, specialist on mental defects and physical handicaps, and primary school teachers.

Diagnosing and Correcting Disorders of Emotional Development in Children with Locomotor Pathologies

The paper outlines some theoretical aspects of the issue of emotional development of primary school students with cerebral palsy. It further explains the role disorders of emotional development in such children play in how they interact with others and how they assert themselves as full members of society. Specific features of how children with cerebral palsy express basic emotions were identified, based on the results of an experimental study.

Personality Transformation in Cyberspace

It sets out details of the individual transformation phenomenon analysis in network space. Since the 1990s, there was a tendency on the network emergence of virtual personalities that have little to do with their creators in reality, marking the beginning of this complex process. Originating as a general source of information, the Internet originally had a tremendous educational potential, which is in a slightly modified form still exists today.

Humanization of Educational Space: Results of the International Scientific Conference

The results of the International scientific conference «Humanization of Educational Space», which was held on 19–21 October 2016 at the Faculty of Psychology and Education and Special Education Saratov State University.

Neurophysiological Bases of Pedagogical Accompaniment of Speech Development in Young Children

The article deals with the relationship between the work of the nervous centers responsible for language development of a child-Broca, Wernicke, associative centres and modern methods of speech development. A special role is given to the analysis of modern theoretical and practical work in the field of neurophysiology, devoted to the work of mirror neurons. Analyses the causes of violations of speech development, risk factors, which influence on the fetus during pregnancy, birth and infancy. We studied the mechanisms of action of risk factors on the central nervous system.

Refined Educational Environment: Characterizing the Phenomenon

The paper outlines the essence and types of educational environment and provides a detailed definition of refined educational space as a distinct type of educational environment. When analyzing educational environment, it is possible to use physicalistic and non-physicalistic logic. It is non-physicalistic logic that underlies this paper’s discussion of the phenomenon of refined educational environment. The paper further justifies the rationale for the research of educational environment in the context of socio-cultural environment.

Успешность социально-психологической адаптации учащихся в зависимости от образовательных сред

Изложены данные теоретического анализа проблемы соци ально-психологической адаптации учащихся в условиях моно- (общеобразовательного учреждения) и поли- (учреждений дополнительного образования) образовательной среды. Особое внимание уделено проблеме успешности социально-психологической адаптации подростков в зависимости от их включенности в образовательную среду учреждения дополнительного образования.


Изложены данные теоретического анализа категории «качество жизни», позволяющие выявить наиболее значимые сферы жиз- недеятельности студентов в вузе, а также определить базовые потребности в каждой из выделенных сфер. Представлено ав- торское понимание содержательной наполненности категории «качество жизни». Деятельность куратора характеризуется как целенаправленное и организованное взаимодействие со сту- денческим коллективом, способствующее оптимизации качества жизни студентов и совершенствованию учебно-воспитательного процесса в вузе.


Согласно социально-культурному подходу к рассмотрению педагогических дефиниций, обосновано новое педагогическое содержание социально-культурного феномена «физиче- ская культура» и его составляющих компонентов. Уточнены задачи и результат обучения и воспитания физической культуры, а также введена категория «индивидуальная физическая культура». Обоснована необходимость использования нескольких средств в образовании в области физической культуры (двигательной физической активности и решения жизнеутверждающих ситуаций).