1 Educational environment Concept component Principles of organization. Scientific Review

Lecture 1. The concept of the educational environment, its structure.

Design and examination of the educational environment.

In recent decades educational environment (OS) I became the object of numerous psychological and pedagogical studies in Russia and abroad.

The logic of the discipline name implies the need for the initial consideration of the concept of a medium as a generic environment for the concept. Despite the extraordinarily wide use of the concept "Wednesday", It does not have a single value. The authors use a number of terms: "man's environment", "Wednesday of People", "Human Wednesday", "Habitat" (, etc.).

The encyclopedic dictionary gives the following definition: " wednesday - surrounding man public, material and spiritual conditions His existence and activities. Wednesday in a broad sense (macros) covers the socio-economic system as a whole - productive forces, public relations and institutions, public consciousness and culture. The medium in a narrow sense (microenvironment) includes the direct environment of a person "[p.1271].

The human environment consists of a totality of natural (physical, chemical, biological) and social factors that can affect the life and activities of people directly or indirectly. Some environmental impacts are temporary, other media influences can be permanent.

Taking care of the psychology of development, Korg concluded that the environmental influences can delay or stimulate the growth of the body, generate a stable alarm or contribute to the formation of complex skills. NEDDSON, K. Baron, J. Griffitht, M. Harryes, etc. established the dependence between the indicators of the external environment, as temperature, noise, tesne, and polluted air and the level of aggression.

The perception and knowledge of the environment, its psychological interpretation is very important, since with the help of these processes a person gives meaning to the world around the world, participates in various forms of social life, establishes interpersonal relations. Man is not a passive product of the medium, it acts and, thereby, converts the environment, which in turn also affects a person. This is the basis of a dynamic relationship between man and its habitat.

Educational environment can be viewed as a subsystem of a socio-cultural environment, as a combination of historically established factors, circumstances, situations; and as the integrity of specially organized pedagogical conditions for the development of the student's personality.

Consider the main approaches to the disclosure of the concept of "educational environment".

In foreign studies, the concept of "educational environment" is often replaced by a number of others: "Design of training", "School atmosphere", "Climate in the class", "School culture".

According to the educational environment - this is a system of influences and conditions for the formation of personality, as well as opportunities for its development contained in a social and spatial-substitution environment.

According to the educational environment - this is a combination of all the possibilities of learning, education and development of the person, and the possibilities of both positive and negative.

According to its localization, OS is preferably considered within a certain educational institution: university OS; College OS; School OS, OS, OS, OS establishing additional professional education, OS institution of additional children's education.

OS is a comprehensive object, has its own multicomponent structure.

It believes that the educational environment of the school has the following structure:
1. Spatio-semantic component (architectural and aesthetic organization of life space of schoolchildren, coat of arms, traditions, etc.).
2. Constive-methodical component (concepts of training and education, educational programs, forms and methods of organizing training, etc.).
3. Communication and organizational component (features of the subjects of the educational environment, communication sphere, features of management culture).

(Vitold Albertovich) in the educational environment allocates the following components:
1. Spatio-architectural (objective environment surrounding teachers and student).
2. Social (determined by the special form of children's adult community).
3. Psychoddactic (the content of the educational process, which is mastered by the child, ways of action, organization of training).

Thus, the educational environment is a combination of material factors of the educational process, interpersonal relations, which establish the subjects of education and specially organized psychological and pedagogical conditions for the formation and development of the individual.

People organize, create an educational environment, have a constant impact on it in the process of functioning, but also the educational environment as a whole and individuals affects each subject of the educational process.

OS in modern psychological and pedagogical publications is considered:

· As a subject design and simulationFirst, the educational environment is theoretically designed, and then modeled in accordance with the purpose of learning, the characteristics of the contingent of children and the school conditions.

· As an object of psychological-pedagogical examination and diagnostics.

Let us dwell on the problem designing an educational environment.

Design - Activities of a person or organization for the creation of a project, that is, the prototype, a prototype of an intended or possible object, state.

offers a scheme (algorithm) of the design of the psychodidactic component of the educational environment, which is based on the answers to basic questions:

· "Who to train (the psychological features of the contingent of students);

· Why teach (goals of the educational process and educational environment as a whole);

· What to teach (the content of education);

· How to train (learning and development methods);

· To whom to teach (definition of requirements for professional and personal training of the teacher). "

it emphasizes the special significance of the design of the psychodidactic component of the OS, which is that it is this component that lays the foundations, sets the strategic guidelines for the design of the entire educational environment. In accordance with the key psychodidactic idea, certain requirements for the design of both social and spatial and subject components of the educational environment are nominated.

Currently, various approaches to the design of the OS have been developed in the domestic psychological and pedagogical science. Presents an interest vector approach to analyzing and designing OS (see . Educational environment: from modeling to design. - M.: Meaning, 2001. - 365 p.)

An examination of the educational environment is used to evaluate the effectiveness of the developmental potential of the OS.

Expert (from Lat. eXPERTUS. - Experienced) - knowledgeable person invited in controversial or difficult cases.

Examination as a method involves orientation primarily on competence and experience of an expert specialist, whose personality is the main "tool" of the study.

This is the fundamental difference between the examination of the diagnosis, which is based on the relevant technical and methodological equipment of the researcher. If the diagnostic method involves the desire to maximize the results, by the methodological level of the researcher's identity, then the examination method is organically involved the subjective opinion of the expert,conditioned by his professional intuition.

As emphasizes: "... The expert is waiting for not so much the use of verified, valid techniques, how many wise judgments, extraordinary conclusions and, if you want, creative insights. In this displacement of the accent from research tools on the researcher himself and consists, in fact, the difference between expert research from fundamental and applied "(1996, p. 114).

Stages of OS examination

First stage of expertise OS. this is the collection of the so-called background primary information.In the process of psychological and pedagogical examination of the educational environment, this can be both their own impressions of visiting an educational institution and study of various documents- magazines, notebooks, diaries, reports and administrative orders, writings, wallgazet, stands, photos, etc.

Second phase - Collection of basic information:

1. Analysis of formal results:compliance of knowledge of students with state standardsaccording to the exams; the number of graduates; the percentage of graduates enrolled in universities; Qualifications of teachersetc.;

2. Materials conversations with "included experts", that is, stakeholders:

Administration

Educators,

Parents

Students.

Very important information can be obtained in the process of specially organized round table conversations. In such an environment, a representative set of all sorts of opinions reflecting the relevant positions and installations of various participants can be revealed. This kind of information is the basis of basic hypotheses, and subsequently fundamental expert assessments and expert proposals.

Third stage examination OS - the use of psychodiagnostic Methods (tests).This allows you to double the established subjective assessments of the expert, give them greater persuasiveness in the process of the report of the examination results to the customer, as well as obtain certain quantitative results for comparison, ranking, dynamics of certain processes occurring in the educational environment, etc.

The problem of an ethical nature that occurs in the process of psychological and pedagogical examination is to privacy These or other information received by experts. We are talking about the dissemination and use of the results of the study.

The general principle of solving this problem is the so-called the principle of knowledgeable consent , which is that the expert "must give an exhaustive information on all those interested in the objectives of testing, future use of results, measures to prevent unauthorized access to data, etc. and convince it on this basis to participate in the study .. . If testing is carried out by any organization (for example, a school), meets the objectives of the activity and is obtained aware consentthe surveyed, then additional permission to use the data obtained insideorganizations are not required. But here, any third parties (outside the organization) can access the data of the study only in the presence of a separate special consent of the surveyed.

