The article represents a comparative and theoretical analysis of the interaction of adolescents with strangers in the environment of Internet communications. The risks associated with communication on online platforms have been identified which may subsequently have a dramatic result. The need for external control over the activities of Internet communication platforms is emphasized. The positive dynamics in the process of forming social relationships with strangers in an online environment with proven effectiveness in real life is highlighted.

This paper examines the ideas of some modern researchers about the influence of the experience gained in the parental family and family attitudes on the indicators of marital communication. During the regression analysis, it was revealed that the ease, trustfulness and psychotherapeutic nature of marital communication in women are influenced by attitudes such as “Attitude to people”, “Attitude to children”, “Sense of duty and pleasure” and “Autonomy/dependence”, as well as such styles of family emotional communication as “Over-involvement” and “External well-being”. In men, mutual understanding, trust and the formation of common family symbols with a partner are influenced by such attitudes as “Attitude to money”, “The importance of the sexual sphere”, “The prohibition of sexual topics”, orientation to duty compared to pleasure, as well as such a style of parental communication as “Elimination of emotions”.

The possibilities of studying the mechanisms and features of the intellectual socialization of students in the conditions of academic communication are updated. Academic communication — communication with different subjects of the educational environment of higher education in the learning process. A theoretical model for combining the mechanisms and components of socialization with an emphasis on intellectual ones is proposed. The structure and content of students’ socialization in the process of studying at the university is analyzed. Its main intellectual mechanisms are described. Separate results of an empirical study of the correlation between the processes of intellectual socialization and the dynamics of students’ consciousness in the learning process are presented. Practical recommendations are given for supporting and accompanying intellectual socialization in the academic communication of students.

In the context of current socio-cultural trends in our country and in the world, the interactive approach substantiates the process of interpersonal communication as a value and as the goal of educational activities. As a result, the educational result of interactive learning involves the personal actualization of the student with the involvement of his intellectual, creative and communicative resources. The established didactic goal is achieved through the study, comprehension, practical development of the content of the educational material and the acquisition of communication skills by students. The authors present the results of a semantic analysis of the correlation between the concepts of “communication” and “interaction”.

The presented materials reflect the results of an experimental approach to understanding the problem of communication culture in a preschool educational organization. Based on the method of theoretical analysis and understanding the culture of pedagogical communication as special communication skills implemented by the teacher in educational activities and focused on improving the efficiency of the educational process by creating a favorable atmosphere of interaction between its participants, a monitoring program is described, the implementation of which will allow not only to study the possession of a culture of communication by teachers , but also, highlighting their problems, to form the basis for the development of a psychological and pedagogical program for optimizing the culture of communication in preschool educational institutions as an educational system

Without the support and development of real-life communication between the participants of the educational process, without the use of the spoken word in teaching and educating new generations, without relying on the traditional, rooted in the depth of millennia, institution of mentoring, it is very difficult to effectively solve the daunting tasks of education that face the society, the state, the individual in the rapidly changing post-industrial information society of knowledge of the coronavirus pandemic era.

The article discusses the peculiarities of building relationships at the university between students, students and teachers. The importance of deploying different forms of communication in the educational process is emphasized as a means of deepening and activating subject-subject and subject-object relations, causing professional interest in the specialty and psychological focus on its development as significant in building the space of their life.

The article is devoted to the study of problems concerning the education of foreigners. The ways of overcoming the difficulties encountered in teaching this category of students are considered. Attention is drawn to the national and cultural characteristics of foreign students, methodological recommendations are given to teachers.

At the turn of the XX–XXI centuries, G. M. Andreeva, an outstanding worldclass Russian scientist, made a fundamental contribution to the development of theoretical and applied sections of social and psychological and philosophicalsociological knowledge. In connection with her centenary, it is relevant to study the life experience of G. M. Andreeva as one of the founders of post-war Soviet sociology and as the creator of social psychology as an innovative scientific and educational discipline. The novelty of the article lies in the scientific analysis of G. M. Andreeva’s interdisciplinary searches — from social philosophy through empirical sociology and social psychology to higher education pedagogy. By means of institutional-personological and subjective-activity approaches, both the main achievements of G. M. Andreeva’s 65-year scientific and pedagogical activity at Moscow State University and a number of universities, as well as the psychodidactic means of teaching social psychology in higher education developed by her, are characterized.

The article discusses various scientific approaches to the study of the phenomenon of feedback in communication. The analysis of studies on the problems of the effectiveness of feedback, the role of various factors and individual characteristics in the adoption of feedback is carried out. The results of an empirical study of the level of sensitivity to feedback, as well as respondents’ ideas about the conditions for the adoption of fixed assets, are presented. Prospects for further research to identify social and psychological factors of readiness to accept feedback are outlined.

The article examines two types of depersonalization in modern society and their connection with the problem of relationships. The tendency of self-removal or “face erasure” is shown through the prism of the concept of trace in modern French philosophy and the transformation of the representation of one’s own face in modern culture. The tendency of depersonalization of the other is presented in the light of the features of modern society as an illusory communicative society or, in the terminology of J. Baudrillard, the no-answer society. From the point of view of the two presented trends, the state of the modern culture of relations in the educational sphere is analyzed and a conclusion is made about the general trend of (de)personification and the need to return to understanding the relationship as a specifically human category associated with the concepts of person, connection and communication.

The article reveals the concept of a child-adult community, examines its significance for the upbringing of a special child in inclusive education, identifies the reasons why the formation of a child-adult community in an inclusive classroom may be difficult. The conditions that make it possible to form a community in an inclusive classroom are outlined: the formation of teachers’ psychological readiness to interact with a child with disabilities; the creation of a favorable psychological climate in the classroom, where students feel safe; the conduct of interesting and generally significant socio-cultural activities in the classroom; the organization of value-semantic interaction, which is built around the process of goal-setting, interesting for all topics, creative work, a common task. The authors cite the directions of teachers’ work on the formation of a childadult community, of which a child with developmental disabilities is a member.

The article describes the results of an experimental study aimed at developing the communicative competencies of senior schoolchildren in the context of project activities. It is shown that the content characteristics of communicative competencies have an insufficient level of development among high school students. Organized influence in the form of implementing a program for the formation of communicative competencies in the context of project activities helps to increase the ability for self-regulation, in particular, such parameters as planning, flexibility and evaluation of results. Based on the results, a conclusion is made about the possibility of developing the communicative competencies of senior schoolchildren through project activities. The effectiveness of the stage-by-stage and systematic use of the project work method for the formation of communicative competencies of high school students is substantiated.

Тhe article discusses the features of the formation of the prosodic side of speech in preschoolers with dysarthria — this problem is the most urgent at present, its solution will increase the level of speech development of preschoolers and actively engage in the process of communication with peers and adults. This helps to organize an effective creative educational and educational space based on inclusive education, in the field of integration activities, for the following specialists: teachers, educators, speech therapists.