Study of the level of adaptation 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:

Mental disorders:

poor appetite;
Fatigue;
Inappropriate behavior;
Headaches;
Nausea;
Violation of the pace of speech, etc.

Neurotic disorders:

Enuresis;
Stuttering;
Obsessive-compulsive disorder, etc.

Asthenic conditions:

In order for the adaptation of the first grader to be successful, it is necessary to help the child. This should be done not only by parents, but also by teachers. If the child cannot adapt even with the help of parents, it is necessary to seek help from a specialist. In this case, a child psychologist.

The process of adaptation of a first grader to school life affects several areas of his life. This is also the sphere of interpersonal relations with the class teacher and with peers; the sphere of educational activity, which includes the assimilation of the curriculum and the rules of school life.

In order to make the diagnosis of the level of adaptation of the student to school life as complete as possible, not only specific methods were used in the research work, but also conversations with the class teacher, the teacher of the extended day group, as well as the method of observation in various fields of activity of first-graders.

The study was conducted in the first class of 24 people (12 girls, 12 boys).

1 person is brought up in a dysfunctional family.

3 people have difficulty in writing;

1 student is left-handed;
1 child has difficulty in all aspects of learning (Writing, math, poor concentration, difficulty communicating with peers)
2 students experience significant learning difficulties, are involved in learning and play activities for a long time.
1 person experiences difficulties in communicating with adults, cannot be liberated, very closed, silent.
1 person has difficulty in constructing a sentence, makes many mistakes, does not follow the lines in the notebook.
3 people have difficulty communicating with peers.

As a result of observation, the following results were obtained:

At the beginning of the lesson, children show increased activity after the break. The working environment is established no more than 5 minutes. In general, at the beginning of the lesson, children concentrate well, but some have absent-mindedness. At the lesson, children are involved in the learning process, however, many have restlessness. Two students from the class concentrate their attention very poorly, do not show interest in the educational process, are distracted by various objects (notebook, pen, pencil case).

By the middle of the lesson, there is increased activity and restlessness, conversations with each other. After the physical minutes, the concentration of children improves, but two students do not participate in the physical minutes.

At the end of the lesson, children do not concentrate well. They show a reduced interest in the educational process, there are fewer activists. By the end of the rock, some children find it difficult to answer the educational questions posed.

On walks and breaks, increased activity and motor disinhibition are observed. Children are very difficult to calm down.

In the canteen, students behave restlessly, there are constant conversations and refusal to eat. Two students do not have developed self-service skills (they cannot hold a spoon).

At the end of lessons, children experience increased fatigue and fatigue.

To present the picture of the level of adaptation of the first class more fully. The researcher selected a number of diagnostic methods:

Questionnaire for determining school motivation (Appendix 1);

Projective drawing - test by N. G. Luskanova “What do I like at school?” (Appendix 2);

Determination of the formation of the "internal position of the student" among younger students (Appendix 3);

Sociometric methodology "Two houses" (Appendix 4);

Questionnaire for parents of first-graders (Appendix 5);

Table 2.1 - Indicators of schoolchildren's motivation

This table shows that about a third of the class has a low level of motivation, three students have school maladaptation. However, the majority of the class is dominated by a high or medium rate of motivation.

Projective drawing - test by N.G. Luskanova "What do I like at school?"

The methodology is aimed at studying the level of school motivation of primary school students, revealing the attitude of children to school.

Table 2.2 - Indicators of schoolchildren's motivation

It can be seen from this methodology that most of the class has a positive attitude towards school, but, nevertheless, half of the group is dominated by game motivation. It is also observed that, as in the results of the previous method, three students lack school motivation.

3. Determination of the formation of the "internal position of the student" among younger students (Appendix 3)

Table 2.3 - Indicators of the formation of the internal position of the student

This technique shows that the inner position of the student has been formed in most of the class. However, in two people, according to the results of the diagnostics, the internal position has not yet been formed.

Notes:

1 student with an average formed position has difficulties in learning, and also has a negative attitude towards the school.
4. Sociometric method "Two houses" (Appendix 4)

Table 2.4 - Indicators of the social status of first-graders according to the "Two houses" method

According to the results of sociometry, we can say that the situation in the class is quite stable. Most of the students interact successfully with their classmates. It can also be seen that five students have very weakly consolidated their positions in the class, since they belong to the group of those who are not accepted and rejected.