The final stage of the psychological and pedagogical examination of the educational environment is expert conclusion , which, as a rule, consists of the following sections:

· Examination objectives;

· The composition of the expert group;

· Full list of information sources;

· general characteristics educational environment;

· Expert assessments;

Basic criterion quality examinationis it convictionwhich is ensured by a set of collected real facts, their conscientious analysis and systemic meaning. The examination strategy itself is definitely determined by the methodological ideas that the expert is guided by choosing the criteria for assessing the quality of the educational environment.

Possible criteria for examination of OS components.

Enemic Educational Environment Component	Registration of the spatial and subject component, taking into account the physical, mental and age characteristics of students; Cultural consumption (compliance with general cultural requirements, accounting for the features of national cultures); multi-channel impact of the subject-spatial environment (through various senses); the presence of recreational space; the presence of elements of the subject-spatial environment, which are the results of the work of the subjects of the educational process; The aesthetics and accuracy of the elements of the artistic and aesthetic design of the interiors of the school and the space adjacent to it; Information and organizing elements of the subject-spatial environment.
Psycho didactic component of the educational environment	Assessment of compliance of copyright and experimental programs by the basic positions of the concept of this educational institution and the type of the projected educational environment through reflexive assessment of the psychological and didactic basis for determining the goals, content and specific methods used to develop this program. To assess the effectiveness of educational programs: Socio-pedagogical indicators; qualification indicators; educational standards; the use of psychological patterns and features of the development of children as an initial basis for the development and practical implementation of copyright programs of additional education; The level of development of students' abilities. Efficiency of learning and student development. Evaluation of the readiness of personnel potential to work in these conditions and on appropriate technologies.
Socio-psychological component of the educational environment	Satisfaction with the main characteristics of interaction in the educational environment, security against psychological violence in the educational environment

LITERATURE

Books

1. Teacher on the diagnosis of the effectiveness of the educational environment. / Under. ed. . - M.: Young Guard, 1997. - 222 p.

2. Environmental psychology: experience in building a methodology. - M.: Science, 2004. - 196 p.

3. , Design of the educational educational environment of the school. - M.: Publishing House of MGPUPU, 2002. - 272 p.

4. . Educational environment: from modeling to design. - M.: Meaning, 2001. - 365 p.

5. Examination of the school educational environment. - M.: September, 2000. - 125 p.

Dissertation

1. Psychological safety of the educational environment: Theoretical foundations and technologies of creation: Author. dis. ... Dr. psychol. science - St. Petersburg., 2002. - 48 p.

2. Psychological examination of the educational environment: author. dis. ... Dr. psychol. science - St. Petersburg., 2013. - 49 p.

3. Educational school environment as a means of implementing the intellectual potential of students: author. dis. ... Cand. Ped. science - Novosibirsk, 2006. - 24 p.

For the analysis of the educational environment, the most promising is the most promising approach in which the "environment of the functioning of the structure" and "habitat" (Avdeev, 1997) is distinguished. From this point of view, a family or school medium can be attributed to the "environment of the structure" (depending on which one is an analysis object), and to the "habitat" - " environment In a broad sense, "and" Local Wednesday ".

The complex of the possibilities of the educational environment as an aiteecoming criterion for its quality

So, as already noted at the beginning of work, the educational environment is understood by us as a system of influences and the conditions for the formation of a person according to a given model contained in the social and spatial and subject environment. We emphasize that this "sample" can be both clearly aware, and "blurred", that is, not fully aware of those who actually design and organize the educational environment (teachers, parents).

The educational environment represents a combination of material factors of the educational process and intermediary relations that establish the subjects of education in the process of their interaction. People organize, create an educational environment, have a permanent impact on it in the process of functioning, but also the educational environment as a whole and separate with their own cops Blinds for each subject of the educational process.

Most often, when the educational environment is referred to, there is a specific environment of any educational institution or a specific family environment. Such a medium can be designated as a local educational environment, in contrast to the educational environment in a broad sense, which theoretically can be the whole universe. The local educational environment is a functional and spatial association of subjects of education, between which close diverse group relationships are established.

The educational medium is the dialectical unity of its spatial and subject and social components, closely interconnected and interdependent. In the educational environment, each subject of the educational process operates, using spatio-subject items of this environment in the context of the established social relationship. Thus, the quality of the local educational medium is defined as (1) the quality of the space-subject content of this medium and (2) the quality of social relations in this medium and (3) the quality of the links between the spatial and subject and social components of this environment.

Educational environment- The concept that in the last decade is widely used when discussing and studying education problems.

In the most general sense of the "medium" is understood as a surroundings as a set of conditions and influences surrounding a person.

The ideas of the development of an educational environment are detailed as in the studies of domestic psychologists and teachers (A. Kovalev, V. P. Lebedeva, A. B. Orlov, V. I. Panov, A. V. Petrovsky, V. V. Rubtsov, I. M. Ulanovskaya, B. D. Elkonin, V. A. Yasvin et al.) And in foreign psychology (A. Bandura, K. Levin, K. Rogers, etc.).

In understanding V. V. Rubtsova "The educational environment is such a community that is characterized due to the specificity of age: a) the interaction of the child with adults and children; b) the processes of mutual understanding, communications, reflection; c) historical and cultural component. "

According to S. D. Shrebo, the educational environment is a combination of all the possibilities of learning, education and identity development, and the possibilities of both positive and negative.

According to V. I. Slobodchikova, the medium, understood as a set of conditions and circumstances for education, does not exist as something unambiguous and given in advance. The environment begins where there is a meeting of the forming and formed, where they jointly begin to design and build as a subject and resource of their joint activities and where certain connections and relationships begin to line up between the subjects of education.

In most foreign studies, the educational environment is estimated from the point of view of the "school efficiency" as a socio-system - emotional climate, personal well-being, features of the microculture, the quality of the educational process (Maclaflin K., Reid K., Hopkins D.). At the same time it is stated that there is no predetermined combination of indicators that would define " effective school"Since each school is unique and at the same time is a" society of society. " The quality of the educational environment is determined by the quality of the spatial and subject matter of this medium, the quality of social relations in this environment and the quality of the links between the spatial and social components of this environment.

For psychological and pedagogical analysis of the medium It seems a promising "theory of possibilities" J. Gibson. According to Gibson, the category "Opportunity" is a special unity of the properties of the educational environment and the subject itself, is equally the attribute of the educational environment and behavior of the subject. With this approach, we are talking about the dialogical interaction of the child and the educational environment as equal subjects of development. And this is a bilateral development: the environment is the possibilities for the formation of the student's personality, in turn, the participation and opportunities of the student depends on how it will perceive the possibility of the medium and to what extent will be able to influence it. Introducing the category of opportunities, J. Gibson emphasizes the active beginning of a person-subject, developing its life environment. The more personality uses the possibilities of the medium, the more successfully its free and active self-development takes place. Forward words, if we consider the educational environment from the point of view of educational opportunities, the criterion of the educational environment is the ability of this environment to provide all subjects of the educational process. For effective self-development. We are talking about the situation of the interaction of the child with its educational environment. In this case, in order to use the possibilities of the medium, the child shows appropriate activity, that is, it becomes a real subject of its development, the subject of the educational environment, and does not remain the object of the influence of the conditions and factors of the educational environment. Providing an educational environment of a particular possibility that allows you to satisfy a certain need, "provokes" to the subject to show activity. The question of how to the interests of the individual personality of the educational environment are currently relevant here.

It should be noted that any typology of the educational environment is conditional. In one school there may be a combination of different, sometimes very contradictory, conditions.

