High level of adaptation. What is adaptation to school and what factors does it depend on? Adaptation Success Factors

Introduction 3

Chapter 1.The problem of children's adaptation to schooling

1.1. The concept of adaptation and analysis of socio-psychological literature

on the problem of adaptation of children to schooling 6

1.2. Conceptual diagram of the study of emotional

the state of students and the level of their adaptation to schooling 15

Conclusions on the first chapter 17

Chapter 2. Empirical research of the emotional state

students and the level of their adaptation to schooling

2.1. Methodical approach to the study of emotional

the state of students and the level of their adaptation to learning 20

2.2. Study results 22

Conclusions on the second chapter 29

Conclusion 30

Appendix 34

Introduction

The work is devoted to a complex and, undoubtedly, significant problem of child psychology - the study of the role of the emotional state of the student in adapting to schooling.

Relevance research topic is largely due to the fact that the problem of psychological support for the emotional development of first-graders at the stage of adaptation to schooling is currently one of the most pressing scientific problems, primarily because the number of psychosomatic diseases among first-graders, their maladaptive behavior, one of the manifestations of neuroses.

Adaptation is the natural state of a person, manifested in adaptation (getting used to it) to new living conditions, new activities, new social contacts, new social roles. The significance of this period of entry into an unusual life situation for children is manifested in the fact that not only the success of mastering educational activities, but also the comfort of being at school, the health of the child, his attitude to school and learning depend on the well-being of its course.

Start school life- a serious test for most children. They must get used to the new team, requirements, daily duties. As a rule, children strive to become schoolchildren, but for many of them, the school routine turns out to be too regulated and strict. When the most important need of the child - to meet the requirements of adults (teachers and parents) is not satisfied, he experiences emotional distress, expressed in fear of school or unwillingness to attend it. It is especially difficult for those children who are emotionally unprepared for the role of a schoolchild to readjust, for them the period of adaptation can be traumatic.

Purpose of the study: studying the emotional state of the student and determining its role in the student's adaptation to school.

Object of study: group of first grade students.

Subject of study: the influence of the student's emotional state on the level of adaptation to schooling.

theoretical basis research is developed by G.M. Chutkina levels of adaptation to schooling. Studying the emotional state of students, we also proceeded from the provisions of V.V. Kogan and T.D. Dorozhevets on school maladaptation. The reason for school maladjustment is often the unsatisfactory emotional state of students.

Research hypothesis: it is assumed that the success of children's adaptation to schooling depends on the level of their emotional state.

To achieve the set goal and test the hypothesis put forward in the study, the following tasks:

1. Define the concept of adaptation and analyze the socio-psychological literature on the problem of children's adaptation to schooling.

2. Build a conceptual scheme for studying the emotional state of students and the level of their adaptation to schooling, select methodological tools.

3. To investigate the emotional state of students and the level of their adaptation to schooling.

4. Reveal the role of the emotional state in the adaptation of students to schooling.

Research methods:

Analysis of psychological and pedagogical sources on the research problem;

An empirical study that includes a projective test of personal relationships, social emotions and value orientations"Houses";

Methods for quantitative and qualitative analysis of empirical data.

Practical value The research consists in the fact that its results made it possible to develop a number of psychological and pedagogical recommendations for improving the emotional state of students and, as a result, increasing their level of adaptation to schooling.

Reliability and validity the data obtained in the work is provided by the use of methods adequate to the purpose and object of the study, the methodological apparatus of psychological science, and a qualitative analysis of empirical material.

The structure of the course work. This work consists of an introduction, two chapters, a conclusion, a bibliography of 22 titles, and an appendix. The text of the course work contains 3 tables and 3 figures.

Chapter 1. The problem of children's adaptation to schooling

1.1. The concept of adaptation and analysis of socio-psychological literature on the problem of adaptation of children to schooling

Adaptation to school - the restructuring of the cognitive, motivational and emotional-volitional spheres of the child during the transition to systematic organized schooling. A favorable combination of social external conditions leads to adaptability, an unfavorable combination leads to maladaptation.

The main features of systematic schooling are the following:

firstly, with admission to school, the child begins to carry out socially significant and socially valued activities - educational activities;

secondly, a feature of systematic schooling is that it requires the obligatory implementation of a number of identical rules for all, to which all the behavior of the student is subject during his stay at school.

Admission to school requires a certain level of development of thinking, arbitrary regulation of behavior, communication skills. Assessment of the level of school adaptation consists of the following blocks:

1. An indicator of intellectual development - carries information about the level of development of higher mental functions, about the ability to learn and self-regulate the child's intellectual activity.

2. Indicator of emotional development - reflects the level of emotional and expressive development of the child, his personal growth.

3. The indicator of the formation of communication skills (taking into account the psychological neoplasms of the crisis of 7 years: self-assessment and the level of claims).

4. The level of school maturity of the child in the preschool period.

Research results of G.M. Chutkina showed that based on the level of development of each of the listed indicators, three levels of socio-psychological adaptation to school can be distinguished.

1. High level of adaptation.

The first-grader has a positive attitude towards the school, he perceives the requirements adequately; learning material is easy to digest; deeply and fully masters the program material; solves complex problems, is diligent, carefully listens to instructions, explanations of the teacher, performs assignments without external control; shows great interest in independent study work (always prepares for all lessons), performs public assignments willingly and conscientiously; occupies a favorable position in the class.

As follows from the description, the levels of development of all indicators listed above are high. The characteristics of a child with a high level of adaptation to school correspond to the characteristics of a child who is ready for school and survived the crisis for 7 years, since in this case there are indications of formed arbitrariness, learning motivation, a positive attitude towards school, and developed communication skills. Based on the data of some researchers, a six-year-old first-grader cannot be classified as a high level due to the underdevelopment of such aspects of adaptation as readiness for schooling (in terms of arbitrariness of behavior, ability to generalize, learning motivation, etc.), unformed personality neoplasms of the crisis of 7 years ( self-esteem and level of claims) without the necessary intervention of teachers and psychologists.

2. Average level of adaptation.

The first-grader has a positive attitude towards the school, attending it does not cause negative feelings, understands educational material if the teacher presents it in detail and clearly, assimilates the main content curricula, independently solves typical tasks, is focused and attentive when performing tasks, instructions, instructions from an adult, but under his control; he is concentrated only when he is busy with something interesting for him (preparing for lessons and doing homework almost always); performs public assignments conscientiously, makes friends with many classmates.

3. Low level of adaptation.

A first grader has a negative or indifferent attitude towards school; frequent complaints of ill health; depressed mood dominates; violations of discipline are observed; the material explained by the teacher assimilates fragmentarily; independent work with the textbook is difficult; when performing independent educational tasks does not show interest; prepares for lessons irregularly, requires constant monitoring, systematic reminders and incentives from the teacher and parents; maintains efficiency and attention during extended pauses for rest; to understand the new and solve problems according to the model, significant educational assistance from the teacher and parents is required; performs public assignments under control, without much desire, passive; He has no close friends, knows only a part of his classmates by their first and last names.

In fact, this is already an indicator of "school maladaptation."

In this case, it is difficult to single out age-related features, since we are dealing with disorders of the somatic and mental health of the child, which can be a determining factor in the low level of development of generalization processes, attention functions of other mental processes and properties included in the selected indicators of adaptation.

Thus, due to age characteristics, six-year-old first-graders can only achieve an average level of adaptation to school in the absence of special organization of the educational process and psychological support by the teacher.

The next aspect to which attention should be paid is the unfavorable result of the adaptation process, the reasons leading to the so-called maladaptation.

According to the definition formulated by V.V. Kogan, "school maladaptation is a psychogenic disease or psychogenic formation of a child's personality, which violates his objective and subjective status in school and family and affects the student's educational and extracurricular activities" .