5. Questionnaire for parents of first graders (Appendix 5)

This questionnaire allows you to study the opinion of parents and their assessment of the state of adaptation of the child to school life.

Table 2.5 - Indicators of the level of adaptation according to the questionnaire for parents of first graders

It can be seen from the results of the questionnaire that most of the parents gave a good assessment of the level of adaptation of their child. Seven students, according to their parents, have a possible maladjustment. Basically, children experience difficulties in doing homework on their own, cannot find and correct their mistakes.

Study of the level of adaptation of first-graders to school life. Ascertaining experiment. Description of the experimental group

The study was conducted in the first class of 27 people (13 girls, 14 boys).

From the conversation with the class teacher, the following was established:

Unequal age composition of the class. The age of children varies from 6 to 8 years;

3 people from large families;
3 people are brought up in an incomplete family;

In the process of learning, children experience various difficulties:

In 2 people there are violations of fine motor skills;

5 people are having trouble counting

3 people have speech development disorders

5 people have dysgraphia

1 person completely rejects educational activities, hard to adjust to the educational process;
1 person is very closed, but, nevertheless, the group is not rejected.

4 people have violations in adaptation, the students are very closed, hard to tune in to the learning process;

3 people experience communication difficulties, get very tired of school. By the end of the day, children experience a significant decline in strength;

1 person has a low concentration of attention, absent-mindedness.

In the course of observation, we obtained the following results: at the beginning of the lesson, children behave very actively. The working atmosphere is established quickly enough. In general, at the beginning of the lesson, children concentrate well on the educational material, are active, answer questions, and listen to the teacher with interest. However, not all children are involved in the educational process: 5 students concentrate their attention very poorly, absent-mindedness, restlessness, and conversations with each other are observed.

By the middle of the lesson, most children have motor disinhibition. At this time, physical minutes are held, in which children are happy to participate. Then the lesson continues and most of the class is active.

By the end of the lesson, there is a distraction of attention, children cannot sit in one place for a long time.

Some children have increased fatigue, low concentration of attention and complete disinterest in educational activities. However, when the teacher marks the active students at the end of the lesson, the children listen with interest. On walks and breaks, motor disinhibition and increased activity are observed, hostile reactions towards each other are sometimes observed. Children are very difficult to gather and calm down.

In the dining room, children are active, communicate with each other. One student has poor self-care skills. Also, many children experience inaccuracy while eating.

To represent the level of adaptation of the experimental group, a number of diagnostic techniques were carried out identical to the control group:

1. Questionnaire for determining school motivation;
2. Projective drawing - test by N.G. Luskanova "What do I like at school?" (Appendix 2);
3. Determination of the formation of the "internal position of the student" among younger students (Appendix 3);
4. Sociometric method "Two houses" (Appendix 4);
5. Questionnaire for parents of first-graders (Appendix 5);

According to the presented methods, the following results were obtained:

Questionnaire for determining school motivation.

The methodology is designed to determine the level of school motivation of children.

Table 2.6 - Indicators of schoolchildren's motivation

From the presented table it can be seen that the majority of the class is dominated by high or medium norms of motivation. Approximately a quarter of the group is attracted to the school by extracurricular activities. Six children have a low level of motivation and school maladjustment.

Projective drawing - test by N.G. Luskanova "What do I like at school?" The methodology is aimed at studying the level of school motivation of primary school students, revealing the attitude of children to school. Children are invited to draw what they like best in school.

Table 2.7 - Indicators of schoolchildren's motivation

From the results presented above, it can be seen that a positive attitude towards school prevails in the class. Most children have high school motivation. It can also be seen that about a quarter of the students formed a positive attitude towards school, but with a predominance of game motivation. Fears are caused by one child who misinterpreted the task, it was found that this student is having difficulty coping with the curriculum, there is increased fatigue, low learning activity.

Table 2.8 - Indicators of the formation of the internal position of the student

According to the results of this technique, it can be seen that the inner position of the student has been formed in most of the class. In 5 people, the internal position of the student is formed moderately. In 2 people it is not formed. It was found that children in whom the internal position of a student is not formed experience difficulties in communicating with classmates, and do not cope well with the curriculum.

