How to determine the level of adaptation of first graders to school. Psychological features of the child's adaptation to school

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

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

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

1 person is brought up in a dysfunctional family.

3 people have difficulty in writing;

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

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

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

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

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

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

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

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

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

Questionnaire for determining school motivation (Appendix 1);

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

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

Sociometric methodology "Two houses" (Appendix 4);

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

Table 2.1 - Indicators of schoolchildren's motivation

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

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

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

Table 2.2 - Indicators of schoolchildren's motivation

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

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

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

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

Notes:

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

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

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

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

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

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

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

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

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

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

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

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

In the process of learning, children experience various difficulties:

In 2 people there are violations of fine motor skills;

5 people are having trouble counting

3 people have speech development disorders

5 people have dysgraphia

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

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

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

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

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

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

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

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

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

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

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

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

Questionnaire for determining school motivation.

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

Table 2.6 - Indicators of schoolchildren's motivation

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

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

Table 2.7 - Indicators of schoolchildren's motivation

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

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

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

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

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

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

5. Questionnaire for parents of first graders

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

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

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

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

Sergeeva Galina Nikolaevna

primary school teacher

Adaptation to school is a process of getting used to new school conditions, which every first grader experiences and realizes in his own way. Most first graders come to school from home or kindergarten. There were games, walks, a quiet regimen, daytime sleep, a teacher or mother was always nearby. At school, everything is different: here - work in a rather intense mode and a new system of requirements. It takes time and effort to get used to them.The period of adaptation of the child to school lasts from 2-3 weeks to six months. It depends on many factors: the individual characteristics of the child, the type of educational institution, the level of complexity of educational programs, the degree of readiness of the child for school, etc. The support of relatives - mothers, fathers, grandparents is very important.

A child who comes to school for the first time will be met by a new team of children and adults. He needs to establish contacts with peers and teachers, learn to fulfill the requirements of school discipline, new responsibilities associated with academic work. Experience shows that not all children are ready for this. Some first-graders, even those with a high level of intellectual development, can hardly endure the burden that schooling requires. Psychologists point out that for many first-graders, and especially six-year-olds, social adaptation is difficult, since a personality capable of obeying the school regime, assimilating school norms of behavior, and recognizing school duties has not yet been formed.
. The main role in creating a favorable psychological climate in the classroom, of course, belongs to the class teacher. He needs to constantly work on increasing the level of educational motivation so that the child wants to go to school, there is a desire to gain knowledge. The class teacher must create situations for the child to succeed in the classroom, during breaks, in extracurricular activities, in communication with classmates.

Not all guys knowwith school rules especially household children. Therefore, at first, the requirements of the class teacher can cause natural resistance, negative emotional reactions. Orientation at school causes a certain difficulty, until the school becomes a familiar place for learning and communication.

Classroom teacher can significantly mitigate and accelerate the process of adaptation of first-graders to primary school. To do this, it is necessary to carry out diagnostics, identify children with a low level of adaptation and carry out preventive extracurricular work to overcome the disadaptation of children at school and involve them in the team.

Signs of successful adaptation:

1. Satisfaction of the child with the learning process. He likes school, he does not experience insecurity and fears.

2. The success of mastering the school curriculum.

4. The student's confidence in success.

5. The degree of independence of the child in the performance of educational tasks, readiness to resort to the help of an adult only AFTER attempts to complete the task himself.

6. Satisfaction of the child with interpersonal relationships - with classmates and the teacher.

Indicators of the "internal position of the student":

a positive attitude towards entering school and staying in it, as a completely natural and necessary event in life;

special interest in the new, actually school content of classes;

rejection of orientations characteristic of preschool childhood in terms of organizing activities and behavior;

Diagnostic work with first-graders at the stage of their adaptation to school was carried out using the methods of observation, questioning, examination for the formation of the prerequisites for educational activity.

In September, I conducted an initial diagnosis of the readiness of first-graders for learning.

Diagnostics showed the following results:

In total there are 13 people in the class.

High level -5 people - 38%

Average level -4 people. -31%

Low level -4 pers. -31%

In November, she conducted a diagnostic task to assess communicative UUD.

The purpose of this work: to identify the level of formation of actions to coordinate efforts in the process of organizing and implementing cooperation (cooperation).

Task "Mittens".

Result:

Performed the work - 12 people.

High level -6 people -50%

Average level -2 people. -17%

Low level -4 pers. -33%

In December, diagnostics of "Kraska" was carried out.

Purpose: to study the motivational sphere of students.

Words given:

Call, book, teacher, briefcase, class, physical education, school, lesson, homework, notebook.

The motivational sphere is present in 91% of students.

In January, a diagnosis was made of the attitude of a first-grader to elementary school.

The table shows 9 indicators of adaptation of first-graders to school and the levels of their manifestation: the mood of the child (7 levels of manifestation); contacts with peers (6 levels); cognitive activity (5 levels); discipline (6 levels); reactions of aggression, anger (6 levels); fear (5 levels); physical activity during recess (4 levels); general well-being (5 levels); academic performance (4 levels).

The teacher chooses the most characteristic level of manifestation for the child in each of the 9 indicators of adaptation. The ordinal number of the level is the score. The points are summed up, and the level of adaptation is determined by them.

Diagnosis of the attitude of a first-grader to elementary school

Surname, name of the child _____________________________________________

Date of birth ___________________________ Age __________________

School No. __________ Grade ___________ Date ___________________________

№ level of adaptation indicator

Adaptation indicators and characteristics

their various levels

Selected level
adaptation indicator

Note

Child's mood

Mood stable, emotionally balanced

Episodic manifestations of decreased mood

Mild depression, from which the child comes out in case of interesting tasks

Lethargy, distraction

Lethargy, hysteria, crying

Expression of negative attitude towards school

Complete reluctance to go to school

Contacts with peers

Easily and confidently joins the team

Actively seeks and establishes contacts with peers

Does not show initiative in establishing contacts, but on occasion expresses readiness to “cooperate” with peers

Shy, uninitiative, selective in communication

Does not support social contacts

Closed, distrustful, seeks to isolate from peers

cognitive activity

Shows enthusiasm and interest in class

Attends all classes without coercion

Shows selective interest in certain lessons and remains indifferent to others

Studying without apparent desire

Does not show interest in studies, is burdened by it

Discipline

With special care and diligence fulfills all the requirements of the teacher

Fulfills almost all the requirements of the teacher, diligent, diligent, little distracted

Tries to keep up with the class, but this does not always work out due to lack of concentration

Reluctantly fulfills teacher's requirements

Often distracted in class

Ignores the teacher's demands

Reactions of aggression, anger

Anger is rarely shown when necessary, aggression is absent

Anger is practically absent due to character traits

No anger due to low mood

Anger is completely absent, the child cannot stand up for himself

Not always motivated manifestations of aggression against peers

Clear and frequent manifestations of aggression towards peers and even the teacher

Fear

There is no fear

Occasionally timid, shy, shy

Timid, shy, easily lost

These features are pronounced

In case of severe anxiety and uncertainty, he seeks protection from the teacher.

Motor activity at recess

The child is mobile, active

Motor activity is very high and manifests itself in noisy entertainment, pranks

Physical activity is low

Physical activity is always low

General well-being

No complaints, feels cheerful

Does not actively complain, but after the lessons there is a feeling of fatigue

Periodically complains of malaise

Complaints become persistent

Manifestation of neurotic disorders

academic performance

Good

Good/satisfactory

Satisfactory

Satisfactory/poor

Determining the level of adaptation

Assessment of the situation

Points

Adaptation levels

Favorable

9–17

High

Conditionally favorable

18–24

Average

unfavorable

25 and above

Short

Children with a low level of adaptation can be attributed to the "risk group". A diagnostic form is filled out for a "risk group" child.

