The concept of school difficulties as a manifestation of school maladaptation.
The process of restructuring the behavior and activities of the child in a new social situation at school is usually called adaptation to school. Criteria her success consider good academic performance, assimilation of school norms of behavior, absence of problems in communication, emotional well-being. A high level of school adaptation is also evidenced by well-developed learning motivation, a positive emotional attitude towards school, and good voluntary regulation.
In recent years, in the literature devoted to the problems of primary school age, the concept of maladaptation. The term itself is borrowed from medicine and means violations of human interaction with the environment.
V.E. Kagan introduced the concept of "psychogenic school maladaptation", defining it as "psychogenic reactions, psychogenic illnesses and psychogenic formations of the child's personality that violate his subjective and objective status in school and family and hinder the educational process." This allows us to single out psychogenic school maladjustment as “an integral part of school maladjustment in general and differentiate it from other forms of maladaptation associated with psychosis, psychopathy, non-psychotic disorders due to organic brain damage, hyperkinetic syndrome of childhood, specific developmental delays, mild mental retardation, analyzer defects, etc.”
However, this concept did not bring significant clarity to the study of the problems of younger schoolchildren, since it combined both neurosis as a psychogenic illness of the personality and psychogenic reactions, which can be variants of the norm. Despite the fact that the concept of "school maladjustment" is quite common in the psychological literature, many researchers note its insufficient development.
It is quite correct to consider school maladjustment as a more particular phenomenon in relation to general socio-psychological maladjustment, in the structure of which school maladaptation can act both as a consequence and as a cause.
T.V. Dorozhevets proposed a theoretical model school adaptation, including three areas: academic, social and personal. Academic adaptation characterizes the degree of acceptance of educational activities and the norms of school life. The success of a child's entry into a new social group depends on social adaptation. Personal adaptation characterizes the level of acceptance by the child of his new social status (I am a schoolboy). School maladaptation considered by the author as result dominance of one three fixture styles to new social conditions: accommodation, assimilation and immature. accommodation style manifests itself in the child's tendency to completely subordinate his behavior to the requirements of the school. AT assimilation style reflects his desire to subordinate the surrounding school environment to his needs. Immature style adaptation, due to mental infantilism, reflects the inability of the student to reorganize in a new social situation of development.
The predominance of one of the adaptation styles in a child leads to violations in all areas of school adaptation. At the level of academic adaptation, there is a decrease in academic performance and learning motivation, a negative attitude towards school requirements. At the level of social adaptation, along with a violation of the constructiveness of behavior at school, there is a decrease in the status of the child in the peer group. At the level of personal adaptation, the ratio of "self-esteem - the level of claims" is distorted, and an increase in school anxiety is observed.
Manifestations of school maladjustment.
School maladaptation is the education of the child inadequate mechanisms of adaptation to school in the form of violations of educational activity and behavior, the appearance of conflict relations, psychogenic diseases and reactions, an increase in the level of anxiety, distortions in personal development.
E.V. Novikova connects the occurrence of school maladaptation with the following reasons:
- lack of formation of skills and methods of educational activity, leading to a decrease in academic performance;
- unformed motivation for learning (some schoolchildren retain a preschool orientation to the external attributes of the school);
- inability to arbitrarily control their behavior, attention;
- inability to adapt to the pace of school life due to the peculiarities of temperament.
- negative emotional attitude to school;
- high persistent anxiety;
- increased emotional lability;
- low performance;
- motor disinhibition;
- Difficulty communicating with teachers and peers.
- fear of not completing school assignments, fear of the teacher, comrades;
- feeling of inferiority, negativism;
- withdrawing into oneself, lack of interest in games;
- psychosomatic complaints;
- aggressive actions;
- general lethargy;
- excessive shyness, tearfulness, depression.
According to various sources, from 10% to 40% children experience serious problems in adapting to school and for this reason need psychotherapy. There are significantly more maladjusted boys than girls, their ratio is from 4:1 to 6:1.
Causes of school maladjustment.
School maladaptation occurs for many reasons. There are four groups of factors contributing to its emergence.
