Testing to determine the level of adaptation to school. Examination of first-graders during the period of adaptation plan for conducting a psychological study of first-graders during the period of adaptation

Methods for studying the adaptation of first graders

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

The main features of systematic schooling are the following:

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

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

We have proposed the following methods for studying the adaptation of first-graders:

Methodology "House" (N.I. Gutkina);

Methodology "Study of intellectual readiness for school";

Methodology "Determining the motives of learning" (M.R. Ginzburg);

Methodology "Composing a story from a picture";

Drawing technique "What I like about school";

Toulouse-Pieron test;

Test "Houses" (O.A. Orekhova).

Methodology "House" (N. I. Gutkina) is a task for drawing a picture depicting a house, the individual details of which are made up of elements of capital letters. The methodology is designed for children 5-10 years old and is used to determine the readiness of children for schooling.

Purpose of the study : to determine the child's ability to copy a complex pattern.

The task allows you to identify the child's ability to focus on the sample, accurately copy it, determine the features of the development of voluntary attention, spatial perception, sensorimotor coordination and fine motor skills of the hand.

Before completing the task, the child is given the following instruction: “There is a sheet of paper and a pencil in front of you. I ask you to draw exactly the same picture on this sheet as on this sheet (a sheet with the image of a house is placed in front of the subject). Take your time, be careful, try to make your drawing exactly the same as on this sample. If you draw something wrong, do not erase it with an elastic band or your finger (you need to make sure that the child does not have an elastic band). It is necessary to draw the correct one on top of the wrong one or next to it. Do you understand the task? Then get to work."

Methodology "Study of intellectual readiness for school".

Definition of concepts, explanation of causes, identification of similarities and differences in objects are operations of thinking, evaluating which one can judge the degree of development of the child's intellectual processes. These features of thinking are established by the correctness of the child's answers to a series of questions. For each correct answer to each question, the child receives 0.5 points, so the maximum number of points that he can get in this technique is 10.

Methodology "Determining the motives of the teaching" is aimed at studying the formation of learning motives, identifying the leading motive.

For children of 6-7 years old, the following motives are the most characteristic: the actual educational-cognitive motive, which goes back to the cognitive need (educational); broad social motives based on an understanding of the social need for teaching (social); "positional" motive associated with the desire to take a new position in relations with others (positional); “external” motives in relation to the study itself, for example, obedience to the requirements of adults, etc. Game motive, inadequately transferred to a new educational sphere (game); motive for getting a high mark (mark).

The methodology is based on the principle of "personification" of motives. Children are offered a short story in which each of the studied motives acts as a personal position of one of the characters. Children make three choices in sequence. From the answers-choices of first-graders, a conclusion is made about the essence of the leading motive for future educational activities.

Interpretation of motives:

External - the child does not show his own desire to go to school, he attends school only under duress.

Training - the child likes to study, likes to go to school.

Game - At school, the child only likes to play, walk, communicate with children.

Positional - a child goes to school not in order to master educational activities, but in order to feel like an adult, to raise his status in the eyes of children and adults.

Social - a child goes to school not to be educated, to learn something new, but because he knows that he needs to study in order to get a profession in the future, - that's what parents say.

mark - the child goes to school to earn fives, for which parents and the teacher praise.

Methodology "Composing a story from a picture." C the goal is to assess the active vocabulary, coherence and grammatical structure of the child.

Drawing technique "What I like about school" allows you to determine the child's attitude to school.

Toulouse-Pieron test.

The purpose of the technique: to identify the ability to voluntary concentration of attention

An increase in the mass fraction of mild cerebral disorders is a new reality of the last decade. 40-60% of today's children who enter school every year have functional impairments in the activity of the brain, in principle, reversible and normalized as the child grows and the brain matures. In our country, these disorders are called minimal brain dysfunctions (MMD). Education that does not take into account the individual psychophysiological characteristics of the child gives rise to a massive increase in problems and often leads to persistent maladaptation.

The Toulouse-Pieron test corrects this situation. The test is a modification of the proofreading test - a non-verbal achievement test aimed at identifying the ability to voluntary concentration of attention. The use of this technique for the diagnosis of MMD is substantiated by Cand. psychol. Sciences L.A. Yasyukova.

Projectivetest personal relationships, social emotions and value orientations"Houses" made it possible to diagnose the child's emotional sphere in terms of higher emotions of social genesis, personal preferences and activity orientations, which makes it especially valuable in terms of analyzing the child's emotional attitude to school (to himself in a new role, to the teacher, to classmates).

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

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

1st task definesvegetative coefficient , which characterizes the energy balance of the body: its ability to consume energy or its tendency to save energy. Its value varies from 0.2 to 5 points. The energy indicator is interpreted as follows:

0 - 0.5 - chronic overwork, exhaustion, low performance.

0.51 - 0.91 - compensated state of fatigue. Recommendation: it is necessary to optimize the working rhythm, the mode of work and rest.

0.92 - 1.9 - optimal performance. The child is distinguished by cheerfulness, healthy activity, readiness for energy consumption.

Over 2.0 - overexcitation. It is required to normalize the pace of activity, the mode of work and rest, and sometimes reduce the load.

2nd task deciphers the emotional sphere of the first grader.

In task number 3 reflects the emotional attitude of the child to himself, school activities, teacher and classmates.

According to the results of task No. 3, three groups of children can be distinguished:

with a positive attitude towards school

with an ambivalent attitude

with a negative attitude

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

sufficient

partial

insufficient (or maladjustment)

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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.

According to 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 the 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.

In some domestic psychologists, the most essential conditions are singled out, which 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 connected with 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 himself 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 maladaptation" or ("school inadaptation") 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 various 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.

Middle 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 unlimited, 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, it 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, 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);

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

Systematically recurring behavioral disorders in the learning process and in the school environment (behavioral component). Grigoryeva 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 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 the results: If the 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 Annex 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 of each new classmate, 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, attitude to 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.

...

Research program
adaptation of first graders

Adaptation in the first grade is a special and difficult period in the life of a child: he masters a new social role of the student, a new type of activity - educational; the social environment changes, classmates, teachers, the school appear as a large social group in which the child is included; Finally, his way of life changes. A six or seven-year-old child already has the basic prerequisites for learning: methods of cognitive activity, motivation. His formation as a student occurs only in the process of teaching and throughout school life. The process of such formation, under favorable conditions, covers the first half of the first year of schooling.

But recently there are more and more children who already in primary school can not cope with the curriculum. These children require special attention from a teacher and a psychologist, since chronic lag in elementary school has a negative effect on further intellectual and personal development.

Our program for studying the adaptation of first-graders was used in work with 117 students of the first grades of secondary school No. 31 in Syktyvkar for three years. The age of students is 6–8 years.

Description of research methods

The program for studying the adaptation of first-graders consists of five methods:

1. Determination of the formation of the "internal position of the student". The technique helps to find out whether the child is aware of the goals and importance of learning, how he perceives the learning process, why he goes to school.

2. Determining the motives of teaching. The technique is aimed at studying the formation of learning motives, identifying the leading motive.

3. Study of adaptation by the Luscher method - determination of the emotional state of the child at school, the presence of positive and negative emotions in various educational situations. The emotional self-esteem of the child is revealed.

4. A projective method for diagnosing school anxiety (A.M. Prikhozhan). With its help, the level of school anxiety is revealed, school situations that cause fear, tension, and discomfort in a child are analyzed.

