Developmental and Educational Psychology

psychology of the student at different levels of education, his personal and psychologicaldevelopment; psychology of the educational environment; psychology of educational activity, teaching; psychological characteristics of students as subjects of educational activity; the psychology of the formation of study groups and their impact on the productivity of students' learning activities; pedagogical activity, professional and pedagogical characteristics of teachers (style, abilities,competence, control); the teacher's pedagogical impact on the classroom; the educational process as a unity of learning and upbringing; psychological mechanisms andfeatures of the educational impact of the teacher and the educational environment; psychological features of pedagogical management, technologization of the educationalenvironment; methodology, theory, history of educational psychology and its individual areas, types of education; methodological, historical and scientific analysis of the concepts included in the categoricalstructure of this specialization; historical and scientific analysis of facts and concepts characterizing "childhood", "youth","youth", "maturity", "old age" and more detailed periods of these components of the life cycle; the problem of the correlation of biological and socio-historical conditionality of thesephenomena; issues of the relationship between age and functional development; strategies and methods for researching the development of individual and group subjects of activity, human development as an individual, personality, and subject of productive activity in a particular socially significant area; the uniqueness of the human psyche at different stages of the life cycle; the qualitative andquantitative uniqueness of human communities and organizations at different stages of theirdevelopment; driving forces, sources of development and ways of forming subjects of activity; development of the functioning capabilities of subjects (individual and group) through their assimilation of socialexperience, actions, images, concepts; prevention, correction and optimization of the development of individual and group subjects of activity based on the possibilities of learning, education, upbringing, special formative techniques("techniques", "technologies"); directions of psychology of the development of the psyche before adulthood; issues of the foundations of the periodization of mental development in human ontogenesis, in the formation of groupsubjects of activity; features of human mental development in the prenatal period and infancy; features of human mental development at an early age; crisis of three years; features of mental development of a person in preschool age; further development of thinking, speech, memory, needs and motives, personality as a whole; features of self-esteem, Self-concept, gender role identification at this age; conditions for the assimilation of moral norms and features of the formation of moral feelings,ethical standards and appropriate self-esteem; features of mental development of a person in primary school age; the structure and patterns of educational activity formation. forms of joint activity with peers, theirimportance for mental development; a child's adaptation to school as the development of a new social situation; the causes of school maladaptation of younger students and ways to overcome; the place and importance of other types of activities in mental development (play, sports, artisticactivities, feasible forms of work, etc.); age-related opportunities and features of learning educational material in primary school; reflection, analysis, planning of actions as important neoplasms of primary school age; personalitydevelopment, features of Self-concept, self-esteem of a primary school student; development of emotional and volitional processes and qualities, features of assimilation of moralnorms, concepts, rules of behavior; features of mental development in adolescence; puberty, heterochrony of physical and social development of adolescents; development of cognitive motives, cognitive processes, selective attitude to academic subjects in adolescents; the importance of other (extracurricular) activities for mental development; the development of formal and operational intelligence, increasing awareness, and the arbitrariness of cognition; formation of a teenager's personality; formation of the orientation of a teenager's personality;development of moral beliefs, moral judgments; the aggravation of the need for personality-oriented communication, the peculiarities of the development of feelings and will of a teenager; character formation; the importance and role of social,cultural institutions, communication with peers and elders in the socialization of a teenager; the peculiarities of educational and educational work with adolescents; types of character accentuations in adolescence and their consideration in working with children; psychological prerequisites for the transition to the age of youth; features of a person's mental development in adolescence; formation of professional orientationand processes of professional self-determination as a neoplasm of adolescence; focus on self-education and self-education, increasing the ability to self-regulate; formation of an individual style of thinking,mental work; features of communication and belonging to a group in adolescence. The importance androle of "youth subcultures" for mental development; love and friendship, dreams, ideals at the age of youth and their significance for