School maladaptation- this is a disorder of adaptation of a school-age child to the conditions of an educational institution, in which learning abilities decrease, relationships with teachers and classmates worsen. It most often occurs in younger schoolchildren, but can also occur in children in high school.

School maladjustment is a violation of the student's adaptation to external requirements, which is also a disorder of the general ability for psychological adaptation due to certain pathological factors. Thus, it turns out that school maladjustment is a medical and biological problem.

In this sense, school maladaptation acts for parents, educators and doctors as a vector of "illness/health disorder, developmental or behavioral disorder". In this vein, the attitude to the phenomenon of school adaptation is expressed as something unhealthy, which speaks of the pathology of development and health.

A negative consequence of this attitude is a guideline for mandatory testing before a child enters school or to assess the degree of development of a student, in connection with his transition from one educational level to the next, when he is required to show the results of the absence of deviations in the ability to study according to the program offered by teachers and in the school chosen by the parents.

Another consequence is the pronounced tendency of teachers, who cannot cope with the student, to refer him to a psychologist or psychiatrist. Children with a disorder are singled out in a special way, they are given labels that follow from clinical practice into everyday use - "psychopath", "hysteric", "schizoid" and various other examples of psychiatric terms that are absolutely wrongly used for socio-psychological and educational purposes for cover-ups and justifications for impotence, lack of professionalism and incompetence of persons who are responsible for the upbringing, education of the child and social assistance for him.

The appearance of signs of psychogenic adaptation disorder is observed in many students. Some experts believe that approximately 15-20% of students require psychotherapeutic help. It was also found that there is a dependence of the frequency of occurrence of adjustment disorder on the age of the student. In younger schoolchildren, school maladaptation is observed in 5-8% of episodes, in adolescents this figure is much higher and amounts to 18-20% of cases. There is also data from another study, according to which adjustment disorder in students aged 7-9 years is manifested in 7% of cases.

In adolescents, school maladaptation is observed in 15.6% of cases.

Most ideas about the phenomenon of school maladaptation ignore the individual and age specifics of a child's development.

Causes of school maladaptation of students

There are several factors that cause school maladaptation. Below we will consider what are the causes of school maladjustment of students, among them are:

- insufficient level of preparation of the child for school conditions; lack of knowledge and insufficient development of psychomotor skills, as a result of which the child is slower than others to cope with tasks;

- insufficient control of behavior - it is difficult for a child to sit a whole lesson, silently and without getting up;

- inability to adapt to the pace of the program;

- socio-psychological aspect - the failure of personal contacts with the teaching staff and with peers;

- low level of development of functional abilities of cognitive processes.

As the reasons for school maladaptation, there are several more factors that affect the behavior of the student at school and the lack of normal adaptation.

The most influential factor is the influence of the characteristics of the family and parents. When some parents show too emotional reactions to their child's failures in school, they themselves, quite unknowingly, damage the impressionable child's psyche. As a result of such an attitude, the child begins to feel ashamed of his ignorance about a certain topic, and accordingly he is afraid to disappoint his parents the next time. In this regard, the baby develops a negative reaction regarding everything connected with the school, which in turn leads to the formation of school maladaptation.

The second most important factor after the influence of parents is the influence of the teachers themselves, with whom the child interacts at school. It happens that teachers build the learning paradigm incorrectly, which in turn affects the development of misunderstanding and negativity on the part of students.

School maladjustment of teenagers is manifested in too high activity, manifestation of their character and individuality through clothes and appearance. If, in response to such self-expressions of schoolchildren, teachers react too violently, then this will cause a negative response from the teenager. As an expression of protest against the educational system, a teenager may face the phenomenon of school maladaptation.

Another influential factor in the development of school maladaptation is the influence of peers. Especially school maladjustment of teenagers is very dependent on this factor.

Teenagers are a very special category of people, which is characterized by increased impressionability. Teenagers always communicate in companies, so the opinion of friends who are in their circle of friends becomes authoritative for them. That is why, if peers protest the education system, then it is more likely that the child himself will also join the general protest. Although mostly it concerns more conformal personalities.

