IntroductionHuman beings are the only creatures on the planet who consciously and deliberately alter the space around them. As a result of human activity the made environment is created. But the desire for change does not end with creating this environment; people continue to change it: they do not accept the fact that it is already given as a result of others' actions. By itself, the transformation of the environment can be both socially approved and socially disapproved -- that is, of a vandal character. What is the reason for this particular type of activity, its deep motivation, its basic requirements?On the one hand, this activity can be regarded as the result of an attempt to transform, create, innovate, or change, or to provide social or spiritual benefits to oneself or other people. On the other hand, the reason for this type of activity may lie deeper: a person may not transform the environment in a positive way but may break it down. We call graffiti on walls offensive, obscene, or simply informative or even decorative, but carving on fences, rocks, the bark of trees, benches is nothing more than the unauthorized destruction or modification of the property of others or public property (Vorobyeva & Kruzhkova, 2012). This is not just a problem with the self-expression or defects of upbringing of some individuals. Who of us didn't write on the desk at school? But why did we do it? Because of boredom, as a protest, or as the result of a special inner need that we did not express in other ways? It is possible to answer these questions by means of complex psychological research that considers vandalism not only when it occurs but also as a result of its genesis previously.however, there are only a few studies of this question. A small number of publications concerning vandal behavior have focused on aspects of legal regulation and criteria for qualifying destructive actions as vandalism (for example, harina, 2005; Pashutina, 2009; Shuruhnov, 2002) as well as on statistics and methods of combat- ing the spread of vandalism in some countries or areas of life (for example, Ceccato & haining, 2005; Pirozhkov, 1994; Shvets & Yakovlev, 2011; Thompson et al., 2012). The number of studies of the psychological bases of vandalism, its personal and environmental determinants, its forms and manifestations, its motives is quite small (for example, Allen & Greenberger, 1978; Coffield, 1991; Cohen, 1973; Goldstein, 1996; Skorokhodova, 1999); such studies are centered mainly on the evaluation of possible preventive actions (for example, Kalmikova, 2013; Patrusheva, 2010; Skorokhodova, 1999; Vatova, 2007). One feature of the modern study of vandalism in psychopedagogical practice is the relatively limited focus of interest of research- ers on the adolescence and early adulthood of vandals (Gurova, 2014; Samokhina, 2007; Tserkovnikova, 2011; Vatova; 2000) without taking into account its genesis in childhood. At the same time, the consideration of the specifics of vandalism in different age periods will not only create a more accurate picture of the forms and embodiments of such activity but also help to identify predictors of the formation of a vandal model of behavior. This is a necessary basis for the effective prevention of destructive behavior because the already-established and implemented strategy of dealing with vandalism by directives and judgmental methods brings only a short-term effect, as vandals will always find a way to express their desire for the destruction of private or public property.Elements of the destructive activity of a person appear in early childhood. But at this age destruction is a method of gaining knowledge of the laws and the characteristics of the material world, the subjective environment. Despite the result, which can be very close to vandalism, the child never considers this behavior as destructive and antisocial because, for young children, the limits of acceptable activity are yet to be determined and socially prescribed. …