New data obtained in social-psychological and educational practice show that certain points in the recently developed pedagogical theory of the children collective have to be made more precise. Improvement of the theory requires combined efforts by pedagogues and psychologists in resolving such problems as: explicit definition of the term "educating collective" and making the latter the fundamental notion in the existing system of terms used to describe the children collective; better understanding of the goal-setting processes in development and functioning of children collectives, as well as the place and role of mass, group and individual components in their structure; trends in the differentiation of children collectives; nature of integral influences on a particular child in the collective, relation between the tendencies on the part of the child to set himself apart and to identify with the collective; optimal structure of control over children collectives.