5. Drawing technique "Drawing of a man"- allows you to determine the level of mental development of the child, to identify children with lagging behind the age norm, which may be the result of a violation of the intellectual development of the child.

This program is easy to use and does not require special equipment (instruments, computers, etc.), it is carried out in an environment convenient for the researcher, in the form of an informal conversation with a child who does not need to solve complex problems, write answers, perform tests. In addition, the processing of the results is simple, so the program can be used not only by a psychologist, but also by any pedagogical worker.

Terms and Conditions

It is better to conduct a study of the adaptation of first-grade students in October-November, since first you need to give children the opportunity to adapt on their own, get to know classmates, and get used to the teacher. In September, a school psychologist can simply be present at the lessons and observe the children, noting the peculiarities of their behavior in the classroom and during breaks.

The study is carried out individually with each child. By prior arrangement with the teacher or parents, it is better to take children from lessons, and not after them. It's okay if a child misses 15 minutes of one lesson, of course, provided that the children do not go through a new topic for them. But in this case, there is a high probability that the child is not tired yet and will answer the psychologist's questions with interest.

As already mentioned, the examination of one child usually takes 15–20 minutes, so three children can be taken in one lesson. Thus, in one week, the psychologist may well test the whole class, and in a month - the entire parallel of the first classes. Moreover, in the first half of the day, the psychologist conducts a study, and in the second he processes the results, draws up conclusions, and at the end of the month, ready-made material is accumulated for the preparation of the final analytical report.

Before starting the study, the psychologist must prepare a workplace: a small (coffee) table, chairs or armchairs for himself and the child, the necessary stimulus material ( annex 4), and he should be on the sidelines so as not to distract the child. There is a questionnaire on the table Appendix 1), protocol of individual examination ( application 2) and a pen. If the school has a voice recorder or any other recording device, it would be good to use that as well. This will greatly facilitate the examination process itself, since the psychologist will not need to rush when fixing the child's answers.

The study is based on the type of conversation: the psychologist gets to know the student, asks how old he is, what class he is in, what school. Then he offers to talk a little about his school life, asks questions about the school. At the same time, the child does not need to write anything, decide, he only answers the questions asked by the psychologist, and he, in turn, records the child's answers in the protocol.

At the end of the study, the psychologist analyzes the students' answers, gives them an interpretation, taking into account the child's behavior during the conversation, observational data, interviews with teachers and parents. Then the psychologist writes a conclusion for each child ( Appendix 3 ), which describes the general characteristics of the adaptation process, highlights the features and makes a forecast. The psychologist should discuss each conclusion with the teacher, if necessary, invite the parents and inform them of the results of the study of the child's adaptation.

Interpretation of results

We used two systems of analysis: qualitative and quantitative (scoring). They allow you to quickly calculate points and identify a certain level of formation of one or another indicator of the child's psychological adaptation at school.

1. Study of the internal position of the student

(See "Questionnaire" in Appendix 1.)

1st question. Children usually answer “yes” to this question. If the additional question: "What do you like the most?" - the child answers “study, write, read, lessons”, then you can put 1 point. If the child says that at school he likes the most: “how they make friends with me”, “go to school in the morning”, “play, run, fight, walk”, “teacher”, “change” - in general, everything that is not related to educational activities, then 0 points are put for such an answer.

2nd question. You can put 1 point if the child says that he likes the teacher by “how she teaches”, “asks questions”, “teaches to write, read”, “teaches children good”, etc. A point is not put if the child gives the answer “good , beautiful, kind, does not scold", "puts fives", "looks good", "attitude towards children", since such an attitude towards the teacher does not affect the educational process.

3rd question. 1 point is given if the child answers that he likes “writing, reading”, “mathematics, reading, writing” the most. 0 points - if you like “walking”, “drawing”, “sculpting, labor, physical education”, “playing” most of all, especially if the child says that he does not like other subjects.

4th question. Most children answer this question like this: “It’s boring at home without a teacher, without a desk”, “it’s not good at home, but it’s better at school”, “I can’t write at home, but at school they tell us what to do”, “I will be a truant”, “you can’t wear a school uniform at home, you can get dirty”, “a house is not a school, there is no teacher there.” When a student gives a similar answer, sometimes it may seem that he simply did not understand the question, so if you wish, you can repeat it. But if the child does not change his answer, then he is estimated at 0 points. 1 point is given if the student’s answer is something like this: “I want to go to school, not skip school, do homework”, “at school you can study, read, improve your mind”, “I want to study”, “then you won’t know anything, you have to study” “You can learn anything in school.”

5th question. This is a rather tricky question, since a child with an unformed position of a schoolboy will perceive it not as a question about school, but as a question about a game. Thus, the child shows his unpreparedness for learning at school, the predominance of playing, rather than educational, leading activities. Therefore, if a first grader chooses the role of a teacher (“I always play a teacher”, “I want to teach children”) or the role of a student (“it’s more interesting to be a student”, “I’m still small and don’t know anything”, “you can raise your hand”), then the answer is evaluated at 0 points. If the child chooses the role of a student because he wants to “become smart”, “like to learn”, “like to solve examples, write”, then 1 point can be put for this answer.

6th question. In interpreting this question, the same principle applies as in the previous one. A “preschooler” child will choose recess (0 points) because play is still his leading activity. A “schoolchild” child chooses a lesson (1 point), since he has learning activities in the first place.

7th question. With the help of this question, you can find out the relationship of the child with classmates. If the student does not adapt well to the new environment, then he may have problems in communication. Therefore, 1 point is given if the child says that he has two or more friends, 0 points - if there are no friends or only one friend.

Analysis

Quantitative: if the child's answers are cumulatively estimated at 6–7 points, then the student's position is formed. If 4-5 points, the student's position is formed averagely. 3 or less points - the position of the student is not formed.

Qualitative: the position is formed - the child wants to go to school, he likes to study. He is aware of the purpose, importance and necessity of teaching. Shows curiosity. The leading activity is educational.

The position is formed in the middle - the child likes to study, likes to go to school, but he does not realize the goals and importance of learning, and the desire to learn is replaced by the attitude: "I must study, I must study."

The position of the student is not formed - the child is not aware of the goals and importance of learning, the school attracts only from the outside. The child comes to school to play, communicate with children, walk. The educational activity of the child does not attract, the leading activity is play.

2. Determination of the motives of the teaching

In this technique, educational and cognitive motives (educational, social, mark) are the main ones, but it is necessary to take into account why the child chooses this motive. If a student chooses educational and cognitive motives, answering “I want to study”, “you will study at school and get a profession”, “if there was no school, I would still study”, then 1 point is given for such an answer. If he chooses an educational and cognitive motive, because “it’s good to get fives”, “to answer and raise your hand”, “it’s better at school than at home”, “because he is an excellent student, you need to be friends with him”, “because she is beautiful ”, - 0 points are put for such an answer. Also, 0 points are given if the child chooses a motive that is not related to educational activities (external, game, positional). This suggests that he is not yet ready for educational activities and, most likely, in the process of adapting to school, he may experience difficulties: unwillingness to study, go to school, miss classes, etc.

Analysis

Quantitative: if the child's answers are estimated at 3 points, then the level of learning motivation is normal. If 2 points - the level of educational motivation is average. If 0-1 point, the level is low.

Qualitative: external - the child does not show his own desire to go to school, he attends school only under duress.

