The term school maladaptation has existed since the appearance of the first educational institutions. Only earlier it was not given much importance, but now psychologists are actively talking about this problem and looking for the reasons for its occurrence. In any class there is always a child who not only does not keep up with the program, but experiences significant learning difficulties. Sometimes school maladaptation has nothing to do with the process of acquiring knowledge, but stems from unsatisfactory interaction with others. Communication with peers is an important aspect of school life that cannot be ignored. Sometimes it happens that a seemingly prosperous child begins to be bullied by his classmates, which cannot but affect his emotional state. In this article we will look at the causes of maladjustment at school, correction and prevention of the phenomenon. Parents and teachers, of course, should know what to pay attention to in order to prevent unfavorable developments.

Causes of maladjustment at school

Among the reasons for maladjustment in the school community, the most common are the following: inability to find contact with peers, poor academic performance, and the child’s personal characteristics.

The first reason for maladaptation is the inability to build relationships in a children's team. Sometimes a child simply does not have such a skill. Unfortunately, not all children find it equally easy to make friends with their classmates. Many simply suffer from increased shyness and do not know how to start a conversation. Difficulties in establishing contact are especially relevant when the child enters a new class with already established rules. If a girl or boy suffers from increased impressionability, it will be difficult for them to cope with themselves. Such children usually worry for a long time and do not know how to behave. It’s no secret that classmates attack the new students the most, wanting to “test their strength.” Ridicule deprives one of moral strength and self-confidence, and creates maladjustment. Not all children can withstand such tests. Many people withdraw into themselves and refuse to attend school under any pretext. This is how maladaptation to school is formed.

Another reason- falling behind in class. If a child does not understand something, then he gradually loses interest in the subject and does not want to do his homework. Teachers are also not always known for their correctness. If a child does poorly in a subject, he is given appropriate grades. Some people do not pay any attention to those who are lagging behind, preferring to ask only strong students. Where can maladjustment come from? Having experienced learning difficulties, some children refuse to study at all, not wanting to again face numerous difficulties and misunderstandings. It is known that teachers do not like those who skip lessons and do not complete homework. Disadaptation to school occurs more often when no one supports the child in his endeavors or, due to certain circumstances, little attention is paid to him.

The personal characteristics of a child can also become a certain prerequisite for the formation of maladjustment. An overly shy child is often bullied by his peers or even given lower grades by his teacher. Someone who does not know how to stand up for himself often has to suffer from maladjustment, because he cannot feel significant in a team. Each of us wants our individuality to be valued, and for this we need to do a lot of internal work on ourselves. A small child is not always able to do this, which is why maladjustment occurs. There are also other reasons that contribute to the formation of maladjustment, but they are, one way or another, closely related to the three listed.

Problems with school among elementary school students

When a child first enters first grade, he naturally experiences anxiety. Everything seems unfamiliar and frightening to him. At this moment, the support and participation of his parents is more important than ever for him. Disadaptation in this case may be temporary. As a rule, after a few weeks the problem resolves itself. It just takes time for the child to get used to the new team, be able to make friends with the guys, and feel like a significant and successful student. This does not always happen as quickly as adults would like.

Disadaptation of younger schoolchildren can be associated with their age characteristics. The age of seven to ten years is not yet conducive to the formation of special seriousness towards school responsibilities. To teach a child to prepare homework on time, one way or another, you need to supervise him. Not all parents have enough time to monitor their own child, although, of course, they should set aside at least an hour every day for this. Otherwise, maladjustment will only progress. School problems can subsequently result in personal disorganization, lack of self-confidence, that is, reflected in adult life, making a person withdrawn and unsure of himself.

Correction of school maladjustment

If it turns out that your child is experiencing certain difficulties in class, you should definitely begin to take active measures to eliminate the problem. The sooner this is done, the easier it will be for him in the future. Correction of school maladjustment should begin with establishing contact with the child himself. Building trusting relationships is necessary so that you can understand the essence of the problem and together get to the roots of its occurrence. The methods listed below will help cope with maladaptation and increase your child’s self-confidence.

Conversation method

If you want your child to trust you, you need to talk to him. This truth should never be ignored. Nothing can replace live human communication, and a shy boy or girl simply needs to feel significant. It is not necessary to immediately start asking about the problem. Just start by talking about something extraneous and unimportant. The baby will open up on his own at some point, don’t worry. There is no need to push him, interrogate him, or give premature assessments of what is happening. Remember the golden rule: do no harm, but help overcome the problem.

Art therapy

Invite your child to draw on paper his main problem. As a rule, children suffering from maladaptation immediately begin to draw pictures of school. It is not difficult to guess that this is where the main difficulty lies. Don't rush or interrupt while drawing. Let him express his soul fully, ease his inner state. Maladjustment in childhood is not easy, believe me. It is also important for him to be alone with himself, to discover his existing fears, and to stop doubting that they are normal. After the drawing is completed, ask your child what's what, referring directly to the image. This way you can clarify some significant details and get to the origins of maladjustment.

We teach to communicate

If the problem is that the child has difficulty interacting with others, then you should work through this difficult moment with him. Find out what exactly the difficulty of maladaptation is. Perhaps it is a matter of natural shyness or he is simply not interested in being with his classmates. In any case, remember that for a student to remain outside the team is almost a tragedy. Disadaptation deprives one of moral strength and undermines self-confidence. Everyone wants recognition, to feel like an important and integral part of the society in which they are located.

When a child is bullied by classmates, know that this is a difficult test for the psyche. This difficulty cannot simply be brushed aside and pretended that it does not exist at all. It is necessary to work through fears and raise self-esteem. It’s even more important to help re-enter the team and feel accepted.

"Problematic" item

Sometimes a child is haunted by failure in a particular discipline. Rarely will a student act independently, seek the teacher’s favor, and study additionally. Most likely, he will need help with this, to direct him in the right direction. It is better to contact a specialist who can “pull up” on a specific subject. The child should feel that all difficulties can be solved. You can’t leave him alone with the problem or blame him for the fact that the material is badly neglected. And we certainly shouldn’t make negative predictions about his future. This causes most children to break down and lose all desire to act.

Prevention of school maladjustment

Few people know that problems in the classroom can be prevented. Prevention of school maladjustment is to prevent the development of unfavorable situations. When one or more students find themselves emotionally isolated from the rest, the psyche suffers and trust in the world is lost. It is necessary to teach how to resolve conflicts in a timely manner, monitor the psychological climate in the classroom, and organize events that help establish contact and bring children closer together.

Thus, the problem of maladjustment at school requires careful attention. Help your child cope with his inner pain, do not leave him alone with difficulties that probably seem insoluble to the child.

Introduction

1. The essence of the concept of school maladaptation in the research of modern scientists

2. Characteristics of school maladjustment (types, levels, causes)

Features of school maladaptation in primary school age

Conclusion

Bibliography

Introduction

maladjustment junior schoolchild psychological

A child’s entry into school is a turning point in his socialization; it brings with it serious tests of his adaptive capabilities.

Almost no child makes the transition from preschool to school education smoothly. A new team, a new regime, new activities, a new nature of relationships require new forms of behavior from the child. Adapting to new conditions, the child’s body mobilizes a system of adaptive reactions.

A child entering school must be physiologically and socially mature and must have reached a certain level of mental development. Educational activities require a certain amount of knowledge about the world around us and the development of elementary concepts. A positive attitude towards learning and the ability to self-regulate behavior are important.

Taking into account the growing trends in the negative consequences of maladaptation, expressed in particular in learning difficulties and behavioral disorders that reach the level of criminal severity.

The problem of school adaptation should be considered one of the most serious social problems of our time, requiring in-depth study for subsequent prevention.

Recently, there has been a tendency to experimentally study the peculiarities of the pedagogical process in connection with the occurrence of school maladjustment. The role of the pedagogical factor in the occurrence of maladjustment is great. This includes the features of the organization of school education, the nature of school programs, the pace of their development, as well as the influence of the teacher himself on the process of the child’s socio-psychological adaptation to school conditions.

Object of study: Disadaptation as a psychological process.

Subject of research: Features of the prevention of maladaptation in primary school age.

Purpose: To consider the features of preventing school maladjustment in younger schoolchildren

1.The essence of the concept of school maladaptation in the research of modern scientists

The process of adaptation to school, as well as to any new life circumstance, goes through several phases: indicative, unstable and relatively stable adaptation.

Unstable adjustment is typical for many schoolchildren. Today, the concept of “school maladaptation” or “school maladjustment” is quite widely used in psychological and pedagogical science and practice. These concepts define any difficulties, violations, deviations that arise in a child in his school life.

By school maladaptation we mean only those violations and deviations that arise in a child under the influence of school, school influences, or provoked by educational activities, academic failures.

As a scientific concept, “school maladaptation” does not yet have an unambiguous interpretation.

The first position: “School maladaptation” is a violation of the adaptation of a student’s personality to the conditions of learning at school, which acts as a particular phenomenon of a disorder in a child’s general ability to mentally adapt due to some pathological factors. In this context, school maladjustment acts as a medical and biological problem (Vrono M.V., 1984; Kovalev V.V., 1984). From this point of view, school maladaptation for parents, teachers, and doctors, as a rule, is a disorder within the framework of the vector “illness/disorder of health, development or behavior.” This point of view explicitly or implicitly defines the attitude towards school maladjustment as a phenomenon through which the pathology of development and health manifests itself. An unfavorable consequence of such an attitude is the focus on test control when entering school or when assessing the level of development of a child in connection with the transition from one educational level to the other, when the child is required to prove that he has no deviations in his ability to study in the programs offered by teachers and in the school chosen by his parents.

Second position: School maladjustment is a multifactorial process of reduction and impairment of a child’s ability to learn as a result of a discrepancy between the conditions and requirements of the educational process, the immediate social environment, and his psychophysiological capabilities and needs (Severny A.A., 1995). This position is an expression of a socially maladaptive approach, because the leading reasons are seen, on the one hand, in the characteristics of the child (his inability, due to personal reasons, to realize his abilities and needs), and on the other hand, in the characteristics of the microsocial environment and inadequate school conditions . In contrast to the medical and biological concept of school maladaptation, the maladaptive concept differs favorably in that the analysis pays primary attention to the social and personal aspects of learning disabilities. She views the difficulties of school learning as a violation of adequate interaction between the school and any child, and not just the “carrier” of pathological symptoms. In this new situation, the child’s inconsistency with the conditions of the microsocial environment, the requirements of the teacher and the school has ceased to be an indication of his (the child’s) defectiveness.

Third position: School maladaptation is primarily a socio-pedagogical phenomenon, in the formation of which the decisive significance belongs to the combined pedagogical and school factors themselves (Kumarina G.F., 1995, 1998). The prevailing view of school for many years as a source of exclusively positive influences in this aspect is giving way to the well-founded opinion that for a significant number of students the school is becoming a risk zone. As a trigger for the formation of school maladjustment, the discrepancy between the pedagogical demands placed on the child and his ability to satisfy them is analyzed. The pedagogical factors that negatively affect the development of the child and the effectiveness of the educational environment include the following: the discrepancy between the school regime and the pace of educational work and the sanitary and hygienic conditions of education, the extensive nature of educational loads, the predominance of negative evaluative stimulation and the “semantic barriers” that arise on this basis. in the child’s relationship with teachers, the conflictual nature of intra-family relationships, formed on the basis of educational failures.