Knowing what are the causes of school maladjustment of students, it is possible to diagnose school maladaptation in the event of the appearance of primary signs and start working with it in time. For example, if at one moment a student declares that he does not want to go to school, his own level of academic performance decreases, he begins to speak negatively and very sharply about teachers, then it is worth thinking about possible maladaptation. The sooner a problem is identified, the sooner it can be dealt with.

School maladjustment may not even be reflected in the progress and discipline of students, expressed in subjective experiences or in the form of psychogenic disorders. For example, inadequate reactions to stresses and problems that are associated with the disintegration of behavior, the appearance of people around, a sharp and sudden decline in interest in the learning process at school, negativism, increased, decay of learning skills.

Forms of school maladjustment include the features of the educational activity of primary school students. Younger students most quickly master the subject side of the learning process - skills, techniques and abilities, thanks to which new knowledge is acquired.

Mastering the motivational-need side of learning activity occurs as if in a latent way: gradually assimilating the norms and forms of social behavior of adults. The child still does not know how to use them as actively as adults, while remaining very dependent on adults in their relationships with people.

If a younger student does not form the skills of educational activities or the method and techniques that he uses and which are fixed in him are not productive enough and not designed to study more complex material, he lags behind his classmates and begins to experience serious difficulties in learning.

Thus, one of the signs of school maladjustment appears - a decrease in academic performance. The reasons may be the individual characteristics of psychomotor and intellectual development, which, however, are not fatal. Many teachers, psychologists and psychotherapists believe that with the proper organization of work with such students, taking into account individual qualities, paying attention to how children cope with tasks of varying complexity, it is possible to eliminate the backlog for several months, without isolating children from the class. in learning and compensating for developmental delays.

Another form of school maladaptation of younger students has a strong connection with the specifics of age development. The replacement of the main activity (games are replaced by learning), which occurs in children at the age of six, is carried out due to the fact that only understood and accepted motives for learning under established conditions become effective motives.

The researchers found that among the examined students of the first and third grades, there were those who had a preschool attitude to learning. This means that for them, not so much educational activity came to the fore as the atmosphere at school and all the external attributes that children used in the game. The reason for the emergence of this form of school maladjustment lies in the inattention of parents to their children. External signs of immaturity of educational motivation are manifested as an irresponsible attitude of the student to schoolwork, expressed through indiscipline, despite the high degree of formation of cognitive abilities.

The next form of school maladaptation is the inability to self-control, arbitrary control of behavior and attention. The inability to adapt to school conditions and manage behavior in accordance with accepted norms may be the result of improper upbringing, which has a rather unfavorable effect and exacerbates some psychological characteristics, for example, excitability increases, difficulties arise with concentrating, emotional lability and others.

The main characteristic of the style of family relations with these children is the complete absence of external frameworks and norms that should become means of self-government by the child, or the presence of means of control only outside.

In the first case, this is inherent in those families in which the child is absolutely left to himself and develops in conditions of complete neglect, or families with a “cult of the child”, which means that the child is allowed absolutely everything he wants, and his freedom is not limited.

The fourth form of school maladaptation of younger students is the inability to adapt to the rhythm of life at school.

Most often it occurs in children with a weakened body and low immunity, children with a delay in physical development, a weak nervous system, with violations of the analyzers and other diseases. The reason for this form of school maladjustment is in the wrong family upbringing or ignoring the individual characteristics of children.

The above forms of school maladaptation are closely related to the social factors of their development, the emergence of new leading activities and requirements. So, psychogenic, school maladaptation is inextricably linked with the nature and characteristics of the relationship of significant adults (parents and teachers) to the child. This attitude can be expressed through communication style. Actually, the style of communication of significant adults with primary school students can become an obstacle in educational activities or lead to the fact that real or imagined difficulties and problems associated with learning will be perceived by the child as incorrigible, generated by his shortcomings and insoluble.

If negative experiences are not compensated, if there are no significant people who sincerely wish well and can find an approach to the child in order to increase his self-esteem, then he will develop psychogenic reactions to any school problems, which, if they occur again, will develop into a syndrome called psychogenic maladjustment.