The technique is designed to diagnose the social status of each child in the class.

Table 2.9 - Indicators of the social status of first-graders according to the "Two Houses" method

According to the results of sociometry, we can say that the situation has developed quite well. 5 people received only positive choices from the group and not one negative. Most of the students have firmly fixed their positions in interpersonal interaction and are accepted. Fears are caused by four students who are not accepted and rejected by the group, since against the background of general successful interaction, these students experience great difficulties in organizing interpersonal relationships.

5. Questionnaire for parents of first graders

This questionnaire allows you to study the opinion of parents and their assessment of the state of adaptation of their child to schooling.

The questionnaire consists of 11 questions that reveal the child's attitude to educational activities, affecting the motivational sphere, the emotional coloring of impressions about the school, and the general psychophysical state of the child.

Table 2.10 - Indicators of the level of adaptation according to the questionnaire for parents of first-graders

According to the results of the questionnaire, it can be seen that the majority of parents gave a positive assessment of the level of adaptation of their child. In 8 children, possible disadaptation is observed. The results of the control and experimental groups in percentage terms showed the same data. In general, first-graders experience similar difficulties: they need help with homework, they cannot find and correct their mistakes.

levels of adaptation.

There are three levels of adaptation of children to school

High level

The first grader has a positive attitude towards the school. The demands made are met adequately.

The educational material assimilates easily, deeply and completely, successfully solves complicated problems.

Diligent, attentively listens to the instructions and explanations of the teacher. Carries out orders without external control.

Shows great interest in independent study work (always prepares for all lessons).

Performs public assignments willingly and conscientiously. Occupies a favorable status position in the class

Average level

The first-grader has a positive attitude towards the school; attending it does not cause negative feelings.

Understands educational material if the teacher explains it in detail and clearly.

Acquires the main content of the curriculum.

Independently solves typical problems.

Concentrated and attentive when performing tasks, assignments, instructions from an adult, but subject to control on his part.

Performs public assignments conscientiously.

Friends with many classmates

Low level

The first grader has a negative or indifferent attitude towards the school.

Often complains of health, he is dominated by a depressed mood.

There are violations of discipline.

The material explained by the teacher learns fragmentarily.

Independent work with the textbook is difficult.

When performing independent study tasks, he does not show interest.

Prepare for lessons irregularly. in order for him to start studying, constant monitoring is necessary: systematic reminders, promptings from the teacher and parents.

Performs public assignments under control, without much desire.

Passive, has no close friends. Knows by first and last names only a part of classmates

Adaptation of first graders

(2010 - 2011 academic year)

For the successful start of children's education at school, we set ourselves the following tasks:

Help children adapt to new social conditions.
To form the need for mental development and a positive attitude towards the learning process itself.

To do this, first of all, it was necessary to identify the level of readiness of our first-graders: physiological, personal, intellectual, i.e. starting level.

There are 22 people in the class: 12 boys and 10 girls. 20 students born in 2003, 2 students born in 2002.

According to the results of the examination by doctors:

9 people (41%) - tuberculosis-infected,
1 person (4.5%) - tuberculosis of the intrathoracic lymph nodes,
6 people (27%) - tube test turn,
4 people (18%) - tube contact BK-,
1 person (4.5%) - tubecontact BK +,
1 person (4.5%) - flat feet,
2 people (9%) - umbilical hernia - attend corrective classes,
6 people (27%) - enuresis

As a result of examinations by a speech therapist12 people (55%) were identified with impaired sound pronunciation. These children have individual notebooks in which the speech therapist gives tasks.

Of these, 1 student, Lukshin D., has a high level of development of oral speech, 8 people have an average level of development of oral speech, and 3 people have a level below the average.

Psychologist of our school Senkina I.A. examinedintellectual and personal readinesschildren to school. According to her class data:

Very high level of readiness for school - 2 pers. (nine%),
High level of readiness for school - 2 people. (nine%),
The average level of readiness for school is 2 people. (nine%),
Low level of readiness for school - 5 people (23%),
Very low level of readiness for school, not ready for school - 10 people. (46%)
1 student is not examined, is being treated in Vladimir.

In September, a pedagogical diagnosis of working capacity and readiness for monotonous activities was carried out.

