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supplementing existing samples and forms); local (changes of separate sites independent from each other or components), modular (the interconnected groups of several local), system (full reconstruction of system as whole); individual; external (outside of educational system), internal (are developed in educational system); process of development of an innovation (new means, method, technique, technology, program, etc.); search of ideal techniques and programs, their introduction into educational process and their creative reconsideration. Pedagogical interaction – personal contact of the tutor and the student, casual or deliberate, private or public, long or short-term, verbal or nonverbal, having a consequence mutual changes of their behavior, activity, the relations, installations. Accusative can be shown in the form of cooperation when both parties reach a mutual consent and solidarity in understanding of the purposes of joint activity and ways of its achievement. Pedagogical paradigm (from Greek «paradeigma» – an example, a sample) – a set of the theoretical, methodological and other installations accepted scientifically by community at each stage of pedagogics development, which are guided as an example (models, a standard) at the decision of pedagogical problems; certain set of instructions. Pedagogical relation – refers to special kind of personal relationship between adult and child or adult or student that is different from other personal relationships. The pedagogical relation is marked by a number of characteristics: in the pedagogical relation the adult is directed toward the child; the relation is asymmetrical, unlike many other personal relationships (e.g. friendship); the adult is «there» for the child in a way that the child is not «there» for the adult; in the pedagogical relation the adult wants or intends what is good for the child's future. This relationship is oriented to what the child may become, but without being determined by adult plans or goals. The pedagogical relation comes to an end. The child grows up and the asymmetry of the relation (if it is still maintained) dissolves. As Klaus Mollenhauer explains, «upbringing comes to an end when the child no longer needs to be “called” to self-activity, but instead has the wherewithal to educate himself». In the pedagogical relation the adult is tactful. As Max van Manen and Jakob Muth explain, tact in this context often consists of holding back and waiting or maintaining a certain distance so that the child may act for him – or herself. 59