Analyzing the typology of the educational environment , V. A. Yasvin It notes that its characteristic is modality. An indicator of modality is that the absence of conditions and opportunities in one or another educational environment for the development of activity (or passivity) of the child and his personal freedom (or dependence). "Activity" is understood in this case as the presence of the following properties: initiative, desire for something, persistence in this desire, the struggle of personalities for their interests, upholding these interests, etc.; Accordingly, "passivity" - as the absence of these properties. "Freedom" is associated here with the independence of judgments and actions, freedom of choice, independence, and so para; "Dependence" is understood as adaptableness, obedience to someone else's will, personal irresponsibility, etc.

The educational environment can be attributed to one of the four main types allocated Y. Korchakom :

S. V. Tarasov The following criteria for typology of the educational environment is distinguished:

according to the style of interaction inside the medium (competitive - cooperative, humanitarian - technocratic, etc.);

by the nature of attitudes towards social experience and its transfer (traditional - innovative, national - universal, etc.);

according to the degree of creative activity (creative - regulated);

according to the nature of the interaction with the external environment (open - closed).

Types of educational environment in practice are implemented through it structure. G.A. Kovalev as structural units, there are three main interrelated parameters: "Physical environment" (architecture and design of school premises and school buildings, etc.); "Human factor" (social density among subjects of the educational process, age-age features of students and teachers, etc.); Training program (activity structure, teaching style, etc.).

S. V. Tarasov It believes that the educational environment of the school has the following structure:

Spatio-semantic component (architectural and aesthetic organization of the life space of schoolchildren, coat of arms, traditions, etc.).

Communication and organizational component (features of the subjects of the educational environment, communication sphere, features of management culture).

V. A. Yasvin The following components allocate in the educational environment:

Spatio-architectural (objective environment, surrounding teachers and student).

Social (determined by a special form of children's and adult community).

Psychodotic (the content of the educational process, which is mastered by the child, the methods of action, organization of training). Somewhat differently considers the structure of the educational environment

E. A. Klimov. They are allocated:

Socio-contact part of the environment (personal example, culture, experience, lifestyle, activity, behavior, relationships; institutions, organizations, groups of their representatives with whom it is necessary to interact; "Device" of its group and other teams with which the person contacts Human place in the structure of his group, the inclusion of it into other groups and groupings).

Information part of the environment (internal regulations, charter of educational institution, traditions, rules of personal and public security, means of visibility, personally addressed effects).

The somatic part of the medium (own body and its condition).

The subject part of the medium (material, physico-chemical, biological, hygienic conditions). On the basis of the position of M. R. Bityanova on the process of personal development, two lines of pedagogical assessment can be distinguished within the framework of support:

Evaluation of the results of the socialization of children preschool agelike the formation of the pupils of socio-approved qualities and models of behavior),

Evaluation of individuality (development of independence and autonomy in behavior and committing elections from preschoolers).

Safety is the absence of any risk in the case of which negative consequences (harm) arise in relation to any or anything.

The safety of the object is conditions under which actions or inaction in relation to the object are not entitled to negative consequences.

Security conditions - conditions under which the action of external and internal factors does not entail actions that are considered negative with respect to the complex system in accordance with the needs, knowledge and ideas existing at this stage.

Safety is such a state of a complex system when the effect of external and internal factors does not lead to a deterioration of the system or to the impossibility of its functioning and development.

Safety is a multi-valued concept characterizing primarily security and low risk levels for humans, societies or any other subjects, objects or their systems.

Human safety is such a state of a person when the action of external and internal factors does not lead to a bad state, deterioration of the functioning and development of the body, consciousness, psyche and man as a whole and does not prevent the achievement of certain desirable goals for a person.

Sometimes safety is formulated using the concept of security, but the security is only part of the safety of the object, so the use of such definitions is incorrect.

Safety is the state of protected rights of citizens, natural objects, the environment and material values \u200b\u200bfrom the effects of accidents, accidents and disasters on industrial facilities.

Safety is a state of social relations, in which personality, social group, community, people, the country (state) can independently, soverevous, without interference and pressure from outside to freely choose and implement its strategy of international behavior, spiritual, socio-economic and political development.

The definition of security with the help of the concept of risk is possible only with the use of the term "acceptable safety". General definition of safety thus formulate incorrectly:

Safety is the absence of invalid risk associated with the possibility of harm and (or) damage. At the same time, at risk in technical regulation, the combination of the likelihood of harm and the consequences of this harm for the life or human health, property, the environment, the life or health of animals and plants is understood.

Safety is the state of protected by the vital interests of the person, society, states from potentially and actually existing threats or the absence of such threats.

The system of events is actions to protect or ensure a certain level of security.

Safety based on freedom is a system of activities aimed at protecting human freedom as the main condition for the realization of his interests. The ultimate goal of the security is to achieve each person a sustainable state of awareness of the possibility of meeting its basic needs and their own rights in any, even unfavorable situation.

Security - ensuring safety from threats to life and human health.

The central direction in providing national Security It is the creation of a safe environment for the realization of human rights and freedoms and citizen.

The basic principles of security are [edit | edit wiki text]

compliance and protection of human rights and freedoms and citizen;

legality;

systemity and complexity of application by federal bodies state power, state authorities of subjects Russian Federation, other government agencies, bodies local governments political, organizational, socio-economic, information, legal and other security measures;

priority of preventive measures to ensure safety;

interaction of federal state bodies, state authorities of constituent entities of the Russian Federation, other government agencies with public associations, international organizations and citizens to ensure security.

Security Activities includes [edit | edit wiki text]

forecasting, detection, analysis and assessment of safety threats;

determination of the main directions public Policy and strategic security planning;

legal regulation in safety;

development and application of a complex of operational and long-term measures to identify, prevent and eliminate the threats to the security, localization and neutralization of the consequences of their manifestation;

application of special economic measures to ensure security;

development, production and introduction of modern types of weapons, military and special equipment, as well as dual and civilian equipment in order to ensure security;

organization scientific activity in the field of security;

coordination of the activities of federal state authorities, state authorities of the constituent entities of the Russian Federation, local government security bodies;

funding for security expenditures, control over the targeted expenditure of the allocated funds;

international cooperation in order to ensure security;

the implementation of other security activities in accordance with the legislation of the Russian Federation.

Security methods [edit | edit wiki text]

preventing an attack (distance breaking, bias, disguise, conclusion of the nonsense of the Covenant);

increase resistance to destructive impacts (development and strengthening of immunity);

Psychological safety of the educational environment

It is a good environment that is for the middle body one of the first identity and health and health factors. By providing the body with the possibility of self-actualization, it, like a good mentor, retreats to the shadow to allow him to immediately choose in accordance with his own desires and requirements (leaving the right to ensure that he takes into account the desires and demands of other people).

A. Maslow

1.1.1. Main approaches to the disclosure of the concept of "educational environment", typology and structure of the educational environment

Basic concepts: educational environment, types of educational environment, psychological safety of the educational environment, k-concept of psychological safety of the educational environment. Danger, risk, threat, conditions of psychological safety of the educational environment, psychologically safe interpersonal relations, psychological violence, psychological prevention, psychological counseling, Psychological rehabilitation, socio-psychological training.

The educational environment is a concept that in the last decade is widely used in the discussion and study of the problems of education. In modern pedagogical psychology, the conditions in which training and education is carried out are defined as an educational environment.