Fourth position: School maladaptation is a complex socio-psychological phenomenon, the essence of which is the inability for a child to find “his place” in the space of school education, in which he can be accepted as he is, maintaining and developing his identity, and the opportunity for self-realization and self-actualization. The main vector of this approach is aimed at the mental state of the child and the psychological context of the interdependence and interdependence of the relationships that develop during the learning period: “family-child-school”, “child-teacher”, “child-peers”, “individually preferred educational technologies used by the school” ". In a comparative assessment, an illusion arises of the closeness of the positions of the social maladaptive and socio-psychological approaches in the interpretation of school maladjustment, but this illusion is conditional.

The socio-psychological point of view does not consider it necessary that a child should be able to adapt, and if he cannot or does not know how, then “something is wrong” with him. As a starting point in the problematic analysis of school maladjustment, followers of the socio-psychological approach highlight not so much the child as a human being who is faced with the choice of adaptation or maladaptation to the learning environment, but rather the uniqueness of his “human being”, existence and life activity in this period of his life complicated by maladjustment. development. Analysis of school maladjustment in this way becomes much more complicated if we take into account the fixed experiences formed in intersecting relationships, the influence of current culture and previous relationship experience, which, as a rule, goes back to the early stages of socialization. This understanding of school maladjustment should be called humanitarian-psychological and it entails a number of important consequences, namely:

School maladaptation is not so much a problem of typing pathological, negative social or pedagogical factors, but rather a problem of human relationships in a special social (school) sphere, a problem of a personally significant conflict that forms in the bosom of these relationships and the ways of its probable resolution;

This position allows us to consider the external manifestations of school disadaptation ("pathologization" or the development of mental, psychosomatic disorders; "oppositional" behavior and failure of the child, other forms of deviations from socially "normative" educational attitudes) as "masks" that describe what is undesirable for parents, for those responsible for education and training, other adults, reactions related to the learning situation of an internal conflict that is subjectively insoluble for the child and acceptable ways for him (the child) to resolve the conflict. Various manifestations of maladjustment essentially act as variants of defensive adaptive reactions and the child needs maximum and competent support along the path of his adaptive search;

In one of the studies, a group of one hundred children, whose adaptation process was specially monitored, was examined by a psychoneurologist at the end of the school year. It turned out that schoolchildren with unstable adaptation have individual subclinical disorders of the neuropsychic sphere, and some of them have an increased incidence rate. In children who did not adapt during the school year, a psychoneurologist recorded pronounced asthenoneurotic deviations in the form of borderline neuropsychic disorders.

Doctor of Medical Sciences, Professor V.F. Bazarny, in particular, draws attention to the negative impact on children of such ingrained school traditions:

) The usual pose of children during the lesson, tense and unnatural. Research conducted by the scientist has shown that with such psychomotor and neurovegetative enslavement, within 10-15 minutes the student experiences neuropsychic stress and stress comparable to what astronauts experience during takeoff;

) A learning environment depleted of natural stimuli: closed rooms, limited spaces filled with monotonous, artificially created elements and depriving children of living sensory impressions. Under these conditions, the figurative and sensory perception of the world fades, visual horizons narrow, and the emotional sphere is depressed.

) Verbal (verbal-informational) principle of constructing the educational process, “book” study of life. Uncritical perception of ready-made information leads to the fact that children cannot realize the potential inherent in them by nature and lose the ability to think independently.

) Fractional, element-by-element study of knowledge, mastery of fragmentary skills and abilities that destroy the integrity of the worldview and worldview in children.

) Excessive passion for methods of intellectual development to the detriment of the sensual, emotional and figurative. The real figurative-sensual world is replaced by an artificially created (virtual) world of letters, numbers, symbols, which leads to a splitting of the sensory and intellectual in a person, to the disintegration of the most important mental function - imagination. And as a consequence, to the early formation of a schizoid mental constitution.

Primary school age is one of the most difficult periods in a child's life. This is where the consciousness of one’s limited place in the system of relations with adults arises, and the desire to carry out socially significant and socially valued activities occurs. The child becomes aware of the possibilities of his actions, he begins to understand that he cannot do everything. Issues of schooling are not only issues of education, intellectual development of the child, but also the formation of his personality and upbringing.

2.Characteristics of school maladaptation (types, levels, causes)

When dividing maladjustment into types S.A. Belicheva takes into account external or mixed manifestations of a defect in the interaction of the individual with society, the environment and oneself:

a) pathogenic: defined as a consequence of nervous system disorders, brain diseases, analyzer disorders and manifestations of various phobias;

b) psychosocial: the result of gender and age changes, accentuation of character (extreme manifestations of the norm, increasing the degree of manifestation of a certain trait), unfavorable manifestations of the emotional-volitional sphere and mental development;

c) social: manifested in violation of moral and legal norms, in asocial forms of behavior and deformation of internal regulation systems, referent and value orientations, and social attitudes.

Based on this classification by T.D. Molodtsova identifies the following types of maladjustment:

a) pathogenic: manifests itself in neuroses, hysterics, psychopathy, analyzer disorders, somatic disorders;

b) psychological: phobias, various internal motivational conflicts, some types of accentuations that did not affect the social development system, but which cannot be classified as pathogenic phenomena.

Such maladjustment is largely hidden and quite stable. This includes all types of internal violations (self-esteem, values, orientation) that affected the well-being of the individual, led to stress or frustration, traumatized the personality, but did not yet affect behavior;

c) socio-psychological, psychosocial: poor academic performance, lack of discipline, conflict, difficult to educate, rudeness, relationship violations. This is the most common and easily manifested type of maladjustment;

As a result of socio-psychological maladjustment, one can expect the child to display a whole range of nonspecific difficulties associated primarily with activity disorders. In the classroom, an unadapted student is disorganized, often distracted, passive, has a slow pace of activity, and often makes mistakes. The nature of school failure can be determined by a variety of factors, and therefore an in-depth study of its causes and mechanisms is carried out not so much within the framework of pedagogy, but from the position of pedagogical and medical (and more recently social) psychology, defectology, psychiatry and psychophysiology

d) social: a teenager interferes with society, is characterized by deviant behavior (deviating from the norm), easily enters into an asocial environment (adaptation to asocial conditions), becomes a delinquent (delinquent behavior), is characterized by adaptation to maladjustment (drug addiction, alcoholism, vagrancy), in As a result, it is possible to reach a criminogenic level.

This includes children who have “dropped out” of normal communication, who have been left homeless, who are predisposed to suicide, etc. This species is sometimes dangerous for society and requires the intervention of psychologists, teachers, parents, doctors, and justice workers.

Social maladjustment of children and adolescents is directly dependent on negative relationships: the more pronounced the degree of negative attitudes of children towards school, family, peers, teachers, informal communication with others, the more severe the degree of maladjustment.

It is quite natural that overcoming one or another form of maladjustment should first of all be aimed at eliminating the causes that cause it. Very often, a child’s maladjustment at school and inability to cope with the role of a student negatively affect his adaptation in other communication environments. In this case, a general environmental maladjustment of the child arises, indicating his social isolation and rejection.

There are frequent cases in school life when balance and harmonious relationships between the child and the school environment do not arise initially. The initial phases of adaptation do not go into a stable state, but on the contrary, maladaptation mechanisms come into play, ultimately leading to a more or less pronounced conflict between the child and the environment. Time in these cases only works against the student.

The mechanisms of maladaptation manifest themselves at the social (pedagogical), psychological and physiological levels, reflecting the child’s ways of responding to environmental aggression and protecting against this aggression. Depending on the level at which adaptation disorders manifest themselves, we can talk about risk states for school maladaptation, highlighting states of academic and social risk, health risk and complex risk.

If primary adaptation disorders are not eliminated, then they spread to deeper “floors” - psychological and physiological.

) Pedagogical level of school maladjustment

This is the most obvious and recognized level by teachers. He reveals himself to be a child's problems in learning (activity aspect) in mastering a new social role for him - a student (relational aspect). In terms of activity, if the development of events is unfavorable for the child, his primary learning difficulties (1st stage) develop into problems in knowledge (2nd stage), a lag in mastering material in one or more subjects (3rd stage), partial or general (4th stage), and as a possible extreme case - refusal of educational activities (5th stage).

In relational terms, the negative dynamics are expressed in the fact that the tensions that initially arose on the basis of educational failure in the child’s relationship with teachers and parents (1st stage) develop into semantic barriers (2nd stage), into episodic (3rd stage) and systematic conflicts (4th stage) and, as an extreme case, a rupture of personally significant relationships for him (5th stage).

Statistics show that both academic and relationship problems are persistent and do not improve over the years, but only get worse. Generalized data from recent years indicate an increase in those experiencing difficulties in mastering program material. Among junior schoolchildren, such children make up 30-40%, and among primary school students, up to 50%. Surveys of schoolchildren show that only 20% of them feel comfortable at school and at home. More than 60% report dissatisfaction, which characterizes trouble in relationships that develop at school. This level of development of school maladaptation, obvious to teachers, can be compared with the tip of the iceberg: it is a signal of those deep deformations that occur at the psychological and physiological levels of the student - in his character, mental and somatic health. These deformations are hidden and, as a rule, teachers do not correlate them with the influence of the school. And at the same time, its role in their emergence and development is very great.

)Psychological level of maladjustment

Failure to succeed in academic activities, troubles in relationships with personally significant people cannot leave a child indifferent: they negatively affect the deeper level of his individual organization - psychological, affecting the formation of the character of a growing person, his life attitudes.

At first, the child develops a feeling of anxiety, insecurity, and vulnerability in situations related to educational activities: he is passive in class, tense and constrained when answering, cannot find something to do during recess, prefers to be near children, but does not engage in interactions with them. contact, cries easily, blushes, gets lost even at the slightest remark from the teacher.

The psychological level of maladjustment can be divided into several stages, each of which has its own characteristics.

First stage - Trying to the best of his ability to change the situation and seeing the futility of efforts, the child, acting in self-preservation mode, begins to instinctively defend himself from extremely high loads for him, from feasible demands. The initial tension is reduced due to a change in attitude towards learning activities, which are no longer considered significant.

The second stage - they appear and become consolidated.

The third stage is various psychoprotective reactions: during lessons, such a student is constantly distracted, looks out the window, and does extraneous things. And since the choice of ways to compensate for the need for success among younger schoolchildren is limited, self-affirmation is often carried out by opposing school norms and violations of discipline. The child is looking for a way to protest against a low-prestige position in the social environment. The fourth stage is to distinguish between methods of active and passive protest, probably correlated with the strong or weak type of his nervous system.

)Physiological level of maladjustment

The impact of school problems on a child’s health today is most studied, but at the same time it is least understood by teachers. But it is here, at the physiological level, the deepest in a person’s organization, that experiences of failure in educational activities, the conflictual nature of relationships, and an exorbitant increase in time and effort spent on learning are confined.

The question of the influence of school life on children's health is the subject of research by school hygiene specialists. However, even before the advent of specialists, the classics of scientific, nature-conforming pedagogy left their descendants with their assessments of the influence of the school on the health of those who study in it. Thus, G. Pestalozzi noted in 1805 that with traditionally established school forms of education, an incomprehensible “suffocation” of children’s development occurs, “the killing of their health.”

Today, among children who have crossed the threshold of school already in the first grade, there is a clear increase in deviations in the neuropsychic sphere (up to 54%), visual impairment (45%), posture and feet (38%), diseases of the digestive system (30%). Over nine years of schooling (from 1st to 9th grade), the number of healthy children is reduced by 4-5 times.