Types of school maladaptation

Before describing the types of school maladjustment, it is necessary to highlight its criteria:

- academic failure in programs that correspond to the age and abilities of the student, along with such signs as repetition, chronic underachievement, lack of general educational knowledge and lack of necessary skills;

- a disorder of the emotional personal attitude to the learning process, to teachers and to life opportunities associated with learning;

- episodic uncorrectable violations of behavior (anti-disciplinary behavior with a demonstrative opposition to other students, neglect of the rules and obligations of life at school, manifestations of vandalism);

- pathogenic maladjustment, which is a consequence of a malfunction nervous system, sensory analyzers, brain diseases and various manifestations;

- psychosocial maladaptation, which acts as age and gender individual characteristics of the child, which determines its non-standard and needs a special approach in the school environment;

- (undermining order, moral and legal norms, antisocial behavior, deformation of internal regulation, as well as social attitudes).

There are five main types of manifestation of school maladaptation.

The first type is cognitive school maladaptation, which expresses the failure of the child in the process of learning programs that correspond to the abilities of the student.

The second type of school maladaptation is emotional and evaluative, which is associated with constant violations of the emotional and personal attitude both to the learning process as a whole and to individual subjects. Includes anxiety and worries about problems arising at school.

The third type of school maladaptation is behavioral, it consists in the repetition of violations of forms of behavior in the school environment and training (aggressiveness, unwillingness to make contact and passive-refusal reactions).

The fourth type of school maladjustment is somatic, it is associated with deviations in the physical development and health of the student.

The fifth type of school maladaptation is communicative, it expresses difficulties in establishing contacts, both with adults and with peers.

Prevention of school maladaptation

The first step in the prevention of school adaptation is the establishment of the child's psychological readiness for the transition to a new, unusual regimen. However, psychological readiness is just one of the components of a comprehensive preparation of a child for school. At the same time, the level of existing knowledge and skills is determined, its potentialities, the level of development of thinking, attention, memory are studied, and, if necessary, psychological correction is used.

Parents should be very attentive to their children and understand that during the adaptation period, the student especially needs the support of loved ones and the readiness to go through emotional difficulties, anxieties and experiences together.

The main way to deal with school maladaptation is psychological assistance. At the same time, it is very important that close people, in particular parents, pay due attention to long-term work with a psychologist. In the case of a negative influence of the family on the student, it is worthwhile to correct such manifestations of disapproval. Parents are obliged to remember and remind themselves that any failure of a child in school does not yet mean his collapse in life. Accordingly, you should not condemn him for every bad assessment, it is best to have a careful conversation about the possible causes of failures. Thanks to the preservation of friendly relations between the child and parents, it is possible to achieve a more successful overcoming of life's difficulties.

The result will be more effective if the help of a psychologist is combined with the support of parents and a change in the school environment. In the event that the student's relationship with teachers and other students does not add up, or these people negatively influence him, causing antipathy towards the educational institution, then it is advisable to think about changing the school. Perhaps, in another school institution, the student will be able to become interested in learning and make new friends.

Thus, it is possible to prevent the strong development of school maladjustment or gradually overcome even the most serious maladaptation. The success of the prevention of adjustment disorder at school depends on the timely participation of parents and the school psychologist in resolving the child's problems.

Prevention of school maladjustment includes the creation of classes of compensatory education, the use of counseling psychological assistance when necessary, the use of psychocorrection, social training, training of students with parents, the assimilation by teachers of the method of correctional and developmental education, which is aimed at educational activities.

School maladjustment of adolescents distinguishes those adolescents who are adapted to school by their very attitude to learning. Adolescents with maladaptation often indicate that it is difficult for them to study, that there are a lot of incomprehensible things in their studies. Adaptive schoolchildren are twice as likely to talk about difficulties in the lack of free time due to being busy with classes.

The approach of social prevention highlights the elimination of the causes and conditions of various negative phenomena as the main goal. With the help of this approach, school maladaptation is corrected.

Social prevention includes a system of legal, socio-ecological and educational activities that are carried out by society to neutralize the causes of deviant behavior that leads to adjustment disorder at school.

In the prevention of school maladaptation, there is a psychological and pedagogical approach, with its help, the qualities of a person with maladaptive behavior are restored or corrected, especially with an emphasis on moral and volitional qualities.

The informational approach is based on the idea that deviations from the norms of behavior occur because children do not know anything about the norms themselves. This approach most of all concerns teenagers, they are informed about the rights and obligations that are presented to them.