First group factors associated with the peculiarities of the learning process itself: the saturation of programs, the fast pace of the lesson, the school regime, the large number of children in the class, the noise at breaks. The maladjustment caused by these reasons is called didactogeny, it is more susceptible to children who are physically weakened, slow due to temperament, pedagogically neglected, with a low level of development of mental abilities.
Second group associated with teacher misbehavior. in relation to students, and the variant of maladjustment in this case is called didascalogeny. This type of maladaptation often manifests itself in primary school age, when the child is most dependent on the teacher. Rudeness, tactlessness, cruelty, inattention to the individual characteristics and problems of children can cause serious disturbances in the child's behavior. To the greatest extent, the emergence of didaskalogeny is facilitated by the authoritarian style of communication between the teacher and the children.
According to M.E. Zelenova, adaptation process in first grade goes more successfully with a personality-oriented type of interaction between the teacher and students. Children develop a positive attitude towards school and learning, neurotic manifestations do not increase. If the teacher is focused on the educational and disciplinary model of communication, adaptation in the classroom is less favorable, contact between the teacher and the student becomes more difficult, which sometimes leads to complete alienation between them. By the end of the year, negative personal symptom complexes are growing in children: distrust of themselves, feelings of inferiority, hostility towards adults and children, and depression. There is a decrease in self-esteem.
B. Phillips considers various school situations as a factor of social and educational stress and a threat to the child. A child usually associates social threat with rejection, hostility from teachers and classmates, or a lack of friendliness and acceptance on their part. The educational threat is associated with a premonition of psychological danger in educational situations: the expectation of failure in the lesson, the fear of punishment for failure by parents.
Third group factors associated with the child's experience of being in preschool institutions. Most children attend kindergarten, and this stage of socialization is very important for adaptation at school. However, in itself, the child's stay in kindergarten does not guarantee the success of his entry into school life. Much depends on how well he managed to adapt to preschool.
Disadaptation of a child in kindergarten, if special efforts have not been made to eliminate it, “transfers” to school, while the stability of the maladjustment style is extremely high. It can be said with some certainty that a child who is shy and timid in kindergarten will be the same in school, the same can be said about aggressive and overly excitable children: their characteristics are likely to only worsen in school.
The most reliable harbingers of school maladjustment include the following features of the child, which manifest themselves in kindergarten conditions: aggressive behavior in the game, low status in the group, socio-psychological infantilism.
According to a number of researchers, children who did not attend kindergarten or any circles and sections before school experience great difficulties in adapting to the conditions of school life, to the peer group, since they have only little experience of social communication. Kindergarten children have lower rates of school anxiety, they are more calm about conflicts in communication with peers and teachers, and behave more confidently in a new school environment.
Fourth group factors contributing to the emergence of maladaptation, associated with the peculiarities of family education. Since the influence of the family on the psychological well-being of the child at school is very large, it is advisable to consider this problem in more detail.
Methods to determine the causes of maladaptation of younger students:
1. Drawing of a person, drawing "Non-existent animal", drawing of a family, "Forest school" and other projective drawings
2. Eight-color test by M. Luscher
3.Children's apperceptive test -CAT, CAT-S
4. Tests of school anxiety
5. Sociometry
6. Questionnaire for determining the level of school motivation Luskanova
adaptability- this is the ability to adapt, for different people it is different and reflects the level of both innate and acquired qualities of a person in life.
The admission of a child to school is a turning point in his socialization, it brings with it serious tests of his adaptive capabilities. Virtually no child has a smooth transition from preschool childhood to schooling. A new team, a new regime, a new activity, a new nature of relationships require new forms of behavior from the baby.
Many schoolchildren are characterized by unstable adaptation to new conditions. Today, the concept of "school maladaptation" or "school inadaptation" is quite widely used in psychological and pedagogical science and practice. These concepts define any difficulties, violations, deviations that a child has in his school life.
Under school maladjustment, we mean only those violations and deviations that occur in a child under the influence of school, school influences or provoked by educational activities, educational failures.