Class issues:

9 students (41%) have a slow involvement in work,
8 students (36%) have an inability to regulate their movements when writing,
10 students (46%) have an inability to follow the instructions of an adult.

A diagnosis of psycho-social maturity was carried out.

High level - 4 people. (eighteen %)
Average level - 3 people. (fourteen %)
Low level - 14 people. (64%)

Methods and techniques for helping first-graders

during the adaptation period:

Dating games for establishing interpersonal relationships, game activities during school and extracurricular hours.
Individual assistance to each student, we praise for a specific result, maintaining a positive attitude towards learning.
Dynamic mood screen.
Physical education minutes, acupressure (according to Umanskaya), finger gymnastics for the development of fine motor skills of the hands.
Developing classes by class teachers and school psychologist.
Corrective lessons.
Recommendations to parents.

3 parent-teacher meetings were held, at which recommendations were given on preparing for school, on the peculiarities of children's adaptation to the school regime, in October, parents were introduced to the results of medical examinations of children, and individual recommendations were given.

We teach the child to compare what he has learned with what he could do some time ago. For example, we compare his early work with the work of today and discuss the path traveled together. If such a habit can be developed, then the student will always strive for new achievements. And the ability to emotionally experience the very fact of successfully completed work increases self-confidence.

According to the results of the diagnostics of adaptation of first-graders:

High level - 6 people. (27%)
Average level - 13 people. (59%)
Low level - 2 pers. (nine %)

Adaptation levels	Content
High level	The first grader has a positive attitude towards the school. The demands made are met adequately. The educational material assimilates easily, deeply and completely, successfully solves complicated problems. Diligent, attentively listens to the instructions and explanations of the teacher. Carries out orders without external control. Shows great interest in independent study work (always prepares for all lessons). Performs public assignments willingly and conscientiously. Occupies a favorable status position in the class
Average level	The first-grader has a positive attitude towards the school; attending it does not cause negative feelings. Understands educational material if the teacher explains it in detail and clearly. Acquires the main content of the curriculum. Independently solves typical problems. Concentrated and attentive when performing tasks, assignments, instructions from an adult, but subject to control on his part. Performs public assignments conscientiously. Friends with many classmates
Low level	The first grader has a negative or indifferent attitude towards the school. Often complains of health, he is dominated by a depressed mood. There are violations of discipline. The material explained by the teacher learns fragmentarily. Independent work with the textbook is difficult. When performing independent study tasks, he does not show interest. Prepare for lessons irregularly. in order for him to start practicing, constant control: systematic reminders, promptings from the teacher and parents. Performs public assignments under control, without much desire. Passive, has no close friends. Knows by first and last names only a part of classmates

In order for the period of adaptation to school to be relatively easy for the child, good relationships in the family, the absence of conflict situations and a favorable status in the peer group are important.

A necessary condition for the successful adaptation of a child in school is the degree of participation of parents in his school life, in organizing the preparation of lessons, especially in the first year of study.

How can you help your child with homework?

1. Check if the child's workplace is organized correctly.

The workplace should be adequately lit.

The light source should be in front and to the left so that the shadow from the head or from the hand does not fall on the notebook.

During the preparation of lessons, there should be no extra items on the table.

2. Teach your child to sit down for lessons on time.

It is best to start doing homework 1-1.5 hours after returning from school, so that the child has time to take a break from classes, but is not yet tired and not overexcited from home games and entertainment.

If the child attends a circle or sleeps after school, lessons can be taken later, but in any case, they should not be postponed for the evening.

3. Do not allow your child to sit at the desk for too long. Take time to take short breaks.

Parents often demand that the child does not get up from the table until he has prepared all the lessons. This is not true! For a 7-year-old child, the time of continuous work should not exceed 15-20 minutes. By the end of elementary school, it can reach 30-40 minutes.

5 minutes is enough for a break if it is filled with intense physical activity (squats, jumps, bends, etc.).

4. In no case do not give the child additional tasks other than those that he was asked at school.

Do not forget that a first grader has a certain number of lessons every day, so his performance during the day is reduced.

5. Don't force bad classwork to be redone.

You can offer to check it, correct errors, but you do not need to rewrite it. Repeated execution of an already completed task (albeit with errors) is perceived as a meaningless, boring thing. It discourages the desire to engage, deprives faith in the swap strength.

b. At first, make sure that all the lessons are done.