At the stage of leaving school, only 10% of them can be considered healthy.

It became clear to scientists: when, where, under what circumstances healthy children become sick. For teachers, the most important thing: in maintaining health, the decisive role belongs not to medicine, not to the health care system, but to those social institutions that predetermine the conditions and lifestyle of the child - family and school.

The causes of school maladjustment in children can be of a completely different nature. But its external manifestations, which teachers and parents pay attention to, are often similar. This is a decrease in interest in learning, up to a reluctance to attend school, deterioration in academic performance, disorganization, inattention, slowness or, conversely, hyperactivity, anxiety, difficulties in communicating with peers, and the like. In general, school maladjustment can be characterized by three main signs: the lack of any success in learning, a negative attitude towards it and systematic behavioral disorders. When examining a large group of junior schoolchildren aged 7-10 years, it turned out that almost a third of them (31.6%) belong to the risk group for the formation of persistent school maladaptation, and in more than half of this third, school failure is caused by neurological reasons , and above all a group of conditions, which are designated as minimal brain dysfunction (MMD). By the way, for a number of reasons, boys are more susceptible to MMD than girls. That is, minimal brain dysfunction is the most common reason leading to school maladjustment.

The most common cause of SD is minimal brain dysfunction (MCD). Currently, MMD are considered as special forms of dysontogenesis, characterized by age-related immaturity of individual higher mental functions and their disharmonious development. It is necessary to keep in mind that higher mental functions, as complex systems, cannot be localized in narrow zones of the cerebral cortex or in isolated cell groups, but must cover complex systems of jointly working zones, each of which contributes to the implementation of complex mental processes and which can be located in completely different, sometimes far apart areas of the brain. With MMD, there is a delay in the rate of development of certain functional systems of the brain that provide such complex integrative functions as behavior, speech, attention, memory, perception and other types of higher mental activity. In terms of general intellectual development, children with MMD are at the normal level or, in some cases, subnormal, but at the same time experience significant difficulties in school learning. Due to the deficiency of certain higher mental functions, MMD manifests itself in the form of impairments in the development of writing skills (dysgraphia), reading (dyslexia), and counting (dyscalculia). Only in isolated cases do dysgraphia, dyslexia and dyscalculia appear in an isolated, “pure” form; much more often their symptoms are combined with each other, as well as with disorders of the development of oral speech.

A pedagogical diagnosis of school failure is usually made in connection with unsuccessful learning, violations of school discipline, conflicts with teachers and classmates. Sometimes school failure remains hidden from both teachers and families; its symptoms may not negatively affect the student’s academic performance and discipline, manifesting either in the student’s subjective experiences or in the form of social manifestations.

Adaptation disorders are expressed in the form of active protest (hostility), passive protest (avoidance), anxiety and self-doubt and in one way or another affect all areas of the child’s activity at school.

The problem of difficulties in children's adaptation to the conditions of primary school is currently of high relevance. According to researchers, depending on the type of school, from 20 to 60% of primary schoolchildren have serious difficulties in adapting to school conditions. There are a significant number of children studying in public schools who, already in the primary grades, cannot cope with the curriculum and have difficulties in communication. This problem is especially acute for children with mental retardation.

Scientists unanimously include learning difficulties and various violations of school norms of behavior as the main primary external signs of school failure.

Among children with MMD, students with attention deficit hyperactivity disorder (ADHD) stand out. This syndrome is characterized by excessive motor activity unusual for normal age indicators, defects in concentration, distractibility, impulsive behavior, problems in relationships with others and learning difficulties. At the same time, children with ADHD are often distinguished by their awkwardness and clumsiness, which are often referred to as minimal static-locomotor deficiency. The second most common cause of SD is neuroses and neurotic reactions. The leading cause of neurotic fears, various forms of obsessions, somato-vegetative disorders, hystero-neurotic conditions are acute or chronic traumatic situations, unfavorable family conditions, incorrect approaches to raising a child, as well as difficulties in relationships with teachers and classmates. An important predisposing factor to the formation of neuroses and neurotic reactions can be the personal characteristics of children, in particular anxious and suspicious traits, increased exhaustion, a tendency to fear, and demonstrative behavior.

Deviations in the somatic health of children are noted.

An insufficient level of social and psychological-pedagogical readiness of students for the educational process at school is recorded.

It is observed that the psychological and psychophysiological prerequisites for students’ directed educational activities are not fully formed.

A kind of micro-collective that plays a significant role in the education of the individual is the family. Trust and fear, confidence and timidity, calm and anxiety, cordiality and warmth in communication as opposed to alienation and coldness - a person acquires all these qualities in the family. They appear and become established in the child long before entering school and have a lasting impact on his adaptation to educational behavior.

The reasons for complete maladjustment are extremely diverse. They can be caused by imperfect teaching, unfavorable social and living conditions, and deviations in the mental development of children.

3.Features of school maladaptation in primary school age

The formation of a child’s personal qualities is influenced not only by the conscious, educational influences of parents, but also by the general tone of family life. At the stage of schooling, the family continues to play a large role as an institution of socialization. A child of primary school age, as a rule, is not able to independently comprehend either educational activity as a whole, or many of the situations that are associated with it. It is necessary to note the symptom of “loss of spontaneity” (L.S. Vygotsky): between the desire to do something and the activity itself, a new moment arises - orientation in what the implementation of this or that activity will bring to the child. This is an internal orientation as to what meaning the implementation of an activity may have for a child: satisfaction or dissatisfaction with the place that the child will occupy in relationships with adults or other people. Here, for the first time, the semantic orienting basis of the action appears. According to the views

D.B. Elkonin, there and then, where and when orientation towards the meaning of an action appears, there and then the child moves to a new age.

The experiences of a child at this age directly depend on his relationships with significant people: teachers, parents; the form of expression of these relationships is the style of communication. It is the style of communication between an adult and a junior schoolchild that can make it difficult for a child to master educational activities, and sometimes can lead to the fact that real, and sometimes even imagined, difficulties associated with studying will begin to be perceived by the child as insoluble, generated by his incorrigible shortcomings. If these negative experiences of the child are not compensated, if there are no significant people around the child who would be able to increase the student’s self-esteem, he may experience psychogenic reactions to problems, which, if repeated or fixed, add up to the picture of a syndrome called psychological school maladjustment.

It is at primary school age that the reaction of passive protest manifests itself in the fact that the child rarely raises his hand in class, fulfills the teacher’s demands formally, is passive during recess, prefers to be alone, and does not show interest in group games. In the emotional sphere, depressive mood and fears predominate.

If a child comes to school from a family where he did not feel the experience of “we,” he will have difficulty entering a new social community—school. An unconscious desire for alienation, rejection of the norms and rules of any community, in the name of preserving the unchanged “I”, underlie the school maladjustment of children raised in families with an unformed sense of “we” or in families where parents are separated from children by a wall of rejection and indifference.

Dissatisfaction with oneself in children of this age extends not only to communication with classmates, but also to educational activities. The aggravation of a critical attitude towards oneself actualizes in younger schoolchildren the need for a general positive assessment of their personality by other people, especially adults.

The character of a junior schoolchild has the following features: impulsiveness, a tendency to act immediately, without thinking, without weighing all the circumstances (the reason is age-related weakness of volitional regulation of behavior); general lack of will - a 7-8 year old schoolchild does not yet know how to pursue an intended goal for a long time or persistently overcome difficulties. Capriciousness and stubbornness are explained by the shortcomings of family upbringing: the child is accustomed to having all his desires and demands satisfied.

Boys and girls of primary school age have some differences in memorization. Girls know how to force themselves to memorize, their voluntary mechanical memory is better than that of boys. Boys turn out to be more successful in mastering methods of memorization, therefore, in some cases, their mediated memory turns out to be more effective than that of girls.

During the learning process, perception becomes more analytical, more differentiated, and takes on the character of organized observation; the role of the word in perception changes. For first-graders, the word primarily has a denominative function, i.e. is a verbal designation after recognizing an object; For students in higher grades, the word-name is rather the most general designation of an object, preceding a deeper analysis of it.

One of the forms of school maladaptation of primary school students is associated with the characteristics of their educational activities. At primary school age, children master, first of all, the substantive side of educational activity - the techniques, skills, and abilities necessary to master new knowledge. Mastery of the motivational-need side of educational activity at primary school age occurs, as it were, latently: gradually mastering the norms and methods of social behavior of adults, the younger schoolchild does not yet actively use them, remaining for the most part dependent on adults in their relationships with people around them.

If a child does not develop learning skills or the techniques that he uses and which are consolidated in him turn out to be insufficiently productive, and are not designed to work with more complex material, he begins to lag behind his classmates and experience real difficulties in his studies.

One of the symptoms of school maladaptation occurs - a decrease in academic performance. One of the reasons for this may be individual characteristics of the level of intellectual and psychomotor development, which, however, are not fatal. According to many teachers, psychologists, and psychotherapists, if you properly organize work with such children, taking into account their individual qualities, and pay special attention to how they solve certain tasks, you can achieve success within several months, without isolating children from the class. not only to eliminate their educational delays, but also to compensate for developmental delays.

Another reason for the lack of development of learning activity skills in primary school students may be the way children master the techniques of working with educational material. V.A. Sukhomlinsky in his book Conversation with a young school principal draws the attention of beginning teachers to the need to specifically teach primary school students how to work. The author writes: In the overwhelming majority of cases, mastering knowledge is beyond the ability of the student because he does not know how to learn... Educational guidance, built on the scientific distribution of skills and knowledge over time, makes it possible to build a solid foundation for secondary education - the ability to learn.

Another form of school maladaptation of younger schoolchildren is also inextricably linked with the specifics of their age development. A change in leading activity (playing to learning), which occurs in children at 6-7 years old; is carried out due to the fact that only understood motives of teaching under certain conditions become active motives.

One of these conditions is the creation of favorable relations between reference adults and the child - schoolchild - parents who emphasize the importance of study in the eyes of primary schoolchildren, teachers who encourage student independence, contribute to the development of strong educational motivation in schoolchildren, interest in a good grade, acquiring knowledge, etc. However, there are also cases of undeveloped learning motivation among elementary school students.

Is not it. Bozhovich, N.G. Morozov write that among the students in grades I and III they examined, there were those whose attitude towards schooling continued to be of a preschool nature. For them, what came to the fore was not the learning activity itself, but the school environment and external attributes that they could use in the game. The reason for the occurrence of this form of maladjustment in younger schoolchildren is the inattentive attitude of parents towards their children. Externally, the immaturity of educational motivation is expressed in the irresponsible attitude of schoolchildren to classes and indiscipline, despite the fairly high level of development of their cognitive abilities.

The third form of school maladaptation of younger schoolchildren lies in their inability to voluntarily control their behavior and attention to academic work. The inability to adapt to the demands of school and manage one’s behavior in accordance with accepted standards may be a consequence of improper upbringing in the family, which in some cases contributes to the aggravation of such psychological characteristics of children as increased excitability, difficulty concentrating, emotional lability, etc. The main thing that characterizes The style of relationships in the family towards such children is either a complete absence of external restrictions and norms that should be internalized by the child and become his own means of self-government, or endurance means of control are exclusively external. The first is inherent in families where the child is completely left to himself, is brought up in conditions of neglect, or in families in which cult of the child where he is allowed everything, he is not limited by anything. The fourth form of maladaptation of primary school children to school is associated with their inability to adapt to the pace of school life. As a rule, it occurs in somatically weakened children, children with delayed physical development, weak type of UDN, disturbances in the functioning of analyzers, and others. The reasons for the maladjustment of such children are due to improper upbringing in the family or in ignoring adults of their individual characteristics.