The irrational organization of the educational process has the greatest maladaptive effect on initially vulnerable children: the school, according to an ingrained tradition, continues to ignore those natural and regular differences in health status, psychophysical development, and adaptive abilities that characterize the children entering it and studying. By creating formally equal conditions for all schoolchildren - a single regime, uniform educational programs, uniform requirements for knowledge, skills and abilities, the school initially creates a deep actual inequality between them. Inequality - both in learning outcomes and in the price that will be paid for these results.
The pedagogical reasons for school maladjustment of children at risk include:
1. The discrepancy between the school regime and sanitary and hygienic conditions for teaching the psychophysiological characteristics of children. Most children at risk are characterized by increased fatigue, rapid exhaustion of the central nervous system, and a tendency to pathological reactions to excessive loads. The normatively defined occupancy of ordinary classes carries an unbearable amount of irritants for many children. The normative regimen of an ordinary school day, determined by the schedule of lessons, the alternation of work and rest, does not correspond to their characteristics.
The overwhelming majority of children in the risk group have unfavorable dynamics of working capacity during the school day, school week and school year. There is a noticeable increase in signs of health problems (complaints of fatigue, headache, poor appetite, sleep disturbance, etc.). Teachers complain about the behavior of such children in the classroom: they are constantly distracted, do not listen to explanations, and are restless. Meanwhile, this is only a reaction to overwhelming demands, a way to protect the body from overwork, exhaustion.
2. The discrepancy between the pace of educational work and the capabilities of children at risk. They are 2-3 times behind their peers in terms of the pace of activity; in ordinary classes they do not have time to comprehend and understand the explanation. When the pace of explanation of the material does not correspond to the ability to comprehend it, the process of assimilation proceeds with the loss of a number of links. As a result, knowledge is not assimilated or acquired incorrectly. Children have internal discomfort caused by a situation of misunderstanding, difficulties, mistakes in performing tasks, this injures children.
3. The nature of training loads. The pace of learning in a regular class, which does not correspond to the characteristics of children at risk: at the most important and crucial stage of learning - when explaining new material - they do not have time to understand it, then, naturally, the consolidation stage becomes in fact the consolidation of incorrect knowledge, an exercise in the wrong way of acting . The teacher, as a rule, does not have time to correct this in the classroom. Weak students in ordinary classes work productively in the lesson for no more than 10-15 minutes, the rest of the time they are busy formally. The pedagogical efficiency of study time is zero. Not keeping up with the pace of the class, these children are looking for and mastering workarounds - cheating, hoping for a hint, getting used to doing extraneous things.
4. The predominance of negative evaluative stimulation. Children at risk in a regular class, for objective reasons, find themselves in the least favorable situation: they receive the greatest number of comments, negative assessments from the teacher. This is understandable - they work more slowly, think worse, make more mistakes. Convinced that the efforts that they initially make to earn the approval, praise of the teacher, do not give results, that they cannot afford to become on a par with other children, they lose hope of success. Increased anxiety, fear of censure and a bad mark become constant companions, contributing to the development and deepening of painful reactions. All this becomes a brake on the way to mastering knowledge.
Classmates very soon begin to treat such children with disdain: they do not want to be friends with them, to sit at the same desk. These little "outcasts" inevitably increase the feeling of inner discomfort, inferiority, inferiority. The consequences of these changes, which are not realized by teachers, turn out to be extremely unfavorable for their social development, for learning and, in particular, for health.
5. Conflict relations in the family arising from educational failures of schoolchildren. When a child enters school, his/her consistency in the status of a student, the discussion of grades and value judgments of the teacher determine the nature of the child's communication with parents. If he does not meet the expectations of his parents, and his academic success, his behavior at school does not correspond to their claims, the nature of family relations undergoes significant changes. Negative assessments of behavior and learning activities by the teacher become a source of conflict. There are rare cases when parents try to help the child overcome difficulties, smooth out negative school impressions, discomfort and dissatisfaction. In the overwhelming majority of cases, adults act in the exact opposite way: with the tacit consent of the teacher, they use various forms of censure and punishment of the child: they threaten, cancel the promise, scold, deprive them of meetings with friends. Family discord contributes to the gradual alienation of the child from home and parents, becomes an additional source of trauma, new mental deviations.