mental development; sexual behavior and prevention of its violations;development of worldview, moral consciousness, legal awareness, political beliefs, social, aestheticnorms; the causes of deviant and antisocial behavior and ways to prevent them; features of educationaland educational work with girls and boys. The main directions and problems of acmeology (as a complex science in the context of the highest achievements of an adult in various aspects of his life): features of mental development of a person in adulthood; the problem of criteria of adulthood and its periods; youth as the initial period of adulthood; focus on the formation of a stable structure of life; acceptance of social responsibility, rights andresponsibilities, mastery of a profession and the beginning of professional activity; finding and choosing a life partner, getting married, forming a maternal and paternal position,raising children, forming an image and lifestyle, social circle; the problem of developing and mastering algorithms for the productive solution of professionaltasks and ways of mastering skills and professional culture; the transition to middle adulthood and the possibility of experiencing a crisis caused by the divergence of the established dream from the actual way of life; the possibility of experiencing a sense of loss of life, limited life time, etc.; personal and semanticrestructuring, changing life plans, lifestyle, and other tactics as possible ways out of the crisis; factors of the flourishing of creative activity and professional activity; increasing the need to share your experience with others; increased need for significant achievements and social recognition; increased sensitivity to publicassessments; active reflection, planning and construction of options for professional growth, careeradvancement; the problem of achieving professionalism as the highest stage of adult development; issues of self-knowledge, self-regulation, self-creation of a person as a professional; problems of creating tools for software-targeted modeling and forecasting of professional activity; problems of adaptation to adulthood and the creation of diagnostic and correctional methods, toolsthat assess and improve the readiness of individual and group subjects for professional training,professional activity, as well as monitoring the processes of professional adaptation and professionalgrowth of personnel; problems of developmental methods that stimulate self-knowledge, self-correctionof professionals, their reflexive self-regulation, self-organization, manifestations of creativity; issues of ensuring the intensification of professional self-formation and self-development by means of business, imitation, organizational and activity games; the problem of means ensuring the disclosure of creative possibilities, the intensification of heuristic thinking and other valuable qualities,the development of professional culture; analysis of the transition to basic maturity (about 40 years) and possible development crises; features of professional and social activity in adulthood; the problem of loneliness and itsconsequences for mental development; the problem of the development of cognitive processes inadulthood; learning opportunities; the relationship between stability and personality changes in maturity.Problems and directions of psychology related to the period of aging and old age: analysis of a possiblecrisis of 50-55 years due to changes in the social situation and age-related changes in the body; the problem of biological and social factors of aging; historical relativity of ideas about aging andold age; the role of psychological factors in the aging process; age-related changes in mental functions and the possibility of their compensation; issues related to the prevention of aging, the adoption and development of new social roles,adaptation to loss of physical abilities, summing up life, and the development of a personal positionregarding retirement; the problem of participation in useful activities, its importance for the preservation of vitalactivity, self-esteem, independence, and longevity; the importance of public interests for the formation of an active position in old age; conditions for the emergence of life wisdom as a personal neoplasm; possible outcomes from the crisis between personal integration and disintegration tendencies; features of communication andinterpersonal relationships in old age; the problem of loneliness; compensatory mechanisms duringaging and old age; the problem of psychological care for the elderly and terminally ill; cultural traditions of attitudes towards death and dignified retirement; problems of studying anddescribing various types of professional activities; the problems of developing new strategies for changing professions, continuing professionaleducation, and the introduction of psychological acmeological knowledge into practice; the theory and practice of creating psychological and acmeological services aimed at optimizinghuman mental development at various stages of this process. Problems and directions related to the training of specialists in the field of developmental psychology, acmeology: requirements for specialists; the problem of general and special knowledge, skills, personalqualities, general and special abilities necessary for a modern employee, Hard, Soft, Self skills; issues of exchange (mutual enrichment) of experience, certification and advanced training of relevant personnel, as well as trajectories of individual professional and personal development of specialists working in this field.