Deviations in school activities are associated with this concept - learning difficulties, conflicts with classmates, etc. these deviations may be in mentally healthy children or in children with various neuropsychiatric disorders, but do not apply to children in whom learning disorders are caused by mental retardation, organic disorders, physical defects.

Studying the behavior of six- and seven-year-old children, first graders, T.V. Dorozhevets discovered three maladaptive styles: accommodative, assimilation and immature.

The accommodation style reflects the child's desire for complete subordination of his behavior to the requirements of the environment.

The assimilation style is characterized by the desire of the child to subordinate the social environment to his needs. In the case of an immature style of adaptation associated with the psychological immaturity of a child of a given age, we are talking about his inability to accept a new social situation of development.

An increased degree of expression of each of these styles of adaptation leads to school maladaptation.

The behavior of these children at school is different. First-graders with an accommodative style of adaptation corresponding to the typical image of a “good student” readily obey all the rules and norms of school life, and thus, as a rule, turn out to be the most adapted to learning activities and the norms of school life.

Positive assessments from teachers, due to their high authority, contribute to the formation of a positive "I-concept" of children and an increase in their sociometric status.

Children with an assimilation type of adaptation who ignore new school rules or they perform them only in the presence of a teacher, they are, as a rule, maladapted in relation to the acceptance of educational activities, the requirements of the school. Typical in such cases, negative assessments of the teacher in the presence of classmates lead, as a rule, to an even greater decrease in their authority, status in the class, thereby hindering their social adaptation. However, it was noted that the relatively weak orientation of children to the authority of the teacher protects them from a strong underestimation of self-esteem.

The most difficult to adapt children with immature style, when it is due to insufficient development of the will. Such children are unable to coordinate their behavior in accordance with the rules and norms of school life.

In addition to the concept of "school maladaptation" in the literature there are the terms "school phobia", "school neurosis", "didactic neurosis". As a rule, school neurosis manifests itself in unreasonable aggressiveness, fear of going to school, refusal to attend classes, etc. More often there is a state of school anxiety, which manifests itself in excitement, increased anxiety in educational situations, the expectation of a bad attitude towards oneself, a negative assessment from teachers and peers.

In cases of didactogenic neuroses, the system of education itself is traumatic in the first place. In a modern school, as a rule, the activity of the teacher has very little contact with the activity of the student, while Team work teacher and student is the most effective way transfer of experience and knowledge. The goals of the student and the teacher initially diverge: the teacher must teach, the student must learn, i.e. listen, perceive, memorize, etc. The teacher remains in a position “above” the student, and, sometimes, without realizing it, suppresses the student’s initiative, his cognitive activity a much needed learning activity.

Didactogenic neurosis in the case of teaching six-year-olds can arise when the teacher does not pay attention to their age-psychological characteristics. According to many authors (D.B. Elkonin, Sh.A. Amonashvili, V.S. Mukhina, and others), the style and nature of pedagogical interaction between a teacher and a six-year-old child differs significantly from the classical approach to teaching seven-year-olds.

For many children, going to school can be a difficult challenge. Every child faces at least one of the following problems:

regime difficulties (they consist in a relatively low level of arbitrariness in the regulation of behavior, organization);

communication difficulties (most often observed in children who have little experience in communicating with peers, manifested in the difficulty of getting used to the class team, to their place in this team);

relationship problems with the teacher;

problems associated with a change in the family environment.

Thus, school adaptation is the process of restructuring the cognitive, motivational and emotional-volitional spheres of the child during the transition to a systematic, organized school education. The success of such a restructuring, from a psychological point of view, depends on the level of development of intellectual functions, the emotional-volitional sphere, the formation of communication skills, etc. The immaturity of any of these areas is one of the reasons that can lead to one form or another of maladjustment .

According to the existing classification of forms of maladaptation, violations of the adaptation process to school can manifest themselves in the form of:

unformed elements of educational activity;

unformed motivation for learning;

inability to voluntarily regulate behavior, attention, learning activities;

inability to adapt to the pace of school life.

The age of 6-10 years refers to the affective age stage of personality formation. At this time, the mobility of nervous processes increases, and the processes of excitation prevail over the processes of inhibition. This defines the characteristics junior schoolchildren like restlessness and increased emotional excitability. The emotional level of response is the main level of the body's response to "harmfulness". If at this age a child suffers a mental trauma, a serious illness, or simply is in a chronic situation of neuropsychic stress at school or at home for a variety of reasons, he may experience a developmental delay at the stage of affective formation, and in the future, personality structure will retain , and such traits as emotional instability, immediacy of response to external events, distrust, self-doubt, anxiety, timidity, asthenia and other sharpening of emotional and behavioral properties will be detected. These character traits can not only make it difficult for a child to adapt to the environment, reduce the ability to correctly assess the situation, but in some cases act as a risk factor for the development of borderline mental disorders. With admission to school, the inner world of the child changes. The motive of obligation becomes the leading one, although the motive of desire is still very strong in many. The conflict of motives "I want - I must" can cause in a child both a manifestation of aggression and severe intrapersonal conflicts, painful emotions, and fears. This conflict can change the child's personality. At the same time, at the age of 7, due to the increasing role of the second signaling system, the child develops the ability to differentiate his emotions through speech, and these differentiated emotions become an important regulator of behavior. On the basis of the leading educational activity, thinking acquires an increasingly dominant meaning and begins to determine the work of all other functions of consciousness, which become intellectualized and become arbitrary. Thus, the child has the opportunity to more indirectly and consciously express emotions and feelings.

The need to study the emotional state of students is associated with the solution of a number of issues:

1. The influence of certain emotional states on activity. At present, extensive experimental data have been accumulated on the effect of emotional stress on activity (F. Meyerson, 1981, G. Selye, 1972, V. Suvorova, 1975, K. Sudakov, 1981, J. S. Everly, R. Rosenfield, 1985 and etc.). The main meaning of the results of these studies is that moderate levels of emotional stress contribute to the productivity of activity and the expediency of behavior, while high and low levels disrupt various forms of life activity. In the works of E. Gelgorn and J. Lufborrow, A. Svyadosh, another direction of the disorganizing influence of emotions is also considered. They disorganize not only thinking, memory, imagination, but also emotional behavior itself. Emotions are associated with intellectual, volitional processes, they are their mandatory regulatory components. Such emotional states as anxiety and frustration affect the productivity of activities, including educational ones. Thus, the state of frustration in all cases is accompanied by various forms of negative emotions that disorganize behavior. A high level of anxiety, manifested in the disorganization of activities, is one of the reasons for the "chronic failure" of students.

2. Increased emotional sensitivity, emotional instability of mood, mainly in the direction of its decrease, are one of the factors aggravating school difficulties. Emotional imbalance, anxiety, fear of communication, isolation, being the features of the psyche, formed under the influence of exogenous and endogenous factors, are the causes of social disadaptation and conflict, deviant / deviant / behavior.

Based on the foregoing, it is imperative to conduct a study of the emotional sphere of primary school students. At the same time, it should be borne in mind that psychodiagnostics is not an end in itself, not a guide to action, but only the first stage of working with a child, collecting information for reflection as a basis for subsequent psychological analysis, identifying a “risk group” of children for emotional distress and work with them.

1.2. Conceptual scheme for studying the emotional state of students and the level of their adaptation to schooling

1. Interview parents.

1. Survey of parents. Since the time and timing of this event do not depend on the psychologist, it is advisable to start with this. The survey can be conducted in a group version - on parent meeting or by distributing the text of the questionnaire to parents and then collecting completed answers. Both methods have their advantages and disadvantages, which are well known to practitioners.