The listed forms of maladaptation of schoolchildren are inextricably linked with the social situation of their development: the emergence of new leading activities, new requirements. However, so that these forms of maladaptation do not lead to the formation of psychogenic diseases or psychogenic personality neoplasms, they must be recognized by children as their difficulties, problems, and failures. The cause of psychogenic disorders is not the mistakes themselves in the activities of primary school students, but their feelings about these mistakes. By the age of 6-7 years, according to L.S. Vygodsky, children are already quite clearly aware of their experiences, but it is the experiences caused by an adult’s assessment that lead to changes in their behavior and self-esteem.

So, psychogenic school maladaptation of younger schoolchildren is inextricably linked with the nature of the attitude of significant adults: parents and teachers towards the child.

The form of expression of this relationship is the style of communication. It is the style of communication between adults and younger schoolchildren that can make it difficult for a child to master educational activities, and can sometimes lead to the fact that real, and sometimes even imagined, difficulties associated with studying will begin to be perceived by the child as insoluble, generated by his incorrigible shortcomings. If these negative experiences of the child are not compensated, if there are no significant people who would be able to increase the student’s self-esteem, he may experience psychogenic reactions to school problems, which, if repeated or fixed, add up to the picture of a syndrome called psychogenic school maladjustment.

The problem of preventing school maladjustment is solved by correctional and developmental education, which is defined as a set of conditions and technologies that provide for the prevention, timely diagnosis and correction of school maladjustment.

Prevention of school maladjustment is as follows:

1.Timely pedagogical diagnosis of the prerequisites and signs of school maladaptation, early, high-quality diagnosis of the current level of development of each child.

2.The moment of entering school should correspond not to the passport age (7 years), but to the psychophysiological age (for some children this can be 7 and a half or even 8 years).

.Diagnostics when a child enters school should take into account not so much the level of skills and knowledge, but rather the mental characteristics, temperament, and potential capabilities of each child.

.Creation of a pedagogical environment in educational institutions for children at risk that takes into account their individual typological characteristics. Use variable forms of differentiated correctional assistance during the educational process and outside of school hours for children at high, medium and low risk. At the organizational and pedagogical level, such forms can be: special classes with lower occupancy, with a gentle sanitary, hygienic, psycho-hygienic and didactic regime, with additional services of a therapeutic, health-improving and correctional-developmental nature; correctional groups for classes with teachers in individual academic subjects, intraclass differentiation and individualization, group and individual extracurricular classes with teachers of basic and additional education (clubs, sections, studios), as well as with specialists (psychologist, speech therapist, defectologist), aimed at development and correction of deficiencies in the development of school-significant deficit functions.

.If necessary, consult a child psychiatrist.

.Create compensatory training classes.

.Application of psychological correction, social training, training with parents.

.Mastering by teachers the methods of correctional and developmental education aimed at health-saving educational activities.

The whole variety of school difficulties can be divided into two types (M.M. Bezrukikh):

specific, based on certain disorders of motor skills, hand-eye coordination, visual and spatial perception, speech development, etc.;

nonspecific, caused by general weakening of the body, low and unstable performance, increased fatigue, low individual pace of activity.

As a result of socio-psychological maladaptation, one can expect the child to display a whole range of nonspecific difficulties associated primarily with disturbances in activity. In class, such a student is characterized by disorganization, increased distractibility, passivity, and a slow pace of activity. He is not able to understand the task, comprehend it in its entirety and work concentratedly, without distractions and additional reminders; he does not know how to work thoughtfully, according to plan.

The letter of such a student is distinguished by unstable handwriting. Uneven strokes, different heights and lengths of graphic elements, large, stretched, differently angled letters, tremor - these are its characteristic features. Errors are expressed in underwriting letters, syllables, random substitutions and omissions of letters, and failure to use rules.

They are caused by a discrepancy between the pace of activity of the child and the entire class, and lack of concentration. The same reasons determine the characteristic difficulties of reading: omission of words and letters (inattentive reading), guessing, recurrent eye movements (“stumbling” rhythm), fast pace of reading, but poor comprehension of what was read (mechanical reading), slow pace of reading. When learning mathematics, difficulties are expressed in unstable handwriting (uneven, stretched numbers), fragmented perception of the task, difficulties in switching from one operation to another, difficulties in transferring verbal instructions into a specific action. The main role in creating a favorable psychological climate in the classroom undoubtedly belongs to the teacher. He needs to constantly work to increase the level of educational motivation, creating situations for the child to succeed in class, during recess, in extracurricular activities, and in communicating with classmates. The joint efforts of teachers, teachers, parents, doctors and school psychologists can reduce the risk of school maladaptation and learning difficulties in a child. Psychological support during school is an important and large problem. We talk a lot about the child’s psychological readiness for school, pushing aside or taking for granted the factor of parents’ readiness for the new, school stage of their child’s life. The main concern of parents is maintaining and developing the desire to learn and learn new things. Parental involvement and interest will have a positive impact on the child's cognitive development. And these abilities can also be unobtrusively directed and strengthened in the future. Parents should be more restrained and should not scold the school and teachers in the presence of the child. Leveling their role will not allow him to experience the joy of knowledge.

You should not compare your child with his classmates, no matter how nice they are or vice versa. You need to be consistent in your demands. Be understanding that your child will not be able to do something right away, even if it seems elementary to you. This is a truly serious test for parents - a test of their resilience, kindness, and sensitivity. It’s good if the child feels supported during the difficult first year of school. Psychologically, parents must be prepared not only for difficulties and failures, but also for the child’s successes. It is very important that parents weigh their expectations for the child’s future successes with his capabilities. This determines the development of the child’s ability to independently calculate his strength when planning any activity.

Forms of manifestation of school maladjustment

Form of maladaptation Reasons Primary request Corrective measures Lack of formation of skills in educational activities. - pedagogical neglect; - insufficient intellectual and psychomotor development of the child; - lack of help and attention from parents and teachers. Poor performance in all subjects. Special conversations with the child, during which it is necessary to establish the causes of violations of educational skills and give recommendations to parents. Inability to voluntarily regulate attention, behavior and educational activities. - improper upbringing in the family (lack of external norms, restrictions); - indulgent hypoprotection (permissiveness, lack of restrictions and norms); - dominant hyperprotection (full control of the child’s actions by adults). Disorganization, inattention, dependence on adults, control. Working with the family; analysis of teachers’ own behavior in order to prevent possible incorrect behavior. Inability to adapt to the pace of educational life (pace inadaptability). - improper upbringing in the family or adults ignoring the individual characteristics of children; - minimal brain dysfunction; - general somatic weakness; - developmental delay; - weak type of nervous system. Long preparation of lessons, fatigue at the end of the day, being late for school, etc. Working with the family to overcome the student’s optimal workload. School neurosis or fear of school , inability to resolve the contradiction between family and school We .The child cannot go beyond the boundaries of the family community - the family does not let him out (in children whose parents use them to solve their problems. Fears, anxiety. The involvement of a psychologist is necessary - family therapy or group classes for children in combination with group classes for their parents .Unformed school motivation, focus on non-school activities. - the desire of parents to “infantilize” the child; - psychological unpreparedness for school; - destruction of motivation under the influence of unfavorable factors at school or at home. No interest in learning, “he should play”, lack of discipline, irresponsibility, educational retardation with high intelligence. Work with the family; analysis of teachers’ own behavior in order to prevent possible incorrect behavior.

It is quite natural that overcoming one or another form of maladjustment should first of all be aimed at eliminating the causes that cause it. Very often, a child’s maladjustment at school and inability to cope with the role of a student negatively affect his adaptation in other communication environments. In this case, a general environmental maladjustment of the child arises, indicating his social isolation and rejection.

Conclusion

Entering school marks the beginning of a new age period in a child's life - the beginning of primary school age, the leading activity of which is educational activity.

The younger schoolchild in his development moves from the analysis of a separate object or phenomenon to the analysis of connections and relationships between objects and phenomena. The latter is a necessary prerequisite for a student’s understanding of the phenomena of life around him. It is very important to teach a student to correctly set goals for memorizing material. The productivity of memorization depends on motivation. If a student memorizes material with a certain attitude, then this material is memorized faster, remembered longer, and reproduced more accurately.

In the development of perception, the role of the teacher is great, who specially organizes the activities of students in the perception of certain objects, teaches them to identify essential features, properties of objects and phenomena. One of the effective methods for developing perception is comparison. At the same time, perception becomes deeper, the number of errors decreases. The possibilities of volitional regulation of attention at primary school age are limited. If an older student can force himself to focus on uninteresting, difficult work for the sake of a result that is expected in the future, then a younger student can usually force himself to work hard only in the presence of “close” motivation (praise, positive marks). At primary school age, attention becomes concentrated and stable when the educational material is clear, bright, and evokes an emotional attitude in the student. By the end of primary school, the child has developed: hard work, diligence, discipline, and accuracy. The ability to volitionally regulate one’s behavior, the ability to restrain and control one’s actions, not to succumb to immediate impulses, and perseverance grows gradually. Pupils of the 3rd and 4th grades are able, as a result of the struggle of motives, to give preference to the motive of obligation. By the end of primary school, the attitude towards learning activities changes. First, a first-grader develops an interest in the learning process itself (first-graders can enthusiastically and diligently do things that they will never need in life, for example, copy Japanese characters).

Then an interest in the result of his work develops: a boy on the street read the sign on his own for the first time and was very happy.

After interest in the results of educational work arises, first-graders develop an interest in the content of educational activities and a need to acquire knowledge. The formation of interest in the content of educational activities and the acquisition of knowledge is associated with schoolchildren experiencing a feeling of satisfaction from their achievements. And this feeling is stimulated by the approval of a teacher, an adult, emphasizing even the smallest success, moving forward. In general, during a child’s education at the primary level of school, he should develop the following qualities: arbitrariness, reflection, thinking in concepts; he must successfully master the program; he must have formed the main components of his activity; In addition, a qualitatively new, more “adult” type of relationship with teachers and classmates should appear. When starting any activity, a person adapts to new conditions and gradually gets used to them. In this he is helped by accumulated experience, which expands and enriches with age. The main role in creating a favorable climate in the classroom belongs to the teacher. He needs to constantly work to increase the level of educational motivation, creating situations for the child to succeed in class, during recess, in extracurricular activities, and in communicating with classmates. The joint efforts of teachers, educators, parents, doctors, school psychologists and social educators can reduce the risk of a child developing learning difficulties.

The psychologist must have a comprehensive understanding of the child’s readiness for school, on the basis of which he can participate in the distribution of children into classes and levels of education, trace the dynamics of processes indicating positive or negative changes in the child when mastering educational activities, and navigate the difficulties of school adaptation children, determine the types of assistance for a particular child so that for each student his school truly becomes a school of joy, personal achievement and success.

Literature

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2. Burlachuk A.F., Morozov S.M. Dictionary reference book on psychological diagnostics. Kyiv; 1989.

3. Bezrukikh M.M., Efimova S.P. Do you know your student? - M.: Education, 1991. - 176 p.

Vygotsky L.S. Collected works: In 6 volumes. M.; 1982.

Introduction to psychodiagnostics: A textbook for students. avg. ped. uch. establishments./ M.K. Akimova, E.M. Borisova, E.I. Gorbachev et al., ed. K.M. Gurevich, E.M. Borisova, - 3rd ed., ster., - M.: Publishing house. Center "Academy", 2000. - 192 p.