Correction of school maladjustment is carried out by a psychologist at the school, but often parents send the child to an individually practicing psychologist, because the children are afraid that everyone will find out about their problems, therefore they are put to a specialist with distrust.

Introduction

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

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

Features of school maladjustment in primary school age

Conclusion

Bibliography

Introduction

maladaptation junior schoolchild psychological

The entry of a child to school is a turning point in his socialization, it brings with it serious tests of his adaptive capabilities.

Virtually no child has a smooth transition from preschool childhood to schooling. A new team, a new regime, a new activity, a new nature of relationships require new forms of behavior from the baby. Adapting to new conditions, the child's body mobilizes a system of adaptive reactions.

A child entering school must be physiologically and socially mature, he must reach a certain level of mental development. Educational activity requires a certain stock of knowledge about the world around us, the formation of elementary concepts. A positive attitude to learning, the ability to self-regulate behavior are important.

Taking into account the growth trends of the negative consequences of maladjustment, expressed in particular in learning difficulties, behavioral disorders, reaching the level of criminal severity.

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

AT recent times there has been a tendency to experimentally investigate the peculiarity of the pedagogical process in connection with the emergence of school maladaptation. The role of the pedagogical factor in the occurrence of disadaptation is great. These include the features of the organization of school education, the nature of school programs, the pace of their development, as well as the influence of the teacher himself on the process of the child's socio-psychological adaptation to school conditions.

Object of study: Disadaptation as a psychological process.

Subject of study: Features of the prevention of maladjustment in primary school age.

Purpose: To consider the features of the prevention of school maladjustment of younger students

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

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

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

By school maladjustment they mean only those violations and deviations that occur in a child under the influence of school, school influences or provoked by educational activities, educational failures.

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

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

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

Third position: School maladaptation is predominantly a socio-pedagogical phenomenon, in the formation of which the cumulative pedagogical and school factors themselves play a decisive role (Kumarina G.F., 1995, 1998). The prevailing view of the school as a source of exceptionally positive influences in this aspect for many years is giving way to a reasonable opinion that for a significant number of students the school becomes a risk zone. As a trigger mechanism for the formation of school maladjustment, the discrepancy between the pedagogical requirements presented to the child and his ability to satisfy them is analyzed. Among the pedagogical factors that adversely affect the development of the child and the effectiveness of the impact of the educational environment are the following: the discrepancy between the school regime and the pace of educational work and the sanitary and hygienic conditions of education, the extensive nature of training loads, the predominance of negative evaluative stimulation and the "semantic barriers" that arise on this basis. in the relationship of the child with teachers, the conflicting nature of intra-family relations, which is formed on the basis of educational failures.

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

The socio-psychological point of view does not consider it necessary that the child should be able to adapt, and if he cannot or does not know how, then "something is wrong" with him. As a starting point in the problematic analysis of school maladjustment, the followers of the socio-psychological approach single out not so much the child as a human being who faces the choice of adaptation or maladjustment to the learning environment, but the originality of his "human being", existence and life activity in this period of his life complicated by maladjustment. development. Analysis in this vein of school maladaptation becomes much more difficult if one takes into account the fixed experiences that form in mutually intersecting relationships, the influence of the current culture and the previous experience of relationships, as a rule, dating back to the early stages of socialization. Such an understanding of school maladaptation should be called humanitarian and psychological, and it entails a number of important consequences, namely:

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

This position allows us to consider the external manifestations of school maladjustment ("pathologisation" or the development of mental, psychosomatic disorders; "oppositional" behavior and the child's failure, other forms of deviations from socially "normative" educational settings) as "masks" that describe undesirable for parents, for persons responsible for the upbringing and education of other adults, the reactions of the internal, subjectively unresolvable for the child conflict associated with the learning situation, and acceptable for him (the child) ways of resolving the conflict. Diverse manifestations of maladjustment, in fact, act as options for protective adaptive reactions, and the child needs maximum and competent support on the path of his adaptive search;

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

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

) The usual posture of children during the lesson, strained and unnatural. Studies conducted by scientists have shown that with such psychomotor and neurovegetative enslavement, after 10-15 minutes, the student experiences neuropsychic stress and stress comparable to those experienced by astronauts during takeoff;