Since the questionnaire is used for specific purposes, it is important that its text contains questions about possible symptoms of psychosomatic phenomena, sleep disorders, appetite, and diseases of the child during the adaptation period. It is inappropriate to use such wording as “signs of childhood nervousness” in the survey, as this causes an inadequate reaction from parents. It is better to simply list its specific manifestations.

The processing of the data obtained using the questionnaire is not difficult. Ultimately, the following options are possible:

There are no psychosomatic symptoms or diseases.

Occasionally there are functional disorders.

There were diseases, psychosomatic symptoms are observed.

2. Analysis of medical statistics data:

Diseases of first-graders in the adaptation period.

Seeking medical help for possible psychosomatic symptoms and injuries (it happens that parents, especially if a first grader attends an extended day group, simply do not know about this).

Refusals of parents from routine vaccinations, motivated by poor health of the child (it is no secret that in primary school parents often treat the child themselves, leaving him at home for 2-3 days, so this absence of the child from school may not be recorded as a disease).

3. Expert survey of the teacher. It is advisable to conduct a survey of a teacher (or teachers) using an abbreviated version of M. Bityanova's observation map. There is no need to complete the card for all students in the class. You need to ask the teacher to evaluate the activities of the following children:

causing concern to the teacher himself;

having deviations, insufficient level of development, recorded when the child was admitted to school;

often ill, showing psychosomatic symptoms;

having color inversions, weak differentiation of social emotions and showing a negative emotional attitude towards themselves, the learning process and the teacher (according to the "Houses" method).

It is advisable to interpret the information received together with the teacher in the following three categories:

a first-grader learns the school curriculum in full;

a first-grader learns the school curriculum partially (in this case, it is necessary to clarify what exactly this incompleteness is);

a first-grader does not master the school curriculum (it makes sense to specify - does not accept the learning task, imitates learning activities and etc.)

4. Projective test of personal relationships, social emotions and value orientations "Houses".

The following materials are required for the technique:

Answer sheet.

Eight colored pencils: blue, red, yellow, green, purple, grey, brown, black. Pencils should be the same, painted in colors corresponding to the stylus.

The study is best done with a group of first-graders - 10-15 people, it is advisable to seat the children one at a time. If possible, you can attract high school students to help, having previously instructed them. The help of the teacher and his presence is excluded, since we are talking about the attitude of children to school life, including the teacher.

The research procedure consists of three coloring tasks and takes about 20 minutes.

Comparison of indicators of the physiological, activity and emotional components will allow qualifying the level of adaptation of first-graders as:

sufficient

partial

insufficient (or maladjustment)

On the basis of the data obtained, it is possible to quite reasonably identify first-graders who need individual attention from a psychologist. It seems appropriate to distinguish two groups of such children:

first-graders with insufficient level of adaptation;

first-graders with partial adaptation.

Conclusions on the first chapter

So, adaptation to school is the restructuring of the cognitive, motivational and emotional-volitional spheres of the child during the transition to systematic organized schooling. A favorable combination of social external conditions leads to adaptability, an unfavorable combination leads to maladaptation.

Research results of G.M. Chutkina showed that based on the level of development of each of the listed indicators, three levels of socio-psychological adaptation to school can be distinguished:

1. High level of adaptation.

2. Average level of adaptation.

3. Low level of adaptation.

Due to age characteristics, six-year-old first-graders can only achieve an average level of adaptation to school in the absence of a special organization of the educational process and psychological support by the teacher.

School maladaptation is the formation of inadequate mechanisms for a child to adapt to school in the form of learning disorders, behavior, conflict relations, psychogenic diseases and reactions, an increased level of anxiety, and distortions in personal development.

The main reason for school maladaptation in the lower grades, according to G.M. Chutkina, is connected with the nature of family education. If a child comes to school from a family where he did not feel the experience of "we", he enters the new social community - the school - with difficulty.

Another cause of maladaptive behavior may be excessive fatigue and overload. Going to school is a turning point in a child's life. The success of his education at school depends on the characteristics of education in the family, his level of readiness for school.

A number of authors (E.V. Novikova, G.V. Burmenskaya, V.E. Kagan, etc.) believe that the main reason for school maladjustment is not the mistakes themselves in educational activities or the relationship of the child with the teacher, but feelings about these mistakes. and relationships.

Thus, school adaptation is the process of restructuring the cognitive, motivational and emotional-volitional spheres of the child during the transition to a systematic, organized school education. The success of such a restructuring, from a psychological point of view, depends on the level of development of intellectual functions, the emotional-volitional sphere, the formation of communication skills, etc. The immaturity of any of these areas is one of the reasons that can lead to one form or another of maladjustment . Therefore, the study of the emotional sphere of primary school students must be carried out.

To assess the success of first-graders' adaptation to school education, the following scheme can be used:

1. Interview parents.

2. Interview the teacher.

3. Analyze data on the incidence of first-graders and their requests for medical care at school over the past period.

4. Conduct a group survey of first-graders using the methodology of personal relationships, social emotions and value orientations "Houses".

Chapter 2. Empirical study of the emotional state of students and the level of their adaptation to schooling

2.1. Methodological approach to the study of the emotional state of students and the level of their adaptation to learning

The study of the emotional state of students and the qualification of the level of their adaptation to schooling was carried out using the methodology of personal relationships, social emotions and value orientations "Houses".

The study involved 10 first-graders of secondary school No. 20 in Tyumen.

The methodological basis of the test is a color-associative experiment, known from the relationship test by A. Etkind. The test was developed by OA Orekhova and allows diagnosing the child's emotional sphere in terms of higher emotions of social origin, personal preferences and activity orientations, which makes it especially valuable from the point of view of analyzing the child's emotional attitude to school.

The following materials were used to carry out the technique:

Answer sheet (see Appendix).

Eight colored pencils: blue, red, yellow, green, purple, grey, brown, black. Pencils are identical, painted in colors corresponding to the stylus.

The research procedure consists of three tasks.

Instructions: Today we will be coloring. Find task number 1 on your sheet. This is a path of eight rectangles. Choose the pencil that you like best and color the first rectangle. Set that pencil aside. Look at the remaining pencils. Which one do you like best? Color the second rectangle with it. Set the pencil aside. Etc.

Find task number 2. Before you houses, their whole street. Our feelings live in them. I will name the feelings, and you choose the right color for them and paint them. Don't put away the pencils. You can paint with whatever color suits you. There are many houses, their owners may differ and may be similar, which means that the color may be similar.

List of words: happiness, grief, justice, resentment, friendship, quarrel, kindness, anger, boredom, admiration.

If children do not understand what a word means, they need to explain it using verbal predicates and adverbs.

Find task number 3. In these houses we do something special, and the residents in them are unusual. Your soul lives in the first house. What color suits her? Color it.

Designations of houses:

No. 2 - your mood when you go to school,

No. 3 - your mood in the reading lesson,

No. 4 - your mood at the writing lesson,

No. 5 - your mood at the math lesson

No. 6 - your mood when you talk to the teacher,

No. 7 - your mood when you communicate with your classmates,

No. 8 - your mood when you are at home,

No. 9 - your mood when you do homework,

No. 10 - think for yourself who lives and what does in this house. When you finish coloring it, tell me quietly in my ear who lives there and what he does (the corresponding note is made on the response sheet).

The technique gives a psychotherapeutic effect, which is achieved by the very use of color, the ability to respond to negative and positive emotions, in addition, the emotional series ends in a major tone (admiration, personal choice).