Educational - the child likes to study, likes to go to school.

Playful - at school, the child only likes to play, walk, communicate with children.

Positional - the child goes to school not in order to master educational activities, but in order to feel like an adult, to raise his status in the eyes of children and adults.

Social - a child goes to school not to be educated, to learn something new, but because he knows: you need to study in order to get a profession in the future, - that's what parents say.

Mark - the child goes to school to earn fives, for which parents and the teacher praise.

3. Study of adaptation by the Luscher method

Since the qualitative interpretation of this technique is the author's, we used it without changes, and developed only a quantitative one.

Determination of the emotional attitude of the child to school situations

When choosing blue, green, red, yellow colors, a positive attitude, attitude, emotional state, good mood are noted.

When choosing black, a negative attitude, negativism, a sharp rejection of what is happening, a predominance of a bad mood are noted.

When choosing a gray color, a neutral attitude, lack of emotions, passive rejection, indifference, emptiness, a feeling of uselessness are noted.

When choosing a brown color, anxiety, anxiety, tension, fear, unpleasant physiological sensations (stomach pain, headache, nausea, etc.) are noted.

When choosing a purple color, infantilism, whims, instability of attitudes, irresponsibility, and the preservation of the "position of the child" are noted.

Determining a Child's Emotional Self-Esteem

If the child's general color choice begins with blue, green, red, yellow, then in this case the child's self-esteem is positive, he identifies himself with good children.

If the general color choice begins with black, gray, brown, then in this case the child has a negative self-esteem, he identifies himself with bad people, he does not like himself.

If the general color choice begins with purple, then in this case the child has infantile self-esteem, personal immaturity, the preservation of attitudes and behaviors characteristic of a younger age.

Interpretation of results (see table)

Table

Determination of the emotional state of the child at school

Colour	Red	Yellow	Green	Violet	Blue	Brown	Black	Grey
Place of color is normal	1	2	3	4	5	6	7	8
The place of color in a child's choice	3	8	2	1	5	7	4	6
Difference	2	6	1	3	0	1	3	2

ES = 2 + 6 + 1 + 3 + 0 + 1 + 3 + 2 = 18

20 < ES < 32 - the predominance of negative emotions. The child is dominated by a bad mood and unpleasant experiences. A bad mood indicates a violation of the adaptation process, the presence of problems that the child cannot overcome on his own. The predominance of a bad mood can disrupt the learning process itself, but it indicates that the child needs psychological help.

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

0 < ES < 8 - the predominance of positive emotions. The child is cheerful, happy, optimistic, in a state of euphoria.

Analysis

When a child chooses brown, gray colors in all seven cases and purple in situations of “well-being at home, general attitude towards school, relationship with the class teacher”, 0 points are given.

When choosing black - 1 point.

When choosing blue, green, red, yellow - 1 point.

If the child's answers are estimated at 6–7 points, the child's general emotional attitude towards school is positive.

If the answers are rated at 4–5 points, a negative attitude is possible both to the school as a whole and to individual aspects of the educational process.

If the answers are estimated at 0–3 points, the child has a negative attitude towards school.

The emotional state of the child at school is analyzed separately.

4. Studying school anxiety

This technique ( see annex 4) is of great importance in the study of student adaptation. Conducting a qualitative analysis of children's responses, one can detect not only school anxiety, but also various indicators of school maladaptation. Indicators of maladaptation can be: a general negative attitude towards school; unwillingness of the child to study and attend school; problematic, conflicting relationships with classmates and the teacher; setting to receive bad grades, condemnation from parents, fear of punishment, etc. Thus, the method of studying school anxiety can also be used to study the general adaptation of the child to school.

The authors of this technique suggest not to interpret picture No. 1, since it is a training one, and No. 12, which is intended for the child to complete the task with a positive answer. In our study, we took into account the children's answers to all the pictures. First of all, because the first picture is a kind of diagnosis of intra-family relations. Secondly, because the students' responses to picture No. 12 were not always positive. Moreover, many children misunderstood the meaning of this picture and interpreted it in their own way, in connection with this, the answers of the children were completely different.

We also believe that it is impossible to determine the level of school anxiety by the number of negative answers of the child, because these answers do not always indicate anxiety. For example, picture number 8 (the child is doing homework). In our opinion, answers such as “he is sad because the TV is broken”, “he is sad because he is alone and bored” are not indicators of school anxiety. We refer them to the group of neutral responses, which do not provide any data on the presence or absence of school anxiety in the child. But such answers provide an opportunity to obtain additional information about the child, about his hobbies, desires, needs, interests.

However, it also happens the other way around: positive answers “he is cheerful because he is at home, and the rest of the guys go to school”, “he is cheerful because the lesson is over and you can play during the break”, “he is cheerful because they did not set lessons” also should not be considered as the absence of school anxiety in a child. Rather, on the contrary, the topic of the school causes anxiety in the child and, perhaps, he tries in every possible way to get around it. In addition, such responses are indicators of a violation of the child's adaptation. If he does not want to study, it is hard for him, he wants to relax and play, then he is not ready to study at school, and gradually appearing learning difficulties can subsequently cause school anxiety and maladaptation.

Picture number 1. This picture can be used to analyze the relationship between parents and children: how close are these relationships; what unites this family; whether parents show love and care towards their child, or do not pay any attention to him. Many children give a positive interpretation to this picture: “the boy is happy because he is going for a walk with mom and dad”, “the girl is in a cheerful mood, because mom and dad are going to buy her a birthday present”, “they are in a good mood, dad and Mom goes to work, and the girl goes to school. Such answers are worth 1 point. School anxiety can be observed in the answers: “he is in a sad mood, he does not want to go to school”, “mom and dad make him go to school, he does not want to”. Such responses are worth 0 points.

Picture number 2. This picture is an interpretation of the child's educational motivation: whether he wants to go to school or not. Answers that indicate high motivation, desire to learn, go to school: “the mood is cheerful, she goes to school, wants to study”, “joyfully goes to school”, “she likes going to school”, “she is in a bad mood, she is sick and cannot go to school” are worth 1 point. The answers of children in whom school anxiety occurs are rated at 0 points: “he is sad, he does not want to go to school”, “does not want to go to school, it is not interesting there”, “I am leaving school, I do not want to study”. These answers are not only indicators of anxiety, but also clear signs of school maladaptation. A number of neutral answers also stand out: “the mood is bad, his mother calls home, but he wants to go for a walk”, “someone offended her, they don’t want to be friends with her”, “the mood is good, she is talking with her mother”, “looks up and counts ". These answers are evaluated as follows: if the answer is positive, 1 point is given, if the answer is negative, 0 points.

Picture number 3. This picture diagnoses the relationship between children - whether the child knows how to communicate, establish contact with classmates. Since the picture shows children playing, almost all students' answers were positive: “he plays, he has fun”, “he runs”, “he scores a goal” - 1 point. Negative responses such as "he's sad, he couldn't catch the ball" are not indicators of anxiety. In this case, 0 points are given for the answers: “she is sad because no one wants to play with her, be friends with her”, “the boy is standing aside, he is afraid to approach the guys”, “she is having fun, she does not want to study, but wants all play for a day”, “the mood is sad, three against one is impossible”.

