Keyword: «group relationships»

The problem of successful adaptation of each 1st-year student to totally new education mode – university education – is actual in pedagogical practice due to multifactorial nature of the task both for the student him/herself and for the educator. The student requires socialization and integration in the new community. For the teacher the tasks are to facilitate student’s motivation and personal responsibility, as well as to stimulate trust-based intragroup and teacher-students relations. The present research was focused on determination of adaptation factors, implementation of selected psycho-pedagogical techniques, collecting and analyzing of the results. The findings permitted to design the educational process in ESP in accordance with the above purposes, mainly to achieving positive and smooth adaptation to university education and to integration in the new social group. The practical examples supporting the main conclusion of the research concerning the vitality of implementation of techniques stimulating the processes of personality and group adaptation of student beginners are represented in the article.

The article discusses the theoretical aspects of the problem of optimization of group interpersonal relationships of younger adolescent students, describes the experimental work on of optimization of group interpersonal relationships of younger adolescent students through a program of classes developed by the author, presents and analyzes the results of approbation.