2.2. Research results

The processing procedure begins with task No. 1. The vegetative coefficient is calculated by the formula:

VK = (18 - red place - blue place) / (18 - blue place - green place)

The vegetative coefficient characterizes the energy balance of the body: its ability to consume energy or its tendency to save energy. Its value varies from 0.2 to 5 points. The energy indicator is interpreted as follows:

0 - 0.5 - chronic overwork, exhaustion, low performance. Loads are unbearable for a child

0.51 - 0.91 - compensated state of fatigue. Self-healing of optimal performance occurs due to a periodic decrease in activity. It is necessary to optimize the working rhythm, the mode of work and rest.

0.92 - 1.9 - optimal performance. The child is distinguished by cheerfulness, healthy activity, readiness for energy consumption. The loads correspond to the possibilities. Lifestyle allows the child to restore the expended energy.

Over 2.0 - overexcitation. More often it is the result of the child's work at the limit of his abilities, which leads to rapid exhaustion. It is required to normalize the pace of activity, the mode of work and rest, and sometimes reduce the load.

Next, the indicator of the total deviation from the autogenous norm is calculated. A certain order of colors (34251607) - autogenous norm - is an indicator of psychological well-being. To calculate the total deviation (SD), the difference between the actual occupied space and the normative position of the color is first calculated. Then the differences (absolute values, without taking into account the sign) are summed up. The CO value varies from 0 to 32 and can only be even. The SD value reflects a stable emotional background, i.e. the prevailing mood of the child. The numerical values ​​of CO are interpreted as follows:

More than 20 - the predominance of negative emotions. The child is dominated by a bad mood and unpleasant experiences. There are problems that the child cannot solve on his own.

10 - 18 - the emotional state is normal. The child can be happy and sad, there is no reason for concern.

Less than 10 - the predominance of positive emotions. The child is cheerful, happy, optimistic.

Tasks No. 2 and No. 3 essentially decipher the emotional sphere of the first grader and guide the researcher in the likely problems of adaptation.

Task number 2 characterizes the sphere of social emotions. Here it is necessary to assess the degree of differentiation of emotions - normally, the child paints positive feelings with primary colors, negative ones - brown and black. Weak or insufficient differentiation indicates deformation in certain blocks of personal relationships:

Happiness-grief - a block of basic comfort,

Justice - resentment - a block of personal growth,

Friendship - quarrel - a block of interpersonal interaction,

Kindness - anger - a block of potential aggression,

Boredom - admiration - a block of knowledge.

In the presence of an inversion of the color thermometer (primary colors occupy the last places), children often have insufficient differentiation of social emotions - for example, both happiness and quarrel can be indicated by the same red color. In this case, you need to pay attention to how the child colors the pair categories and how far the pairs are in the color choice.

The relevance of the child's experience of this or that feeling indicates its place in the color thermometer (task No. 1).

Task No. 3 reflects the child's emotional attitude towards himself, school activities, teacher and classmates. It is clear that if there are problems in some area, the first grader paints these houses in brown or black. It is advisable to highlight the rows of objects that the child marked with the same color. For example, school-happiness-admiration or homework-woe-boredom. The chains of associations are transparent enough to understand the child's emotional attitude to school. Children with poor differentiation of emotions are also likely to be ambivalent in their emotional evaluation of activities. According to the results of task No. 3, three groups of children can be distinguished:

with a positive attitude towards school;

with an ambivalent attitude;

with a negative attitude.

Consider the results of the study.

The results of task number 1.

Table 1 shows the results of the analysis of the energy balance of students.

Table 1

State characteristic	Number of students, pers.	% of students to total
Chronic overwork, exhaustion, low efficiency Compensable state of fatigue Optimal performance overexcitation

Table 1 shows that chronic overwork is not observed in the subjects, a compensated state of fatigue is inherent in the majority of students - 6 people. (60%), optimal performance is observed in three students (30%), one student (10%) has overexcitation.

The structure of the energy balance of students is shown in fig. one.

Rice. 1. Energy balance of students

The results of the analysis of deviations from the autogenous norm are presented in Table 2.

table 2

State characteristic	Number of students, pers.	% of students to total
The predominance of negative emotions Emotional state is normal The predominance of positive emotions

Table 2 shows that half of the respondents are dominated by negative emotions - 5 people. (50%), a normal emotional state in three students (30%) and two (20%) - positive emotions prevail.

The structure of deviations from the autogenous norm is shown in fig. 2.

Rice. 2. Structure of deviations from the autogenous norm

The results of the study of the differentiation of students' emotions (task No. 2) showed their equal division: 5 people. (50%) - normal differentiation and 5 people. (50%) - insufficient differentiation.

The results of the study on task No. 3 are presented in table 3.

Table 3

Characteristics of the emotional attitude	Number of students, pers.	% of students to total
Positive attitude towards school Ambivalent attitude Negative attitude

The data in Table 3 show that the majority of the respondents (6 people or 60%) have a positive attitude towards school, 4 students (40%) have an ambivalent attitude, and no negative attitude towards school is observed.

The structure of the emotional attitude to school is displayed in fig. 3.

Rice. 3. The structure of the emotional attitude

Comparing the results of the study, the levels of adaptation of first-graders to learning were qualified:

Sufficient level - 5 people. (fifty%).

Partial level - 4 pers. (40%).

Insufficient level - 1 person. (ten%).

Based on the analysis of the socio-psychological literature on the problem of children's adaptation to schooling and an empirical study of the emotional state of first-graders, the following recommendations can be made.

1. Parents who want to help their child reduce the level of anxiety must definitely work on this problem together with the child's teachers.

2. In order to significantly reduce the child’s anxiety, it is necessary for teachers and parents raising a child to find an approach to the child, to choose the “right” parenting style and type of parental attitude, to ensure the child’s real success in any activity (drawing, playing, helping around the house and etc.). The child needs to be scolded less and praised more, and not comparing him with others, but only with himself, evaluating the improvement in his own results (today he drew better than yesterday; he removed toys faster, etc.);

3. A gentle evaluation regime is needed in the area in which the child's progress is not great. However, if even the slightest success has appeared, it must be noted.

4. Pay more attention to the situation that develops at home and at school. Warm emotional relationships, trusting contact with adults can also help reduce the overall anxiety of the child.

5. It is necessary to study the system of personal relationships of children in the classroom in order to purposefully form these relationships in order to create a favorable emotional climate for each child in the classroom.

6. Unpopular children should not be left unattended. It is necessary to identify and develop their positive qualities, raise their low self-esteem, the level of claims in order to improve their position in the system of interpersonal relations. It is also necessary for the teacher to reconsider his personal attitude towards these children.

7. A child imitates an adult not only in behavior, but also becomes infected with his assessments. If an adult speaks about something with fear in his voice, then this emotional state is transmitted to the child, and he also begins to be afraid of something. Therefore, anxious, hysterical people should be removed from the environment of the child, or they should take care of the state of their psyche. Just as it is pointless to treat a child for an illness if there is an adult sick at home, it is impossible to help a child if there are any factors that contribute to a relapse.

Stabilization of the emotional state of first graders at the stage of their adaptation to school is facilitated by specially designed programs that improve the psychological competence of teachers, the psychological literacy of parents and students, as well as integrate and coordinate the actions of all subjects of educational activity (teacher-psychologist, teachers, students and their parents) on creation of psychological comfort for first-graders. Programs should provide for corrective and developmental work with individual first-graders based on the results of in-depth diagnostics that identify problems in emotional development children.

Conclusions on the second chapter

Based on the results of the study, the following conclusions can be drawn.

The success of students' adaptation to schooling depends on their emotional state. Therefore, the diagnosis of the emotional state of first-graders acquires one of the most important values ​​in the educational process.

The first months of schooling for children are characterized by increased emotional tension. Children at the age of 6-7 often experience anxiety, fear and stress associated with the educational situation, have little control over their emotional state and do not control themselves. This, in turn, causes inappropriate behavior in first graders: verbal and non-verbal aggression directed both at themselves and others, various neurotic reactions, protest reactions, etc.