It may happen that the child has not learned the educational material well. Then you will have to work with him additionally, explain what remains incomprehensible.

7. Be present when the child prepares homework, encourage him, explain if he does not understand or forget something, but do not replace his activity with yours.

At first, when doing homework, children can make many mistakes, blots from the inability to distribute attention, excessive stress, and rapid fatigue.

8. Demand that homework be done cleanly, neatly, beautifully. But all these requirements must remain within the limits of the child's ability.

Please pay attention to the development of skills that are significant for the student and, if necessary, provide assistance to your son or daughter in acquiring and developing them. These skills include:

The ability to collect your portfolio (knapsack);

Say hello to teachers and children;

Ask a question to a teacher or classmate;

Answer the question;

Listen to the explanations and tasks of the teacher;

To do a task;

Ask the teacher to help if something is not clear, something does not work out;

The ability to do the same thing for a long time;

Handle books, notebooks and other school supplies;

Divide work into parts;

respond appropriately to comments;

Explain what you do not agree with;

Consider the opinions of others;

Be proud of your work and do not hide it;

Establish and maintain friendly contacts with peers;

Take some responsibility for housekeeping;

Independently use public transport, money, means for holding

free time;

The ability to make choices that ensure one's own safety.

Success in solving such a complex task as a child's success in school depends on effective cooperation between the school and the family. Experience shows that no best school can completely replace a child's family, family upbringing. The unity of the requirements of the family and the school is a very important principle of education. The school gives the child scientific knowledge and brings up in him a conscious attitude to reality. The family provides practical life experience, brings up the ability to empathize with another person, to feel his condition. A child deprived of parental tenderness grows up closed, non-contact.

Remember! A child is the greatest value in your life. Strive to understand and recognize him, treat him with respect, adhere to the most progressive methods of education and a constant line of behavior:

- at any time, leave all your affairs and take care of the child;

Consult with him, regardless of age;

Confess to your son (daughter) the mistake you made towards him (her);

Apologize to your child if you are wrong;

Put yourself in his place more often;

Always refrain from using words and expressions that may hurt the child;

Try to resist children's requests and tears, if you are sure that this is a whim, a fleeting whim;

Feel free to tell instructive stories from your childhood that cast you in a bad light;

Maintain composure, even if the child's act pissed you off.

The essence of the concept of "school adaptation"

and its main criteria

School adaptation is defined in psychology and pedagogy as a process and result of a child’s active adaptation to the conditions of a new environment, associated with a change in the leading activity and social environment (Ya.L. Kolominsky, E.A. Panko; V.S. Mukhina; I.V. Dubrovin, etc.).

Dubrovina I.V. defines adaptation as the process of a child getting used to school requirements and procedures, to a new environment for him, new living conditions.

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

Adapting a child to school is a rather lengthy process associated with significant stress on all body systems. Lasts 5-6 weeks.

The problem of school adaptation is considered in close connection with ideas about the psychological readiness of a child for schooling, since the formation of this psychological education in a child is, on the one hand, one of the most important prerequisites for his successful adaptation, and on the other hand, determines the stages and content of corrective work in initial period of study.

The main indicators of socio-psychological adaptation:

1) Formation of the "internal position of the student";

The desire of the child to occupy a new social position leads to the formation of his inner position. A child ready for school wants to learn, since the fusion of two needs - cognitive and the need to communicate with adults at a new level, contributes to the emergence of a new attitude of the child to the environment, named by L.I. Bozovic "internal position of a schoolboy".

2) Formation of adequate behavior.

Productive learning activity implies an adequate attitude of the child to his abilities, work results, behavior, i.e. a certain level of development of self-consciousness.

3) Mastering the skills of educational activities.

Mastering the skills of educational activity presupposes that the child has an outlook, a stock of specific knowledge. The child must have a systematic and dissected perception, elements of a theoretical attitude to the material being studied, generalized forms of thinking and basic logical operations, semantic memorization. Intellectual readiness also implies the formation of the child's initial skills in the field of educational activities, in particular, the ability to single out a learning task and turn it into an independent goal of activity.