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

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

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

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

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

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

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

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

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

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

Based on this classification, T.D. Molodtsova identifies the following types of maladaptation:

a) pathogenic: manifested in neuroses, tantrums, psychopathy, analyzer disorders, somatic disorders;

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

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

c) socio-psychological, psychosocial: academic failure, indiscipline, conflict, difficult education, rudeness, violations of relationships. This is the most common and easily manifested type of maladjustment;

As a result of socio-psychological maladjustment, one can expect the child to display the whole complex of non-specific difficulties, primarily associated with impaired activity. At the lesson, a non-adapted student is unorganized, often distracted, passive, slow pace of activity is different, mistakes are often made. The nature of school failure can be determined by a variety of factors, and therefore an in-depth study of its causes and mechanisms is carried out not so much within the framework of pedagogy, but from the standpoint of pedagogical and medical (and more recently social) psychology, defectology, psychiatry and psychophysiology

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

This includes children "dropped out" of normal communication, left homeless, predisposed to suicide, etc. This species is sometimes dangerous for society, it requires the intervention of psychologists, teachers, parents, doctors, justice workers.

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

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

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

The mechanisms of maladaptation are manifested at the social (pedagogical), psychological and physiological levels, reflecting the child's response to environmental aggression and protection from this aggression. Depending on the level at which adaptation disorders are manifested, one can speak of risk states of school maladjustment, while highlighting the states of academic and social risk, health risk and complex risk.

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

) Pedagogical level of school maladaptation

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

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

Statistics show that both educational and relationship problems show a stable constancy and do not mitigate over the years, but only get worse. The generalized data of recent years state the growth of those who experience difficulties in mastering the program material. Among junior schoolchildren, such children make up 30-40%, among primary school students, up to 50%. Polls of schoolchildren show that only 20% of them feel comfortable at school and at home. More than 60% have dissatisfaction, which characterizes the trouble in the relationship that develops at school. This level of development of school maladjustment, which is obvious to teachers, can be compared with the tip of the iceberg: it is a signal of those deep deformations that occur at the psychological and physiological levels of the student - in his character, in mental and somatic health. These deformations are hidden and, as a rule, teachers do not correlate with the influence of the school. And at the same time, its role in their appearance and development is very great.

)Psychological level of maladaptation

Unsuccessful educational activity in studies, trouble in relations with personally significant people cannot leave a child indifferent: they negatively affect a deeper level of his individual organization - psychological, affects the formation of the character of a growing person, his life attitudes.

First, the child has a feeling of anxiety, insecurity, vulnerability in situations related to educational activities: he is passive in the lesson, tense, constrained when answering, cannot find something to do during the break, prefers to be near the children, but does not enter into close contact with them. contact, cries easily, blushes, is lost even at the slightest remark from the teacher.

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

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

The second stage - are shown and fixed.

The third stage is various psychoprotective reactions: in the classroom, such a student is constantly distracted, looks out the window, and does other things. And since the choice of ways to compensate for the need for success among younger students is limited, self-affirmation is often carried out by opposing school norms and violating discipline. The child is looking for a way to protest against a non-prestigious position in the social environment. The fourth stage - there are ways of active and passive protest, correlated, probably, with a strong or weak type of his nervous system.

) Physiological level of maladaptation

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

The question of the impact of school life on children's health is the subject of research by school hygienists. However, even before the advent of specialists, the classics of scientific, natural pedagogy left their assessments of the impact of the school on the health of those who study in it to posterity. So G. Pestalozzi in 1805 noted that with the traditionally established school forms of education, an incomprehensible "suffocation" of the development of children, "killing their health" occurs.

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

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

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

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

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

The pedagogical diagnosis of school failure is usually made in connection with the failure of education, violations of school discipline, conflicts with teachers and classmates. Sometimes school failure remains hidden from both teachers and the family, its symptoms may not adversely affect the student's progress and discipline, manifesting themselves either in the student's subjective experiences or in the form of social manifestations.

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

The problem of difficulties in adapting children to the conditions of primary school is currently of high relevance. According to researchers, depending on the type of school, from 20 to 60% of younger students have serious difficulties in adapting to the conditions of schooling. A significant number of children study in the mass school, who already in the primary grades do not cope with the curriculum and have difficulties in communication. This problem is especially acute for children with mental retardation.