Consideration of the phenomenon of the educational environment is carried out from the standpoint related to the modern understanding of education as a social life sphere, and the environment as a factor of education. In the most general sense of the "medium" is understood as a surroundings as a set of conditions and influences surrounding a person. The ideas of the development of an educational environment are detailed as in the studies of domestic psychologists and teachers (A. Kovalev, V. P. Lebedeva, A. B. Orlov, V. I. Panov, A. V. Petrovsky, V. V. Rubtsov, I. M. Ulanovskaya, B. D. Elkonin, V. A. Yasvin et al.) And in foreign psychology (A. Bandura, K. Levin, K. Rogers, etc.).

The educational environment can be considered as a subsystem of a socio-cultural environment, as a combination of historically established factors, circumstances, situations, and as the integrity of specially organized pedagogical conditions for the development of the student's personality. In modern studies, the educational environment is considered as a category characterizing the development of a child, which determines its target and functional purpose.

Consider the main approaches to the disclosure of the concept of "educational environment". According to V. A. Yasvin, the educational environment is a system of influences and conditions of personality formation, as well as opportunities for its development contained in the social and spatial and subject environment. Most often, when the educational environment is referred about, it is refers to a specific environment of any educational institution. In understanding V. V. Rubtsova "The educational environment is such a community that is characterized due to the specificity of age: a) the interaction of the child with adults and children; b) the processes of mutual understanding, communications, reflection; c) historical and cultural component. " According to S. D. Shrebo, the educational environment is a combination of all the possibilities of learning, education and identity development, and the possibilities of both positive and negative. According to V. I. Slobodchikova, the medium, understood as a set of conditions and circumstances for education, does not exist as something unambiguous and given in advance. The environment begins where there is a meeting of the forming and formed, where they jointly begin to design and build as a subject and resource of their joint activities and where certain connections and relationships begin to line up between the subjects of education.

In most foreign studies, the educational environment is estimated from the point of view of the "school efficiency" as a social system - an emotional climate, personal well-being, features of the microculture, the quality of the educational process (Maclaflin K., Reid K., Hopkins D.). At the same time it is stated that there is no predetermined combination of indicators that would have identified an "effective school", since each school is unique and at the same time is a "society of society." The quality of the educational environment is determined by the quality of the spatial and subject matter of this medium, the quality of social relations in this environment and the quality of the links between the spatial and social components of this environment.

For psychological and pedagogical analysis of the medium, it seems promising "theory of possibilities" by J. Gibson. According to Gibson, the category "Opportunity" is a special unity of the properties of the educational environment and the subject itself, is equally the attribute of the educational environment and behavior of the subject. With this approach, we are talking about the dialogical interaction of the child and the educational environment as equal subjects of development. And this is a bilateral development: the environment is the possibilities for the formation of the student's personality, in turn, the participation and opportunities of the student depends on how it will perceive the possibility of the medium and to what extent will be able to influence it. Introducing the category of opportunities, J. Gibson emphasizes the active beginning of a person-subject, developing its life environment. The more personality, the personality uses the possibilities of the medium, the more successfully its free and active self-development passes.

In other words, if we consider the educational environment from the point of view of the educational opportunities provided by it, the criterion for the quality of the educational environment is the ability of this environment to ensure all subjects of the educational process the system of opportunities for effective self-development. We are talking about the situation of the interaction of the child with its educational environment. In this case, in order to use the possibilities of the medium, the child shows appropriate activity, that is, it becomes a real subject of its development, the subject of the educational environment, and does not remain the object of the influence of the conditions and factors of the educational environment. Providing an educational environment of a particular possibility that allows you to satisfy a certain need, "provokes" to the subject to show activity. The question of how to the interests of the individual personality of the educational environment are currently relevant here.

It should be noted that any typology of the educational environment is conditional. In one school there may be a combination of different, sometimes very contradictory, conditions. Analyzing the typology of the educational environment, V. A. Yasvin notes that its characteristic is modality. An indicator of modality is the presence of or absence in a particular educational environment for the development of activity (or passivity) of the child and his personal freedom (or dependence). "Activity" is understood in this case as the presence of the following properties: initiative, desire for something, persistence in this desire, the struggle of personalities for their interests, upholding these interests, etc.; Accordingly, "passivity" - as the absence of these properties. "Freedom" is associated here with the independence of judgments and actions, freedom of choice, independence, and so para; "Dependence" is understood as adaptableness, obedience to someone else's will, personal irresponsibility, etc.

The formation medium can be attributed to one of the four main types allocated by Y. Korchik:

"Dogmatic educational environment", promoting the development of passivity and child dependence;

"Career Education Environment", promoting the development of activity, but also the dependence of the child;

"The serene educational environment", contributing to free development, but also determining the formation of the passivity of the child;

"Creative educational environment" contributing to the free development of an active child.

S. V. Tarasov allocates the following criteria for typology of the educational environment:

According to the style of interaction inside the medium (competitive - cooperative, humanitarian - technocratic, etc.);

By the nature of attitudes towards social experience and its transfer (traditional - innovative, national - universal, etc.);

According to the degree of creative activity (creative - regulated);

According to the nature of the interaction with the external environment (open - closed).

Types of educational environment in practice are implemented through its structure. G. A. Kovalev as structural units allocates three main interrelated parameters: "Physical environment" (architecture and design of school premises and school buildings, etc.); "Human factor" (social density among subjects of the educational process, age-age features of students and teachers, etc.); Training program (activity structure, teaching style, etc.).

S. V. Tarasov believes that the educational environment of the school has the following structure:

1. Spatio-semantic component (architectural and aesthetic organization of life space of schoolchildren, coat of arms, traditions, etc.).

3. Communication and organizational component (features of the subjects of the educational environment, communication sphere, features of management culture).

V. A. Yasvin in the educational environment allocates the following components:

1. Spatio-architectural (objective environment surrounding teachers and student).

2. Social (determined by the special form of children's adult community).

3. Psychoddactic (the content of the educational process, which is mastered by the child, ways of action, organization of training). Somewhat differently considers the structure of the educational environment

E. A. Klimov. They are allocated:

1. Socio-contact part of the medium (personal example, culture, experience, lifestyle, activity, behavior, relationship; institutions, organizations, groups of their representatives with whom it is necessary to interact; "Device" of its group and other teams with which the person contacts , the real place of man in the structure of its group, the inclusion of it into other groups and groupings).

2. Information part of the environment (internal regulations, charter of educational institution, traditions, rules of personal and public security, means of visibility, personally addressed effects).

3. The somatic part of the medium (own body and its condition).

4. Subsection of the medium (material, physico-chemical, biological, hygienic conditions).

Psychological safety and educational environment

The concept of "safety" is defined as a state of protection of the vital interests of the person, society and the state from internal and external threats. Restriction of security needs (as condition of safety) and security (as the measures to prevent threat prevention) is one of the factors of the stress impact and a person's stay in a combat atmosphere.

The concept of "safety" includes psychological and physical components.

Psychological security today can be defined as:

1) the state of preservation of the human psyche;

2) preserving the integrity of the personality, the adaptability of the functioning of a person, social groups, society;

3) sustainable development and normal functioning of a person in collaboration with the environment (the ability to protect against threats and the ability to create a psychologically safe relationship);

4) the possibilities of the environment and personality to prevent and eliminate threats;

5) The state of the environment that creates security or free from the manifestations of psychological violence in collaboration, contributing to the satisfaction of personal-trust communication needs, creating reference importance / involvement in the environment and ensuring the mental health of the participants included in it.

Thus, the psychological safety of the individual and the medium is inseparable from each other.