Qualitative analysis of diagnostics

There are 12 people in the class in total.

High level -9 pers. -75%

Average level -1 person. -eight%

Low level -2 pers. -17%

Based on the diagnostics I conducted above, we can conclude that 2 students from the class are not adapted to school. Additional individual work is carried out with them.

Questionnaire

to determine school motivation

students

1. Do you like school?

Not really

I do not like

2. When you wake up in the morning, are you always happy to go to school or do you often feel like staying at home?

More like to stay at home

It's not always the same

I go with joy

3. If the teacher said that tomorrow it is not necessary for all students to come to school, if they wish, they can stay at home, would you go to school or stay at home?

Don't know

Would stay at home

I would go to school

4. Do you like it when you cancel some classes?

I do not like

It's not always the same

5. Would you like to not be assigned homework?

I would like to

Wouldn't like

Don't know

6. Would you like the school to have only changes?

Don't know

Wouldn't like

I would like to

7. Do you often tell your parents about school?

Often

Rarely

I don't tell

8. Would you like to have a less strict teacher?

Don't know

I would like to

Wouldn't like

9. Do you have many friends in your class?

Few

A lot of

No friends

10. Do you like your classmates?

Not really

Do not like

Questionnaire for parents

first graders

Surname, name of the child _______________________________________________

Please answer the questions below. Underline the option that seems best to you for your child.

1. Does the child go to school willingly?

Reluctant (YES)

Without special desire (ACA)

Willingly, gladly (A)

Difficult to answer

2. Has he fully adapted to the school regime? Does he take for granted the new routine?

Not yet (YES)

Not Quite (ACA)

Basically, yes (A)

Difficult to answer

3. Does he experience his academic successes and failures?

Rather no than yes (YES)

Not Quite (ACA)

Mostly yes (A)

Difficult to answer

4. Does your child often share school experiences with you?

Never (YES)

Sometimes (ACA)

Quite often (A)

Difficult to answer

5. What is the predominant emotional character of these impressions?

Mostly negative impressions (YES)

Positive and negative approximately equally (VDA)

Mostly positive impressions (A)

6. Does the child need your help with homework?

Quite often (YES)

Sometimes (ACA)

Doesn't need help (A)

Difficult to answer

7. How does the child overcome difficulties at work?

Fails immediately before difficulties (YES)

Asking for help (ACA)

Tries to overcome on his own, but may retreat (ACA)

Persistent in overcoming difficulties (A)

Difficult to answer

8. Is the child able to check his own work, find and correct mistakes?

Can't do it on his own (YES)

Sometimes it can (ACA)

Maybe if he is encouraged to do so (A)

Usually can (A)

Difficult to answer

9. Does the child often complain about classmates, take offense at them?

Quite often (YES)

Happens, but rarely (ACA)

It almost never happens (A)

Difficult to answer

10. Does the child cope with the study load without overexertion?

No Yes)

Rather no than yes (ACA)

More likely yes than no (A)

Difficult to answer

11. Indicate the specific difficulties that your child has at this stage.

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

More answers:

A - adaptation

ACA - possible maladaptation

YES - maladaptation

Results

High level of school motivation and learning activity

Sufficient level of motivation and learning activity

A positive attitude towards the school, but it is more likely to attract the extra-curricular side or individual moments

Insufficient level of motivation and learning activity

Lack of a positive attitude towards school

Table of adaptation of first graders (levels)

Asdifficulties encountered by first-graders during the period of adaptation, the following were named:

Disorganization of the child (carelessness, restlessness, inaccuracy, laziness).

Styopa's mom: “The main difficulty for us now is disorganization. Without my help, the child is not able to get dressed, have breakfast, and collect a briefcase on his own. I am very worried about this - after all, I won’t be around in the class? ”

Child behavior (excessive emotionality, inertia, shyness, isolation, etc.).

Alyosha's mom: “My son is very shy, withdrawn, tries to avoid strangers, reluctantly makes contact. I hope that school life will make him more open and independent, help him find friends.”

Building relationships with students.

Yulia's mother: “My daughter is very touchy and whiny, she often complains that her classmates offend her, although the teacher claims that this is not at all the case. She's probably just trying to get attention. I am very worried that it will be difficult for Yulia to establish relations with the guys.

The transition from the game to the leading type of activity - study.

Sasha's mom: “For us, the main difficulty is the educational activity itself. The child does not want to understand why, instead of playing with toys, he is forced to sit and write letters. For this reason, my son and I often quarrel, he cries and takes offense at me.

Based on the results of the survey, the followingtasks:

maintaining the physical, mental and social health of children;

establishing contact with students;

formation of adequate behavior;

mastering the skills of educational activity.

The main indicators of a child's favorable psychological adaptation are: the formation of adequate behavior, establishing contacts with students, the teacher, mastering the skills of educational activities. The joint efforts of teachers, educators, parents, doctors, psychologists can reduce the risk of a child developing school maladaptation and learning difficulties.

Signs of successful adaptation:

Firstly is the child's satisfaction with the learning process. He likes school, he does not experience insecurity and fears.

The second sign is how easily the child copes with the program. If the school is ordinary and the program is traditional, and the child is experiencing difficulties in learning, it is necessary to support him at a difficult moment, not to criticize excessively for slowness, and also not to compare with other children. All children are different. It is very important at first to instill confidence in the student in success, not to let him give in to despondency (“I won’t succeed!”), otherwise you will fight apathy for a very long time.

The next sign of successful adaptation- this is the degree of independence of the child in the performance of educational tasks, the readiness to resort to the help of an adult only after trying to complete the task himself. Often, parents are too zealous to "help" the child, which sometimes causes the opposite effect.

The student gets used to co-preparing lessons and does not want to do it alone. Here it is better to immediately outline the boundaries of your help and gradually reduce them.

But the most important, in our opinion, sign that the child is fully accustomed to the school environment is his satisfaction with interpersonal relationships - with classmates and the teacher.

Often, parents scold the child for the fact that he returns late from school, that his friends often call him “not on business”, that he takes too much time for walks. However, it would be good to remember that during this period the first grader actively establishes contacts, looks for his place in the children's environment, learns to cooperate with other children and accept help in his address. Help him in this difficult task! The entire period of his schooling depends on what niche your child will occupy in the distribution of social roles.

Separately, it is necessary to say about the relationship with the teacher..

The first teacher is an important person in the life of your entire family. It would be nice to immediately establish close contact with her, listen to her advice, offer help in organizing holidays and common affairs - after all, any of your participation in school life will benefit your child. Your son or daughter will have a reason to be proud of you! Be sure to agree on the requirements so that the child does not suffer from your disagreements with the teacher. If you are not satisfied (or simply incomprehensible) with a teaching method, ask the teacher to explain its features and advantages over other teaching methods. We think that any teacher will do this willingly, because he is interested in seeing you first of all as assistants, and not critics.

In this way, it can be said that the main indicator of a child's favorable psychological adaptation is: the formation of adequate behavior, some first-graders experience difficulties, primarily in establishing relationships with the teacher and classmates, which is often accompanied by a low level of mastery of the school curriculum.

Emotional discomfort is visible in the expression of their faces: sadness, anxiety, tension are typical for them.

The lack of adaptation in a certain part of schoolchildren is associated with behavioral problems - low assimilation of school norms of behavior. In the classroom, these children are inattentive, often do not listen to the teacher's explanations, are distracted by extraneous activities and conversations, but if they focus on the task, then they do it correctly. At recess, tension is released: they run, scream, interfere with other guys. All this gradually leads to their isolation, more and more often flashes of anger and anger towards classmates are manifested in their behavior. The joint efforts of teachers, educators, parents, doctors, psychologists can reduce the risk of a child developing school maladaptation and learning difficulties.