Picture number 4. The woman in this picture is most often presented to children as a mother, and not as a teacher. Therefore, positive answers were: “walks with mom”, “mom praises him”, “mom pulls her arms to hug her” - 1 point. The negative answers were divided into two groups. The first group - answers in which school anxiety is observed: “mom scolds, did the wrong homework”, “he studied poorly, mom scolds”, “mom scolds for not getting an A”, “mom scolds for not going to school went, doesn’t want to”, “she doesn’t want to go to school”, are estimated at 0 points. The second group - neutral answers: “mom scolds, she went far from home”, “mom scolds for spilling water”, “mom scolds for dropping a flower”, “aunt scolds him”, they are rated as positive .

Picture number 5. The image in this picture is not always perceived by children as a learning situation. As in the previous picture, some students associate the teacher with their mother. Therefore, answers that are not related to the teacher and to the learning situation can be considered neutral and rated at 1 point. These are the following answers: “mom says “let’s go home”, but he doesn’t want to”, “they came to visit her, she is happy”, “mom asks to do something”, “mom gives money to go to the store”. However, school anxiety could be detected in some of the children's responses. “The teacher asks: “Where is your briefcase?” - and scolds him", "the teacher scolds her, she studied poorly", "the mood is cheerful, she indulges", "he is in a good mood, the teacher does not scold him", "he feels good, he is the first, and the last boy can go crazy" , "he was offended by the teacher, he scolds him." Such responses are worth 0 points. Answers that are valued at 1 point: “the teacher calls the children to her place”, “she has fun, she talks with the teacher”, “they study”, “they want to study well”.

Picture number 6. This picture shows a specific learning situation, so the children had no problems understanding its meaning. With the help of this image, it is possible to identify the manifestation of school anxiety in the situation at the lesson. Positive answers, which are estimated at 1 point: “they want to study well”, “he reads a lot”, “sits well at his desk”, “he is at school, he studies everything”, “she sits in class”. Negative answers in which the child’s unwillingness to learn, bad mood, fear are observed are rated at 0 points: “she is studying, it is difficult for her”, “she is in a bad mood, she wrote the wrong thing”, “the mood is bad, she holds her hands at her desk incorrectly” , "does not know what to write", "does not want to study", "the mood is bad, tired."

Picture number 7. The picture shows a teacher, several children are standing at her table, and one child is standing to the side, in the corner of the room. Most children with low adaptation talk about this child and give appropriate answers: “he is standing in the corner, the teacher punished him, he did something”, “she is standing in the corner, she tore the teacher’s sheets”, “the teacher put him in the corner for the fact that he wrote incorrectly”, “everyone reads, and he stands in the corner, calling names”, “they put him in the corner because he did not obey.” Such responses are a sign of possible maladjustment and violation of the child's behavior. They are rated at 0 points, as are the answers of children with school anxiety: “the mood is bad, she does not want to give up work because she wrote badly”, “she is afraid, they can give her a “deuce”, “one girl was given a book, and she doesn't." The positive answers of the children look like this: “he is talking to the teacher”, “the teacher praised him”, “they are given grades”, “the teacher checks the lessons and praises”, “she received “5” - 1 point. The remaining answers that are not related to educational activities are considered neutral and are evaluated by sign.

Picture number 8. In this case, it is easy to recognize answers containing school anxiety and low motivation for learning: “she does not want to study”, “his mother forces him to do his homework”, “she is sad, she can be given a “2”, “she could not do her homework” . For such an answer, 0 points are given. Children with no anxiety gave the following answers: “he writes, he likes it”, “she did her homework for “5”, “he sits, studies”, “he is in a good mood, he reads”, “he studies at home”, “mood good, she does her homework” - 1 point. Some children gave answers not related to educational activities, they cannot be used to judge the presence of anxiety and adaptation of the child at school: “she draws at home”, “the mood is cheerful, because the day off”, “watching TV”, “she is sad, she is at home alone”, “watching cartoons”, “he is alone and bored”, “he is sad, the TV does not work”. These responses are neutral and are also evaluated by sign.

Picture number 9. It is also of great importance here which child (standing aside or talking) the student will begin to talk about. This picture helps to identify the child's problems in relationships with classmates, the fear of quarreling, quarreling, fighting with the guys, the fear that no one will be friends with him, play and talk. Children with similar fears gave the following answers: “no one communicates with him, he is a loser”, “they swear, fight, someone took the ball away”, “they don’t play with her”, “they didn’t give her chocolate, they didn’t share it with her” , “classmates turned away from her”, “girls kicked her out of the game”, “he was offended”, “no one plays with him and is not friends”. These answers are rated at 0 points, since fear is the first sign of anxiety, and if a child is afraid that they will not be friends with him, then he is not sure of himself and that he can find a common language with classmates. And this is one of the main indicators of maladaptation. The remaining answers: “they talk”, “she plays with girls”, “he meets boys”, “he plays with a boy” - are estimated at 1 point.

Picture number 10. An analysis of the children's responses to this picture, first of all, makes it possible to identify the relationship between the child and the teacher, and secondly, anxiety in the situation of the answer at the blackboard. Students with an increased level of anxiety gave the following answers: “he has a sad face, he doesn’t know the answer”, “the teacher asks to draw, but he doesn’t know what”, “the teacher scolds him for playing around in the lesson”, “at he has a sad face, he is afraid that the task will not work out”, “the teacher scolds her for not doing her homework”, “the teacher says to do the homework, but he does not”, “the teacher makes her write, but she does not want to”, "The teacher scolds." They are valued at 0 points. Answers estimated at 1 point were given by children who have a favorable relationship with the teacher and a high level of learning motivation: “the teacher tells her something good”, “went to the blackboard to solve the problem”, “she answers the question”, “she is an excellent student ”, “she is in a good mood, she was called to the blackboard”, “the teacher teaches him”, “it is interesting for him to answer”, “she was praised for the lessons”, “he wants to write on the blackboard”.

Picture number 11. This picture does not reveal the presence of school anxiety in a child. But since a first grader is a former preschooler, the attitude to play activity is of great importance for research. In the game, the child projects his life situations, which can be conditionally divided into situations of success and failure. In fact, the responses of the children were divided. Positive answers, estimated at 1 point, reflect the situation of success: “they bought a game for him”, “he is building”, “guests will come to her and will play with her”, “she sits at home and plays”, “she has no lessons”.

And negative ones - a situation of failure: “he scatters toys, does not help his mother”, “does not want to study”, “the mood is bad, you need to collect toys”, “she is sad, she could not make a game”, “he scattered toys”, “she broke toys". Such responses are worth 0 points.

Picture number 12. The image in this picture is understood by children in different ways. Of the many answers, we chose those that help identify school anxiety or, conversely, confirm its absence. Answers of children in whom anxiety is observed: “the mood is sad, they asked a lot of lessons”, “she just came, she needs to do her homework, but she doesn’t want to”, “he is sad, he threw the briefcase and went to class”, “she is sad, she was late for the lesson”, “she barely came to school”, “he is sad, forgot his briefcase”, “angry, does not want to study”. They are valued at 0 points.

Positive answers about school are worth 1 point: “goes home to do his homework, he likes to do his homework, and then he can relax, play with someone”, “glad that he is going home”, “dresses for school to study quickly”, “goes home with a briefcase, she will do her homework, and then go for a walk”, “goes home to do her homework”. We also identified a group of neutral answers: “she put on the wrong coat”, “the briefcase is heavy”, “she can’t lift her backpack, she’s tired”, “she goes for a walk with a briefcase”, “dances”, “found her mother’s bag”, “bought a jacket ”, “measures clothes”.