Operational psychological diagnostics, which determines the emotional state of a first-grader, is best included directly in educational process in the form of gaming and creative tasks carried out in the natural conditions of the lesson. Diagnostic methods organically integrated into educational process, allow you to relieve the tension that first-graders have before a new type of activity, do not waste extra time for children, thereby not increasing their fatigue, do not increase irritability at the end of the school day.

Conclusion

As a result of the study, all the tasks were solved, and thus the hypothesis was confirmed that the success of children's adaptation to learning at school depends on the level of their emotional state.

Summing up, the following can be noted.

School adaptation is the process of restructuring the cognitive, motivational and emotional-volitional spheres of the child during the transition to a systematic, organized school education. The success of such a restructuring, from a psychological point of view, depends on the emotional-volitional sphere.

The age of 6-10 years refers to the affective age stage of personality formation. At this time, the mobility of nervous processes increases, and the processes of excitation prevail over the processes of inhibition. This determines such characteristic features of younger students as restlessness and increased emotional excitability. The emotional level of response is the main level of the body's response to "harmfulness". If at this age a child suffers a mental trauma, a serious illness, or simply is in a chronic situation of neuropsychic stress at school or at home for a variety of reasons, he may experience a developmental delay at the stage of affective formation, and in the future, personality structure will retain , and such traits as emotional instability, immediacy of response to external events, distrust, self-doubt, anxiety, timidity, asthenia and other sharpening of emotional and behavioral properties will be detected. These character traits can not only make it difficult for a child to adapt to the environment, reduce the ability to correctly assess the situation, but in some cases act as a risk factor for the development of borderline mental disorders.

Based on the conducted theoretical and empirical research, the study of the emotional sphere of primary school students must be carried out.

Parents who want to help their child reduce the level of anxiety should definitely work on this problem together with the child's teachers.

A gentle evaluation regime is needed in the area in which the child's progress is not great. However, if even the slightest success has appeared, it must be noted.

More attention should be paid to the situation that develops at home and at school. Warm emotional relationships, trusting contact with adults can also help reduce the overall anxiety of the child.

It is necessary to study the system of personal relationships of children in the classroom in order to purposefully form these relationships in order to create a favorable emotional climate for each child in the classroom.

Unpopular children should not be left unattended.

Due to age characteristics, first-graders can only achieve an average level of adaptation to school in the absence of a special organization of the educational process by the teacher and psychological support.

Therefore, the stabilization of the emotional state of first-graders at the stage of their adaptation to school is facilitated by specially designed programs that improve the psychological competence of teachers, the psychological literacy of parents and students, as well as integrate and coordinate the actions of all subjects of educational activity (teacher-psychologist, teachers, students and their parents) to create psychological comfort for first-graders.

Thus, the more favorable the emotional state of the student, the higher will be the level of his adaptability to learning at school.

List of used literature

Adaptation of the child at school: diagnostics, correction, pedagogical support: Sat. method. mat. for administrators, teachers and schools. psychol./ Bityanova M.R. - M .: Education. Center "Pedagogical Search", 1997. - 162 p.

Aleinikova T.V. Age-related psychophysiology: A textbook for students of higher educational institutions / T.V. Aleinikov. - Rostov-on-Don: UNII of Valeology RSU, 2002. - 421 p.

Alexandrovskaya E.M. Socio-psychological criteria for adaptation to school / E.M. Alexandrovskaya. – M.: Klass, 1988. – 153 p.

Andryushchenko T.Yu. Correction of the psychological development of younger schoolchildren at the initial stage of education / Andryushchenko T.Yu., Karabekova N.V. // Questions of psychology. - 1993. - No. 1. - S. 17 - 20.

Artemov S.D. Social problems of adaptation / S.D. Artemov. – M.: Eksmo, 1990. – 180 p.

Ball G.A. The concept of adaptation and its significance for personality psychology / Ball G.A. // Questions of psychology. - 1989. - No. 1. - S. 36 - 40.

Bezrukikh M.M. Difficulties in learning in elementary school: Causes, diagnosis, comprehensive assistance / M.M. Armless. - M.: Eksmo, 2009. - 464 p.

Bityanova M.R., Azarova T.V., Afanas'eva E.I., Vasilyeva N.L. The work of a psychologist in elementary school. - M: Perfection, 1998. - 418 p.

Bozhovich L.M. Personality and its formation in childhood / L.M. Bozovic. – M.: Prospekt, 1968. – 267 p.

Vasilyuk F.E. Psychology of experience (Analysis of overcoming critical situations). - M.: Perfection, 1984. - 99 p.

Venger A.L., Zuckerman G.A. Psychological examination of junior schoolchildren. – M.: Vlados-Press, 2003. – 120 p.

Diagnosis of school maladaptation / Ed. Belicheva S.A. Consortium "Social Health of Russia". - M., 1995. – 79 p.

Dorozhevets T.V. The study of school maladaptation / T.V. Dorozhevets. - Vitebsk: Knowledge, 1995. - 182 p.

Kolominsky Ya.L. Teacher about the psychology of children of six years of age / Ya.L. Kolominsky, E.A. Panko. – M.: Perfection, 1988. – 265 p.

Miloslavova, I.A. The role of social adaptation / I.A. Miloslavov. - L., 1984. - 284 p.

Ovcharova, R.V. Practical psychology in elementary school / Ovcharova R.V. - M.: APRIL Press, 2000. - 208 p.

Orekhova O.A. Color diagnostics of the child's emotions. - St. Petersburg: Peter, 2002. - 116 p.

Practical psychology of education. - M.: Sphere, 1998. - 351 p.

Parishioners A.M. Anxiety in children and adolescents: psychological nature and age dynamics / A.M. parishioners. – M.: Yurayt, 2000. – 230 p.

Psychologist in elementary school: Educational and practical guide / G.S. Abramova, T.P. Gavrilova, A.G. Leaders and others; ed. T.Yu.Andrushchenko. - Volgograd: Change, 1995. - 61 p.

Timofeev V., Filimonenko Yu. A brief guide to a practical psychologist on the use of the M. Luscher color test. - St. Petersburg: Peter, 2005. - 54 p.

Yasyukova L.A. Methodology for determining readiness for school. Forecast and prevention of learning problems in elementary school: Methodological guide. - St. Petersburg: Peter, 2006. - 77 p.

Let's touch one more Problems- early giftedness. On ... , which determines success adaptation. By the end of the formative experiment, most children creativity was...

1. Chernogolovka 2011 Chernogolovka 2011 scientific and information review

   Monograph

   A comparative analysis of the essence Problemsadaptationchildren to schoollearning in domestic and foreign educational ... in the team M .: Education, 1999. In chapter 2 "Problem creating a psychological climate in the teaching staff" ...

2. Scientific Center of Mental Health Shmakova Olga Petrovna School adaptation of children and adolescents with mental disorders Dissertation for the degree of Candidate of Medical Sciences Specialty 14 00 18 - "Psychiatry" Doctor of Medical Sciences

   Dissertation abstract

   ... CHAPTER 1. LITERATURE REVIEW 1.1 Background adaptationchildren and adolescents with mental disorders to process learning... a more competent approach to problemsschooladaptationchildren and adolescents with mental ...

You think that the problem of adaptation concerns only first-graders and their parents, you are deeply mistaken. Be prepared for such situations: after the holidays, when the child moves to the fifth grade, new school. How to help your child adapt to the learning process and cope with difficulties, you will learn by reading the article.

The child went to the first grade - a joyful, long-awaited and at the same time disturbing event.

Parents and compassionate grandmothers feel sorry for the baby to tears, because outside the school he is waiting for tests, and he, so defenseless and there is no mother nearby, always ready to help.