The process of adaptation to school goes in two directions:

The first is psychological adaptation, or habituation.This process is heterogeneous and uneven, its timing can vary significantly for different children, and work in this direction can be continued by the teacher during the first academic year.

Second direction– development of organizational skills and abilities for studying at school. You can compare a school with production: both the student and the worker at the beginning of their career need to be instructed, to learn what and what means and methods they have to work with. For a student, these are the basic rules of behavior in the classroom, the skills of individual and team work, organization

teacher feedback, etc.

Adaptation of first graders- this is, in a way, the child's getting used to the new rhythm of life, to new rules, circumstances, to new people. And, importantly, the child's awareness of himself in a new role, in the role of a "student". From how his relationship with the school develops,

largely depends on his further success in this field.

2. Withdrawal from activities

This is when a child sits in a lesson and at the same time, as it were, is absent, does not hear questions, does not fulfill the tasks of the teacher. This is not due to the increased distractibility of the child to foreign objects and activities. This is withdrawal into oneself, into one's inner world, fantasies. This often happens with children who do not receive enough attention, love and care from parents, adults (often in dysfunctional families).

Games in the mind become the main means of satisfying the need for play and the need for attention from adults. In the case of timely correction, the developmental prognosis is favorable, and then the child rarely falls into the laggards.

Otherwise, having become accustomed to satisfying his needs in fantasies, the child pays little attention to failures in real activity, and he does not develop a high level of anxiety, but this prevents the full realization of the child's capabilities and abilities and leads to gaps in knowledge.

Diagnostics of the attitude of a first-grader to school

Surname, name of the child _____________________________________________

Date of birth ___________________________ Age __________________

School No. __________ Grade ___________ Date ___________________________

No. level of adaptation indicator

Indicators of adaptation and characteristics of their various levels

Selected Adaptation Score Level

Note

Child's mood

1. The mood is stable, emotionally balanced.

2. Episodic manifestations of a decrease in mood.

3. Slight depression, from which the child comes out in the case of interesting tasks.

4. Lethargy, distraction.

5. Lethargy, hysteria, crying.

6. Expression of a negative attitude towards the school.

7. Complete reluctance to go to school.

Contacts with peers

1. Easily and confidently enters the team.

2. Actively seeks and establishes contacts with peers.

3. Does not show initiative in establishing contacts, but on occasion expresses readiness to “cooperate” with peers.

4. Shy, low initiative, selective in communication.

5.Does not support social contacts.

6. Closed, distrustful, seeks to isolate himself from peers.

cognitive activity

1. Shows activity and interest in the lessons.

2. Attends all lessons without coercion.

3. Shows selective interest in certain lessons and stays

indifferent to others.

4. Studying without apparent desire.

5. Does not show interest in learning, is burdened by it.

Discipline

1. With special care and diligence fulfills all the requirements of the teacher.

2. Fulfills almost all the requirements of the teacher, diligent, diligent, little distracted.

3. Tries to keep up with the class, but this does not always work out due to lack of concentration.

4. The requirements of the teacher are reluctant to fulfill.

5. Often distracted in class.

6. Ignores the requirements of the teacher.

Reactions of aggression, anger

1. Anger rarely shows when the need arises, there is no aggression.

2. Anger is practically absent due to characterological features.

3. Anger is absent due to low mood.

4. Anger is completely absent, the child cannot stand up for himself.

5. Not always motivated manifestations of aggression against peers.

6. Clear and frequent manifestations of aggression against peers and even teachers.

Fear

1. There is no fear.

2. Occasionally shy, shy, shy.

3. Shy, shy, easily lost.

4. These features are pronounced.

5. In case of severe anxiety and uncertainty, he seeks protection from the teacher.

Motor activity at recess

1. The child is mobile, active.

2. Motor activity is very high and manifests itself in noisy entertainment, pranks.

3. Motor activity is low.

4. Motor activity is always low.

General well-being

1. Does not show complaints, feels cheerful.

2. Actively does not complain, but after the lessons there is a feeling of fatigue.

3. Periodically complains of ailments.

4. Complaints become sustainable.

5. Manifestation of neurotic disorders.

academic performance

1.Good.

2.Good/satisfactory.

3.Satisfactory.

4. Satisfactory / poor.

Determining the level of adaptation

Assessment of the situation Points Levels of adaptation

Favorable 9–17 High

Conditionally favorable 18–24 Medium

Unfavorable 25 and above Low

Children with a low level of adaptation can be classified as a “risk group”. A diagnostic form is filled out for a “risk group” child.

Features of adaptation of first-graders to school life

The first year of study is especially difficult for a child: his usual way of life changes, he adapts to new social conditions, new activities, unfamiliar adults and peers. Observations have shown that the socio-psychological adaptation of first-graders can occur in different ways.

A significant part of children (50-60%) adapt during the first two to three months of training. This is manifested in the fact that the child gets used to the team, gets to know his classmates better, makes friends. Children who successfully passed the adaptation are in a good mood, an active attitude to learning, a desire to attend school, to fulfill the requirements of the teacher conscientiously and without apparent tension.

Other children (approximately 30%) need more time for a new school life. Until the end of the first half of the year, they may prefer playing activities to educational ones, do not immediately fulfill the requirements of teachers, often sort things out with their peers using inadequate methods (fight, act up, complain, cry). These children also have difficulties in mastering the curriculum.

And, finally, in each class there are approximately 14% of children in whom, in addition to the significant difficulties of educational work, difficulties of painful and lengthy (up to one year) adaptation are added.

Based on the characteristics of the development of each of the indicators in the child, there are three levels of adaptation:

1. High level of adaptation:the first-grader has a positive attitude towards the school, perceives the requirements adequately, learns the educational material easily, listens carefully to instructions and carries out instructions without external control, occupies a favorable status position in the class.

2. Average level of adaptation:a first grader has a positive attitude towards the school, perceives the educational material if the teacher presents it in an interesting and visual way, learns the main thing from the curriculum, is focused on completing an interesting task for him, fulfills the instructions of the teacher under his control,

friends with many classmates.

3. Low level of adaptation:a first-grader has a negative or indifferent attitude towards school, there are frequent complaints about health, often a depressed mood, there are violations of discipline, he learns the material in fragments, does not show interest in lessons, training is irregular, he performs public assignments without desire and under the control of a teacher, has no close friends.

levels of adaptation.

There are three levels of adaptation of children to school

High level

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

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

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

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

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

Average level

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

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

Acquires the main content of the curriculum.

Independently solves typical problems.

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

Performs public assignments conscientiously.

Friends with many classmates

Low level

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

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

There are violations of discipline.

The material explained by the teacher learns fragmentarily.

Independent work with the textbook is difficult.

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

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

Performs public assignments under control, without much desire.

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

Adaptation of first graders

(2010 - 2011 academic year)

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

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

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

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

According to the results of the examination by doctors:

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

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

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

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

Very high level of readiness for school - 2 pers. (9%),
High level of readiness for school - 2 people. (9%),
The average level of readiness for school is 2 people. (9%),
Low level of readiness for school - 5 people (23%),
Very low level of readiness for school, not ready for school - 10 people. (46%)
1 student is not examined, is being treated in Vladimir.

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

Class issues:

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

A diagnosis of psycho-social maturity was carried out.

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

Methods and techniques for helping first-graders

during the adaptation period:

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

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

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

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

High level - 6 people. (27%)
Average level - 13 people. (59%)
Low level - 2 pers. (9 %)

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Introduction

Chapter 1. Theoretical substantiation of adaptation of younger students

1.1 General characteristics of children of primary school age

1.2 Characteristics of school adaptation of a younger student

1.3 The concept of school maladaptation, causes

Chapter 2. Diagnosis of the level of adaptation of younger students

2.1 Organization of the study, description of methods

2.1.2 "Paint" technique

2.1.3 Method "Classification"

2.1.4 Methodology "Test in pictures"

2.1.5 Questionnaire for younger students

2.2 Results of the empirical study

2.2.1 Projective drawing technique "What I like about school"

2.2.2 "Paint" technique

2.2.3 Method "Classification"

2.2.4 Method "Test in pictures"

2.2.5 Questionnaire

2.3 Use of games

2.4 Organization and principles of conducting classes

Conclusion

List of used literature

Applications

Introduction

Relevance of the study: The first years of education can sometimes determine the entire subsequent school life of the child. At this time, the student, under the guidance of adults, takes quite important steps in his own development.