Analysis

Quantitative. 10–12 points - we can say that school anxiety was not found in the child.

7–9 points - the level of school anxiety is normal.

0-6 points - the presence of school anxiety.

Qualitative. By carrying out a qualitative analysis of a single picture, it is possible to identify situations where the child is experiencing difficulties.

Picture number 1 - communication with parents. The relationship of the child with parents, the desire to communicate, spend time together are analyzed.

Picture number 2 - the road to school. The desire of the child to go to school, the desire or unwillingness to study is revealed.

Picture number 3 - interaction with children. The attitude of the child to play activities. Problems in communication and interaction with a group of children are identified.

Picture number 4 - communication with an adult (teacher). With the help of this picture, you can identify whether the child knows how to communicate with an adult, as well as obey his requirements. Problems are found in the relationship between the child and the teacher, the child and the mother.

Picture number 5 - communication with an adult (teacher). The situation is similar to the previous one. Does the child know how to interact in a group of children and obey the rules, requirements of an adult.

Picture number 6 - the situation of the lesson. You can determine the mood of the child in the lesson, his desire to learn, to complete the tasks proposed by the teacher; in addition, learning problems can be identified. You need to pay attention to who the child chooses: the boy at the first desk with notes in a notebook or the boy at the second desk, whose notebook is empty.

Picture number 7 - the situation of the lesson. This picture allows you to determine the relationship with the teacher and with the children. In addition, you can understand how the child evaluates his knowledge and himself. For example, a child says: “He is happy because he got an “A” or “He is sad, he got a “2”. The picture also makes it possible to identify violations in behavior. For example, a child says: "He was put in a corner, he was playing around."

Picture number 8 - the situation at home. With the help of the picture, you can determine the mood and well-being of the child at home and assess the desire to do homework.

Picture number 9 - interaction with children. The situation of personal communication between a child and children. Identifies problems in communication, establishing friendly contacts, the child's attitude to a quarrel.

Picture number 10 - the answer is at the blackboard. Allows you to identify the child's fear of answering to the whole class, to complete tasks on the board, helps to assess problems in the relationship between the child and the teacher.

Picture number 11 - the situation at home. This picture does not reveal school anxiety, but helps to clarify the child's attitude towards a single game.

Picture number 12 - returning from school. One can understand the child's general attitude towards school, as well as his desire or unwillingness to leave school.

5. Drawing technique "Drawing of a man"

This technique was taken by us as an additional to the main set of methods and is used to identify deviations in the child's mental development. Thus, if the school psychologist has doubts after the study, you should additionally ask the child to draw a drawing of a person.

The interpretation of this technique was taken by us from the author without changes.

For each of the main details put on 2 points. The main details include: head, torso, eyes, mouth, nose, arms, legs; paired details are evaluated at 2 points, regardless of whether they are shown both or only one. 1 point is given for each of the following minor details: ears, hair (or hat), eyebrows, neck, fingers, clothes, feet (shoes). For the correct number of fingers add 1 point.

For the plastic way of the image - 8 additional points; for intermediate (in the presence of at least individual plastic elements) - 4 points; if the drawing method is schematic, and the arms and legs are shown in double lines, 2 points are added. There are no additional points for a schematic representation in which the arms or legs are depicted as a single line or missing.

Age	Points
5,1–6,0	14–22
6,1–7,0	18–25
7,1–8,0	20–26
8,1–9,0	22–27
9,1–10,0	23–28
10,1–11,0	24–30

Analysis

If the child's drawing is correct, then no additional points are added to the total score.

If a child's drawing shows a lag behind the age norm, then another 5 points are subtracted from the total score for the study as a whole.

Features of the child's behavior during the study

During the two years when we conducted the study, we noted not only the intellectual, speech and psychological, but also the behavioral characteristics of first-graders. After all, it is no secret to anyone that the main difficulty faced by a first grade teacher is the inability of some children to get involved in general educational work: children often ignore the task proposed by the teacher, do not even try to complete it, ask questions that are not related to educational work . Yes, the child is trying, but it is very difficult not to look into someone else's briefcase, it is difficult not to turn to a friend and not tell him about something important. In such children, real, deep interests are still very direct and impulsive. Arbitrariness is still very unstable; it has not had time to become a genuine acquisition of the child. And there are, on the contrary, anxious children. A child with school anxiety most often develops a habit of step-by-step control by an adult. Some children refuse to continue working without such supervision, others often cry and call for their mother, etc.

Some first-graders show a very high degree of intellectual preparation for school. They come to school able to read, count, etc. However, they lack a general readiness to accept school organizational forms of education. In fact, these children are not ready for school, therefore, they may start having problems in learning activities and, as a result, maladaptation may occur. Thus, the psychologist should immediately take note of these children and subsequently treat them with special attention.

So, we came to the conclusion that these and other behavioral features of first-graders can significantly affect the course of the educational process and subsequently lead to maladaptation of the child.

In this section, we also introduced a scoring system for evaluating the behavioral characteristics of children and suggest subtracting one point for each such manifestation. Of course, this system is very arbitrary, and for the most part the psychologist is forced to act intuitively here. That is, if the psychologist sees and feels that the child, despite the fact that he copes with the tasks, nevertheless behaves somehow inappropriately, it is worth changing the scoring system and taking into account not only the child’s behavioral manifestations themselves, but also their intensity and, possibly, , even the quality. Thus, a child can get both minus two and minus three points for any one behavioral feature.

If the child:	Points
1. Slow	– 1
2. Poor answers to follow-up questions	– 1
3. Thinks long	– 1
4. Silent	– 1
5. Cannot formulate a thought	– 1
6. Can't find words	– 1
7. Frequently answers “I don’t know” to additional questions.	– 1
8. Disinhibited, spinning, spinning	– 1
9. Doesn't understand the question or instructions	– 1
10. Expresses thoughts that are not related to the task	– 1
11. Doesn't know class number	– 1
12. Doesn't know the school number	– 1
13. Doesn't know the teacher's name	– 1
14. Doesn't know the names of his parents	– 1
15. Can't give his last name	– 1
16. Does not pronounce words, letters	– 1
17. Other	– 1

Some of these behavioral features of children can be combined into groups and thus suggest the causes of these disorders. We offer the following groups:

Anxious children. Most often, during the study, anxious children are very slow, silent, and, despite the fact that they understand the instructions and the task, it is sometimes very difficult for them to answer the question. Such children are afraid to answer, afraid to say something wrong and at the same time do not even try to give an answer. In the end, they either say they don't know the answer, or they remain silent.

It may also be that the child begins to shake with fear or cry, although this has not happened in our practice.

hyperactive children. A hyperactive child is easy to recognize. He constantly spins, spins, can dangle his leg during the study, sway. Most often, a hyperactive child does not delve into the essence of the task, does not look at the psychologist, looks at the office. These children answer questions without hesitation, the first thing that comes to mind. They can start to have fun, laugh at the pictures that the psychologist offers to discuss. Sometimes, in rare cases, a child can get up, walk around the office, change seats, touch interior items, etc.

Socially and pedagogically neglected children. Such children most often have problems understanding the instructions, they constantly ask the psychologist again and even then answer incorrectly. Such a child sometimes does not know the names of the parents, calls the teacher “aunt”, cannot always give his last name, age, school and class number. Just like anxious children, they answer “I don’t know” to many questions. In the classroom, such a child, although he sits quietly, listens to the teacher, understands little and copes with few tasks. In addition, socially and pedagogically neglected children may have problems with pronunciation, pronunciation of words. They have a meager vocabulary, their speech is monotonous, and sometimes they simply cannot find words and formulate their thoughts correctly.