In some cases, the process of addiction becomes a difficult stage in the life of a first grader and the whole family. The whole process of further education depends on how the school life of the baby begins, how he joins the team.

Adaptation of a first-grader is the ability to adapt to new conditions.

Difficulties in adapting to school

Kindergarten children are accustomed to a comfortable daily routine - classes, games, eating and sleeping on a schedule, and school life is more dynamic. The child gets tired, often does not have time to complete the tasks of the teacher, gets upset, is capricious. In domestic children, the process of addiction is even more difficult.

The psyche and emotional state of the child is influenced by:

• personal qualities of the class teacher
• group of classmates
• changed daily routine
• the need to sit in one place the whole lesson
• duties that are incumbent on him

The child does not understand why he was deprived of the opportunity to run, play, and sitting in one place for a long time is a tedious and difficult task for him. If he starts talking in class or fidgeting, he gets a reprimand. It is not possible to earn praise from the teacher and a good grade - hence the resentment, disappointment and the first difficulties:

• poor academic performance, discipline
• laziness and unwillingness to learn
• demonstrating their attitude towards the school and teachers
• negativity towards everything that happens at school.

How to cope and prevent problems is the task of parents and the teaching staff.

Levels of adaptation of the child to school

After the first of September comes the second, the third and it becomes clear - some children easily enter school life, while others get used to it painfully, with tears and tantrums. Children can be divided into three groups according to their ability to adapt to the requirements and rules of the school.

Unfortunately, almost half of first-graders painfully go through the beginning of a long and difficult path of learning.

High level adaptation

The child without problems, on the positive, accepts new conditions, requirements and responsibilities.

1. The child studies with pleasure, he carefully listens to the teacher, easily learns the program material, solves complex problems, is active in the classroom.
2. He performs homework assignments with pleasure, without reminding his parents, shows interest in school subjects, studies the material thoroughly and deeply, is interested in additional material.
3. He is sociable, he develops good relations with classmates and teachers.
4. With pleasure he tells how the day went, what interesting things happened, and what he learned new.

Intermediate Adaptation

The child easily adapts to new conditions.

1. Studying well and assimilating the required material school curriculum, listens to the teacher willingly, if the topic is interesting to him, takes an active part in the discussion.
2. Performs responsibly homework (almost always), however, is attentive and focused only if he likes the subject or task.
3. He is active, participates in the life of the class and school, performs public assignments with pleasure, is sociable, has many friends and not only from his class.

Low level of adaptation

The child has a negative attitude towards school, classmates and teachers.

1. The child does not like to study, constantly pretends to be ill in order not to go to school.
2. At the lesson, he is passive, does not listen to the teacher, is distracted by the slightest trifles, partially learns the obligatory material in subjects.
3. Parents have to force the child to do homework and constantly remind that he did not do his homework, which he does not want to do or cannot do without the help of parents or a teacher.
4. He talks about school reluctantly, complains about classmates, teachers, has few friends.

The process of adaptation to school

Adaptation of the child takes a certain time and takes place in stages:

• child comes to school

The first stage of preparing the child for school begins.

1. The teaching staff introduces the child to the area around the school, shows where the sports, assembly hall, library, class in which he will study are located (study tour).
2. Classes are held in fine motor skills (drawing, modeling, appliqué).
3. Physical education classes for the development of gross motor skills (playing with a ball, table tennis, push-ups).
4. Children perform exercises with the teacher to develop figurative and logical thinking.

• Child getting used to school

Psychologists allocate six months, after which it is concluded how the children have adapted to school.

1. During this time, the teacher should learn the characteristics of the character and capabilities of each student.
2. The teacher and the psychologist provide assistance to first-graders in adapting to the educational process.
3. The class teacher maintains constant contact with the parents, who, in turn, should visit the school as often as possible and talk with the teacher.

• The child cannot adapt to school

After the first semester, the class teacher informs the parents about the progress of the children in six months of training and the problems of adaptation of individual students.

Work with difficult children is planned for the second semester, together with the teacher, psychologist and parents, so that by the end of the year the child will become a full-fledged member of the school team.

When the first signs of maladjustment of a first grader appear:

1. The school psychologist supervises the child, makes recommendations to the teacher and advises the parents.
2. Additional work is being carried out outside the framework of the school program for the effective development of the child, abilities and opportunities for their implementation are identified.
3. are being made psychological tests the level of self-esteem, aggressiveness and anxiety of the student.
4. At the end of the year, the results of joint work on the adaptation of the child to school are summed up.

Conditions for adaptation to school

In order for the child to easily get used to and adapt to new conditions, it is necessary to take into account the peculiarities of adaptation to the school of the body, nervous system and behavior in the community and society.

Physiological adaptation to school

With the beginning of training, the child's body is rebuilt, for each this process takes a different amount of time.

In the first quarter, many babies experience a decrease in appetite and weight loss. The child complains of fatigue, headaches, hardly wakes up in the morning. Often, overwork reduces blood pressure, there are problems with the circulatory system, which during this period undergoes age-related changes.

The question arises - what to do?

Be guided by banal, well-known recommendations:

• Nothing new: regime and again - regime

For a first-grader, any kind of extensions are contraindicated, even if this is a necessary measure and there is no one to pick up the child from school, contact grandparents, sisters.

1. A child of 7 years old needs to sleep for at least 11 hours, then exercise and breakfast, if a first grader goes to school sleepy, then he will sleep the first lesson.
2. After classes, mandatory rest, preferably sleep. In the first grade, the teacher should not assign homework assignments.
3. The best time for classes with a child is after 9.00 for the second shift and 16.00 for the first.
4. Between classes, do small physical exercises - alternating mental and physical labor.

• More movement - less missed lessons

The first-grader does not move much, it is established that it takes him half an hour for active rest, of course, there are physical education lessons, but they do not solve the problem.

1. Do not limit the child in walks after school or take a walk with the baby before going to bed in the fresh air. He is better at chasing the ball with friends than sitting at the computer.
2. Write down the first-grader in the pool, in the sports section. Exercise can help prevent many diseases.
3. Provide a comfortable place for the child to practice, pay attention to the lighting and how he sits so that there are no further problems with the spine.
4. Go to school and look at the comfort of the baby in the classroom, how and where he sits, is there enough lighting in the classroom.

Unfortunately, according to statistics, parents in most cases, due to employment or negligence, have little or no control over the child. He does not get enough sleep, eats anything, spends a lot of time in front of the computer, does not go outside. O good health do not have to speak.

Psychological adaptation to school

Psychological readiness for learning is when a child likes going to school, learning, and he is in a good mood. The opposite state in the behavior of the baby suggests that internally, mentally, he is not ready for school.

How a child psychologically adapts to school is up to you. A few simple tips to help your child:

1. Your baby should know that you are always loved, even if something doesn’t work out for him.
2. Do not shout, do not scold, do not allow physical punishment in relation to the child
3. Control, but without partiality, let's have more independence
4. Show interest in your child's studies and school life, he should feel your participation and care
5. Never set an example for other children - this is a blow to pride
6. Praise him for small victories, but do not overpraise, stimulate him to new successes and encourage him

Do not forget that each first-grader is unique, with his own character, type of temperament. Agree that, due to the mobility of the nervous system, it is difficult for a choleric person to sit in a lesson and homework, and phlegmatic - to make a quick decision.

Social adaptation to school

If a child came to school from kindergarten, he has the initial concepts of socialization in society, which distinguishes him from a first grader who was with his mother or nanny before school.

A little time will pass, and a motley group of children will turn, under the guidance of a teacher, psychologist and parents, into a friendly team.

The child should be able to build relationships with children and teachers, make friends, defend their opinions and give others the opportunity to speak. In conflict or difficult situations, the child must learn to adequately get out of them and make decisions independently.