This period is considered equally difficult for children who entered school at the age of six and seven. As the observations of physiologists, psychologists and teachers demonstrate, among first graders there are children who, due to personal psychophysiological characteristics, find it rather difficult to adapt to new conditions for them, they only partially cope with the work schedule and curriculum.

Under the classical education system, these children are usually formed as backwards and repeaters.

The beginning of schooling for all children is a strong stress. Once a child enters school, a major change begins to take place in his or her life.

All children, along with overwhelming feelings of joy, pride or surprise about everything that happens in an educational institution, experience anxiety, confusion, tension.

Some of the first-graders can be very noisy, noisy, sometimes not even attentive during classes, they are able to behave cheekily with teachers: be daring, capricious.

The rest are quite constrained, timid, try to stay inconspicuous, do not listen when they are asked a question, at the slightest failure or remark they may cry.

A child who enters school must be mature in physiological and social terms, he must reach a certain level of mental and emotional-volitional development. Educational activity requires a certain stock of knowledge about the world around us, the formation of the simplest concepts.

A positive attitude to learning, the ability to self-regulate behavior is considered important.

The question regarding the adaptation of first-graders to school was considered by L.M. Kostina.

She sought to determine the possibility of influencing school adaptation by correcting the level of anxiety in children using the method of non-directive play therapy during the period when future first graders are in preschool institutions.

Based on the data, a conclusion was made about the effectiveness of the game therapy method in correcting high anxiety in preschoolers, which provides an opportunity to increase their level of school adaptation and academic performance in the first grade.

Uskovoi M.V. an analysis of the characteristics of the primary adaptation of first-graders to school was carried out, then it was concluded that the level of maladjustment is greatly influenced mainly by hyperkinetic syndrome, inertia of the nervous system, unpreparedness for school, insufficient arbitrariness of mental functions, as well as their combination with each other.

The purpose of our study is to study the features of diagnosing adaptive skills in younger students with elements of practice.

To achieve the goal, the following tasks were set:

1. Consider the concepts of "adaptation" and "disadaptation".

2. Analyze forms and levels of adaptation.

3. To study the features of adaptive skills in younger students with elements of practice.

The object of the study is children of primary school age.

The subject of the study is the features of diagnosing adaptive skills in younger schoolchildren with elements of practice.

Research hypothesis: timely determination of the level of adaptation of the child to school and the creation of the necessary psychological conditions reduces the level of school maladaptation.

Chapter 1. Theoretical substantiation of adaptation of younger students

1.1 General characteristics of children of primary school age

The boundaries of primary school age, which coincide with the period of study in the primary grades, at the present stage are set from 6-7 to 9-10 years. At this time, the subsequent physical and psychophysiological development of the child takes place, which provides the opportunity for regular schooling.

First of all, the work of the brain and nervous system is improved. According to the data of physiologists, by the age of 7 the cerebral cortex is considered already mature. But the imperfection of the regulatory function of the cortex is manifested in the characteristics of behavior, organization of activity and emotional sphere characteristic of children of this age: children of primary school age can easily be distracted, are not able to concentrate for a long time, they are, as a rule, excitable, emotional.

At primary school age, one can trace the unevenness of psychophysiological development in different children. Differences in the rate of development of boys and girls also persist: girls, as a rule, go ahead of boys. As a result, many authors conclude that, in fact, in the lower grades, children of different ages sit at the same desk: on average, boys are younger than girls by a year and a half, despite the fact that this difference does not lie in the calendar age. Sapogova EE Psychology of human development: Textbook. / E. E. Sapogova - M .: Aspect Press, 2010. - P. 54

Educational activity in primary school age is leading. It determines the most important transformations that occur in the development of the child's psyche at this age stage. Within the framework of educational activity, psychological neoplasms are formed, which characterize the most important achievements in the development of younger students and are the foundation that ensures development at the next age stage.

During the entire primary school age, a completely new type of relationship with other people is formed. The impeccable authority of an adult is gradually being lost, children of the same age are becoming of great importance for the baby, and the role of the children's community is increasing.

So, the central neoplasms of primary school age are:

a qualitatively new level of development of arbitrary regulation of behavior and activity;

Reflection, analysis, internal plan of action;

development of a new cognitive attitude to reality;

Peer group orientation.

Thus, in accordance with the concept of E. Erickson, the age of 6-12 years is considered as a period for the transfer of systematic knowledge and skills to the child, which ensure familiarization with working life. Mizherikov V.A. Introduction to pedagogical activity / V.A. Mizherikov, T. A. Yuzefavichus. - M .: Rospedagency, 2009. - P. 114

Perhaps the most important neoplasms appear in all spheres of mental development: the intellect, personality, and social relations are being transformed. The special significance of educational activity in this process does not exclude the fact that a young schoolchild is actively involved in other types of work, in the process of which new achievements of the child are improved and strengthened.

The specificity of primary school age lies in the fact that the goals of the activity are mainly set by adults to the children. Teachers and parents determine what can and cannot be done to the child, what tasks they should be given, what rules to follow.

A typical such situation is the fulfillment of a task by a child. Even among those children who, with a special desire, undertake to fulfill the instructions of an adult, there are quite frequent cases when children are unable to cope with the task, due to the fact that they have not mastered its essence, suddenly lost their initial interest in the task, or simply forgot to complete it in term. These difficulties can be avoided if, when entrusting the guys with something, follow certain rules.

If a child by the age of 9-10 establishes friendly relations with someone from his class, this means that the child knows how to build relationships with peers, maintain relationships for a long time, that communication with him is also important and interesting to someone . Between the ages of 8 and 11 for children, those who help them, respond to their requests and share their interests are considered friends. With the aim of developing mutual sympathy and friendship, the following qualities become significant: kindness and attentiveness, independence, self-confidence, honesty.

As the child masters school reality, he begins to form a system of personal relationships in the classroom. It is based on direct emotional relationships that are dominant.

Some domestic psychologists single out the most essential conditions that provide an opportunity for an adult to form in a child the ability to independently manage and control his own behavior. These conditions are:

1) a strong and effective motive of behavior;

2) restrictive purpose;

3) the division of an assimilated complex form of behavior into relatively independent and small actions;

4) external means, which are a support in the process of mastering behavior. Psychology in the XXI century: materials of the III Intern. scientific-practical. conf. (Nov 30, 2011) : Sat. scientific tr. / Center for Scientific thoughts; under scientific ed. A. E. Slinko. - M.: PERO, 2011. - S. 98

The most important condition for the development of a child's voluntary behavior is the participation of an adult who directs the child's efforts and provides the means of mastery.

From the first minutes, the child is included in the process of interpersonal interaction with classmates and the teacher. Throughout the entire primary school age, this interaction is characterized by certain dynamics and patterns of development. The development of some processes of the psyche is carried out over a given age.

The child's ability to analyze and differentiate the objects that he perceives is directly related to the formation of a more complex type of activity in him than the sensation and distinction of individual immediate features of things. This type of activity, which, as a rule, is called observation, is especially intensively formed in the process of school teaching. At the lessons, the student receives, and after that he independently formulates the tasks of perceiving various examples and manuals in detail.