The educational environment is part of the vital, social environment of a person. Educational institutions as the Social Institute of Society are subjects of security, and the importance of studying the psychological safety of the personality in the educational environment is determined by the fact that educational institutions, including the younger generation, adults and a family, are able to build their local (private) security system as through training and education And through the solution of development tasks.

Crowded classes, where it is difficult to maintain a focus on training and the teacher does not have time to pay attention to the maximum number of students; lack of care for teachers in the presence of tough discipline; rejection of other cultures; alienation and biased attitude towards student from peers and / or teachers; Tensions in interpersonal relationships and non-compliance with the requirements are characteristics that reduce the ability of the educational environment (educational institutions in particular) to be safe.

The same characteristics as a friendly atmosphere; high expectations from students without bias, identical ways of evaluating students; high level involvement in the educational environment and the learning process, as well as the involvement of parents; Learning social interaction skills - increase the safety of the educational environment and its protective function.

The main concepts of the study of psychological safety in the educational environment are "danger", "risk", "threat".

One of the essential psychological hazards in the educational environment is the dissatisfaction of an important basic need for personal-trust communication, and as a result - a tendency to destructive behavior, a negative attitude towards educational institutions and mental and physical health disorders (Baeva I. A., 2002, I. V. Dubrovina, 2000). Potentially dangerous in the process of development of a schoolboy are: the transition from preschool childhood in school life, the beginning of training in the main school and the transition from the main to the elder school. The danger is that under dysfunctional conditions, the step of adaptation to the new training situation is painfully and can delay.

The hazards and threats to the health of students in the educational environment L. A. Regosh (2003) refers the inconsistency of the level of requirements of the educational subject in the possibilities of the student, the difficulties of contact of the student and teachers in educational activities, the passive position of students in the learning process, lack of integration between various subjects and difficulties Students in the successful performance of homework. All this may be the result of learning oriented not to the person as a priority of training, education and development, but to the transfer of knowledge. The lack of psychological safety in interpersonal relations of teachers and students in the end leads students to the reluctance to ask for help and to isolation.

The concept of "threat" in domestic encyclopedias It is defined as the type of psychological violence against man and the intention of inflicting physical, material or other harm. The greatest probability of becoming a victim of violence is at the age of 12-24, so it is important to warn violence in the environment of children and young people.

Psychological violence is the original form of any type of violence, the most harder is formalized and has no clear boundaries. On our perception of psychological violence in interpersonal relationships affect the idea of \u200b\u200bit - for some people disrespect, ignoring, insulting, etc. can be violence, but for others there.

Among the causes of psychological violence, biological, family, media and interpersonal are distinguished. If on biological and family reasons of psychological violence educational institutions They can only put on social and medical control and indirectly create safety and development conditions for children and young people showing signs of violence in collaboration, then at the level of environmental conditions and interpersonal relations, they are able to control and adjust them.

Psychological violence in interpersonal interaction can be expressed in rejection and criticism, public insults and humiliation of dignity, accusations, threats that are manifested in verbal form without physical violence, ignoring (physical or social isolation), presenting excessive requirements and coercion to do anything against desire ( Baeyeva I. A., 2002; Lichtarnikov A. L., Chesnokova E. N., 2004).

In order to abandon psychological violence and create a secure environment, a person must have a submission not only that is violence, but also how to create conditions for the internal security and safety of the reference environment should be able to manage feelings and identify what is happening in the group, determine the way With the help of which dangerous behavior can become violent.

The most important conditions for the educational environment, creating and providing psychological safety, are:

1) Friendly relationships (include confidence in each other, attention and respect, psychological support, care for the security of each member of the team, etc.);

2) discipline.

If the educational institution adheres to strict discipline, it begins to be considered by students as a prison, and teachers as security and bosses. Students begin to behave like prisoners, and violence is for them the way of self-expression and attracting attention. Discipline teachers and administration often equal to punishment. However, discipline consists of preventive and preventive measures and is aimed at organizing the behavior of students, and not just on management and punishment.

The leading goals of the behavior of students - to feel their involvement in the life of the school and take a place in this community - are embodied in three private purposes: to feel their consistency in training activities (intellectual consistency), build and maintain acceptable relationships with the teacher and students (communicative consistency), Your contribution to the life of a class and educational institution (consistency in activity) (Krivtsova S. V., 2000). The interest of children and young people to study (the desire to attend classes and learn, listen to the teacher) arises in the presence of personal-oriented learning and friendly relationships (individual approach and informal communication with teachers, classmates, mutual assistance and support), as well as loads corresponding to age and intellectual Pupil opportunities.

Responsibility and inclusion in the processes occurring in the educational environment should be distributed evenly between all its participants (teachers, students and their parents, administration). The emphasis in this situation is not placed on liabilities, but for responsibility for what is happening. The duty means: "I have to someone," I ordered me, that is, it involves external control of the actions of a person and often causes negative feelings, as well as, at best, a formal approach to interpersonal relationships and to fulfill its activities At worst - perception of what is happening as psychological violence over his personality. Responsibility means internal control - "I want", "I must yourself."

Solving the problems of psychological safety in the educational environment, according to research of foreign psychologists, can also be carried out through programs to improve interpersonal interaction and social skills training. The social skills deficit can be reduced by working out the characteristics of the group that are the source of interpersonal problems, and an increase in motivation (desire) to effectively cope with such problems.

Among the important social skills containing cognitive, emotional and behavioral components, you can allocate the following: understanding (estimation) of the situation, recognition and understanding of individual differences of people, their values, awareness and ability to manage emotions, knowledge possible options Solutions and selection of behavior strategy, the formation of skills to cooperate, developing tolerance to other people, training skills of self-regulation and self-control.

Training to solve conflict situations in the educational environment can be carried out through the use of non-violent means (without insults, fists or weapons), which include: the ability to listen to each other with respect; the ability to express your point of view and the prospect of solving the problem; the ability to learn different points of view; consideration in the group of difficult situations, past experience; The ability to cope with feelings, losing situations and receiving feedback from the members of the group; The possibility of free expression of feelings that do not harm other people, focusing on acts and responsibility, and not on person.

The educational environment is the basis of the viability of any community and therefore the importance of studying, modeling and designing an environment where the education and formation of personality occurs, where all its participants may feel the security and satisfaction of the basic needs, it turns out first due to the need to create the conditions and education of the younger generation which in the near future will be the basis of society. The creation and provision of psychological safety in the educational environment can contribute to the professional development of its participants and advocate the prevention of asocial and criminal behavior.

1.1.3. Simulation and technology for creating the psychological safety of the educational environment

The creation of the psychological safety of the educational environment can act one of the central tasks of the service of practical psychology in education. Its implementation is possible through the saturation of the environment by programs and technologies that ensure the elimination of psychological violence in cooperation and addressed to all participants of the educational process.

Psychological safety is a condition that promotes the development of a psychologically healthy personality. Increasing the level of psychological safety contributes to the personal development and harmonization of the mental health of all participants in the educational process: students, teachers, parents.

The diagnostic indicators of the psychological safety of the educational environment are: an integral indicator of attitudes towards a medium; psychological safety index; Index of satisfaction with interaction in the educational environment.

The above definition gives an idea of \u200b\u200bthe reference state of the psychological safety of the educational environment. Indicators of diagnostic criteria can give a real picture, and an analytical assessment will allow to identify the mismatch of the ideal and real. Further, practical psychological work is possible to eliminate mismatch.

Thus, the escort of the educational environment and, as a result, managing the development of its participants.

Constant monitoring of the psychological safety of an educational environment based on rapid diagnostics allows you to monitor the quality of psychological conditions in which training and education is carried out.