Processing and analysis of results

At the end of the study, the psychologist processes all the child's answers, calculates the scores for each method, analyzes the child's behavior during the study, and writes a conclusion.

Since for each method we have developed not only qualitative, but also quantitative analysis, we have accordingly developed a certain scale of levels of adaptation of the child to school. Next, we present conditional criteria for assessing the level of adaptation of first-graders, which we singled out on the basis of an analysis of the psychological literature on this topic, the results of the study, and our observations. For example, according to our observations and the opinion of teachers, the majority of children with an average level of adaptation in one way or another encountered a number of difficulties in their school life, and children with a low level of adaptation and their parents more often had to resort to the help of a psychologist. Many teachers in subsequent work with children agreed that the levels of adaptation of the child to school that we proposed correspond to a large extent to the real development of the child.

General analysis of results

22–30 points. The child's adaptation to school is going well, there is no reason for concern. The child likes school, he studies with pleasure, performs all the tasks that the teacher gives, and is responsible for doing homework. At school, he is in a good mood, his emotional state is normal. The attitude to the teacher, to classmates and to the school in general is positive.

12–21 points. The adaptation of the child to school is average, there may be some problems in mastering school rules and norms of behavior. A child with an average level of adaptation may not have the position of a schoolchild, that is, the school attracts him not with the actual educational content, but with the fact that it is interesting, fun, and there are a lot of children. In general, the child attends school with pleasure, he likes to study, but there may be difficulties in learning activities due to the low level of motivation and unwillingness to perform certain tasks of the teacher. Such a child may show low concentration of attention, often be distracted. In order to start studying, he needs the presence of an adult in the position of a teacher, that is, if the teacher did not personally contact him, did not personally tell him what to do, he may not begin to complete the task. However, after the help or just emotional support of the teacher, he can begin to act on his own.

0–11 points. The adaptation of the child is at a low level, negative emotions and bad mood can prevail at school. Such a child most often refuses to do the teacher's tasks in the classroom, is busy with extraneous matters, and distracts the classmates. Educational activity does not attract him if it is not interesting to him. Often a child with a low level of adaptation does not want to study, refuses to go to school in the morning. There may be behavioral problems, non-compliance with school norms and violation of school rules. Such a child often has problems in relationships with classmates, possibly a negative attitude towards the teacher.

Since the considered criteria for the level of a child's adaptation to school are conditional, we give preference to a qualitative analysis of the children's responses, as well as observational data, and the opinions of parents and teachers. The above scale of adaptation levels was developed by us primarily in order to simplify and conveniently process and analyze the results of the study. Secondly, to highlight certain psychological characteristics of the child's stay at school. And thirdly, to further forecast the child's adaptation to school and identify possible school difficulties and problems in the future. Therefore, we insist that the researcher using this program should not adhere to the criteria that we have clearly identified, but make a holistic qualitative analysis.

BIBLIOGRAPHY

Velieva S.V. Diagnosis of mental states of preschool children. - St. Petersburg, 2005.

Wenger A.L. Psychological drawing tests. - M., 2006.

Venger A.L., Zuckerman G.A. Psychological examination of junior schoolchildren. - M., 2004.

Miklyaeva A.V., Rumyantseva P.V. School anxiety: diagnosis, correction, development. - St. Petersburg, 2004.

Ovcharova R.V. Practical psychology in elementary school. - M., 2005.

Polivanova K.N. Such different six-year-olds. Individual readiness for school: diagnostics and correction. - M., 2003.

Practical psychology of education / Ed. I.V. Dubrovina.- St. Petersburg, 2004.

Workshop on developmental psychology / Ed. L.A. Golovey, E.F. Rybalko.- St. Petersburg, 2002.

Yasyukova L.A. Psychological prevention of problems in teaching and development of schoolchildren. - St. Petersburg, 2003.

Title: Diagnostics of first-graders: diagnostics of adaptation of first-graders to learning at school.
Year of publication: 2000 - 11
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Admission to school is associated with the need to adapt the child to the changed conditions of life. Adaptation to an educational institution occurs at three levels: physiological, social and actually psychological. Psychological adaptation is determined by the activity of the individual and involves not only the "embedding" of the younger student in a new social system, but also the transformation of some important elements of the environment in accordance with the needs and age and individual characteristics of the child.

The most important condition for successful adaptation is a combination of adaptive and adaptive activities, which varies depending on the situation. It is in the first months of children's stay at school that new forms of the child's relationship with the world and himself, stable ways of interacting with peers, adults, are formed, and the directions of personal self-realization at school are determined. During the period of adaptation to an educational institution, a social and intellectual foundation is laid for the further education and development of the child. The success of children's adaptation to school conditions is largely due to the formation of educational motivation, a positive emotional attitude towards the school, teacher and classmates, a high level of arbitrary regulation of behavior and cognitive processes. An important role in the process of adaptation to school is also played by the personal characteristics of students and relationships with parents.

Featured selection " Diagnostics of first-graders: diagnostics of adaptation»contains materials aimed at diagnosing the adaptation of first-graders to learning at school.

The contents of the collection "Diagnostics of first-graders: diagnostics of adaptation of first-graders to learning at school":

Observation in first class

Observation as a method for determining the level of adaptation of students to school
Observation map (blank)

Questionnaire in first grade

Questionnaire for determining the school motivation of primary school students
Questionnaire "Is the child good at school?"
Questionnaire for parents of first graders
Questionnaire "Parental position regarding the readiness for schooling of the child" (Authors O.N. Istratova, I.O. Kosyanenko
Questionnaire "Identification of the causes of school failure" (for teachers, parents)

Testing in first grade

"Conversation about school" (authors: D.B., Elkonin, A.G. Wenger)
Methodology for studying the motives of learning (Author M.Yu. Ginzburg)

Examination of first graders

PLAN

conducting a psychological study of first-graders

during the period of adaptation

View Activities	Goal and tasks	Timing
Observation	monitor children, noting the peculiarities of their behavior in the classroom and during breaks	1-4 weeks of September
Survey	determination of the level of mental development of the child, identification of children lagging behind the age norm; studying the formation of learning motives, identifying the leading motive; determination of the emotional state of the child at school, the presence of positive and negative emotions in various educational situations; identifying the level of school anxiety, analyzing school situations that cause fear, tension, and discomfort in a child.	from 3-4 weeks of September
Examination of one child usually takes 15-20 minutes. In the first half of the day, a study is carried out, and in the second - processing of the results, drawing up a conclusion.
Drawing up a final conclusion	Final analysis of the obtained results. Identification of children at risk. Recommendations for teachers working in the 1st grade. Advice for parents of first graders.	Upon completion of the examination
Bringing the results to the participants of the learning process	Consultations and small pedagogical councils with the administration and teachers of the school. Individual consultations on the results of diagnostics with parents of schoolchildren with adaptation disorders. Development, together with the teacher, of a plan (program) for corrective assistance to children with signs of maladaptation. Parent meeting "Adaptation to school - joys and difficulties."	After the final conclusion
Drawing up a work program for a teacher-psychologist with maladjusted students of grade 1	Organization of individual psychological and pedagogical support of the child, taking into account his potential. Group sessions with children experiencing difficulties in adapting to school Search for an individual approach to solving students' problems, choosing an individual program.	After receiving the final results of the survey and identifying students at risk
Rediagnosis	Repeated diagnostics, processing and analysis of the obtained data, analysis of dynamics, discussion of the results of the work, discussion of the effectiveness of the work carried out.	April May
Final stage	Analysis of the assimilation of the program in different sections, products of children's activities (notebooks, drawings). Analysis of the dynamics of child development. Drawing up a final conclusion with conclusions obtained from the results of a dynamic study for the year, recommendations, etc.