By virtue of all this, perception becomes purposeful. The teacher systematically demonstrates to the children the methods of examining or listening to things and phenomena. After that, the child is able to plan the work of perception and deliberately carry it out in accordance with the plans, to separate the main from the secondary, to establish a hierarchy of perceived signs, and so on. Such perception, synthesizing with other types of cognitive activity, becomes purposeful and arbitrary observation. If a child has developed observation at a sufficient level, then we can talk about his observation as a special quality of his personality. As evidenced by multiple studies, in primary education, this important quality can be developed to a large extent in all children of primary school age.

1.2 Characteristics of school adaptation of a younger student

There are many definitions of school adaptation. As an example of a traditional definition, one can cite the definition of M.V. Maksimova, who interprets school adaptation as the process of a child entering a new social situation of development. An analysis of foreign and domestic literature shows that the term "school maladjustment" or ("school disability") actually defines any difficulties that a child has in the process of schooling.

In modern society, the question of how to help a future or current first-grader successfully adapt to the new conditions of the school is acute. Strange as it may seem, but today schooling is a stressful situation for any student, and especially a first-grader. This may be due to new microsocial conditions.

Microsociety is a certain territorial community that includes neighborhood, family, peer groups, various kinds of state, religious, public, educational and private organizations, and of course a variety of informal groups of residents. Semenaka S.I. Socio-psychological adaptation of the child in society. - M.: ARKTI, 2012. - S. 32 Therefore, any child's age is characterized by increased sensitivity, vulnerability to different microsocial environments. Therefore, for a child of the first grade, his family plays an important role in the process of adaptation, because she can always support the child, respond and help in anything.

The main positive factors of the family microsocial environment should be highlighted: the variety of phenomena and objects that surround the child; positive emotional communication with all family members, which leads to individual attention to its features. In addition to positive factors, it is necessary to highlight the negative factors of the microsocial environment: the mistake of family upbringing of the child; violation of relationships and understandings in the family; inability to find out the necessary points in time and more.

All of the above negative factors can lead to somatic and mental illnesses of the child. The causes of diseases can be the fact that there is a harsh treatment towards the child; a communication barrier between father and child, or the father's limited influence on family upbringing; negative interpersonal relationships between spouses; conflict situations in the family; inconsistency between parents of certain requirements towards the child and more.

During the period of adaptation, the crisis of seven years plays a huge role. During this period, the child experiences a turning point in his life, and as a result, it leads to a turning point in emotional instability. Therefore, the family should be vigilant during this period of time for the child.

There are quite a few classifications of adaptation, but the most optimal classification, in our opinion, is the classification according to A.L. Wenger. He considers the adaptation of the child to school and identifies three levels of adaptation of first-graders: high, medium and low level of adaptation. Psychology in the XXI century: materials of the III Intern. scientific-practical. conf. (Nov 30, 2011) : Sat. scientific tr. / Center for Scientific thoughts; under scientific ed. A. E. Slinko. - M. : PERO, 2011. - S. 105

High level

The student has a positive attitude towards the school, the requirements are adequately perceived;

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

Listens carefully to the teacher;

Carries out orders without external control;

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

Performs public assignments willingly and conscientiously;

Occupies a favorable status position in the class.

Average level

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

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

Assimilates the main content of training programs, independently solves typical tasks;

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

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

Preparing for lessons and doing homework almost always;

Performs public assignments conscientiously;

He is friends with many classmates.

Low level

The student has a negative or indifferent attitude towards the school;

Often complains of health, dominated by a depressed mood;

There are systematic violations of discipline;

He learns school material in fragments;

Independent work with the textbook is difficult;

Does not show interest when performing independent educational tasks;

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

Efficiency and attention are maintained with extended pauses for rest;

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

Performs public assignments under control, without much desire, passive;

Has few friends at school. Biragov B.C. The problem of personality adaptation in the educational process of the university // Bulletin of the University (State University of Management). 2009. -№4. - pp. 17-19

Stage 1 is indicative, when in response to the whole complex of new influences associated with the beginning of systematic learning, almost all body systems respond with a violent reaction and significant stress. This "physiological storm" lasts long enough - 3 weeks.

Stage 2 - an unstable adaptation, when the body seeks and finds some optimal (or close to optimal) options for reactions to these effects. This period lasts about 2 weeks.

Stage 3 is a period of relatively stable adaptation, when the body finds the most suitable options for responding to the load, requiring less stress on all systems. Whatever work a student does, whether it is mental work to assimilate new knowledge, the static load experienced by the body in a forced "sitting" posture, or the psychological burden of communication in a large and collective, the body, or rather, each of its systems, must respond with its own stress, work. Therefore, the greater the voltage will be "issued" by each system, the more resources the body will use up. And we know that the possibilities of the child's body are far from limitless, and prolonged stress and the fatigue and overwork associated with it can cost the child's body health. The duration of this stage is 1 week. Nalchadzhyan A. A. Psychological adaptation. Mechanisms and strategies. - M.: Eksmo, 2009. - S. 167

The duration of all 3 phases of adaptation is approximately six weeks, this period lasts until October 10-15, and the most difficult, and the most difficult are 1-4 weeks.

1.3 The concept of school maladaptation, causes

Among the main primary external signs of manifestations of school maladjustment, scientists unanimously attribute learning difficulties and various violations of school norms of behavior.

The main factors that can cause school failure are: shortcomings in preparing a child for school, socio-pedagogical neglect; prolonged and massive mental deprivation; somatic weakness of the child; violation of the formation of school skills (dyslexia, dysgraphia); movement disorders; emotional disorders.

Under the influence of constant failures that go beyond the actual educational activity and extend to the sphere of relationships with peers, the child develops a sense of his own low value, there are attempts to compensate for his own inadequacy. 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, is realized in violations of discipline, increased conflict, which, against the background of a loss of interest in school, is gradually integrated into an asocial personality orientation. Often these children develop neuropsychiatric and psychosomatic disorders.

School maladaptation of a child is a multifactorial phenomenon. The lag in learning is due to factors such as teaching methods, the personality of the teacher, help to the child from the parents, the atmosphere in the school and classroom, the place of the child in relationships with children and teachers, the personality of the child himself. Semenaka S.I. Socio-psychological adaptation of the child in society. - M.: ARKTI, 2012. - S. 47

Such a factor of school failure as the personality characteristics of the child is also multifaceted. Researchers identify the following variables: the position of the student, the motivation for learning, the level of skills of mental activity, the ability for arbitrary regulation and self-organization, the level of health and performance, the child's intelligence. Developmental delay and low school achievement are not the same thing. With a developmental delay, we can talk about the presence in the development of a schoolchild of delays in the maturation of intellectual, volitional, motivational structures in comparison with the age norm. Whereas school failure can be caused by the influence of the environment, teaching methods, the position of the student, etc. Thus, unsuccessful schoolchildren are a heterogeneous group. It includes children with a variety of learning disabilities.

Personal interference can be divided into two large groups: shortcomings in cognitive activity; shortcomings in personality development (motivation of learning, self-organization, personality disharmony).

G.S. Rabunsky offers a different classification of lagging behind students. Its classification is based on two variables: the level of cognitive independence and interest in the subject. Accordingly, the following types of students are distinguished: an average level of cognitive independence and low interest in learning (they study mainly for twos and threes); cognitive independence is high, there is no interest in the subject (they study extremely unevenly, grades "excellent" and "unsatisfactory" are possible); cognitive independence is low, interest in the subject is positive (success in learning depends on self-confidence); cognitive independence is low, interest in the subject is potential, these students are characterized by mental passivity and low self-confidence; the level of cognitive independence is low, there is no interest in the subject, they study extremely poorly; students of this group are at the lowest level of learning, they are not afraid of anyone, they often flaunt their disdain for learning at school; to pull up these students, it is necessary not only to develop in them the methods of mental activity, but also to form a positive attitude towards learning. Nalchadzhyan A. A. Psychological adaptation. Mechanisms and strategies. - M.: Eksmo, 2009. - S. 205

The term “school maladjustment” or “school inadaptation” defines any difficulties that a child has in the process of schooling.