The psychological safety of the educational environment we consider as the most important condition that allows it to make a developing nature.

From here it is important to formulate conceptual positions, goals and principles for creating the psychological safety of the educational environment. The concept of psychological safety of the educational environment is a system of views on ensuring the protected participants from threats, positive development and mental health in the process of pedagogical interaction.

The main provisions of the concept of psychological safety of the educational environment are the following:

1. Education has a branch of human production. This means that the school as a social institution producing a "supervised product" (identity capable of self-actualization) must create stable conditions for its production and use technologies that contain minimal risk to harm the process of formation and personal development. In a psychological sense, we can say that if social institutions (including school) are created in the authoritarian system (including the school) to control the person, then in the humanistic paradigm, they provide a person "a sense of basic satisfaction" (A. Oil).

2. Educational environment as part of educational space. Educational space has the territorial designation and other qualitative characteristics that allow fully satisfying the needs of the development, socialization and cultural identification of children and young people with the obligatory compliance with their safety. As an organizational structure, which ensures the solution of these tasks, the educational system includes individual educational institutions whose psychological essence is to create conditions and opportunities to maintain the psychological safety of the educational environment. One educational space It is created at the expense of educational policy aimed at preserving and strengthening the physical, mental, social health All subjects of the education system. At school level, this is expressed in the system of measures aimed at preventing threats to positive, sustainable personal development. In the psychological sense, it is the creation and implementation of technologies for maintaining the psychological safety of the educational environment.

3. Threats of psychological safety of the educational environment.

The main threat in the interaction of the participants in the educational environment is to obtain psychological injury, as a result of which there is no damage to positive development and mental health, there is no basic satisfaction of the basic needs, that is, an obstacle arises on the path of self-actualization. The main source of psychotrauma is psychological violence in the process of interaction.

Analysis of work on psychological violence provides the basis to allocate the following manifestations: public humiliation; insult; riding; threats; offensive tapping; Forcing to do something against your desire; ignore; disrespectful attitude; unfair attitude. The criterion for the absence of this threat will be an assessment of protection against psychological violence for all participants in the educational environment. The threat of psychological security will not be recognized by the reference importance of the educational environment by its participants and, as a result, the realization of its intention to leave or denial its values \u200b\u200band norms. From here, another criterion for the psychological safety of the educational environment will be its reference significance, fixed as attitudes towards it - a positive, neutral or negative.

The threat of psychological safety will be the lack of satisfaction with the main characteristics of the process of interaction between all participants in the educational environment, since it is the possibilities and conditions that ensure personal development. Empirical manifestations of a psychological threat here are: emotional comfort, the opportunity to express its point of view; respect for yourself; preservation of personal dignity; the opportunity to seek help, accounting for personal problems and difficulties; attention to requests and suggestions; Help in choosing your own solution. The third criterion for the psychological safety of the educational environment is the level of satisfaction with the main characteristics of the interaction process.

In the organizational aspect, the threat to the health of participants in the educational environment creates the undeveloped system psychological assistance, ineffectiveness of the accompaniment service in the education system.

It follows a large-scale task to eliminate the listed threats in the educational environment, which will help reduce the psychological hazards and in educational space, and on a broader scale, through the dissemination of the safe relations of participants in social life. Psychologically safe can be considered interpersonal relations that cause the participants a sense of belonging (reference importance of the medium); convince man that he is out of danger (the absence of the above threats); Strengthen mental health.

4. Ensuring the psychological safety of the educational environment. Ensuring the psychological safety of the educational environment and, as a result, the protection and maintenance of mental health of its participants must be a priority for the activities of the support service in the education system. To ensure psychological safety in the educational environment, it is necessary to rely on the following principles:

♦ The principle of support for educational education, the main goal of which is not training, but personal development, the development of physical, emotional, intellectual, social and spiritual spheres of consciousness. The basis of such an educational process is the logic of interaction, and not impact;

♦ The principle of psychological protection of the personality of each subject of the educational process. The implementation of this principle is to eliminate psychological violence in cooperation. Unprotected should receive a resource, psychological support and protection of rights to safe interaction.

One of the characteristics of the educational environment, as emphasized in its definition, is the presence of specially organized conditions for the formation of a person included in the social environment. This characteristic has served as a basis for the formulation of the third principle based on which it is possible to simulate the psychological safety of the educational environment of the school - assistance in the formation of socio-psychological cleverness.

Socio-psychological skill is a set of skills that gives the opportunity to choose the personality of its life path, self-solving problems, the ability to analyze the situation and choose the appropriate behavior that does not infringe the freedom and dignity of the other, excluding psychological violence and contributing to self-development.

The principle of social and psychological skill must provide support and development assistance as a student and teacher.

Its implementation allows psychological prevention and correction of the state of learned helplessness. Experts believe that in a modern rapidly changing society "are often found people who have significant difficulties in choosing their behavior, relationships, reaction methods. Their responses to the challenges of reality is the capitulation, refusal to change itself. " One of the reasons for helplessness is repressive training, in the structure of which psychological violence can be distinguished. It was proved that the protection against trained helplessness "is the experience of victories, that is, the experience of states and behavior in cases where it is possible to control the situation" (Lichtarnikov A. L., 2001, p. 53).

Note that internal helplessness is another threat in the educational environment with a low level of psychological safety.

Conceptual provisions for the creation of the psychological safety of the educational environment, criteria and principles of its modeling give us grounds for creating a structural model of the educational environment of the school in its psychological aspect (Fig. 1.1).

Fig. 1.1. Structural model of the educational environment of the school (psychological characteristic)

This structural model can serve as a basis for developing programs and technologies for psychological support of participants in the educational process to create psychological safety in the educational environment of the school. The horizontal direction can be correlated with the task of the formation of the personality, and the vertical - with its development. The saturation of the other purpose of psychological resources, allowing to create the psychological safety of the educational environment, is the central task of the maintenance service.

Our technologies we offer perform a number of functions: psychological prevention, psychological counseling, psychological support, psychological rehabilitation, socio-psychological training.

Psychological prevention - promoting the full development of the identity of all participants in the educational process, prevention of possible personal deformations in the process of interaction, assistance in a realization of the destructive influence of psychological violence. The main task of psychological prophylaxis is to create conditions that contribute to the adequate and competent response of the individual on the manifestation of psychological violence, the refusal to use its forms in cooperation.

The essence of the psychoprophylactic function is to create conditions with psychotechnology to prevent psychological violence situations. During the implementation of this function, the following techniques are used:

Increasing the socio-psychological competence of participants in the educational environment on psychological safety issues during seminars, group discussions on psychological violence, designing non-violent alternative behaviors.

Use of data on the mental health indicators for the formation individual program Psychohygin: Reducing the severity of emotional burnout syndrome; level of emotional tension; change of self-relation; Harmonization of the relationship between "I-Real" and "I-ideal", etc.

Joint discussion and development of the rules of safe cooperation by all participants in the educational environment.

Psychological consulting is to assist participants in self-knowledge, positive self-education, adaptation to real living conditions, the formation of a value-motivational sphere and a system of relations to other, awareness of the value of non-violence, overcoming professional deformations, achieving emotional sustainability, promoting personal and professional growth and self-development. Group consulting techniques included in classes with all training groups are based on the results of the preceding diagnosis of attitudes towards an educational environment, satisfaction with the main characteristics of the interaction, taking into account their importance for the subject, the level of psychological protection (using its structural components) and personality - modest and communicative characteristics interpreted as mental health indicators.

