School educational environment as an influence place for participants of joint activities

. The paper deals with both training and educational school environment, and distinguishes two types of organization of environment (“closed” and “open”), using the example of an elementary school. The “closed” environment is characterized as given and controlled by an adult; this space is stable and structured with a clear allocation of the lead-ership position of a teacher. Closedness means the inability of children to influence the organization and content of the school environment, and having barriers to organizing open communication. As an alternative, the paper offers the con-cept of the “open” environment, which is filled with products and results of children's activity; it is characterized by dynamism, and can be changed under the influence of participants' initiatives and actions. At the same time, the level of participation and the level of influence are distinguished as ways of involving children in the educational environment. This type of environment is interpreted as a set of "intersections" of children's activity and the teacher's organizational function. Openness also means that the space absorbs the products and the results of all types of educational activities (lessons and extracurricular activities) and thereby expands and opens the boundaries of the classroom environment. The paper hypothesizes that the objective and communicative components of environment are interdependent: organization of physical environment influences the content and forms of educational communication and, conversely, changing the joint activities results in the change of environment. The author introduces such an environment characteristic as redundancy – the discrepancy between the physical organization of the classroom and the communication model that is implemented in it.