These factors of school maladjustment are convincing: its source is the school environment, the demands that it makes on a student who is not able to respond to them without harming himself. In this case, the very concept of school maladjustment is defined as a violation of the balance, harmonious relations between the child and the school, in which the child suffers.
Types of adaptive disorders in primary school age.
Often in school life there are cases when balance, harmonious relations 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 disadaptation are manifested at the social (pedagogical), psychological and physiological levels, reflecting the child's response to environmental aggression and protection from this aggression. Depending on the level at which adaptation disorders are manifested, one can speak of risk states of school maladaptation.
If primary adaptation disorders are not eliminated, then they spread to deeper "floors" - psychological and physiological.
Pedagogical level of maladaptation.
This is the most obvious and perceived level by teachers. He reveals himself to be the problems of the child in learning and in the development of a new social role for him as a student. With an unfavorable development of events for the child, his primary difficulties in learning develop into gaps in knowledge, a lag in mastering the material in one or more subjects, partial or general poor progress, and, as a possible extreme case, into refusal of educational activities.
In terms of mastering the new role of a “student”, negative dynamics can be expressed in the fact that the initial tension in the child’s relationship with teachers and parents, based on academic failure, can develop into misunderstanding, into episodic and systematic conflicts, and as an extreme case, into a break in personality. relationships that are significant to him.
Psychological level of maladaptation.
Failure in educational activities, trouble in relations with personally significant people cannot leave a child indifferent: they negatively affect a deeper level of his individual organization - psychological, affect the formation of the character of a growing person, his life attitudes. First, the child has a feeling of anxiety, insecurity, vulnerability in situations related to educational activities: he is passive in the lesson, tense, constrained when answering, cannot find something to do during the break, prefers to be near the children, but does not come into contact with them , easily cries, blushes, gets lost even at the slightest remark from the teacher.
But gradually, the initial tension is reduced due to a change in attitude towards learning activities, which are no longer considered significant. Various defensive reactions are manifested and consolidated: in the classroom, such a student is constantly distracted, looks out the window, and is engaged in extraneous matters. And since the choice of ways to compensate for the need for success among younger students is limited, self-affirmation is often carried out by counteracting school norms, violations of discipline: the child is disobedient, violates discipline in the classroom, quarrels with classmates during the break, prevents them from playing, outbursts of irritation, anger. As they grow older, the protest manifests itself in the fact that the student seeks, finds and asserts himself in some other type of activity.
Physiological level of maladjustment.
The influence of school problems on the health of a child is most studied today, but at the same time, it is least of all realized by teachers. But it is here, at the physiological level, the deepest in the organization of a person, that experiences of failure in educational activities, the conflicting nature of relationships, an exorbitant increase in time and effort spent on learning are closed.
In children who have crossed the threshold of the school, already in the first grade there is a distinct increase in deviations in the neuropsychic sphere, visual impairment, posture and foot disorders, diseases of the digestive system.
In order for the adaptation period to be successful, parents and teachers need to follow some recommendations:
The process of adaptation of the child largely depends on the situation in the classroom, on how interesting, comfortable, safe he feels during the lessons, in situations of interaction with the teacher and classmates;
The teacher should take care of the selection and use of special exercises in the lessons that help children quickly enter the world of school life that is unusual for them, master the new social position of the student;
Use game exercises, with the help of which a friendly atmosphere and constructive interaction are created in the classroom, allowing children to ease internal tension, get to know each other, and make friends.
The teacher should explain how to “splash out” excess energy without harm to others and how to relax and fully recuperate after learning activities.
The concept of school maladaptation.
Prerequisites for school maladaptation.
Situational, environmental and pedagogical factors of school maladjustment, their characteristics, taking into account the age stages of personality development. Individual prerequisites for the development of adaptive disorders. Typical variants of adaptive disorders at different age stages of children's development.