4) Establishment of adequate forms of interpersonal relationships in the systems "student-student", "student-teacher", "student-parent". Another urgent problem of the socio-psychological readiness of the child is the problem of the formation of qualities in children, thanks to which they could communicate with other children, the teacher. The child comes to school, a class in which children are engaged in a common cause and he needs to have sufficiently flexible ways of establishing relationships with other children, he needs the ability to enter a children's society, act together with others, the ability to retreat and defend himself.

Many authors believe that reportable changes in behavior appear during the period a child enters school. The positive effect of adaptation to school is reflected in the achievement of a relative conformity of behavior with the requirements of the new environment and is ensured by psychological readiness to fulfill the tasks facing the child. In this case, we are talking about the development of the most adequate forms of behavior in a changing micro-social environment.

An indicator of the difficulty of the adaptation process in the behavior of children can be excessive excitement and even aggressiveness, or, on the contrary, lethargy, depression. It may occur (especially in adverse situations) and a sense of fear, unwillingness to go to school. All these changes in the child's behavior reflect the characteristics of psychological adaptation to school.

Levels of adaptation of first graders

The first weeks of training in a child are characterized by a low level and instability of working capacity, a very high level of tension in the cardiovascular system, the sympathoadrenal system, as well as a low indicator of coordination (interaction) of various body systems with each other. The discrepancy between the requirements and capabilities of the child leads to adverse changes in the functional state of the central nervous system, to a sharp drop in learning activity, and to a decrease in working capacity. At the end of training sessions, a significant part of schoolchildren have pronounced fatigue.

Only at 5 - 6 weeks of training, performance indicators gradually increase and become more stable, the tension of the main life-supporting systems of the body decreases (central nervous, cardiovascular, sympathoadrenal), i.e. there comes a relatively stable adaptation to the whole complex of loads associated with training. However, this phase of relatively stable adaptation is delayed up to 9 weeks, i.e. lasts over 2 months. And although it is believed that the period of acute physiological adaptation of the body to the training load ends at 5-6 weeks of training, the entire first year (if we compare the indicators for the following training periods) can be considered a period of unstable and intense regulation of all body systems.

Emotional and stressful impact in first-graders due to the incompleteness of the morphological and functional maturation of the body often leads to the formation of functional disorders of the central nervous system in the form of neurotic reactions. With easy adaptation, the state of tension of the body is compensated during the first quarter. With adaptation of moderate severity, disturbances in well-being and health are more pronounced and can be observed during the first half of the year, which can be considered a natural reaction of the body to changed living conditions. Some children have a hard time adjusting to school. At the same time, significant violations in the state of health increase from the beginning to the end of the school year, and this indicates the unbearable training loads and training regimen for the organism of this first grader.

Assessment of the level of school adaptation consists of the following blocks:

Indicator of intellectual development - carries information about the level of development of higher mental functions, about the ability to learn and self-regulate the intellectual activity of the child.

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-esteem 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. In the description of each level of adaptation, age-psychological characteristics of six- and seven-year-old students will be highlighted.

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, educational 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 the educational material if the teacher sets it out in detail and clearly, assimilates the main content of the curriculum, independently solves typical tasks, is focused and attentive when performing tasks, assignments, instructions from an adult, but 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 a special organization of the educational process and psychological support by the teacher.

Reasons for the manifestation of maladaptation in younger students

In the psychological literature, there are various interpretations of the term "school maladjustment":

violation of the adaptation of the student's personality to the complex changing conditions of schooling; violation of adaptation to learning;

new requirements that exceed the capabilities of the child, changing the state of the emotional sphere;

Kagan V.E. understands school maladaptation as “created by multidimensional and multilevel relationships, the inability for a child to find “his place” in the space of schooling;

Chirkov V.I. and Bodenko B.N. the degree of adaptation of the child is judged by indicators of adaptation: anxious shyness, deviant behavior, learning problems;

In addition to the concept of "school maladjustment" 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, a state of school anxiety is observed, which manifests itself in excitement, increased anxiety in educational situations, the expectation of a bad attitude towards oneself, a negative assessment from the outside teachers, peers.

In pedagogical research, such leading causes of school maladaptation are identified as the lack of formation of learning skills and learning motivation among younger students.