Gurevich K.M. Individual psychological characteristics of schoolchildren. M.; 1988.

Gutkina N.I. Psychological readiness for school. - M.: Academic project, 2000 - 3rd ed. rev. and additional - 184s.

Children's practical psychology: Textbook / Ed. prof. T.D. Martsinkovskaya. - M.: Gardariki, 2000. - 255 p.

Elfimova N.V. Diagnosis and correction of learning motivation in preschoolers and primary schoolchildren. M., 1991.

Zobkov V.A. Psychology of attitude and personality of the student. Kazan; 1992.

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Menchinskaya N.A. Problems of learning and mental development of schoolchildren. - M.: 1989.

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Everyone knows that starting school is one of the most important moments in a child’s life. Most parents assess the beginning of school as a turning point in social and psychological terms.

This is true. New contacts, new relationships, new responsibilities, a new social role - a student - with its pros and cons.

However, school is also a completely new environment for a child’s life and activity; it involves great physical and emotional stress. The whole life changes, everything is subordinated to school, school affairs and worries.

From the very first days, school poses a number of tasks for the child that are not directly related to his previous experience, but require maximum mobilization of physical and intellectual strength.

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School adaptation and maladjustment

Children of primary school age.

Primary school teachers

Kazakova O.V.

Introduction.

What is adaptation to school

Chapter 1.

1.1. Physiological adaptation

1.2. Social and psychological adaptation.

Chapter 2.

2.1. Health and adaptation to school

2.2. School maladjustment of a child

2.3. Prerequisites for successful adaptation to school

Conclusion

Application

Bibliography

Introduction.

Everyone knows that starting school is one of the most important moments in a child’s life. Most parents assess the beginning of school as a turning point in social and psychological terms.

This is true. New contacts, new relationships, new responsibilities, a new social role - a student - with its pros and cons.

However, school is also a completely new environment for a child’s life and activity; it involves great physical and emotional stress. The whole life changes, everything is subordinated to school, school affairs and worries.

From the very first days, school poses a number of tasks for the child that are not directly related to his previous experience, but require maximum mobilization of physical and intellectual strength.

In addition, children do not immediately learn new rules of behavior with adults, do not immediately recognize the teacher’s position and establish a distance in relations with him and other adults at school.

The first year at school is a kind of probationary period for parents, when all parental shortcomings, inattention to the child, ignorance of his characteristics, lack of contact and inability to help are clearly manifested.

Sometimes parents lack the patience for condescension, calmness and kindness; Often, with good intentions, they become the culprits of school stress, because they do not always take into account the complexity and duration of the child’s adaptation to school. It doesn’t take a day or a week to truly get used to school.

This is a rather long process associated with significant stress on all body systems. This process of a child’s adaptation to school, to new living conditions, a new type of activity and new stress is called adaptation.

Adaptation to school is a multifaceted process. Its components are physiological adaptation and socio-psychological adaptation (to teachers, their requirements, to classmates)

That is why the entire system of education and upbringing at school and at home must be structured so that both the teacher and parents know and take into account the price the child’s body pays for the successes achieved, especially in the early stages of education, and so that they can compare successes and their “price.” "

1.1.Physiological adaptation.

Adaptation to school is a multifaceted process. One of its components is physiological adaptation. Knowledge of the aspects of this type of adaptation is necessary in order not to overintensify educational work, to know why children get tired so quickly, why it is especially difficult to keep their attention during this period, and why it is so important to create a routine.

The different readiness of children for school, the different state of their health, means that in each individual case the adaptation process will be different.

How this process takes place, what changes in the child’s body occur during this period, have been studied for many years by specialists from the Institutes of Developmental Physiology of the Russian Academy of Education.

These were complex studies that included studying indicators of higher nervous activity, mental performance, the state of the cardiovascular system, respiratory system, endocrine system, health status, academic performance, daily routine, educational activity in class and other indicators.

Such a comprehensive and comprehensive study of the changes occurring in the child’s body, along with an assessment of the state of health and the most important pedagogical aspects of learning, made it possible to obtain a fairly complete picture of the adaptation process.

Getting used to new conditions and requirements, the child’s body goes through several stages:

1) Physiological storm -During this period, the child’s body responds to all new influences by straining almost all of its systems, that is, children spend a significant part of their body’s resources. This lasts 2 – 3 weeks.

This explains the fact that in September many first-graders get sick.

2) Unstable device -The child’s body finds acceptable, close to optimal responses to new conditions.

3) Relatively stable device– the body reacts to loads with less stress.

The duration of the entire adaptation period varies from 2 to 6 weeks, depending on the individual characteristics of the student, that is, until October 10-15.

The most difficult are 1 - 4 weeks, that is, phases 1 and 2.

What are the characteristics of the first weeks of training? First of all, a fairly low level and

Many parents and teachers tend to underestimate the complexity of the period of physiological adaptation of first-graders.

Thus, according to medical observations, many children lose weight by the end of the 1st quarter, some have a decrease in blood pressure (a sign of fatigue), and some - it increases significantly (a sign of overwork). This is why many first-graders complain of headaches, fatigue, drowsiness and other ailments.

Manifestations of difficulties of adaptation and overstrain of the body can also be the capriciousness of children at home and a decrease in the ability to self-regulate behavior.

It would be useful for the teacher to remember this and parents need to know this before

how will they reproach the child for laziness and shirking from his duties, and so

remember what health difficulties he has.

Risk factors in the development of a child can be extremely diverse: illness of the mother during pregnancy, characteristics of childbirth, and illnesses suffered by the child during preschool age, and, of course, chronic diseases.

Children who have constant health problems quickly get tired at school, their performance is reduced, and the workload seems too heavy to them. For recommendations on organizing work with such children, see paragraph 2.5.

In terms of the intensity and intensity of the changes occurring in the child’s body during lessons during the first weeks, the educational load can be compared with the impact of extreme stress on an adult, well-trained body.

The tension in the cardiovascular system of a first-grader is comparable to the tension in the cardiovascular system of an astronaut in a state of weightlessness.

Inconsistency with the requirements of adults and the capabilities of the child leads to unfavorable changes in the functional state of the central nervous system, a sharp decrease in educational activity, performance, and the development of fatigue.

1.2.Social - psychological adaptation.

Regardless of when a child starts school, he goes through a special stage of his development - the 7 (6) year crisis.

The social status of the former child changes - a new social role “student” appears. This can be considered the birth of the child’s social “I”.

Such changes occur in the child’s psyche with favorable developments and successful adaptation to schooling. We can talk about the “inner position of a schoolchild” only when the child really wants to learn, and not just go to school. For half of the children entering school, this position has not yet been formed.

This problem is especially relevant for 6-year-olds. More often than 7-year-olds, it is difficult for them to form a “sense of the need to learn”; they are less oriented towards generally accepted forms of behavior at school.

When faced with such difficulties, you need to help the child take the “student position”: more often, unobtrusively talk about why you need to study, why the rules at school are the way they are, what will happen if no one follows them.

You can play at home with your future first-graders at a school that exists only according to rules that only he or she likes, or without any rules at all.

In any case, it is necessary to show respect and understanding of the child’s feelings, since his emotional life is characterized by vulnerability and insecurity.

During the period of 6-7 years, serious changes occur in the emotional sphere of the child. In preschool childhood, when faced with failures or receiving unflattering comments about his appearance, the child, of course, felt resentment or annoyance, but this did not dramatically affect the development of his personality as a whole.

During the period of crisis, 7 years of generalization entail a generalization of experiences. Thus, a chain of failures in learning and communication can lead to the formation of a stable inferiority complex.

Such “acquisition” at the age of 6-7 years has the most negative effect on development

the child’s self-esteem, the level of his aspirations.

This feature of the psyche of children is taken into account in school education - the first year of school is non-evaluative, that is, grades are not used when assessing the work of students, and great emphasis is placed on a qualitative analysis of their activities.

Parents should also take into account the generalization of experiences when communicating with their son or daughter: notice all the slightest achievements of the child, evaluate not the child, but his actions, talking about failures, note that all this is temporary, support the child’s activity in overcoming various difficulties.

Another consequence of the generalization of experiences is the emergence of the child’s inner life. Gradually, this entails the development of the ability to evaluate a future action in advance from the point of view of its results and consequences. Thanks to this mechanism, childish spontaneity is overcome.

An unpleasant crisis manifestation for parents of the separation of the external and internal lives of children is often antics, mannerisms, unnatural behavior, and a tendency to whims and conflicts.

All these external features begin to disappear when the first grader emerges from the crisis and enters directly into junior school age.

Thus, both teachers and parents need to be patient. The less negative emotions they show when reacting to crisis manifestations of a child aged 6-7 years, the more likely it is that all problems will remain in this age period.

Speaking about the socio-psychological adaptation of children to school, one cannot help but dwell on the issue of adaptation to the children's team.

Typically, difficulties in this process arise for children who did not attend kindergarten, especially for only children in the family. If such children have not had sufficient experience interacting with peers, then they expect from classmates and teachers the same attitude to which they are accustomed at home.

Therefore, it often becomes stressful for them to change the situation when they realize that the teacher treats all the children equally, without condescension towards him or without highlighting him with their attention, and classmates are in no hurry to accept such children as leaders and are not going to give in to them.

After some time, the parents of such children, who have not had a variety of experience communicating with their peers, will be faced with their reluctance to go to school, as well as complaints that everyone is offending them, no one listens, the teacher does not like them, etc.

Parents need to learn how to respond adequately to such complaints. First of all, you need to show the child that he is understood, loved, you need to be able to sympathize without blaming anyone.

When the child calms down, you need to analyze with him the causes and consequences of the current situation and discuss how to behave in the future in a similar case.

Then you can move on to discussing how you can improve the situation now, what steps to take to make friends and win the sympathy of your classmates.

It is necessary to support the child in his attempts to cope with the difficulties that have arisen, to continue going to school, and to show sincere faith in his capabilities.

2.1.Health and adaptation to school.

The process of adaptation to school largely depends on the health of children. According to L. A. Wenger

There are three levels of adaptation to school learning:

1) High level of adaptation- a first-grader has a positive attitude towards school, perceives requirements adequately, perceives educational material easily, deeply and completely; solves complex problems; diligent, listens carefully to the teacher’s instructions and explanations; carries out instructions without unnecessary control; shows great interest in independent work; prepare for all lessons; occupies a favorable status position in the class.

The state of tension in the functional systems of the child’s body is compensated during the first academic quarter.

2) Average level of adaptation- a first-grader has a positive attitude towards school, visiting it does not cause negative experiences; understands educational material if the teacher presents it in detail and clearly; masters the main content of educational programs; independently solves typical problems; is concentrated only when he is busy with something interesting; carries out public assignments conscientiously; He is friends with many of his classmates. Impairments in well-being and health are more pronounced and can be observed during the first half of the year.

3) Low level of adaptation- a first-grader has a negative or indifferent attitude towards school, complaints about ill health are not uncommon; depressed mood dominates; violations of discipline are observed; understands the material explained by the teacher in fragments; independent work with the textbook is difficult; shows no interest when completing independent learning tasks; prepares for lessons irregularly, he needs constant monitoring, systematic reminders and encouragement from the teacher and parents; maintains efficiency and attention during extended rest breaks; He has close friends and only knows some of his classmates by last name.

At the same time, significant health problems increase from the beginning to the end of the school year.