The main task of parents and teachers is to help the first-grader find his worthy place in the team, not to become an outcast.

Readiness and adaptation to school

Parents mistakenly believe that a child needs to be taught to read, count, learn the multiplication table in advance, and he is ready for school. When the learning process begins, they wonder why a child, perfectly (in their opinion) prepared for school, lags behind classmates.

• Intellectual readiness

1. The child's ability to correctly compose sentences, clearly and intelligibly convey his thoughts
2. The ability of a first-grader to highlight the main thing, to generalize, to draw conclusions
3. The ability of the child to reason based on their observations and life experiences

All these qualities will help the first grader to learn the school curriculum, arouse interest in the subjects studied and the desire to learn more, expanding the scope of the school curriculum for themselves.

The behavior and academic performance of the child is influenced by the relationship with classmates, he must learn to live in a team.

• social readiness

1. The child should be able to build relationships with classmates, have personal communication skills
2. Be able to present yourself, start a conversation or maintain a conversation
3. He must have communication skills with adults - teachers, administration

• Personal readiness

1. The child understands that he has grown up and the kindergarten is already over, a new, more responsible and adult stage in life begins.
2. He understands the motivation for studying, he sets a goal to achieve good results. Can realistically assess his abilities and understands that he has a lot to learn.
3. Knows that although the game is more interesting than homework, it must be done first.

Adaptation of fifth graders to school

Speaking about the adaptation of the child to school, it is impossible to ignore the complex process of the transition of children from primary to secondary school. If the parents of first-graders, sending their child to the first grade, know what difficulties the child has to overcome, then the parents of fifth-graders are not aware of the difficulties of adapting their children to new conditions.

1. In elementary school, they were the oldest, and when they came to middle school, they turned out to be the smallest, which changes their status, and this is difficult to put up with.
2. Having become a second mother, the first teacher is already taking care of the new first graders, and the fifth graders feel abandoned.
3. Unfamiliar subjects and new teachers, each with their own demands, all evoke feelings of unease and insecurity.
4. New classes are formed, newcomers come in, with whom difficult relationships can be established.

Often the adaptation of a fifth grader is easy and painless:

• comes in a good mood from school
• goes to class without a hitch
• does homework independently, rarely asks for help
• studying the school curriculum does not cause him difficulties
• he has many friends, actively participates in the life of the class

If everything is right in the child's behavior on the contrary, it means that adaptation difficulties have arisen, he needs help. Try to talk as much as possible with the child, because this is the only way to find out what is bothering him and try to solve all the problems with him together.

Video: "How to help a child adapt to school?"

Features of adaptation of first graders to school - how to help a child overcome difficulties

Stepping over the threshold of the school, the child finds himself in a completely new world for him. Perhaps the child has been waiting for this moment for a long time, but he will have to adapt to a new life, where new challenges, friends and knowledge await him. What difficulties can a first-grader have in adapting to school? Get acquainted with the problems of adaptation of first-graders to school. Find out how to help your child adapt to learning and overcome challenges. Is your child just starting kindergarten? Read about.

Children do not all adapt in the same way. Someone quickly joins a new team and is included in the learning process, while someone takes time.

What is adaptation to school and what factors does it depend on?

Adaptation is the restructuring of the body to work in changing conditions. Adaptation to school has two sides: psychological and physiological.

Physiological adaptation includes several stages:

• "Acute adaptation" (the first 2 - 3 weeks). This is the most difficult period for a child. During this period, the child's body responds to everything new with a strong tension of all systems, as a result of which in September the child is susceptible to diseases.
• Unstable fixture. During this period, the child finds responses to new conditions that are close to optimal.
• The period of relatively stable adaptation. During this period, the child's body reacts to loads with less stress.

In general, adaptation lasts from 2 to 6 months, depending on the individual characteristics of the child.

Violation of adaptation depends on several factors:

Features of adaptation to the school of the first grader, levels of adaptation to school

Each first-grader has his own characteristics of adaptation to school. To understand how a child adapts, it is recommended to learn about the levels of adaptation to school:

The problem of adaptation in a first-grader school - causes and signs of maladaptation

Disadaptation can be understood as pronounced problems that do not allow the child to learn and the occurrence of any difficulties associated with learning (deterioration of mental and physical health, difficulties in reading and writing, etc.). Sometimes maladjustment is difficult to notice.
The most typical manifestations of maladaptation.

Adaptation levels

A.L. Wenger identifies three levels of adaptation of first-graders:
1.High adaptability . The first-grader has a positive attitude towards the school, perceives the requirements adequately, perceives the educational material easily, deeply and fully masters the program material, solves complicated problems. He is diligent, listens attentively to the instructions and explanations of the teacher, carries out assignments without external control, shows great interest in independent work. He always prepares for all lessons, performs public assignments willingly and conscientiously. Occupies a favorable status position in the class.
2 .Average level of adaptation . The first grader has a positive attitude towards the school, her attendance does not cause negative feelings. Understands the educational material, if the teacher presents it in detail and clearly, assimilates the main content of the training programs, independently solves typical educational tasks. Concentrated and attentive when performing tasks, instructions, instructions from an adult, but under his control and when he is busy with something interesting for himself. He performs public assignments conscientiously, makes friends with many classmates.
3. Low level of adaptation. A first-grader has a negative or indifferent attitude towards school, complaints of ill health are not uncommon, and a depressed mood dominates. Discipline violations are observed, the material explained by the teacher is assimilated fragmentarily, independent work with educational material is difficult, preparation for lessons is irregular, constant monitoring, systematic reminder and encouragement from the adult is necessary. Maintains working capacity and attention during extended pauses for rest; to understand the new and solve problems according to the model, significant help from teachers and parents is required. He performs public assignments under control, without much desire, has no close friends, knows only a part of his classmates by their first and last names.

Methods for studying school adaptation and maladaptation

5.1. Observation map "Adaptation/Disadaptation"

1st scale - learning activity.

5 - actively works in the lesson, often raises his hand, answers correctly.

4 - it works in the lesson, positive and negative answers alternate.

3 - rarely raises his hand, but answers correctly.

2 - often distracted, does not hear the question, short-term activity.

1 - passive in the lesson, gives negative answers.

0 - there is no learning activity at all.

2nd scale - assimilation of program materials.

5 - correct and error-free performance of training tasks.

4 - single errors.

3 - unstable performance, fluctuations in correct and incorrect answers.

2 - poor mastering of materials in one of the subjects.

1 - frequent mistakes, inaccuracy in completing tasks, many corrections, strikethroughs.

0 - poor assimilation of program materials, gross errors and a large number of them.

3rd scale - behavior in the classroom.

5 - conscientious fulfillment of all the requirements of the teacher, discipline.

4 - fulfills the requirements of the teacher, but sometimes is distracted from the lessons.

3 - often talks with comrades, not collected.

2 - constrained in the lesson, tense, answers little.

1 - fulfills the requirements partially, spins, talks.

0 - gaming interests predominate, in the lesson he is engaged in extraneous matters.

4th scale - behavior at recess.

5 - high gaming activity, willingly participates in gaming activities.

4 - a small degree of activity, prefers classes in the classroom with one of the guys.

3 - the child's activity is limited to activities such as doing homework, washing the blackboard, cleaning the class.

2 - cannot find any use for himself, passes from one group of children to another.

1 - passive, avoids others.

0 - often violates the norms of behavior.

5th scale - relationships with classmates.

5 - sociable, easily in contact with children.

4 - little initiative, but easily comes into contact if he is approached.

3 - the scope of communication is limited, communicates only with some.

2 - prefers to be near children, but does not come into contact with them.

1 - closed, isolated from others.