According to R.V. Ovcharova, a decrease in the level of school motivation can serve as a criterion for a child's school maladaptation, and its increase can be a positive trend in learning and development. In the latter case, the child quickly adapts to school. He successfully masters the social role - the role of the student, accepts new requirements, masters new activities for him, actively enters into new relationships.

The reasons for school maladaptation are the inability to adapt to the pace of school life. Most often this happens in children with minimal brain dysfunction, in somatically weakened. However, the latter does not constitute the cause of socio-psychological maladaptation. The reason may lie in the peculiarities of family education, in the "hothouse" conditions of the child's life. "Typical" inability manifests itself in different ways: in long (until late evening to the detriment of walks) preparing lessons, sometimes in chronic lateness to school, often in comforting the child by the end of the school day, by the end of the school week. Inability to voluntarily regulate behavior, attention, learning activities, which are manifested in disorganization, inattention, dependent on adults.

The reason for the insufficient level of development of the arbitrariness of the child's behavior in the absence of primary disorders is most often sought in the features of family education: it is either conniving hyperprotection (permissiveness, lack of restrictions and norms), or dominant hyperprotection (full control of the child's actions by an adult).

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 striking example of school maladaptation is the socio-pedagogical neglect of children, which is primarily due to socio-psychological maladaptation.

Efimova S.L. and Bezrukikh M.M. identify groups of children who experience the greatest difficulties in the process of adaptation.

Children at risk:

■ children with attention deficit disorder (hyperactive). These children are characterized by: excessive activity, fussiness, inability to concentrate. Hyperactivity is a whole complex of disorders that are manifested by poor school performance, problems in relationships with peers, and frequent conflicts with parents. Observed in 3-5% of school-age children, in boys - 5 times more often.

■ Left-handed child. These children are characterized by a reduced ability of visual-motor coordination. Children draw images poorly, have poor handwriting, and cannot keep a line. Distortion of form, specular writing. Skipping and rearranging letters when writing. Errors in determining "right" and "left". Special strategy of information processing. Emotional instability, resentment, anxiety, reduced performance. Special conditions are necessary for adaptation: a right-hand spread in a notebook, do not require a continuous letter, it is recommended to plant by the window, to the left at the desk.

■ Emotional disturbance in primary school age

Aggressive children

Emotionally Disrupted Children

Too shy, vulnerable, touchy, timid, anxious children.

Children belonging to the type of emotionally disinhibited react to everything too violently: if they express delight, then as a result of their expressive behavior they turn on the whole class; if they suffer, their cries and moans will be too loud and defiant.

Too shy, vulnerable, touchy, timid, anxious children are embarrassed to loudly and clearly express their emotions, quietly worry about their problems, afraid to draw attention to themselves.

What is common to all three groups of children with emotional disorders is that inadequate affective reactions (manifested in different ways in different types of children) in each child are protective, compensatory in nature.

■ Children with temporary mental retardation

Children with a temporary delay in mental development, children hardly understand what is required of them, they cannot quickly switch to a new type of activity, they do not master reading, writing, mathematics. It also happens that only reading, only writing, or only mathematics is not given. Each case of "delay" has its cause and its manifestations.

By the time they enter school, these children, in comparison with their peers, have an insufficient stock of knowledge, information, skills, and their speech is extremely poor. These children do not realize themselves as disciples. Their behavior is dominated by childishness, spontaneity, play interests, the desire only for pleasure. In the classroom, they immediately become lethargic, passive, or vice versa, overly restless, completely unable to concentrate on the task.

Some of the first-graders experience difficulties in establishing relationships with the teacher and classmates, which is often accompanied by a low level of mastery of the school curriculum. They get lost when answering the teacher's question, often make mistakes when completing assignments, spend changes alone, preferring not to leave the classroom, but to do something while sitting at their desks. The expression on their faces reflects emotional discomfort: sadness, anxiety, tension are typical for them.

For many children, going to school can be a difficult challenge. At least one of the followingproblems every child faces

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 changing 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.

Conditions for adaptation of first-graders to elementary school

In modern science, the problem of developing the identification of conditions for successful adaptation in primary school age is one of the most relevant and, accordingly, the most developed. It is known that the task of solving the problem of organizing effective work to create conditions for the adaptation of children is currently the most important task for elementary schools.