Usually, 3 main types of manifestations of school maladaptation are considered:

Underachievement in education, expressed in chronic underachievement, as well as in the insufficiency and fragmentation of general educational information without systemic knowledge and learning skills (cognitive component);

Constant violations of the emotional and personal attitude to individual subjects, learning in general, teachers, as well as to the prospects associated with learning (emotionally-evaluative);

Systematically recurring behavioral disorders in the learning process and in the school environment (behavioral component). Grigorieva M.V. The structure of the motives for the teaching of younger schoolchildren and its role in the process of school adaptation / M.V. Grigorieva//Elementary school. -2009. -#1. - p.8-9

Causes of school maladaptation:

Insufficient development of educational motivation;

Psychological problems when communicating with a teacher;

Psychological difficulties of adaptation to school life, to systematic education;

The specific attitude of the child to his personality, his abilities and abilities, to his activities and its results, low self-esteem;

Exaggerated demands from parents;

Health problems.

If a child has problems with school adaptation, it is necessary to seek psychological and pedagogical help.

Chapter 2. Diagnosis of the level of adaptation of younger students

2.1 Organization of the study, description of methods

The purpose of our study is to diagnose the adaptive skills of younger students

Research hypothesis: Timely identification of the level of adaptation of the child to school and the creation of certain psychological conditions reduces the level of school maladaptation.

The following methods were used in the study:

Methodology "What I like in school"

Technique "Paints"

Technique "Classification"

・Picture test

Questionnaire for school motivation

The study was conducted in MBOU secondary school No. 1, Mirny

The number of subjects - 10 people (girls - 5, boys - 5).

2.1.1 Methodology "What I like about school"

Consider the first technique - projective drawing "What I like about school" (according to N. G. Luskanova)

Purpose: to identify the attitude of children to school and the motivational readiness of children to study at school.

Instruction: “Children, draw what you like most about school. You can draw whatever you want. Draw as best you can, no marks will be given.

Equipment: a standard sheet of paper for drawing, a pencil and an eraser.

Analysis and evaluation of drawings.

1. Inconsistency with the topic indicates:

a) lack of school motivation and the predominance of other motives, most often game ones. In this case, children draw cars, toys, military operations, patterns. Indicates motivational immaturity;

b) children's negativism. In this case, the child stubbornly refuses to draw on a school theme and draws what he knows best and loves to draw.

Such behavior is characteristic of children with an overestimated level of claims and difficulties in adapting to the strict fulfillment of school requirements;

c) misinterpretation of the task, its understanding. Such children either do not draw anything, or copy plots from others that are not related to this topic. Most often this is characteristic of children with mental retardation.

2. Compliance with a given topic confirms a positive attitude towards the school, while the plot of the picture should be taken into account, i.e. what exactly is depicted:

a) learning situations - a teacher with a pointer, students sitting at their desks, a board with written tasks, etc. It indicates a high school motivation for the educational activity of the child, the presence of cognitive educational motives;

b) situations of a non-educational nature - a school assignment, students at recess, students with briefcases, etc.

Characteristic of children with a positive attitude towards school, but with a greater focus on external school attributes;

c) game situations - a swing in the school yard, a playroom, toys and other objects standing in the classroom (for example, a TV, flowers on the window, etc.). Overcoming anxiety and fears in first-graders: diagnosis, correction / ed. G. G. Morgulets, O. V. Rasulova. - Volgograd: Teacher, 2012. - S. 43

They are characteristic of children with a positive attitude towards school, but with a predominance of game motivation.

For greater reliability, when evaluating children's drawings, it is important to ask the child to talk about what he depicted, why he drew this or that object, this or that situation.

Sometimes, with the help of children's drawings, one can judge not only the level of their educational motivation, their attitude to school, but also to identify those aspects of school life that are most attractive to the child.

2.1.2 Method "Paints»

Purpose: to determine the emotional attitude to schooling.

Equipment: a set of paints or colored pencils (the more colors, the better); album sheets, on each of which 10 circles are drawn, words related to the school are inscribed in each circle: call, book, teacher, portfolio, class, physical education, classmates, lesson, homework, notebook.

Instruction: students are given sheets with a request that they carefully read the words written in the circles. Read the words in the circles in order and color each circle a different color. It is not necessary to paint the mugs in different colors. Choose every time the color you want.

Analysis of the results: If the child paints most of the circles in dark (violet, blue, lilac, gray, black) colors, this indicates that he experiences negative emotions in relation to schooling in general. Overcoming anxiety and fears in first-graders: diagnosis, correction / ed. G. G. Morgulets, O. V. Rasulova. - Volgograd: Teacher, 2012. - S. 48

2.1.3 Method "Classification"

Purpose: Helps to identify the level of formation of concepts through the operation of classification.

Equipment: concept cards

Instruction: The child is asked to choose the fourth extra (correct answers are highlighted):

1. starling, tit, chicken, dove.

2. rose, carnation, aster, cornflower.

3. cow, goat, horse, calf.

4. hat, coat, dress, shirt.

5. cup, glass, saucepan, mug.

6. sailor, soldier, child, pilot.

7. tiger, elephant, lion, bear.

8. axe, scissors, knife, saw.

Evaluation of results: 3 points - one mistake, 2 points - two mistakes; 1 point - three errors, 0 points - four errors.

2.1.4 Methodology "Test in pictures"

Purpose: Helps to determine the preferred type of activity.

Equipment: pictures

Instruction: The child is offered to look at the pictures. After making sure that their content is clear, the psychologist asks: “What would you like to do first, second, third?”

Evaluation of results: If a child chooses pictures with educational activities as the most important, desirable in the first place, this indicates a high level of his motivational readiness, in the second place - about the average level, if he chooses studies in the third place or does not choose at all, this indicates about the low level of his motivational readiness.

3 points - orientation to educational activity prevails; 2 points - orientation to educational and gaming activities; 1 point - orientation to game activity.

2.1.5 Questionnairefor younger students

Purpose: To assess the level of school motivation (Appendix 1).

Instructions: The questions are read to the children, and they answer them.

Evaluation of results: Answers to questions are evaluated from 0 to 3 points (negative answer --- 0 points, neutral -- 1, positive -- 3 points). Students who scored 25---30 points are characterized by a high level of school adaptation, 20--24 points are typical for the average norm, 15--19 points indicate external motivation, 10--14 points indicate low school motivation and below 10 points - about a negative attitude towards school, school maladaptation.

2.2 Empirical resultsresearch

2.2.1 Projective drawing technique "What I like about school"

The data of the results according to the method of projective drawing "What I like about school" are offered in Appendix 2.

Angela G. The drawing corresponds to the given topic, but the situation of a non-educational nature is depicted - the blackboard and the teacher's desk, which indicates a positive attitude towards the school, with an excessive focus on external school attributes.

Irina V. The drawing corresponds to the given topic, since she depicted a typical educational situation - a teacher with a pointer at the blackboard. This indicates a high school motivation for the educational activity of the child, the presence of cognitive educational motives.

Veronica M. The drawing corresponds to the given topic and has a non-educational character - a notebook for the work "The Sun". We can say that the child has a positive attitude towards school, but has a greater focus on external school attributes.

Diana N. The figure shows a calendar of nature. Therefore, the drawing corresponds to the given topic and has a non-educational character, which indicates a positive attitude towards the school, but with a strong focus on external school attributes.

Valeria D. Depicted a computer that is in the office. This is a game situation, the picture corresponds to the theme. This indicates a positive attitude towards school, but with a predominance of game motivation.