Children at risk of school maladjustment in accordance with the main types of disorders, relationships, activities and health of children in the conditions of schooling. Pedagogical, psychological, physiological levels of school maladaptation.
Pedagogical criteria for assessing the nature of school adaptation and maladaptation.
Basic concepts: adaptation, affect, disadaptation. Children at risk, factors of school maladaptation.
Leading ideas:
Adaptability depends on the physical, psychological, moral health of a person.
In order to determine the optimal school regime for the child, the form of education, the teaching load, the teacher needs to know, take into account and correctly assess the adaptive capabilities of the child at the stage of his admission to school.
1.3. School maladjustment as a pedagogical phenomenon
1. The concept of adaptation Adaptation (lat.abapto-I adapt). Adaptability, the ability to adapt in different people is different. It reflects the level of both innate and acquired in the course of life qualities of the individual. In general, there is a dependence of adaptability on the physical, psychological, moral health of a person.
Unfortunately, children's health indicators have been declining in recent decades. The prerequisites for this phenomenon are:
1) violation of the ecological balance in the environment.
2) the weakening of the reproductive health of girls, the physical and emotional overload of women,
3) the growth of alcoholism, drug addiction,
4) low culture of family education,
5) insecurity of certain groups of the population (unemployment, refugees),
6) shortcomings in medical care,
7) imperfection of the system of preschool education.
Czech scientists I. Langmeyer and Z. Mateychek distinguish the following types of mental deprivation:
motor deprivation (chronic physical inactivity leads to emotional lethargy);
sensory deprivation (insufficiency or monotony of sensory stimuli);
emotional (maternal deprivation) - it is experienced by orphans, unwanted children, abandoned.
The educational environment is of the greatest importance in early preschool childhood.
The child's entry into school is the moment of his socialization.
In order to determine the optimal preschool age for a child, regimen, form of education, teaching load, it is necessary to know, take into account and correctly assess the adaptive capabilities of the child at the stage of his admission to school.
Indicators of a low level of adaptive abilities of a child can be:
deviations in psychosomatic development and health;
insufficient level of social and psychological and pedagogical readiness for school;
lack of formation of psychophysiological and psychological prerequisites for educational activity.
Let's look at each indicator specifically.
Over the past 20 years, the number of children with chronic pathology has more than quadrupled. The majority of poorly performing children have somatic and mental disorders, they have increased fatigue, reduced performance;
signs of insufficient social and psychological and pedagogical readiness for school:
a) unwillingness to go to school, lack of educational motivation,
b) insufficient organization and responsibility of the child; inability to communicate, behave appropriately,
c) low cognitive activity,
d) limited horizons,
e) low level of speech development.
3) indicators of the lack of formation of psychophysiological and mental prerequisites for educational activity:
a) unformed intellectual prerequisites for educational activity,
b) underdevelopment of voluntary attention,
c) insufficient development of fine motor skills of the hand,
d) unformed spatial orientation, coordination in the “hand-eye” system,
e) low level of development of phonemic hearing.
2Children at risk.
Individual differences between children, due to varying degrees of development of aspects of their individuality that are significant for adaptation, different health conditions, appear from the very first days of being at school.
1 group of children - entry into school life occurs naturally and painlessly. Quickly adapt to the school regime. The process of learning goes against the backdrop of positive emotions. High level of social qualities; high level of development of cognitive activity.
Group 2 children - the nature of adaptation is quite satisfactory. Individual difficulties may arise in any of the areas of school life that is new to them; over time, the problems are smoothed out. Good preparation for school, a high sense of responsibility: they quickly get involved in educational activities, successfully master the educational material.
3 group of children - working capacity is not bad, but noticeably decreases by the end of the day, week, there are signs of overwork, malaise.
Cognitive interest is underdeveloped, appears when knowledge is given in a playful, entertaining way. Many of them do not have enough study time (at school) to master knowledge. Almost all of them additionally work with their parents.
4th group of children - difficulties of adaptation to school are clearly manifested. The performance is reduced. Fatigue builds up quickly inattention, distractibility, exhaustion of activity; uncertainty, anxiety; problems in communication, constantly offended; most of them have poor performance.