Disruption of all functional systems of the child’s body, associated with changes in the usual lifestyle, is most evident during the first half of the year.

Almost all children at the beginning of school experience motor agitation or retardation, complaints of headaches, poor sleep, and loss of appetite. These negative reactions are all the more pronounced the sharper the transition from one period of life to another, and the less ready the body of yesterday’s preschooler is for this.

The severity and duration of the adaptation process depends on the child’s health status. Children who are healthy, with a normal level of functioning of all body systems and harmonious physical development, endure the period of entering school more easily and cope better with mental and physical stress.

The criterion for children’s successful adaptation to school can be favorable dynamics of performance and its improvement during the first half of the year, the absence of pronounced negative changes in health indicators and good assimilation of program material.

Among those who have difficulty adapting are children who have had a difficult neonatal period, who have suffered traumatic brain injuries, who are often and seriously ill, who suffer from various chronic diseases, and especially those who have neuropsychiatric disorders.

The general weakening of the child, any disease, both acute and chronic, delayed functional maturation, worsening the state of the central nervous system, cause more severe adaptation and cause decreased performance, high fatigue, lower academic performance, leading to further deterioration of health.

Healthy children, as a rule, tolerate changes in their usual lifestyle without much difficulty. Throughout the school year, they maintain good health, high, stable performance, and successfully master the program.

Currently, such children are small - 20-25%.

The rest have various health problems and not only functional, but also chronic diseases. The likelihood of an unfavorable process of adaptation in these children to the school regime and academic workload increases significantly.

During the first half of the year, unfavorable changes in the health status of first-graders are quite often observed, indicating steadily increasing fatigue and overwork. These changes are especially pronounced in children who are weakened and often ill.

An incorrect training schedule and an excessive amount of academic workload primarily affect the state of the child’s nervous system.

Children who enter first grade, already having certain deviations in the development of the nervous system, find themselves in an even more difficult situation. There are many such children, and their health deteriorates due to the worsening of existing disorders and the addition of new disorders.

Practice shows that during the adaptation process and especially during the first half of the year, the deterioration in the neuropsychic state of children is most pronounced.

This means that it is impossible to hide any violations of the child’s behavior - irritability, excessive excitability. It is impossible not to pay attention to lethargy, apathy, and tearfulness.

All these external manifestations of a child’s inappropriate behavior are most often associated with a violation of the functional state of the central nervous system, which requires correction, and sometimes with diseases that require treatment.

But such children always need special attention, a special approach and great patience from adults.

2.2. School maladaptation of the child.

The problem of difficulties in children's adaptation to the conditions of primary school is currently of high relevance. According to researchers, from 20 to 60% of primary schoolchildren have serious difficulties in adapting to school conditions. This problem is especially acute for children with mental retardation.

There are a significant number of children studying in public schools who, already in the primary grades, cannot cope with the curriculum and have difficulties in communication.

Any difficulties that arise in a child during school are called “school maladjustment.”

A child’s school maladjustment is a multifactorial phenomenon. These include shortcomings in preparing a child for school, social and pedagogical neglect; long-term and massive mental deprivation; somatic weakness; violation of the formation of school skills (dysgraphia, dyslexia); movement disorders; emotional disorders.

Under the influence of constant failures that go beyond the scope of educational activities themselves and extend to the sphere of relationships with peers, the child develops a feeling of his own low value and attempts to compensate for his own failure.

And since the choice of adequate means of compensation at this age is limited, self-actualization is often carried out to varying degrees by conscious opposition to school norms, implemented by violations of discipline, increased conflict, which, against the backdrop of interest in loss to school, is gradually integrated into an asocial personal orientation.

A child’s learning lag may be due to factors such as teaching methods, the personality of the teacher, parental assistance to the child, the atmosphere in the school and classroom, the child’s place in the relationship between children and teachers, and the personality of the child himself.

Such a factor of school failure as the child’s personal characteristics is also multifaceted. This includes the student’s position, the motivation for learning, the level of mental activity skills, the ability for voluntary regulation and self-organization, the level of health and performance, and the child’s intelligence.

Developmental delays and low school success rates are not the same thing. If there is a developmental delay, we can talk about the presence in the student’s development of delays in the maturation of intellectual, volitional, and motivational structures in comparison with the age norm. And school failure can be caused by the influence of the environment, teaching methods, student’s position, etc.

There are 4 main reasons leading to

School maladjustment:

1) Physical and mental fatigue. Ideally, a first-grader should be able to concentrate his attention on a lesson for 20-25 minutes, and for testing this time reaches a maximum of 10-15 minutes. After that, he automatically turns his attention to anything other than what the teacher is saying. In addition, a decrease in interest as the leading motive for cognitive activity - if interest decreases or falls to zero, the child becomes distracted and finds it difficult to concentrate again.

It is also difficult for emotional and active children to sit through lessons; for this they have to expend a lot of energy.

2) Poor contact between the child and the teacher.Any child at this age is very dependent on the good attitude of an adult towards him. A child needs to see and feel the love and care of an adult addressed to him. Then he considers himself safe, gladly makes contact and learns with pleasure and interest.

In terms of importance, the teacher comes first for the child. Her opinion and attitude towards him sometimes become even more important than the opinions of her parents.

If a child does not have mutual understanding with the teacher, this is a very serious problem both for the child himself, his parents, and for the teacher himself.

3) Difficulty communicating with peers.Particular attention should be paid to your desk neighbor. Not everyone, coming home from school, will tell their parents that they don’t like their deskmate. And it’s very difficult for a child that he is forced to sit at the same desk all day with a child he doesn’t like!

4) Fear of school.Most often, this fear is instilled in the child by adults themselves! As a rule, a 6-7 year old child wants to learn, he is ready for new forms of relationships with adults. Conversations about school among adults themselves or older brothers and sisters have an influence. Phrases like

• Just wait, you go to school, they will make a man out of you!
• I'll tell the teacher everything about your bad behavior!
• At school, no one will adapt to you, you will cry there!
• Just wait, just go to school, they will quickly teach you everything!

Such “admonitions”, other than negativity, carry nothing in themselves. As a result, a completely justified fear of school arises, which makes it difficult for the child to be included in school life and interferes with learning.

What signs can help an adult spot the signs of school maladjustment in time? Here are the main ones:

1. The child dramatically changes his behavior - he was choleric, he became phlegmatic.
2. My attitude towards school has changed - at first I wanted to study, but now I’m looking for various excuses not to go to class.
3. Doesn't like conversations about school life - moves them to another topic.
4. Comes home from school very tired or very excited.
5. Sleep and appetite are disturbed.
6. I started complaining about my health more often – my stomach hurts, my head hurts, I often get colds. Often, in this way, children try to stay home and not go to school.
7. By the weekend the mood improves, on Sunday evening or Monday morning it deteriorates, and the temperature may rise.
8. Becomes capricious, whiny, irritable.
9. Complains about bad attitude towards him at school - from the kids or the teacher - most often unfounded.

When these signs appear in a child’s behavior, parents should immediately inform the teacher, and he, in turn, the psychologist, in order to correct the maladjustment.

2.3. Prerequisites for successful adaptation to school.

A child’s adaptation to school depends on many circumstances. Understanding these circumstances, understanding these circumstances, understanding what exactly their influence is, how a unique individuality develops under the influence of these circumstances, will enable the teacher to approach the child correctly and help him, if necessary, overcome difficulties in getting used to school.

Let's consider the main prerequisites for successful adaptation to school.

1) Work with parents of future first-graders.

As mentioned above, parents have a great influence on the formation of their child’s attitude towards school. Therefore, it is advisable to work with a group of parents even in kindergarten, giving lectures at meetings about the importance of the child’s psychological preparation for school.

In the preparatory group of a kindergarten, a psychologist and speech therapist should identify the child’s level of school maturity 5-6 months before school. If any inconsistencies are detected, parents must jointly correct and eliminate the problem.

A good tradition in our school is a meeting of parents of future first-graders together with their children, where they can not only meet the teachers, but also inspect the school building from the inside, go into their future classroom, and watch the performances of those children who are already studying at school.

2) Creation of preparatory classes at the school.

Goals:

• To develop in the child a desire to study at school, the ability to carry out teacher assignments, to develop the ability to control one’s behavior, and the ability to interact culturally with peers;
• Teach your child basic reading and counting skills;
• Help the child develop mental processes: memory, attention, perception, thinking.
• With the help of educational games, develop attentiveness, the ability to reason, analyze, and develop cognitive activity.

Children attending such courses go to school without fear. They are already familiar with their peers, with the teacher, and are familiar with the requirements, so their adaptation is successful.

3) The teacher’s work with children in the process of adaptation.

This point is the third in sequence, but the most important in importance, because the final result of adaptation to school depends on the teacher.

• Creating a favorable atmosphere in the classroom so that the child feels safe and comfortable during lessons and in situations of interaction with the teacher and classmates.
• Strictly select and use special exercises in lessons that would help the child quickly enter the unusual world of school life.
• Use psychological game techniques and psychotechnical exercises to ease internal tension, get to know each other, and make friends.
• Involve a psychologist in the work and conduct trainings with children that teach them to restrain their desires, aggressiveness, and activity; explain how you can throw out excess energy without harming others and how to rest and recuperate after educational activities.
• In the first month, in addition to performing special exercises, you should discuss the following issues more than once:

What has changed in your life since entering school?

• What does it mean to be a schoolboy?
• Why do you need to study?
• What are the rules and principles of school life?
• How to behave in class and during breaks?
• Where is the school canteen? Library? Honey. cabinet? etc.
• How to prepare for lessons?
• How to work with the textbook?
• How to organize your workplace?

4) Teacher’s work with parents.

To overcome all possible difficulties in adapting a child to school, the teacher must equip parents with the necessary knowledge on this topic. It is optimal to do this in May, and remind about this again at the meeting at the end of August.

The most important thing is that the child must be sure that at home he is loved, respected and always ready to listen.

Conclusion.

Adaptation of a child to school is a long process associated with significant stress on all body systems when he adapts to new living conditions, new types of activities and new stresses.

Adaptation of a child to school is a kind of exam for parents, when they can clearly see all their shortcomings, inability to understand their child and help him.

Favorable adaptation depends on many factors, which I tried to explain as fully as possible in my work.

How adaptation to school goes will largely determine the little person’s future attitude towards school. Will it become a second home for him, where he will happily run in the morning with his briefcase?

In many ways, this depends not only on the child himself, but also on the conditions that his parents at home and the teacher in the classroom create for him.

A well-constructed system of education and upbringing will help the child cope with all difficulties and form a positive attitude towards new living conditions.

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With the beginning of educational activities, big changes appear in the child’s life. At this stage, his psyche may experience stress due to changes in lifestyle, new demands from parents and teachers.

Therefore, it is extremely important to monitor the general condition of the student and help him avoid difficulties in the process of adaptation to the school environment.

This article will discuss the concept of school maladaptation, its main causes, types of manifestation, and also provide recommendations for correction and prevention developed by psychologists and teachers.

School maladjustment does not have an unambiguous definition in science, because in every science, be it pedagogy, psychology and social pedagogy, this process is studied from a certain professional angle.

School maladjustment is a violation of the child’s adequate adaptation mechanisms to the school environment, affecting his educational productivity and relationships with the outside world. If we bypass scientific terminology, then in other words, school maladjustment is nothing more than a psychosomatic deviation that prevents a child from adapting to the school environment.