Eugene Zh. The drawing corresponds to the given topic, non-educational character. Based on what, we conclude that there is a positive attitude towards school, while focusing on school attributes.

Artem M. The drawing shows a blackboard - the drawing corresponds to a given topic and has a non-educational character, which indicates a positive attitude towards the school, but with a strong focus on external school attributes.

Vadim K. A typical game situation is depicted - a swing. This indicates a positive attitude towards school, but with a predominance of game motivation.

Maxim D. Depicted himself on the horizontal bars - this is a game situation. The picture shows a positive attitude towards school, but with a predominance of game motivation.

Egor S. The drawing corresponds to the given topic, but the situation of a non-educational nature is depicted - a board, a table, a door. This indicates a positive attitude towards the school, but with a strong focus on external school attributes.

Thus, all subjects noted a positive attitude towards school. In 60% of children there is a focus on external school attributes, in 30% - game motivation prevails and in 10% - high school motivation for the child's learning activity.

We will provide the data graphically on the diagram (Figure 1).

Figure 1. Attitude of junior schoolchildren to school

Having studied the data, we conclude that children are more attracted to school attributes, rather than learning activities.

2.2.2 "Paint" technique

The following technique was carried out "Paints", the data are indicated in Appendix 3.

Artem M. Most of the circles are painted in dark colors (“call”, “class”, “lesson”, “notebook”, “homework”, “classmates”). The word "teacher" is painted over in red, which indicates aggression.

Angela G. Her drawing shows a positive attitude towards school and learning. Only with the word "call" there are negative associations, as his student painted it in dark blue.

Irina V. Painted the words “call”, “homework”, “notebook”, “physical education” in dark colors. The word "class" is painted over in red, which indicates aggression. The child experiences negative emotions in relation to schooling in general.

Maksim D. A negative attitude towards such concepts as “call”, “notebook” was revealed. In general, a positive attitude towards learning.

Eugene Zh. Painted the mugs in dark colors (“call”, “notebook”, “homework”, “classmates”). Excited attitude to the words "teacher", "portfolio", "class".

The child can be described as active, mobile, excited, with a negative attitude towards the learning process in general.

Vadim K. Painted the circles “class”, “notebook”, “classmates” in dark colors. In general, learning does not cause strong negative attitudes, with the exception of some concepts that cause little tension.

Valeria D. Colored the words “teacher”, “class”, “physical education” in dark colors. He is afraid of the teacher, hard to get used to the new environment. In general, he perceives the learning process positively.

Diana N. Most circles are painted in dark colors (“teacher”, “book”, “portfolio”, “notebook”, “homework”). The girl is hard to get used to, constrained.

In general, the child experiences negative emotions in relation to schooling.

Egor S. In dark colors painted circles "call", "physical education", "homework". The words "class", "notebook" are painted over in red. The child experiences negative emotions in relation to schooling in general.

Veronica M. They noted quite a positive attitude towards the school, only the "notebook" is colored red, which can be characterized as a manifestation of aggression.

Let's form Table 1 to compare the results.

Table 1.

Attitude towards schooling

Thus, we see that the majority of students have a negative attitude towards schooling (60%), and less than half (40%) have a positive attitude towards it.

2.2.3 Method "Classification"

The results are given in Appendix 4

Irina V. - 6 mistakes - 0 points

Veronica M. - 4 errors - 0 points

Angela G. - 1 mistake - 3 points

Valeria D. - 4 mistakes - 0 points

Diana N. - 7 errors - 0 points

Artem M. - 5 errors - 0 points

Egor S. - 4 mistakes - 0 points

Maxim D. - 6 errors - 0 points

Vadim K. - 2 mistakes - 2 points

Eugene Zh. - 1 mistake - 3 points

Based on the results, we see that almost all children made mistakes, so they got 0 points.

Only 2 children made one mistake each and received 3 points each.

Thus, in 70% of children, a low level of concept formation was revealed, 10% - an average level, 20% - a high level of concept formation.

Graphically, the results are provided in Chart 2.

Figure 2. The level of formation of concepts among younger students

2.2.4 Methodology"Picture Test"

The results are given in Annex 5

Irina V. All three choices are playful. Since there was no choice of educational activities, the girl has a low level of motivational readiness (1 point).

Diana N. First of all, she chose educational activity, the second and third choice was labor activity, therefore the child has a high level of motivational readiness. At the same time, orientation towards educational and gaming activities (2 points).

Veronika M. She did not choose her educational activity, she preferred labor and play. This implies a low level of motivational readiness (1 point).

Valeriya D. She preferred educational activity in the second place, and in the first place - labor.

This indicates an average level of motivational readiness and orientation towards learning and playing activities (2 points).

Angela G. First of all, she preferred labor activity, and she chose educational activity in the second place.

This indicates an average level of motivational readiness and orientation towards learning and playing activities (2 points).

Egor S. First of all, he preferred labor activity, and chose the educational activity in the second place. Therefore, the child has an average level of motivational readiness (2 points).

Maxim D. In the first and second place, he chose learning activities, which indicates a high level of motivational readiness (3 points).

Vadim K. In the first place, he chose educational activities, in the second - labor, in the third - gaming.

This implies a high level of motivational readiness, but with a focus on learning and playing activities (2 points).

Evgeniy Zh. In the first and second place I chose educational activity. The predominance of orientation towards learning activity indicates a high level of motivational readiness (3 points).

Artem M. Did not choose educational activity, but preferred playing. This indicates a low level of motivational readiness (1 point).

Thus, according to the results of this technique, it can be seen that 40% of the subjects have high motivational readiness, 30% medium and 30% low motivational readiness.

At the same time, only 20% of children have an orientation towards learning activities.

Figure 3. Motivational readiness for learning

2.2.5 QuestionnairesRovation

The last we conducted a survey (Appendix 6)

Angela G. - 25 points - high level of school adaptation

Valeria D. - 30 points - high level

Artem M. - 21 points - average level

Grinich Arina - 16 points - external motivation

Diana N. - 7 points - negative attitude to school

Veronica M. - 16 points - extrinsic motivation

Vadim K. - 13 points - low school motivation

Maxim D. - 16 points - external motivation

Eugene Zh. - 26 points - high level

Egor S. - 21 points - average level

Thus, having calculated the number of points for each student, we got the following percentage: 30% - a high level of school motivation, 20% - an average level, 30% - the presence of external motivation, 10% - low school motivation and 10% - a negative attitude towards school , school maladjustment.

Thus, it is necessary to focus on the fact that we have identified school maladaptation in one student. In order to reduce the level of maladjustment and create conditions for the subsequent full development of the younger student, in paragraph 2.3 we will provide recommendations on the child's adaptation to school life.

2. 3 Game use

The specificity of games allows you to use any game separately to solve specific problems when working with primary school students. Specially organized classes accumulate the positive impact of individual games, can significantly improve the overall adaptation to school.

Teachers and psychologists, while adapting a child to school life, must remember to create conditions for the subsequent full development of a younger student.

The class teacher implements a program for the adaptation of first-graders to school education, taking into account the results of diagnostics in the process of education and training.

In order for the process of entering a new life for children to go smoothly and painlessly, it is necessary:

Introduce children to each other as soon as possible, help them see the positive aspects in each of their new classmates, show that each child is valuable and interesting in something of his own: he knows how to do something special, is fond of something, in his there were some interesting events in life;

start immediately to form a class team, create a friendly atmosphere in the classroom, organize interaction between children;

give children the opportunity to express themselves, to assert themselves;

provide each child with a sphere of success, self-realization;

Use the most sparing evaluation mode in areas of failure.