Psychological correction is an active psychological and pedagogical impact aimed at eliminating deviations in personal and professional development, Harmonization of mental health and elimination of deformations caused by psychological violence in interpersonal relations of participants in the educational environment.

In practical psychology, two directions of correction are distinguished. The first is a complex of individualized measures to strengthen the regulatory functions of the psyche, the development of emotional self-control and self-government. The second is the regulatory and value correction, which is to make certain directions to the individual-personal system of norms and behavioral standards, in accordance with which a person adjusts the execution of its vital and activity features.

In the proposed technologies, the second approach is mainly used, as the work is group in nature. The subject of the correction work is: negative or neutral attitude to the educational environment, the characteristics of the interaction that have a low level of satisfaction with them; The manifestations of psychological violence in the interaction for which the participant felt the least protected, a number of other characteristics of the educational environment, which were perceived as unreasonable deprivation of personal freedom, which led to inadequate behavior.

Psychological rehabilitation is a process that mobilizing personal adaptation mechanisms when experiencing psychotrauming circumstances caused by the state of the external environment. Rehabilitation implies the return of what is lost or may be lost due to the change in conditions.

It is psychological trainings that are most often considered as rehabilitation psychothechnologies. Social and life skills training were used in our study. This type of psychotechnology is applied in personal and professional life in order to psychological support and development. IN this approach On the basis of behavioral therapy (T-group), enriched with the techniques of humanistic psychology, there are three main models:

The first model includes the following categories of life skills: solving problems of communication, perseverance, self-confidence, criticality of thinking, the skills of self-government and the development of "I-Concept";

The second model as a training goals includes: interpersonal communication, maintaining mental health, the development of authenticity and decision-making;

The third model includes trainings of emotional self-control of interpersonal relations, self-impact, self-support. Repertoire of psychological techniques from all of the above

models are used to compile psychothechnologies to create psychological safety of the educational environment.

Socio-psychological training is an active group impact aimed at assisting in the assimilation of effective methods and techniques of interaction free from the manifestation of psychological violence, creating a socio-psychological skill, implementing the principle of developing education and personality security and providing support in solving age-related, vital and professional problems. . This feature is closely related to psychological rehabilitation and uses similar psychotechnics.

We consider socio-psychological training as a central, system-forming direction in the structure of a holistic psychological support program, since the safety of the educational environment depends on the ability of the maintenance service to ensure the absence of psychological violence. It is the training that is free from the manifestation of psychological violence is a kind of mechanism for creating the psychological safety of the educational environment. The main (basic) needs are subject to satisfaction only in the process. interpersonal communication. It is this situation that contributes to the "launch" and the functioning of internal mechanisms, allowing a person to develop towards personal maturity, as it generates intrapersonal communication.

The occurrence of intrapersonal communication and its meaningful characteristics are determined by the quality of external conditions, and primarily the psychological safety of the educational environment.

Work in the direction of creating psychological safety of the educational environment should be based on humanistically oriented technologies and personal development norms. The basis of such technologies is the quality of the interaction process, which leads to a decrease in neuropsychic stress, increases the ability to self-regulation, that is, it helps to increase mental health.

The quality of the process of interaction is ensured:

The dialogic communication, which is based on the "Dialogue of Persons" (M. Bakhtin), the main attribute of which is the attitude of the equality of interlocutors and mutual personal recognition;

Cooperation, as a partnership ratio of two equal entities, excluding manipulation and authoritarianism, implying mutual development of participants;

Refusal of psychological violence.

The analysis allows us to offer the technological model of the psychological safety of the educational environment (Fig. 1.2).

Based on the model proposed by us, a psychologically safe educational environment, which has a reference significance that meets the basic needs of personal communication, ensuring the psychological security of entities included in it, is created through psychological technologies built on dialogical grounds, training cooperation and abandonment of psychological violence in cooperation . A person can be mentally healthy only under certain conditions. Such a condition is a safe educational environment.

The main methodologically organizational conditions for the implementation of the proposed psychothechnologies of support for the participants of the educational process are the following.

1. Conducting a system psychological classes and trainings with all participants in the educational environment of the school: students, teachers, parents.

2. The psychological support program for each of the subjects of the educational process should include group discussions and exercises on the issues of safe psychological interaction, non-violent communication, the effects of psychological violence for personal growth.

Fig. 1.2. Technological model of a psychologically safe educational environment

4. In each of the programs, in addition to meaningful tasks, psychological skills of partner, dialogic communication, techniques for creating safe psychological interaction and cooperation are being developed, when discussing group experience, the above-mentioned aspects are noted.

5. At the end of the educational psychological cycle, a joint activity is carried out in the form of a simulation and role event, a business game, in which all subjects of the educational process are jointly involved. The result should be a joint agreement on the rules and conditions for maintaining the psychological safety of the educational environment. Psychological safety should be specified in the system of measures, providing it, and the prevention of threats, which violate it. 6. The support program for the creation and support of a secure educational environment of the school is carried out throughout the school year.

The aspects of modeling the psychological safety of the educational environment, the principles and organizational foundations of creating psychothechnologies of work on its maintenance allow specialists to carry out the selection of psychological techniques and exercises in accordance with the specific psychological parameters of the educational environment obtained during its diagnosis and monitoring.

Summary The educational environment is a combination of material factors of the educational process, interpersonal relations, which establish subjects of education, and specially organized psychological and pedagogical conditions for the formation and development of the individual. Psychologically safe can be considered such an environment in which most participants have a positive attitude towards it; High performance index interaction and protection against psychological violence.

Risk factors in the educational environment can be: insufficient provision of teaching staff, material and technical base, low activity of students and teachers, non-formation of social and practical skills, skills and experience, the level of education and culture, personal psychological characteristics of the participants of the educational process, non-formation Representations and prevention of mental and physical health. The combination of these factors is a threat to the educational environment and the development of its participants. The concept of psychological safety of the educational environment is a system of views on ensuring the security of participants from threats to positive development and mental health in the process of pedagogical interaction. The technologies for creating the psychological safety of the educational environment of the school must comply with a number of functions: psychological prevention, psychological counseling, psychological support, psychological rehabilitation, socio-psychological training.

1. Baeva I. A. Training psychological security at school. St. Petersburg., 2002.

2. Baeva I. A. Psychological safety in education. St. Petersburg., 2002.

3. Drevybo S.D. Diagnosis of the effectiveness of the educational environment. M., 1997.

4. Zelenkov M. Yu. Legal basis general Theory Security Russian state in the XXI century M., 2002.

5. Rean A. A., Kolominsky Ya. L. Social Pedagogical Psychology. St. Petersburg., 1999.

6. Yasvin V. A. Educational environment: from modeling to design. M., 1997.

Additional

1. Bratchenko S. L. Introduction to the humanitarian examination of education (psychological aspects). M., 1999.

2. CHILDGIN A. I. DANGER AND SAFETY // Labor safety in industry. 2002. No. 9. P. 41-43.

3. The concept of national security of the Russian Federation. M., 2000.

4. Korchak Ya. How to Love the Child // Pedagogical Heritage. M., 1990.

5. Krivtsova S. V. Training: Teacher and problems of discipline. M., 2000.

6. Pihetnikov A. L. Helplessness of adolescents and psychological counseling // Our problem teenager: understand and negotiate / ed. L. A. Regos. St. Petersburg., 2001. P. 45-73.

7. Pihetnikov A. L., Chesnokova E. N. How to break a closed circle. Principles and methods of socio-psychological rehabilitation of adolescents with asocial behavior. The program of preparation for liberation from the educational colony. St. Petersburg., 2004.