The program for studying the adaptation of first-graders consists of five methods:

2. Determining the motives of teaching. The technique is aimed at studying the formation of learning motives, identifying the leading motive.

1. Study of the internal position of the student

(See "Questionnaire" in Appendix 1.)

2nd question. You can put 1 point if the child says that he likes the teacher by “how she teaches”, “asks questions”, “teaches children to write, read”, “teaches children good”, etc. A point is not put if the child gives the answer “good , beautiful, kind, does not scold", "puts fives", "looks good", "attitude towards children", since such an attitude towards the teacher does not affect the educational process.

4th question. Most children answer this question like this: “It’s boring at home without a teacher, without a desk”, “it’s not good at home, but it’s better at school”, “I can’t write at home, but at school they tell us what to do”, “I will be a truant”, “you can’t wear a school uniform at home, you can get dirty”, “a house is not a school, there is no teacher there.” When a student gives a similar answer, sometimes it may seem that he simply did not understand the question, so if you wish, you can repeat it. But if the child does not change his answer, then he is estimated at 0 points. 1 point is given if the student’s answer is something like this: “I want to go to school, not skip school, do my homework”, “at school you can study, read, improve your mind”, “I want to study”, “then you won’t know anything, you have to study” “You can learn anything in school.”

5th question. This is a rather tricky question, since a child with an unformed position of a schoolboy will perceive it not as a question about school, but as a question about a game. Thus, the child shows his unpreparedness for learning at school, the predominance of playing, rather than educational, leading activities. Therefore, if a first grader chooses the role of a teacher (“I always play a teacher”, “I want to teach children”) or the role of a student (“it’s more interesting to be a student”, “I’m still small and don’t know anything”, “you can raise your hand”), then the answer is evaluated at 0 points. If the child chooses the role of a student because he wants to “become smart”, “like to study”, “like to solve examples, write”, then 1 point can be put for this answer.

6th question. In interpreting this question, the same principle applies as in the previous one. A “preschooler” child will choose recess (0 points) because play is still his leading activity. A “schoolchild” child chooses a lesson (1 point), since he has learning activities in the first place.

7th question. With the help of this question, you can find out the relationship of the child with classmates. If a student does not adapt well to a new environment, then he may have communication problems. Therefore, 1 point is given if the child says that he has two or more friends, 0 points - if there are no friends or only one friend.

Analysis

Appendix 1

QUESTIONNAIRE

1. Studying the internal position of the student

1. Do you like school? What do you like the most, and what would you like to change so that it becomes absolutely wonderful at school?

2. What kind of teacher do you have? Do you like her?

3. What activities do you enjoy the most? Why?

4. If you are allowed to wear a school uniform and use school supplies at home, but you are not allowed to go to school, will that suit you? Why?

5. If we were playing school now, what would you like to be: a student or a teacher?

6. During the game at school, which would be longer for us: a break or a lesson?

7. Do you have friends among classmates?

2. Studying learning motivation

Instruction. Now I will tell a story and show pictures ( see annex 4) and listen to me carefully. Boys (girls) talked about school. The first boy said: “I go to school because my mother makes me. And if it weren’t for my mother, I wouldn’t go to school” (fig. a). The second boy said: “I go to school because I like to study, I like to do my homework. Even if there were no school, I would still study” (Fig. b). The third boy said: “I go to school because it is fun and there are a lot of kids to play with” (fig. c). The fourth boy said: “I go to school because I want to be big. When I am at school, I feel like an adult, but before school I was small” (fig. d). The fifth boy said: “I go to school because I have to study. You can’t do anything without learning, but if you learn, you can become whoever you want” (Fig. e). The sixth boy said: “I go to school because I get fives there” (Fig. e).

1. Which one do you think is right? Why?

2. Who would you like to study with? Why?

3. Who would you like to be friends with? Why?

motives: external (a), educational (b), game (c), positional (d), social (e), motive - evaluation (e).

In this technique, educational and cognitive motives (educational, social, mark) are the main ones, but it is necessary to take into account why the child chooses this motive. If a student chooses educational and cognitive motives, answering “I want to study”, “you will study at school and get a profession”, “if there was no school, I would still study”, then 1 point is given for such an answer. If he chooses an educational and cognitive motive, because “it’s good to get fives”, “to answer and raise your hand”, “it’s better at school than at home”, “because he is an excellent student, you need to be friends with him”, “because she is beautiful ”, - 0 points are put for such an answer. Also, 0 points are given if the child chooses a motive that is not related to educational activities (external, game, positional). This suggests that he is not yet ready for learning activities and, most likely, in the process of adapting to school, he may experience difficulties: unwillingness to study, go to school, miss classes, etc.

Analysis

Qualitative: external - the child does not show his own desire to go to school, he attends school only under duress.

Educational - the child likes to study, likes to go to school.

Playful - at school, the child only likes to play, walk, communicate with children.

Positional - the child goes to school not in order to master educational activities, but in order to feel like an adult, to raise his status in the eyes of children and adults.

Social - a child goes to school not to be educated, to learn something new, but because he knows: you need to study in order to get a profession in the future, - that's what parents say.

Mark - the child goes to school to earn fives, for which parents and the teacher praise.

3. Study of adaptation by the Luscher method

Determination of the emotional attitude of the child to school situations

The psychologist lays out colored cards in front of the child on a blank sheet of A4 paper in random order.

Instruction

1. Look carefully and tell me which of these colors most closely resembles your mood when you go to school in the morning? Most often, usually. Name or point.

2. What about at home on weekends?

3. Which of these colors most closely resembles your mood when you are sitting in class?

4. And when do you answer at the blackboard?

5. And before the control or verification work?

6. When do you play or communicate with the guys at recess?

7. When do you talk to the teacher?

Now choose from these colors the one that you like the most, it seems more beautiful than the others (the psychologist removes the card chosen by the child). And from the rest? (again removes the card chosen by the child, etc.).

When choosing blue, green, red, yellow colors, a positive attitude, attitude, emotional state, good mood are noted.

When choosing black, a negative attitude, negativism, a sharp rejection of what is happening, a predominance of a bad mood are noted.

When choosing a gray color, a neutral attitude, lack of emotions, passive rejection, indifference, emptiness, a feeling of uselessness are noted.

When choosing a brown color, anxiety, anxiety, tension, fear, unpleasant physiological sensations (stomach pain, headache, nausea, etc.) are noted.

When choosing a purple color, infantilism, whims, instability of attitudes, irresponsibility, and the preservation of the "position of the child" are noted.

Determining a Child's Emotional Self-Esteem

If the child's general color choice begins with blue, green, red, yellow, then in this case the child's self-esteem is positive, he identifies himself with good children.

If the general color choice begins with black, gray, brown, then in this case the child has a negative self-esteem, he identifies himself with bad people, he does not like himself.