Group 5 children - adaptation difficulties are pronounced. The performance is low. Children do not meet the requirements of regular classes. Socio-psychological immaturity; persistent difficulties in learning, lagging behind, poor progress.
6th group of children - the lowest stage of development.
Children of groups 4-6, to varying degrees, are in a situation of pedagogical risk of school and social maladaptation.
Factors of school maladaptation
School maladaptation - "school inadaptation" - any difficulties, violations, deviations that a child has in his school life. “Socio-psychological maladaptation” is a broader concept.
Pedagogical factors leading to school maladaptation:
discrepancy between the school regime and the sanitary and hygienic conditions of teaching the psychophysiological characteristics of children at risk.
the discrepancy between the pace of learning work in the lesson and the learning opportunities of children at risk lag behind their peers by 2-3 times in terms of the pace of activity.
extensive nature of training loads.
the predominance of negative evaluative stimulation.
Conflict relations in the family, arising from the educational failures of schoolchildren.
4. Types of adaptation disorders
1) the pedagogical level of school maladjustment of the problem in teaching),
2) the psychological level of school maladjustment (feeling of anxiety, insecurity),
3) the physiological level of school maladaptation (the negative impact of school on children's health).
Seminar session
Problems of school failure in the theory and practice of teaching.
Practical lesson
Manifestation of school disadaptation.
The system of psychological and pedagogical correction of pedagogical neglect.
Independent work of students
Preparation of reports on the problem of school maladaptation.
Questions for self-control
Reveal the prerequisites for school maladaptation.
What are the indicators of a low level of adaptive capacity of the child.
What pedagogical factors can lead to school maladaptation.
what measures of corrective and preventive work with children at risk can you suggest to eliminate adaptive disorders.
Literature for independent work
Zaitseva, A.D. and others. Correctional pedagogy, [Text] - Rostov n / D. - 2003.-S. 79-121.
Correctional Pedagogy in Primary Education [Text] / Ed. G.F. Kumarina. - M., 2003. - p.17-48.
Kulagina, I.Yu. The personality of a schoolchild from mental retardation to giftedness. [Text] - M., 1999.- p.107-122, 157-168.
Shevchenko S.G. Correction-developing training. [Text] - M., 1999. - p.8-26.
There are various types, forms and levels of school maladaptation. Consider school maladjustment as a violation of the interaction between the personality of the child and the school environment.
T. D. Molodtsova proposed her own classification of the types of school maladaptation, based on common causes, age characteristics and the severity of maladaptive states:
- · species are considered according to "institutions" where maladaptation has occurred: school, family, group;
- By age characteristics - preschool, younger schoolchildren, adolescent, adolescent, etc .;
- By severity: difficult to educate, pedagogically neglected, juvenile delinquents and juvenile delinquents;
- The difference between the types of maladaptation: pathogenic, psychological, psychosocial, socio-psychological (or socio-pedagogical) and social.
Due to the fact that there are some differences in understanding the causes of school maladjustment, there are certain terminological differences.
N.G. Luskanova identifies three forms of maladaptation.
Psychological school maladaptation. It is based on internal factors (asynchrony in development, pathology of upbringing, etc.).
School phobia (or school neurosis). It consists in the predominance of inadequate ways of responding to school situations.
Didactogenic neurosis, as a result of a violation of relations in the teacher-student system.
The degree of severity of the disaptation process may be different depending on the degree of complexity of the psychotraumatic situation. Depending on this, 5 groups of school maladaptation are distinguished with their inherent external characteristics:
Groups of school maladaptation
Group 1. (Conditionally called the norm). It includes children without obvious signs of maladaptation. They are distinguished by:
- a) the level of intelligence corresponding to the norm, which helps them to cope well with school workloads;
- b) the actual absence of problems in the sphere of interpersonal relations;
- c) the absence of complaints about the deterioration of health;
- d) the absence of antisocial forms of behavior.
During the period of primary education, these children adapt successfully.