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

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

There are deviations in the somatic health of children.

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

There is a lack of formation of psychological and psychophysiological prerequisites for the directed educational activity of students.

The family is a kind of micro team that plays a significant role in the upbringing of the individual. Trust and fear, confidence and timidity, calmness and anxiety, cordiality and warmth in communication as opposed to alienation and coldness - all these qualities a person acquires in the family. They are manifested and fixed in the child long before entering school and have a lasting effect on his adaptation in learning behavior.

The reasons for complete maladaptation are extremely diverse. They can be caused by the imperfection of pedagogical work, unfavorable social and living conditions, deviations in the mental development of children.

3.Features of school maladjustment in primary school age

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

D.B. Elkonin, there and then, where and when an orientation towards the meaning of an act appears, there and then the child passes into a new age.

The experiences of a child at this age directly depend on his relationship with significant people: teachers, parents, the form of expression of these relationships is the style of communication. It is the style of communication between an adult and a younger student that can make it difficult for a child to master educational activities, and sometimes, it can lead to the fact that real, and sometimes far-fetched difficulties associated with learning, will begin to be perceived by the child as insoluble, generated by his irreparable shortcomings. If these negative experiences of the child are not compensated, if there are no significant people next to the child who would be able to increase the student's self-esteem, he may experience psychogenic reactions to problems that, in case of repetition or fixation, add up to a picture of a syndrome called psychological school maladaptation.

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

If a child comes to school from a family where he did not feel the experience of "we", he enters the new social community - the school - with difficulty. The unconscious desire for alienation, rejection of the norms and rules of any community, in the name of preserving the unchanged "I" underlie the school maladaptation of children brought up in families with an unformed sense of "we" or in families where parents are separated from children by a wall of rejection, indifference.

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

The character of a younger student has the following features: impulsiveness, a tendency to act immediately, without thinking, without weighing all the circumstances (the reason is the age-related weakness of volitional regulation of behavior); general insufficiency of will - a schoolboy of 7-8 years old is not yet able to pursue the intended goal for a long time, stubbornly overcome difficulties. Capriciousness and stubbornness are explained by the shortcomings of family education: the child is used to having all his desires and requirements satisfied.

Boys and girls of primary school age have some differences in memorization. Girls know how to force themselves, set themselves up for memorization, their arbitrary mechanical memory is better than that of boys. Boys are more successful in mastering the methods of memorization, therefore, in some cases, their mediated memory is more effective than that of girls.

In the process of learning, perception becomes more analyzing, more differentiated, takes on the character of organized observation; the role of the word in perception changes. For first-graders, the word primarily has a naming function, i.e. is a verbal designation after recognizing the subject; for older students, the word-name is rather the most general designation of an object, preceding its deeper analysis.

One of the forms of school maladaptation of primary school students is associated with the peculiarities of their educational activities. At primary school age, children master, first of all, the subject side of educational activity - the techniques, skills, and abilities necessary for acquiring new knowledge. Mastering the motivational-need side of educational activity at primary school age occurs as if latently: gradually assimilating the norms and methods of social behavior of adults, the younger student does not yet actively use them, remaining for the most part dependent on adults in his relations with people around him.

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

There is one of the symptoms of school maladjustment - a decrease in academic performance. One of the reasons for this may be individual characteristics of the level of intellectual and psychomotor development, which, however, are not fatal. According to many educators, psychologists, psychotherapists, if you properly organize work with such children, taking into account their individual qualities, paying special attention to how they solve certain tasks, you can achieve not only to eliminate their learning lag, but also to compensate for developmental delays.

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

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

One of these conditions is the creation of favorable relations of reference adults to the child - the student - parents, emphasizing the importance of studying in the eyes of elementary school students, teachers encouraging the independence of students, contributing to the formation of strong learning motivation in schoolchildren, interest in a good grade, gaining knowledge, etc. However, there are also cases of unformed learning motivation among junior schoolchildren.