Interpretation of results (see table)

Table

Determination of the emotional state of the child at school

Colour	Red	Yellow	Green	Violet	Blue	Brown	Black	Grey
Place of color is normal	1	2	3	4	5	6	7	8
The place of color in a child's choice	3	8	2	1	5	7	4	6
Difference	2	6	1	3	0	1	3	2

ES = 2 + 6 + 1 + 3 + 0 + 1 + 3 + 2 = 18

20 ES 32 - the predominance of negative emotions. The child is dominated by a bad mood and unpleasant experiences. A bad mood indicates a violation of the adaptation process, the presence of problems that the child cannot overcome on his own. The predominance of a bad mood can disrupt the learning process itself, but it indicates that the child needs psychological help.

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

0 ES 8 - the predominance of positive emotions. The child is cheerful, happy, optimistic, in a state of euphoria.

Analysis

When choosing black - 1 point.

When choosing blue, green, red, yellow - 1 point.

If the child's answers are estimated at 6–7 points, the child's general emotional attitude towards school is positive.

If the answers are rated at 4–5 points, a negative attitude is possible both to the school as a whole and to individual aspects of the educational process.

If the answers are estimated at 0–3 points, the child has a negative attitude towards school.

The emotional state of the child at school is analyzed separately.

4. Studying school anxiety

Instruction. Now you will make up stories from pictures. My pictures are not quite normal. Look, everyone - both adults and children - are drawn without faces. (Picture No. 1 is shown.) This was done on purpose, in order to make it more interesting to invent. I will show you pictures, there are only 12 of them, and you have to figure out what the mood of the boy (girl) in the picture is and why he is in such a mood. You know that the mood is reflected in our face. When we are in a good mood, our face is cheerful, joyful, happy, and when we are in a bad mood, we are sad, sad. I will show you a picture, and you will tell me what kind of face the boy (girl) has - cheerful, sad or something else, and explain why he has such a face.

Picture number 2. This picture is an interpretation of the child's educational motivation: whether he wants to go to school or not. Answers that indicate high motivation, desire to learn, go to school: “the mood is cheerful, she goes to school, wants to study”, “joyfully goes to school”, “she likes to go to school”, “she is in a bad mood, she is sick and cannot go to school” are worth 1 point. The answers of children in whom school anxiety occurs are rated at 0 points: “he is sad, he does not want to go to school”, “does not want to go to school, it is not interesting there”, “I am leaving school, I do not want to study”. These answers are not only indicators of anxiety, but also clear signs of school maladaptation. A number of neutral answers also stand out: “the mood is bad, his mother calls home, but he wants to go for a walk”, “someone offended her, they don’t want to be friends with her”, “the mood is good, she is talking with her mother”, “looks up and counts ". These answers are evaluated as follows: if the answer is positive, 1 point is given, if the answer is negative, 0 points.

Picture number 5. The image in this picture is not always perceived by children as a learning situation. As in the previous picture, some students associate the teacher with their mother. Therefore, answers that are not related to the teacher and to the learning situation can be considered neutral and rated at 1 point. These are the answers: “mom says “let's go home”, but he doesn’t want to”, “they came to visit her, she is happy”, “mom asks to do something”, “mom gives money to go to the store”. However, school anxiety could be detected in some of the children's responses. “The teacher asks: “Where is your briefcase?” - and scolds him", "the teacher scolds her, she studied poorly", "the mood is cheerful, she indulges", "he is in a good mood, the teacher does not scold him", "he feels good, he is the first, and the last boy can go crazy" , "he was offended by the teacher, he scolds him." Such responses are worth 0 points. Answers that are valued at 1 point: “the teacher calls the children to her place”, “she has fun, she talks with the teacher”, “they study”, “they want to study well”.

Picture number 7. The picture shows a teacher, several children are standing at her table, and one child is standing to the side, in the corner of the room. Most children with low adaptation talk about this child and give appropriate answers: “he is standing in the corner, the teacher punished him, he did something”, “she is standing in the corner, she tore the teacher’s sheets”, “the teacher put him in, that he wrote incorrectly”, “everyone reads, and he stands in the corner, calling names”, “they put him in the corner because he did not obey.” Such responses are a sign of possible maladjustment and violation of the child's behavior. They are rated at 0 points, as are the answers of children with school anxiety: “the mood is bad, she does not want to give up work because she wrote badly”, “she is afraid, they can give her a “deuce”, “one girl was given a book, and she doesn't." The positive answers of the children look like this: “he is talking to the teacher”, “the teacher praised him”, “they are given grades”, “the teacher checks the lessons and praises”, “she received “5” - 1 point. The remaining answers that are not related to educational activities are considered neutral and are evaluated by sign.

Picture number 10. Analysis of the children's answers in this picture, first of all, makes it possible to identify the relationship between the child and the teacher, and secondly, anxiety in the response situation at the blackboard. Students with an increased level of anxiety gave the following answers: “he has a sad face, he doesn’t know the answer”, “the teacher asks to draw, but he doesn’t know what”, “the teacher scolds him for playing around in the lesson”, “at he has a sad face, he is afraid that the task will not work out”, “the teacher scolds her for not doing her homework”, “the teacher says to do the homework, but he does not”, “the teacher makes her write, but she does not want to”, "The teacher scolds." They are valued at 0 points. Answers, estimated at 1 point, were given by children who have a favorable relationship with the teacher and a high level of learning motivation: “the teacher tells her something good”, “went to the blackboard to solve the problem”, “she answers the question”, “she is an excellent student ”, “she is in a good mood, she was called to the blackboard”, “the teacher teaches him”, “it is interesting for him to answer”, “she was praised for the lessons”, “he wants to write on the blackboard”.

Positive answers about school are worth 1 point: “he goes home to do his homework, he likes to do his homework, and then he can relax, play with someone”, “glad that he is going home”, “dresses for school to study quickly”, “goes home with a briefcase, she will do her homework, and then go for a walk”, “goes home to do her homework”. We also identified a group of neutral responses: “she put on the wrong coat”, “the briefcase is heavy”, “she can’t lift her backpack, she is tired”, “she goes for a walk with a briefcase”, “dances”, “found her mother’s bag”, “bought a jacket ”, “measures clothes”.

Analysis

Quantitative. 10–12 points - we can say that school anxiety was not found in the child.

7–9 points - the level of school anxiety is normal.

0-6 points - the presence of school anxiety.

Qualitative. By carrying out a qualitative analysis of a single picture, it is possible to identify situations where the child is experiencing difficulties.

Picture number 1 - communication with parents. The relationship of the child with parents, the desire to communicate, spend time together are analyzed.

Picture number 2 - the road to school. The desire of the child to go to school, the desire or unwillingness to study is revealed.

Picture number 3 - interaction with children. The attitude of the child to play activities. Problems in communication and interaction with a group of children are identified.

Picture number 8 - the situation at home. With the help of the picture, you can determine the mood and well-being of the child at home and assess the desire to do homework.

Picture number 11 - the situation at home. This picture does not reveal school anxiety, but helps to clarify the child's attitude towards a single game.

Picture number 12 - returning from school. One can understand the child's general attitude towards school, as well as his desire or unwillingness to leave school.

Portal for the student. Self-training

Testing to determine the level of adaptation to school. Examination of first-graders during the period of adaptation plan for conducting a psychological study of first-graders during the period of adaptation

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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