According to psychologists, schoolchildren who experience difficulties in adaptation may have problems mastering school material, resulting in low academic performance, as well as difficulties in forming social contacts both with peers and with adults.

The personal development of such children, as a rule, is delayed; they sometimes do not hear their “I”. Most often, younger schoolchildren face maladaptation, but in some cases, high school students as well.

As a rule, children with this kind of problems in primary school stand out from the entire team:

• emotional instability;
• frequent absence from school;
• sudden transitions from passivity to activity;
• frequent complaints of feeling unwell;
• lagging behind the curriculum.

High school children who have difficulty adapting are more likely to:

• - increased sensitivity, sudden outbursts of emotions;
• - the emergence of aggressiveness, conflicts with others;
• - negativism and protest;
• - manifestation of character through appearance;
• - can keep up with the curriculum.

Causes of school maladjustment

Psychologists studying the phenomenon of maladjustment identify the following among the main reasons:

• strong suppression by parents and teachers - (fear of failure, shame, fear of making mistakes);
• disorders of a somatic nature (weak immunity, diseases of internal organs, physical fatigue);
• poor preparation for school (lack of certain knowledge and skills, poor motor skills);
• poorly formed foundation of some mental functions, as well as cognitive processes (inadequately high or low self-esteem, inattention, poor memory);
• specifically organized educational process (complex program, special bias, fast pace).

Types of manifestation of school maladjustment

1. Cognitive– manifests itself as the student’s general poor performance. There may be chronic underachievement, lack of skills, fragmentary acquisition of knowledge. Lack of adaptation to the collective pace - being late for lessons, taking a long time to complete a task, getting tired easily.

2. Emotionally - evaluative– there are disturbances in the emotional attitude to individual lessons, teachers, and possibly to learning in general. “Fear of school” - anxiety, tension. Uncontrolled manifestation of violent emotions.

3. Behavioral– weak self-regulation, inability to manage one’s own behavior, conflict appears. Lack of study - manifests itself in a reluctance to do homework and a desire to engage in other activities.

Correction of maladjustment in school-age children

Currently, there is no unified method for solving problems with the adaptation of a schoolchild, since this problem includes several aspects of a child’s life. Here you need to take into account the medical, pedagogical, psychological and social aspects.

It is for this reason that it is necessary to understand the seriousness of this problem and solve it through qualified specialists.

Because the psychological help in resolving this issue is the main one; either a school psychologist or a private psychologist, or in some cases a psychotherapist, can work with a child experiencing difficulties.

Specialists, in turn, to determine methods for correcting school maladaptation, conduct a detailed study of the student’s life and identify the main points:

• learn in detail about the child’s social environment, the conditions of his development, collecting a detailed anamnesis;
• assess the level of psychophysical development of the child, taking into account his individual characteristics, conduct special tests appropriate to the child’s age;
• determine the nature of the student’s internal conflict leading to crisis situations;
• identify factors that provoke manifestations of signs of maladjustment;
• draw up a program of psychological and pedagogical correction, focusing specifically on the individual characteristics of a given child.

Teachers are also inextricably linked with the process of creating positive conditions for the student’s adaptation. It is necessary to focus on creating comfort in the lesson, a favorable emotional climate in the class, and to be more restrained.

But it is important to understand that without family support, the chances of developing positive dynamics are quite limited. That is why parents need to build friendly relationships with their children, encourage them more often, try to help and, of course, praise them. It is necessary to spend time together, play, come up with joint activities, and help develop the necessary skills.

If a child does not have a good relationship with a teacher at school or with peers (option), parents are advised to consider options for transferring to another school. There is a possibility that in another school the child will become interested in educational activities and will also be able to establish contacts with others.

Prevention of school maladjustment

In solving this problem, both correction methods and prevention methods should be comprehensive. Today, various measures are provided to help a child with maladjustment.

These are compensatory classes, social trainings, qualified consultations for parents, special correctional teaching methods that are taught to school teachers.

Adaptation to the school environment– the process is stressful not only for the child, but also for parents and teachers. That is why the task of adults at this stage of a child’s life is to try to help him together.

Here all efforts are devoted to only one important result - to restore the child’s positive attitude towards life, teachers and the educational activity itself.

With the advent of this, the student will develop an interest in lessons, perhaps in creativity and in others. When it is clear that the child has begun to experience joy in the school environment and the learning process, then school will cease to be a problem.

Savyonysheva Irina Vladimirovna,
primary school teacher
GBOU secondary school No. 254 of St. Petersburg

Entering school brings big changes to a child's life. During this period, his psyche experiences a certain load, as the child’s usual way of life changes sharply and the demands made by parents and teachers intensify. In this regard, adaptation difficulties may arise. The adaptation period at school usually ranges from 2 to 3 months. For some, full adaptation to school does not occur in the first year of study. Failures in educational activities, poor relationships with peers, negative assessments from significant adults lead to a tense state of the nervous system, the child’s self-confidence decreases, anxiety increases, which leads to school maladjustment. In recent years, considerable attention has been paid to the analysis of maladaptation that occurs in children in connection with the start of school. This problem attracts the attention of both doctors and psychologists and teachers.

In this article we will look at the actual concept of maladjustment, its causes, types and main manifestations; We will reveal in detail the clinical and psychological study of school maladjustment, and propose a method for determining the level of maladaptation of a first-grader; We will determine the direction and content of correctional work.

The concept of maladjustment.

The problem of maladaptation has long been studied in pedagogy, psychology and social pedagogy, but as a scientific concept, “school maladaptation” does not yet have an unambiguous interpretation. Let us dwell on the point of view that considers school maladaptation as a completely independent phenomenon.

Vrono M.Sh. “School maladaptation (SD) is understood as a violation of the adaptation of a student’s personality to the learning conditions at school, which acts as a particular phenomenon of a disorder in a child’s general ability to mentally adapt due to some pathological factors” (1984).

Severny A.A., Iovchuk N.M. “SD is the impossibility of schooling in accordance with natural abilities and adequate interaction of the child with the environment under the conditions imposed on this particular child by the individual microsocial environment in which he exists” (1995).

S.A. Belichev “School maladaptation is a set of signs indicating a discrepancy between the sociopsychological and psychophysiological status of a child and the requirements of the school learning situation, the mastery of which for a number of reasons becomes difficult or, in extreme cases, impossible.”

You can also use this definition:

Disadaptation- a mental state that arises as a result of a discrepancy between the sociopsychological or psychophysiological status of the child and the requirements of the new social situation.

The periods of education during which school maladaptation is most often recorded are identified:

Start of school (1st grade);

Transition from primary school to secondary school (5th grade);

Completion of high school (7th - 9th grades).

According to L.S. For Vygotsky, the time boundaries of age-related “crises” are comparable to two periods of education (1st grade and 7th - 8th grades), “... in which school failure is predominantly observed, and the increase in the number of those who failed to cope with learning in the 5th grade is due to , apparently, not so much ontogenetically-crisis, but rather psychogenic (“change of life stereotype”) and other reasons.”

Causes of school maladjustment.

Regardless of the definition, the main causes of school maladjustment are identified.

1. The general level of physical and functional development of the child, the state of his health, the development of mental functions. Based on psychophysiological characteristics, the child may simply not be ready for school.
2. Features of family education. This includes rejection of the child by the parents and overprotection of the child. The first entails a negative attitude of the child towards school, non-acceptance of norms and rules of behavior in the team, the second - the child’s inability to cope with school workloads, non-acceptance of regime issues.
3. The specifics of organizing the educational process, which does not take into account the individual differences of children and the authoritarian style of modern pedagogy.
4. Intensity of teaching loads and complexity of modern educational programs.
5. Self-esteem of a junior schoolchild and the style of relationships with close significant adults.

Types of school maladjustment

Currently, three main types of SD manifestations are considered:

1. Cognitive component of SD. Failure in learning according to programs appropriate to the child’s age (chronic underachievement, insufficiency and fragmentation of general educational information without systemic knowledge and learning skills).

2. Emotional-evaluative, personal component of SD. Constant violations of the emotional and personal attitude towards individual subjects, learning in general, teachers, as well as prospects related to study.

3. Behavioral component of SD. Systematically recurring behavioral disorders during the learning process and in the school environment (conflict, aggressiveness).

In the majority of children with school maladjustment, all three of these components can be clearly traced. However, the predominance of one or another component among the manifestations of school maladjustment depends, on the one hand, on the age and stages of personal development, and on the other, on the reasons underlying the formation of school maladaptation.

The main manifestations of school maladjustment

School maladaptation in a child has a number of manifestations. One or a combination of them gives an alarming signal to parents and teachers.

1.Unsuccessful learning, falling behind the school curriculum in one or more subjects.

2. General anxiety at school, fear of testing knowledge, public speaking and assessment, inability to concentrate in work, uncertainty, confusion when answering.

3. Violations in relationships with peers: aggression, alienation, increased excitability and conflict.

4. Violations in relationships with teachers, violations of discipline and disobedience to school norms.

5. Personality disorders (feelings of inferiority, stubbornness, fears, hypersensitivity, deceit, isolation, gloominess).

6. Inadequate self-esteem. With high self-esteem - the desire for leadership, touchiness, a high level of aspirations simultaneously with self-doubt, avoidance of difficulties. With low self-esteem: indecision, conformism, lack of initiative, lack of independence.

Any manifestation puts the child in difficult conditions and, as a result, the child begins to lag behind his peers, his talent cannot be revealed, and the socialization process is disrupted. Often in such conditions the foundation of future “difficult” teenagers is laid.

Clinical and psychological study of school maladjustment.

The causes of SD were studied through neurological and neuropsychological examinations.

One of the main factors contributing to the formation of SD is dysfunction of the central nervous system (CNS), which occurs as a result of various adverse effects on the developing brain. During the neurological examination, conversations were carried out with the child and his parents, an analysis of the pathology during pregnancy and childbirth in the child’s mother, the nature of his early psychomotor development, information about the diseases he had suffered, and a study of data from outpatient records. During a neuropsychological examination, the children were assessed for their general level of intellectual development and the degree of formation of higher mental functions: speech, memory, thinking. The neuropsychological study was based on A.R. Luria’s technique, adapted for childhood.

According to the results of the survey, the following causes of SD were identified:

1. The most common cause of SD was minimal brain dysfunction (MBD) and children with attention deficit hyperactivity disorder (ADHD).

2. Neuroses and neurotic reactions. The leading causes of neurotic fears, various forms of obsessions, somatovegetative disorders, acute or chronic traumatic situations, unfavorable family conditions, incorrect approaches to raising a child, difficulties in relationships with teachers and classmates.

3. Neurological diseases, including migraine, epilepsy, cerebral palsy, hereditary diseases, meningitis.

4. Children suffering from mental illness, including mental retardation (a special problem among first-graders, which was not diagnosed in preschool age), affective disorders, and schizophrenia.

The study showed the high informative value of complex neurological and neuropsychological research in objectifying the causes of school maladjustment. There is no doubt that the majority of children with SD require observation and treatment by a neurologist. Treatment of MMD and ADHD, which are the most common causes of SD, should be carried out in a comprehensive manner and necessarily include methods of psychotherapy and psychological and pedagogical correction.

Psychological maladjustment.

There is a problem of psychological maladjustment. It is associated with the peculiarities of the organization of the child’s mental processes. In a lesson, the child finds himself in a situation of maladaptation, since the child successfully completes tasks only in those conditions of performance to which his psyche is adapted. During the lesson, such children feel bad, because they are not ready to master knowledge in a regular lesson, and they are not able to fulfill the requirements.