The key points of successful work at the initial stage of training are also:

Assistance to first-graders in understanding and accepting the rules of school life and themselves as students;

· Accustoming to the regime of the day and observance of sanitary and hygienic standards. Basina T. A. Features of psychological support of teachers at the stage of adaptation of first-graders to school: dis. cand. psychologist. Sciences: 19.00.07 / Basina Tatyana Anatolyevna; [Place of protection: Psychoneurol. Institute]. - M., 2010. - P.73

To improve the well-being of children during the period of adaptation to school, it is desirable that the administration of the educational institution ensure the following conditions are met:

1. Fixed amount of homework.

1. Bringing home only those tasks that the child can complete on their own.

2. Mandatory additional walks in the fresh air in the extended day group.

4. Sports sections and circles in the afternoon, contributing to the activities of children.

These and other similar measures, with full (two or three) meals, will contribute to the good adaptation of children to the conditions of schooling. Nikitina E. V. The program of psychological and pedagogical support of the adaptation period of 5th grade students in the context of the transition to federal state standards [Electronic resource] // EJ Externat.RF: [website]. - St. Petersburg, 2011-2012. - URL: http://ext.spb.ru/index.php/2011-03-29-09-03-14/76-2011-05-03-14-38-44/1491--5-.html

The objective criteria characterizing the success of first-graders' adaptation to learning at school are as follows:

the adequacy of behavior;

Involvement of the child in the life of the class;

manifestation of the ability to self-control, to keep order, to communicate with peers and adults;

Tolerant, calm attitude to temporary failures;

* the ability to find a constructive way out of difficult situations. It is also necessary to constantly monitor the state of the child's health and the change in his indicators under the influence of the training load - this is one of the main criteria that characterize the course of adaptation to systematic education.

1. Drawing graphic samples (geometric shapes and patterns of varying complexity).

2. Stroke along the contour of geometric figures of varying complexity with a consistent expansion of the radius of the stroke (along the outer contour) or its narrowing (stroke along the inner contour).

3. Cutting out figures from paper along the contour (especially - cutting is smooth, without tearing the scissors off the paper).

4. Coloring and shading (the most well-known method of improving motor skills usually does not arouse interest in children of primary school age and therefore is used mainly in the classroom only as an educational task. However, by giving this lesson a competitive game motive, you can successfully apply it after school hours ).

5. Various types of visual activity (drawing, modeling, applique).

6. Designing and working with mosaics.

7. Mastering crafts (sewing, embroidery, knitting, work with beads). Vachkov I. V. Group methods in the work of a school psychologist / I. V. Vachkov. - M.: Os-89, 2009. - S. 143

Primary school teachers should adhere to the following guidelines:

Combine gaming, productive, educational and other activities;

To achieve effectiveness in teaching six-year-olds, it is necessary to form a positive, emotional attitude to classes;

To manage the activities of children of six years of age, widely using (especially in the first half of the year) methods of preschool education with partial and dosed use of school methods;

It is necessary to observe continuity not only in methods, but also in styles of pedagogical communication;

Use the great educational opportunities for joint (group) activities of students;

To form the ability to role-play and personal communication is an important condition in preparing for a change in leading activity;

In the process of adaptation to school, take into account the individual psychological characteristics of students, which are manifested in their level of learning, the pace of learning, attitudes towards intellectual activity, characteristics of emotions and volitional regulation of behavior.

2.4 Organization and principles of conducting classes

Classes in a group can be conducted by psychologists or specially trained teachers. Classes are held in groups.

The school adaptation training was conducted in a classroom with a circle arrangement. Working in a circle also contributes to creating an atmosphere of psychological safety. The facilitators address the children by name and ensure that all children do the same. Tasks are selected in such a way as to ensure success in their implementation. Each exercise is offered to children first in the most simple version. Gradually, the exercises become more difficult due to an increase in tempo, semantic load in tasks with words.

Leaders implement the principle of a non-judgmental approach to children. It is important to compare the success of each child with his own previous achievements. This principle is also observed when the exercises are carried out in the form of a competition.

2. 5 Contentse training "school adaptation"

The purpose of the first lesson is to teach the child to identify his abilities and capabilities, develop the desire for a goal, the ability to think creatively, see the relationship between events, build hypotheses and make judgments.

The purpose of the second lesson is the formation of a stable self-esteem, the ability to accept oneself and other people, adequately perceiving one's own and other people's advantages and disadvantages, the development of self-confidence, the formation of such personality traits as courage, courage, mutual support.

The purpose of the third lesson is to develop the spiritual principle (orientation to absolute values: truth, beauty, goodness); teaching children to empathize, the formation of reflective skills, the ability to be aware of their feelings, the causes of behavior, the consequences of actions, to bear responsibility for them. Since the socio-psychological readiness of children for school is important for the successful adaptation of children to school, in particular, such a component as communicative competence, emotional stability, the child needs the ability to enter the children's society, act together with others, yield in some circumstances and be able not to yield - in others. These qualities provide adaptation to new social conditions. All games with rules contribute to the formation of communication skills.

The purpose of the fourth lesson is to consolidate the skills of cooperation among younger students, the formation of strong friendly contacts, the development of sustainable cognitive interests and needs. Dryagalova E. A. Psychological and pedagogical support of the process of adaptation of first-graders to school: dis. ... cand. psychologist. Sciences: 19.00.07 / Dryagalova Elena Aleksandrovna; [Place of protection: Nizhegorsk. state architecture.-builds. university]. - Nizhny Novgorod, 2010. - S. 69

All classes, as well as training as a whole, are a set of measures that ensure a smooth transition of younger students to a new activity for them - educational, and the active development of this activity.

At the end of the training, a significant improvement in the emotional state of children can be traced. They become more balanced emotionally stable, less anxious. The training teaches children to adequately assess their achievements, opportunities and abilities, and also teaches the skills of cooperation in a team in the process of joint activities.

adaptation first grader cognitive

Conclusion

Currently, the problem of adapting a first-grader to school is one of the most acute and widespread.

The first grade for a child is a difficult and difficult period of life.

Adaptation to school is a restructuring of the cognitive, motivational and emotional-volitional spheres of the child during the transition to systematic organized schooling.

Children who attend kindergarten are in more advantageous conditions, since there the elements of readiness for schooling are purposefully formed by pedagogical influence.

Difficulties arising from insufficient readiness for school can be the cause of a child's maladjustment.

The concept of “school maladjustment” is associated with any deviations in the educational activities of schoolchildren, the occurrence of which is preceded by some reasons.

There are three forms of adaptation: adaptation of the body to new conditions of life and activity, to physical and intellectual stress; adaptation to new social relations and connections; adaptation to new conditions of cognitive activity.

The process of physiological adaptation of a child to school can be divided into several stages, each of which has its own characteristics and is characterized by a different degree of stress on the functional systems of the body.

...

Portal for the student. Self-training

How to determine the level of adaptation of first graders to school. Psychological features of the child's adaptation to school

Send your good work in the knowledge base is simple. Use the form below

Chapter 2. Diagnosis of the level of adaptation of younger students

2.1 Organization of the study, description of methods

Introduction

Chapter 1. Theoretical substantiation of adaptation of younger students

1.1 General characteristics of children of primary school age

1.2 Characteristics of school adaptation of a younger student

1.3 The concept of school maladaptation, causes

Causes of school maladaptation:

Chapter 2. Diagnosis of the level of adaptation of younger students

2.1 Organization of the study, description of methods

Conclusion

Similar Documents

Portal for the student. Self-training

Send your good work in the knowledge base is simple. Use the form below

Chapter 2. Diagnosis of the level of adaptation of younger students

2.1 Organization of the study, description of methods

Introduction

Chapter 1. Theoretical substantiation of adaptation of younger students

1.1 General characteristics of children of primary school age

1.2 Characteristics of school adaptation of a younger student

1.3 The concept of school maladaptation, causes

Causes of school maladaptation:

Chapter 2. Diagnosis of the level of adaptation of younger students

2.1 Organization of the study, description of methods

Conclusion

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