0 - shows negativism towards other children.

6th scale - attitude towards the teacher.

5 - shows friendliness towards the teacher, often communicates with him.

1) Basic concepts:

1.1. Adaptation;

1.2. School adaptation;

1.3. School maladjustment;

1.4. levels of adaptation.

2) Visualization:

2.1. Psychologists and educators-practitioners who have researched this topic;

2.2. Factors causing a high level of adaptation (according to G. M. Chutkina);

2.3. Research L.S. Vygotsky and D.B. Elkonin.

3) Conclusion.

4) List of used literature.

1.1. Adaptation

Adaptation (lat. adapto, I adapt) - the process of adaptation is a dynamic process due to which the mobile systems of living organisms, despite the variability of conditions, maintain the stability necessary for the existence, development and procreation. It is the mechanism of adaptation, developed as a result of long-term evolution, that ensures the possibility of the existence of an organism in constantly changing environmental conditions.

Mental adaptation is considered as the result of the activity of an integral self-governing system at the level of operational rest, while emphasizing the systemic organization. However, this view leaves the picture incomplete. It is necessary to include the concept of need in the formulation. The maximum possible satisfaction of actual needs is, therefore, an important criterion for the effectiveness of the adaptation process. Consequently, mental adaptation can be defined as the process of establishing an optimal correspondence between personality and environment in the course of the implementation of human activity, which process allows the individual to satisfy actual needs and realize the significant goals associated with them, while at the same time ensuring that the maximum activity of a person, his behavior, and the requirements of the environment correspond.

Biological adaptation is the process of adapting an organism to external conditions in the process of evolution, including morphophysiological and behavioral components. Adaptation can ensure survival in a particular habitat, resistance to abiotic and biological factors, as well as success in competition with other species, populations, and individuals. Each species has its own ability to adapt, limited by intraspecific variability, mutational capabilities, adaptive characteristics of internal organs and other species features.

The adaptability of living beings to environmental conditions was recognized by people in ancient times. Until the middle of the 19th century, this was explained by the original expediency of nature. In the theory of evolution of Ch. Darwin, a scientific explanation of the adaptation process based on natural selection was proposed.

“Teenager: social adaptation. A book for psychologists, educators and parents,- Kazanskaya Valentina Georgievna.

1.2. School adaptation.

School adaptation is the process of forming a mechanism for adapting the child to the requirements and conditions of education. The result may be an adequate mechanism leading to adaptation, ensuring the success of subsequent learning activities. Or an inadequate adaptation mechanism (violation of learning and behavior, conflict relations, psychogenic diseases and reactions, an increased level of anxiety, distortions in personal development), leading to a child's maladaptation.

Adaptation to school has two components: physiological and socio-psychological.

Physiological adaptation:

The first 2-3 weeks of training were called the "physiological storm". During this period, the child's body responds to all new influences with a significant tension in almost all of its systems. This explains the fact that in September many first graders get sick.

The next stage is an unstable adaptation. The child's body finds acceptable, close to optimal options for reactions to new conditions.

This is followed by a period of relatively stable adaptation. The body responds to loads with less stress. The duration of the entire adaptation period is approximately 5-6 weeks, and 1 and 4 weeks are especially difficult (but it should be borne in mind that the degree and pace of adaptation are individual for each).

Socio-psychological adaptation:

age crises. One of them is the crisis of 7 (6) years. During these periods, significant changes occur in the child's body: a rapid increase in growth, changes in the work of the cardiovascular, nervous, respiratory and other systems. This leads to increased fatigue, irritability, mood swings, while children begin to get sick, show vulnerability. There are significant changes in character (children become stubborn, capricious).

The social status of the child changes, a new social role "student" appears. This entails a change in the self-awareness of the personality of the first grader, a reassessment of values ​​occurs.

Psychological readiness for schooling includes:

1) the development of higher mental functions (memory, attention, thinking, speech) in accordance with the age norm;

2) development of the communicative sphere (communication skills and interaction with children and adults);

3) self-regulation and arbitrariness (the ability to hear, listen and follow instructions, behave in accordance with the generally accepted norm of behavior);

4) intellectual component (development of cognitive processes).

5) The formation of the "internal position of the student", which means the conscious setting and fulfillment by the child of certain intentions and goals.

Another important aspect of the socio-psychological adaptation of children to school is adaptation to the children's team. More often, difficulties in this process occur in children who have not attended kindergarten, especially in the only children in the family. These children do not have sufficient experience of interacting with peers. Parents of such children may face the child's reluctance to go to school, complaints that they are offended, etc.

The success of adaptation largely depends on the presence of adequate self-esteem in children. The process of its development begins at an early age: it is in the family that the child learns whether he is loved, accepted for who he is, whether success or failure accompanies him. AT preschool age the child develops a sense of well-being or trouble.

1. 3. School maladjustment.

School adaptation is a violation of the child's adaptation to school conditions in which there is a decrease in learning abilities, as well as an adequate relationship between the child and teachers, the team, the training program and other components of the school process. As a rule, maladaptation most often develops among primary school students, but it can also occur in older children.

Causes of school maladjustment.

Factors that negatively affect the school adaptation of a child can be of a different nature:

1) insufficient preparation of the child for school: lack of knowledge or underdevelopment of psychomotor skills, as a result of which the child copes with the task more slowly than others;

2) insufficient control of their own behavior - it is difficult for a child to sit through a whole lesson, silently, without shouting out from the spot;

3) inability to pace schooling - a low level of functional abilities of cognitive processes;

4) socio-psychological aspects - the failure of personal contacts with peers, teaching staff.

Types of school maladjustment to which school problems lead:

1) pathogenic maladaptation is a consequence of disturbances in the functioning of the nervous system, analyzers, brain disease, as well as manifestations of various phobias;

2) psychosocial maladaptation is the result of gender, age and individual psychological characteristics a child, which determine his non-standard and require a special approach in the conditions of a school institution;

3) social maladaptation is associated with violations of the norms of morality and law, asocial norms of behavior, deformation of the system of internal regulation and social attitudes.

levels of adaptation.

The guys are far from being equally successful in “getting used to” the new conditions of life. Children who attended kindergarten earlier adapt better than children who came to school from home.

In the work of the Belarusian researcher G.M. Chutkina identified 3 levels of adaptation of children to school:

High level:

1) the student has a positive attitude towards the school, perceives the requirements adequately;

2) learns the educational material easily, deeply and completely, successfully solves complicated problems;

3) listens attentively to the teacher;

4) carry out instructions without external control;

5) shows great interest in independent study work (always prepares for all lessons);

6) performs public assignments willingly and conscientiously;

7) occupies a favorable status position in the class.

Middle level:

1) the student has a positive attitude towards the school, her attendance does not cause negative feelings;

2) the student understands the educational material if the teacher explains it in detail and clearly;

3) assimilates the main content of training programs, independently solves typical tasks;

4) is concentrated and attentive when performing tasks, assignments, instructions from an adult, but under the condition of control on his part;

5) is concentrated only when he is busy with something interesting for him;

6) prepares for lessons and does homework almost always;

7) performs public assignments in good faith;

8) is friends with many classmates.

Low level:

1) the student has a negative or indifferent attitude towards the school;

2) often complains about health, dominated by a depressed mood;

3) there are systematic violations of discipline;

4) learns school material in fragments;

5) independent work with the textbook is difficult;

6) shows no interest in performing independent study tasks;

7) prepares for lessons irregularly, it requires constant monitoring, systematic reminders and incentives from the teacher and parents;

8) working capacity and attention are maintained with extended pauses for rest;

9) to understand the new and solve problems according to the model, it requires significant educational assistance from teachers;

10) performs public assignments under control, without much desire, passive;

11) has few friends at school.

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