Having considered the provisions of L.S. Vygotsky “every function in the cultural development of a child appears on the scene twice, on two levels: first - social, then - psychological, first between people as an interpsychic category, then within the child, as an intrapsychic category. This applies equally to voluntary attention, to logical memory, to the formation of concepts, to the development of the will... Behind all higher functions and their relationships there are genetically social relationships, real relationships between people,” we can also consider the process of formation of such psychological problems in children. The child’s psyche adapts to the existing type of interaction with adults (primarily with parents), i.e. the child’s voluntary mental processes are organized in such a way as to ensure the successful performance of his activities precisely in the conditions of existing social relationships.

Psychological problems of maladaptation of a child can be formed and facilitated by any individual lessons with him, if the methodology for conducting them differs significantly from lesson lessons.

To increase the effectiveness of learning, the focus is only on the individual characteristics of his personality (attention, perseverance, fatigue, timely comments, attracting attention, helping the child get organized, etc.). The child’s psyche adapts to such a learning process, and in conditions of mass learning in the classroom, the child cannot independently organize himself and needs constant support.

Overprotection and constant control of parents when doing homework often lead to psychological maladjustment. The child’s psyche adapted to such constant help and became maladapted in relation to the lesson relationship with the teacher.

Ensuring the comfort of learning plays an important role. From the point of view of psychologists, comfort is a psychophysiological state that arises in the process of a child’s life as a result of his interaction with the internal environment. Teachers consider comfort to be a characteristic of the organization of the school environment and educational activities of the student as a result of the realization of his abilities and capabilities, satisfaction from educational activities, and full communication with the teacher and peers. In the psychological pedagogical process, all participants experience positive emotions, which become the driving force behind the student’s behavior and have a beneficial effect on the learning environment and the child’s communicative behavior. If the emotion of rejection is constant for a first-grader, then he develops a persistent disappointment to school life in general.

Psychological maladaptation of children can develop during group classes, if there are too many playful moments in the classes, they are completely built on the child’s interest, allowing too free behavior, etc. Graduates of speech therapy kindergartens, preschool institutions, studying according to the methods of Maria Montessori, “Rainbow”. These children are better prepared, but almost all of them have problems adapting to school, and this is primarily caused by their psychological problems. These problems are formed by the so-called preferential training conditions - training in a class with a small number of students. They are accustomed to the increased attention of the teacher, expect individual help, and are practically unable to self-organize and focus on the educational process. We can conclude that if preferential conditions are created for children’s education for a certain period, then their psychological disadaptation to normal educational conditions occurs.

Children in situations of psychological maladaptation need the help of parents, teachers and psychologists.

Methodology for determining the level of maladjustment.

Modern psychologists offer various methods for determining the level of maladjustment in first-graders. One of the most interesting questionnaires is proposed by the methodology of L.M. Kovaleva and N.N. Tarasenko, addressed to primary school teachers. The questionnaire helps to systematize ideas about a child starting to study at school. It consists of 46 statements, 45 of which relate to possible options for a child’s behavior at school, and one concerns the participation of parents in upbringing.

Questionnaire questions:

1. Parents have completely withdrawn from their upbringing and almost never go to school.
2. When entering school, the child did not have basic academic skills.
3. The student does not know much of what most children of his age know (days of the week, fairy tales, etc.)
4. A first-grader has poorly developed small arm muscles (has difficulty writing)
5. The student writes with his right hand, but according to his parents, he is retrained left-handed.
6. A first grader writes with his left hand.
7. Often moves his hands aimlessly.
8. Blinks frequently.
9. The child sucks his fingers or hand.
10. The student sometimes stutters.
11. He bites his nails.
12. The child is small in stature and has a fragile build.
13. The child is clearly “homey”, loves to be petted, hugged, and needs a friendly environment.
14. The student loves to play and even plays in class.
15. One gets the impression that the child is younger than others, although he is the same age as them.
16. The speech is infantile, reminiscent of the speech of a 4*5 year old child.
17. The student is excessively restless in class.
18. The child will quickly come to terms with failures.
19. Loves noisy, active games during recess.
20. Cannot concentrate on one task for long. Always tries to do everything quickly, without caring about quality.
21. After a physical break or an interesting game, it is impossible to get a child ready for serious work.
22. The student experiences failure for a long time.
23. When unexpectedly asked by a teacher, he often gets lost. If you give him time to think about it, he may answer well.
24. It takes a very long time to complete any task.
25. He does his homework much better than his class work (a very significant difference compared to other children).
26. It takes a very long time to switch from one activity to another.
27. The child often cannot repeat the simplest material after the teacher, although he demonstrates excellent memory when it comes to things that interest him (he knows the brands of cars, but cannot repeat a simple rule).
28. A first grader requires constant attention from the teacher. Almost everything is done after a personal request “Write!”
29. Makes many mistakes when copying.
30. To be distracted from a task, the slightest reason is enough (a door creaked, something fell, etc.)
31. Brings toys to school and plays in class.
32. The student will never do anything beyond the required minimum, do not strive to learn or tell something.
33. Parents complain that it is difficult for them to sit their children down for homework.
34. It seems that the child feels bad in class and only comes to life during breaks.
35. The child does not like to make any effort to complete tasks. If something doesn’t work out, he gives up and finds excuses for himself (stomach hurts).
36. The child does not look very healthy (thin, pale).
37. By the end of the lesson, he works worse, is often distracted, and sits with an absent look.
38. If something doesn’t work out, the child gets irritated and cries.
39. The student does not work well under limited time. If you rush him, he may completely switch off and quit work.
40. The first grader often complains of headaches and fatigue.
41. A child almost never answers correctly if the question is posed in a non-standard way and requires intelligence.
42. The student's answer becomes better if there is support for external objects (counting fingers, etc.).
43. After explanation by the teacher, he cannot complete a similar task.
44. The child finds it difficult to apply previously learned concepts and skills when the teacher explains new material.
45. A first-grader often answers not to the point and cannot highlight the main thing.
46. It seems that it is difficult for the student to understand the explanation because the basic concepts and skills have not been formed.

Using this method, the teacher fills out an answer form in which the numbers of behavior fragments characteristic of a particular child are crossed out.

Question no.	abbreviation for behavior factor	transcript
		parental attitude
		unpreparedness for school
		left-handedness
7,8,9,10,11		neurotic symptoms
		infantilism
		hyperkinetic syndrome, excessive disinhibition
		inertia of the nervous system
		insufficient voluntariness of mental functions
		low motivation for educational activities
		asthenic syndrome
41,42,43,44,45,46		intellectual disability

During processing, the number crossed out on the left is 1 point, on the right - 2 points. The maximum amount is 70 points. The maladjustment coefficient is calculated using the formula: K=n/ 70 x 100, where n is the number of points of a first-grader. Analysis of the results obtained:

0-14 - corresponds to the normal adaptation of a first-grader

15-30 - indicates an average degree of maladjustment.

Above 30 indicates a serious degree of maladjustment. If the score is above 40, the student usually needs to consult a neuropsychiatrist.

Corrective work.

Scientific studies have shown that in each class there are approximately 14% of children who have difficulties during the adaptation period. How to help these children? How to build correctional work with maladjusted children? To solve the problem of school maladjustment of a child in social and pedagogical activities The parent, the psychologist, and the teacher must all be involved.

Psychologist, based on the identified specific problems of the child, makes individual recommendations for corrective work with him.

Parents it is necessary to maintain control over his assimilation of educational material and an individual explanation at home of what the child missed in class, since psychological maladaptation manifests itself primarily in the fact that the child cannot effectively assimilate educational material in class, therefore, his psyche has not yet adapted to the conditions lesson, it is important to prevent its pedagogical lag.

Teacher creates a situation of success in the lesson, comfort in the lesson situation, helps to organize a student-oriented approach in the class. He should be restrained, calm, emphasize the merits and successes of children, and try to improve their relationships with peers. It is necessary to create a trusting, sincere emotional environment in the classroom.

Adult participants in the educational process - teachers and parents - play an important role in ensuring the comfort of learning. The personal qualities of the teacher, the preservation of close emotional contacts between children and close adults, the friendly constructive interaction between the teacher and parents are the key to the creation and development of a general positive emotional background of relationships in a new social space - at school.

Cooperation between teacher and parents ensures a decrease in the child’s anxiety level. This makes it possible to make the adaptation period for first-graders short.

1. Pay more attention to the child: observe, play, advise, but educate less.

2. Eliminate the child’s insufficient preparedness for school (underdeveloped fine motor skills - consequence: difficulties in learning to write, undeveloped voluntary attention - consequence: it is difficult to work in class, the child does not remember, misses the teacher’s assignments). Necessary pay more attention to the development of imaginative thinking: drawings, design, modeling, appliqué, mosaic.

3. Inflated expectations of parents create low self-esteem and self-doubt. The child’s fear of school and of his parents increases for his failure and inferiority, and this is the path to chronic failure and developmental inhibition. Any real success must be assessed sincerely and without irony by parents.

4. Do not compare the child’s mediocre results with the achievements of other, more successful students. You can compare a child only with himself and praise him only for one thing: improving his own results.

5. The child needs to find an area where he could realize his demonstrativeness (clubs, dancing, sports, drawing, art studios, etc.). In this activity, ensure immediate success, attention, and emotional support.

6. Emphasize, highlight as extremely significant the area of ​​activity where the child is more successful, thereby helping to gain faith in himself: if you learn to do this well, then you will gradually learn everything else.

7. Remember that any emotional manifestations on the part of an adult, both positive (praise, kind words) and negative (shouting, remarking, reproaches) serve as reinforcement that provokes demonstrative behavior in the child.

Conclusion.

Adaptation to school is a multifaceted process. SD is a very common phenomenon among primary school students. In case of successful adaptation to school, the leading activity of the primary school student gradually becomes educational, replacing play. In case of maladaptation, the child finds himself in an uncomfortable state, he literally excludes himself from the educational process, experiences negative emotions, blocks cognitive activity, and, ultimately, slows down his development.

Therefore, one of the main tasks for ensuring the successful course of the child’s adaptation period for the teacher is to ensure continuity in the development of abilities, skills and methods of activity, to analyze the developed skills and determine, if necessary, the necessary correction paths.

With the correct identification of the specific individual problems of a maladjusted child and the joint efforts of the psychologist, teacher and parents, changes in the child are sure to occur and he really begins to adapt to the learning conditions at school.

The most important result of assistance is to restore the child’s positive attitude towards life, towards everyday school activities, towards all persons involved in the educational process (child - parents - teachers). When learning brings joy to children, then school is not a problem.

Glossary.

7. Hyperkinetic syndrome is a disorder characterized by impaired attention, motor hyperactivity and impulsive behavior.

Literature.

1. Barkan A.I. Types of adaptation of first-graders / Pediatrics, 1983, No. 5.
2. Vygotsky JI.C. Collected works in 6 volumes. - M., 1984. T.4: Child psychology.
3. Vostroknutov N.V., Romanov A.A. Social and psychological assistance to difficult-to-educate children with developmental and behavioral problems: principles and means, game methods of correction: Method, recommendations. - M., 1998.
4. Dubrovina I.V., Akimova M.K., Borisova E.M. and others. Workbook of a school psychologist / Ed. I.V. Dubrovina. M., 1991.
5. Magazine “Primary School”, No. 8, 2005
6. Gutkina N.I. Psychological readiness for school. - M.: NPO "Education", 1996, - 160 p.