The aim of the study is to identify the key psychological and behavioral characteristics of children and educators in the process of pedagogical interaction, formed under the influence of the conditions of besieged Leningrad. The article is devoted to the study of the professional and personal qualities of teachers and the personal characteristics of children in the extreme conditions of the Siege of Leningrad (1941-1944). Based on the analysis of historical documents, diaries, and memoirs of participants in the events, the relationship between pedagogical skills, the personal resilience of teachers, and the adaptive strategies of children is revealed. Particular attention is paid to the role of the teacher as a “significant other”. The scientific novelty of the research lies in demonstrating systematized and generalized portraits of the child and the teacher of besieged Leningrad, presented by their professional and personal qualities, as well as some features of their interaction. As a result of the study, key characteristics of the portraits of the teacher and child of besieged Leningrad, which can be considered typical, were determined.
Irena Alekseevna Milova (Fri,) studied this question.