7. Maslow A. Motivation and Personality. St. Petersburg., 2001.

8. Mental health of children and adolescents in the context of psychological service / Ed. I. V. Dubrovina. Yekaterinburg, 2000.

9. Regula L. A. Security of schoolchildren training // Psychological culture and psychological safety in education (St. Petersburg, November 27-28, 2003): Materials All-Russian Conference. M., 2003. P. 182-185.

10. Chernows M. Psychology of the life medium. M., 1989.

Questions and tasks for independent work

1. Describe the "theory of opportunities" J. Gibson in relation to the educational environment.

2. Give the definition of the educational environment.

3. What is the indicator of the modality of the educational environment?

4. What are the types of educational environment?

5. Give the definition of security.

6. Characterize the main approaches to the disclosure of the concept of "psychological safety".

7. Name the characteristics that reduce the ability of the educational environment to be safe.

8. Name the characteristics that increase the ability of the educational environment to be safe.

9. Possible risks and dangers in the educational environment.

10. List the most important conditions for the educational environment, creating and providing psychological safety.

11. What social skills contribute to solving the problems of psychological safety in the educational environment?

12. Name the means of solving conflict situations in the educational environment.

13. Bring and justify, in accordance with the definition, the empirical referents of the psychologically safe educational environment.

14. Why is the psychological safety of the educational environment is the characteristic of its developing nature?

15. List the main threats to the violation of the psychological safety of the educational environment and give them a brief description.

Educational environment - the system of influences and conditions of personality formation on a given pattern, as well as opportunities for its development contained in a social and subject-spatial environment

In modern pedagogy, the educational environment is interpreted as part of a sociocultural space, the zone of interaction between educational systems, their elements, educational material and subjects of the educational process.

In the School 2100 system under the educational environment, the holistic qualitative characteristic of the internal life of the school is understood, which is determined by specific tasks; manifests itself in the choice of funds with which these tasks are solved; Contactly assessed by the effect in the personal, social, intellectual development of children, which it should be achieved.

In the widest context, the educational environment is any sociocultural space, within which the process of personality development is carried out spontaneously or with various degrees of organization. From the standpoint of a psychological context, according to L. S. Vygotsky, P. Ya. Galperin, V. V. Davydova, L. V. Zankova, A. N. Leontieva, D. B. Elkonina, etc., the developing environment is In a certain way, an ordered educational space in which educational training is carried out.

The educational environment has its own structure, but there is no single approach to the allocation of the components of the educational environment. Consider the approaches of individual authors.

G.A. Kovalev as units of the educational environment allocates the physical environment, human factors and training program. To the physical environment, they include: the architecture of the school building, the size and spatial structure of school interiors; ease of transforming intraschool design in school space; The possibility and range of movements of students in school interiors, etc. To human factors, they include: personal features and student performance; The degree of their boring and its impact on social behavior, the distribution of statuses and roles; Having agent and national features of students and their parents. The training program includes: the structure of students' activity, the content of training programs (their conservatism or flexibility), the style of teaching and the nature of control, etc.

E.A. Klimov in the "medium of human existence and development" proposes to allocate the following parts of the environment: socially - contact, information, somatic and subject. To the socio-contact part of the environment, the author refers experience, lifestyle, personal example, activity, behavior, the relationship of others; institutions and their representatives with whom a person interacts; The real place of man in the structure of his group, the device of this group, etc.

Studying Wednesday, N.E. Shchurkova highlights such components as the subject - spatial, behavioral, event and informational cultural space.

E.A. Klimova, G.A. Kovaleva and other researchers are based on an environment - a psychological approach, which is consistent with the theory of "ecological complex" O. Dunknna and L. Storn - one of the fundamental theories of the functional unity of the human community and the environment. In the "Environmental Complex" the authors allocated 4 components: the population, or population, the environment, technology and social organization. Following the authors of V.A. Yasvin builds a four-component model in which the spatial-subject, social, psychodidactic component and the subjects of the educational process is distinguished.

1. The spatial and subject component is the architectural features of the building, equipment, special attributes of the educational situation.

2. The social component is determined by the form of an adult community inherent in this type of culture. It is important here to observe several conditions: a teacher and a student - a single polis of development; the presence between teachers and students of cooperation relations; the presence of collectively distributed learning activities; Communicative saturation of students and teachers in the university walls.

3. The psychodidactic component is the content of the educational process that is mastered by the student's ways of activity, the organization of training. Inside this component, answers are given to the questions and how to teach.

The educational environment is a combination of material factors of the educational process and interpersonal relations, which establish subjects of education in the process of their interaction. People organize, create an educational medium, have a constant impact on it, but the educational environment affects each subject of the educational process.

As emphasizes V.I. Slobodchikov, the educational environment cannot be considered something unambiguous, in advance as specified. The medium begins where there is a meeting of the forming and the formed, where they are jointly designing and build. This environment can also be considered as a subject, and as a resource of joint activities.

E.V. Korotaeva emphasized that any component of the medium should be emotionally developing. It allocated conditions that can provide an emotionally developing nature of the components of the educational environment:

* relationship between participants of joint livelihoods, that is, emotionally supporting the component of the medium;

* Primate moments that organize the process of staying a child in a Dow or School, that is, an emotionally developing component;

* Foreign furnace (color decision, convenience of furniture, etc.) - emotionally - tuning component;

* Organization of employment of children - games, studies, surprise moments - emotionally - activating component;

* Inclusion in the occupation of heuristic exercise with children - emotionally - the training component.

Most often, the educational environment is characterized by two indicators: saturation ( resource potential) and structure structure (methods of organization). The educational environment only in the case will contribute to the personal and cultural growth of students when "Cash cycultural content turns into the content of education, that is, the actual educational environment" (according to V. Slobodchov).

So, we briefly reviewed the issue of discharge of the components of the educational environment. For a modern teacher, it is important to be able to simulate different components of the educational environment, create conditions for the full education and development of students.

part of the sociocultural space, the zone of interaction between educational systems, their element, educational material and subjects of educational processes. The educational environment also has a large measure of complexity, since it has several levels - from the federal, regional to the main primary element - the educational environment of a particular educational institution and class. The educational environment is also created by an individual, since each develops according to its individual characteristics and creates its own space of entry into history and culture, its vision of values \u200b\u200band priorities of knowledge. And since any knowledge is personally, since each has the educational environment, ultimately, a special, personal space of knowledge and development. The educational environment of modern educational systems is in the interaction of new educational complexes - systems, innovative and traditional models, complex systems of education standards, complex integrating the content of curricula and plans, high-tech educational tools and educational material, and the main, new quality of relationships, dialogical communication between entities of education: children, their parents and teachers. Another characteristic of the modern educational environment is the interaction of a plurality of local educational environments, the mutual use of the specific features of the innovative media of one country in the educational space of other countries, which creates similar educational situations In many countries, and contributes to the development of the field of education as a whole. This is a manifestation of tendency to integrate educational processes in different countries and regions to the world educational space, which today develops on the basis of the ideas of humanization, democratization and raising standards. (Blueberry B.P. Effective participation in educational exhibitions. - Novosibirsk, 2001.) - A specific form of human practice, aimed at converting people's livelihoods to organize supporting human development conditions in which he is provided with opportunities for the permission of important tasks of its livelihoods and educational Tasks allowing a person to know the world and himself in the world. (Berezhnova L.N. Polyethnic Educational Environment. - St. Petersburg., 2003.) See also Wednesday