In this regard, today in science there are numerous and very diverse scientific approaches and concepts.

Consider the points of view and positions on this issue of individual scientists.

For a deeper understanding of the problem under study, the scientific position of the researcher M.I. Rozhkov. The scientist singled out the criteria and developed indicators of the effectiveness of the general education school in creating conditions for adaptation and overcoming the maladjustment of children:

Cognitive criterion (knowledge of: the characteristics and development of the child's personality and the formation of his individuality; the level of development of modern society; the families of pupils and relations in them; the problems of maladaptation of children and the causes of its generative features of the spread of maladaptation in their school; understanding the causes of deviant behavior of children at the level schools).

Procedural criterion (ability to: carry out diagnostic work, make a sociological analysis of the level of adaptation, features of maladjustment and its causes at the school level; make a scientifically based forecast of the development of behavioral manifestations in individual and group classes; skills in using various methods and forms of preventive and corrective work).

The criterion of psychological and pedagogical comfort of relations (flexibility of orientation in a folding environment, a creative approach to the tasks being solved, taking into account the positions of the child, his desires, interests and needs, the ability to build relationships with children and their parents based on trust, mutual understanding, creative dialogue, implementation social and protective approach to the child and his family).

Effective-practical criterion (the ability to analyze the information received about the child and his family or group of children and organize work based on it, the ability to organize preventive and corrective work based on the activity of children and their parents, providing conditions for the successful study of the student, organizing children's leisure and their families, the ability to develop and implement programs of preventive and corrective work with children and promptly make changes to them depending on the changing situation.

Further, within the framework of realizing the purpose and objectives of our study, we considered it necessary to analyze the studies of R.V. Ovcharova. Scientists propose to consider the conditions for successful adaptation in three areas:

1. Changing the conditions of family upbringing of the child:

Improving the psychological and pedagogical literacy of parents, relationships;

Creation of educational situations in the family, active involvement of parents in the educational process;

Individual consultations, assistance to parents in raising positive and overcoming negative qualities of the child;

Control over the organization of a normal regime for the child, elimination of his neglect;

Assistance in organizing the reasonable activity of the child (play, work, creativity, knowledge of the world around him, his communication in the family);

Measures to eliminate violations of family education, restore the educational potential of the family;

2. Improving educational and educational work with the class:

Correction of the teacher's attitude to the child, recommendation of methods of working with him, active use of the method of positive stimulation of the child, removal of psychological stress;

Humanization of interpersonal relations in the children's team, the creation of a favorable psychological microclimate in the classroom, contributing to the emotional comfort of all children;

Interaction of teachers and parents in the pedagogical process;

3. Help the child in personal growth.

Organization of a psychological examination of the child and providing him with the necessary psychological assistance;

Individual work to smooth out the shortcomings of the intellectual, moral, emotional and volitional spheres;

Inclusion of the child in active activities based on the use of his positive interests;

Overcoming the negative motivation of learning;

Organization of the child's success in mastering the general education program.

It should be noted the results of the study by T.L. Ulyanova, based on which the formation of the child's educational and motivational sphere, good performance and sufficient functional maturity for school loads play a crucial role in mastering educational activities. High educational motivation and high efficiency determine the success of mastering educational activities, which means satisfaction with the results of the efforts made. This ensures the psychological well-being of the child, therefore, his successful adaptation to school.

The teacher needs to constantly work to increase the level of learning motivation, creating situations for the child to succeed in the classroom, during breaks, in extracurricular activities, in communication with classmates.

Activities to organize a favorable adaptation environment should be aimed at:

1) maximum provision of physical activity of children at school;

2) the creation at school of a developing subject environment, which is essentially a continuation of the one to which children are accustomed to in kindergarten and which is distinguished by brightness, colorfulness, visibility, the inclusion of game and fairy tale motifs in it;

3) the widespread use of gaming techniques in educational and upbringing work, the creation of emotionally significant situations and conditions for independent practical activity;

4) changing the style of interaction between adults and children from authoritarian to the style of trusting cooperation;

5) introduction to the pedagogical process of various types of children's creative activity;

6) the use of diverse forms of non-curricular education;

7) ensuring the relationship of educational activities with life;

8) creation of a sparing mode of educational activity;

9) establishing a trusting, good relationship between the teacher and the children.