Problem Social and Psychological Adaptation of the World
The purpose of the article is a theoretical and methodological review of the relationship between health indicators, adaptation and development due to their multidimensionality. An integral indicator of this relationship is psychological and physiological adaptive potential. The survey materials show the need for an interdisciplinary psychological- educational and medical-social assessment of the process of shaping the health-saving and socially adaptive educational space. Consideration of the theoretical and applied aspects of this problem allows to identify a set of approaches: ontogenetic, systemic and competent. The ontogenetic approach substantiates the need to identify the cumulative and specific features of the relationship between socio-educational, psychophysiological and medical-social characteristics, reflecting the level of formation health-saving and socially adaptive behaviour of education subjects. In the framework of fGOS should be singled out in integrative, differentiated and individual forms of education. One of the central methodological problems discussed in the article is health-oriented socialization and personal adaptation, allowing the development and implementation of the means of donological diagnosis, prognosis and rehabilitation as basic basis for preserving, promoting health, adapting and developing learners by increasing stress resistance levels and reducing functional body tension when adverse medium factors are applied. The use of a competent approach in the training of teachers in the framework of training and retraining requires them to form the need to implement various forms of educational and educational process on the basis of integrated, differential and individual learning, taking into account the age and personality-behavioral characteristics of students on the basis of the formation of the social and psychological security of the individual and the actualization of adaptive potential. Methodology: the potential of municipal education (V. M. Sakharova, O.V. Ko-Valchuk, T. I. Pudenko), the safety of the educational environment (I. A. Bayeva, 2002; T. R. Nansel et al., 2003; G. M. Glew et al., 2008): Health-saving potential of the educational organization (M. M. Bezrukikh, A. R. Virabova, J. Y. Yeleseev, J. V. Kleskina, V. D. Sonkin); actualization of health-saving potential (V. A. Stolbova, M. D. Sharygin); characterization features of the concept of “educational space” of the educational organization (A. S. Gayazova, N. G. Serikova, I. D. Frumina, B. D. Elkonin, V. I. Slobodchikova, R. M. Chumicheva, L. L. Redko, etc.); adaptive-developing educational environment and psychological and educational support of the educational process (E. M. Kazin et al., 2011, 2013, 2016, 2018, 2019, 2020). Main results: the article formulates the organizational and educational conditions for updating and increasing the health-saving potential of the educational environment and the body of students; A provision on an adaptive and safe educational environment has been developed and formulated; the process of psychological and educational support of self-realization students in various social and educational conditions is considered.