Group 2. (Risk group). Children of this group usually cope well with the academic load, do not show visible violations of social behavior. As a result, they are difficult to detect.
A psychological indicator of belonging to this group is a violation of the sphere of communication. Low self-esteem with an increased level of school motivation, as well as more frequent diseases, can serve as a signal for differentiation of children in this group. The well-being of this group will largely depend on the emotional and psychological climate in the educational team.
Group 3. (Unstable school maladaptation).
Children of this group are distinguished primarily by the fact that they cannot successfully cope with the academic load. Failure in this case entails a violation of the process of socialization. This is accompanied by a significant change in the psychosomatic health of children and serious problems in the field of interpersonal relationships, such as:
- a) falling ill in critical situations, especially at the end of a term or during intense academic work;
- b) low culture of organizing one's own activities, high tension, anxiety;
- c) high conflict, unproductive communication.
Group 4. (Sustained school maladjustment) In children of this group, asocial behavior is added to school failure. They are characterized by:
- a) constant readiness to leave productive activity;
- b) provocations during the educational situation, disruption of lessons, demonstrative refusals to perform any work;
- c) mood swings and performance and low culture of organization and discipline.
Group 5. (Pathological disorders).
Children of this group have both obvious and implicit pathological developmental deviations: unnoticed, manifested as a result of training or, in some cases, deliberately hidden by parents, and also acquired as a result of a disease.
Now let's see how psychologists view the process of adaptation.
Wenger A.L. describes three levels of adaptation to schooling.
High level of adaptation. The first grader has a positive attitude towards the school; perceives requirements adequately; the educational material assimilates easily, deeply and densely; solves complex problems; diligent, attentively listens to instructions and explanations of the teacher; performs tasks without superfluous control; shows great interest in independent work; prepares for all lessons; occupies a favorable position in the class.
Average level of adaptation. The first grader has a positive attitude towards the school, her attendance does not cause negative feelings; understands the educational material if the teacher presents it in detail and clearly; assimilates the main content of training programs; independently solves typical tasks; is concentrated only when he is busy with something interesting for him; performs public assignments in good faith; friends with many classmates.
Low level of adaptation. A first-grader has a negative or indifferent attitude towards school, complaints of ill health are not uncommon. A depressed mood dominates in him, violations of discipline are observed, the material explained by the teacher assimilates fragmentarily, independent
textbook is difficult. And also, a first-grader does not show interest in performing independent educational tasks, he prepares for lessons irregularly, he needs constant monitoring, systematic reminders and incentives from the teacher and parents. The child retains working capacity and attention only during extended pauses for rest, does not have close friends, knows only a part of classmates by first and last names.
And here is how Dmitry Zhuravlev (head of the psychological service of gymnasium No. 1516, Moscow, candidate of psychological sciences) considers adaptation and maladaptation.
Table 1.
Adaptation levels
Level of adaptationDescriptionAdaptedChildren with a high level of development of motivations and voluntariness with excellent, good, satisfactory performance and adequate self-esteem and excellent academic performance lack of interest in school, insufficient level of regulation of one's own behavior (arbitrariness), a high level of anxiety associated with dissatisfaction with one's own image - I, inadequate self-esteem, difficulties in communicating with others and lack of motivation in the presence of satisfactory and unsatisfactory marks, with inadequate self-esteem
If we consider school maladjustment as a violation of the interaction between the personality of the child and the school environment, then it is necessary to carry out a set of corrective measures to reduce the level of maladaptation of first-graders.
The main thing in the correctional work of a primary school teacher is the use of the child's own potential. Interaction with the student will be effective only when the teacher "enters" the same emotional field with him, then you can achieve much better results than with direct teaching of any skills. Moreover, a maladjusted child, falling out of the educational process during the holidays or during an illness, can completely lose the acquired skills and roll back in intellectual development. To prevent this from happening, it is necessary to focus on the interest of the child, proceed from his needs and capabilities. A number of techniques and statements will help the teacher establish special contact with the child, and this will become the basis for overcoming school difficulties. When talking with parents and the child, it is better to orient the student and his parents towards the future success of the student.