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

The third form of school maladjustment of younger schoolchildren is their inability to arbitrarily control their behavior, attention to educational work. The inability to adapt to the requirements of the school and manage one's behavior in accordance with accepted norms may be the result of improper upbringing in the family, which in some cases exacerbates such psychological characteristics of children as increased excitability, difficulty concentrating, emotional lability, etc. The main thing that characterizes the style of relationships in the family towards such children is either the complete absence of external restrictions and norms that should be internalized by the child and become his own means of self-government, or endurance means of control exclusively outside. The first is inherent in families where the child is completely left to himself, is brought up in conditions of neglect, or families in which reigns cult of the child where everything is allowed to him, he is not limited by anything. The fourth form of disadaptation of elementary school students to school is associated with their inability to adapt to the pace of school life. As a rule, it occurs in somatically weakened children, children with a delay in physical development, a weak type of VDN, disturbances in the work of analyzers, and others. The causes of maladaptation of such children in the wrong upbringing in the family or in ignoring adults their individual characteristics.

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

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

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

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

Prevention of school maladaptation is as follows:

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

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

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

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

.If necessary, use the advisory assistance of a child psychiatrist.

.Create compensatory learning classes.

.The use of psychological correction, social training, training with parents.

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

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

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

non-specific, caused by a general weakness of the body, low and unstable performance, increased fatigue, low individual pace of activity.

As a result of socio-psychological maladjustment, one can expect the child to display the whole complex of non-specific difficulties, primarily associated with impairments in activity. In the classroom, such a student is distinguished by disorganization, increased distractibility, passivity, and a slow pace of activity. He is not able to understand the task, comprehend it as a whole and work with concentration, without distractions and additional reminders, he does not know how to work deliberately, according to a plan.

The letter of such a student stands out in unstable handwriting. Uneven strokes, different heights and lengths of graphic elements, large, stretched, differently inclined letters, tremor - these are its characteristic features. Errors are expressed in underwriting letters, syllables, random substitutions and omissions of letters, non-use of rules.

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

You should not compare the child with classmates, no matter how cute they are or vice versa. You need to be consistent in your requirements. Be understanding that something will not work out for your baby right away, even if it seems elementary to you. This is a really serious test for parents - a test of their vitality, kindness, sensitivity. It is good if the child in the difficult first year of study will feel support. Psychologically, parents should be prepared not only for difficulties, failures, but also for the success of the child. It is very important that parents measure their expectations regarding the future success of the child with his capabilities. This determines the development of the child's ability to independently calculate their strength, planning any activity.

Forms of manifestation of school maladaptation

Form of maladjustment Causes Primary request Corrective measures Lack of formation of skills in educational activities - pedagogical neglect; - insufficient intellectual and psychomotor development of the child; - lack of help and attention from parents and teachers. Poor performance in all subjects. Special conversations with the child, during which it is necessary to establish the causes of violations of learning skills and give recommendations to parents. Inability to arbitrarily regulate attention, behavior and learning activities. - improper education in the family (lack of external norms, restrictions); - indulgent hypoprotection (permissiveness, lack of restrictions and norms); - dominant hyperprotection (full control of the child's actions by adults). Disorganization, inattention, dependence on adults, a statement. Work with the family; analysis of teachers' own behavior in order to prevent possible misbehavior. Inability to adapt to the pace of academic life (tempo inadequacy). - improper upbringing in the family or ignoring the individual characteristics of children by adults; - minimal brain dysfunction; - general somatic weakness; - developmental delay; - a weak type of nervous system. Long-term preparation of lessons, fatigue by the end of the day, being late for school, etc. Work with the family to overcome the student's optimal load regimen. School neurosis or fear of school , inability to resolve the contradiction between family and school we .The child cannot go beyond the boundaries of the family community - the family does not let him out (for children whose parents use them to solve their problems. Fears, anxiety. It is necessary to connect a psychologist - family therapy or group classes for children in combination with group classes for their parents .Unformed school motivation, focus on non-school activities.- the desire of parents to "infantilize" the child; - psychological unpreparedness for school; - destruction of motivation under the influence of adverse factors at school or at home. irresponsibility, lagging behind in studies with high intelligence. Working with the family, analyzing teachers' own behavior in order to prevent possible misbehavior.

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

Conclusion

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

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

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

Then interest is formed in the result of his work: the boy on the street for the first time read the sign on his own, he was very happy.

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

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

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With the beginning of educational activities in the life of a child, there are big changes. At this stage, his psyche may experience a load due to a change in lifestyle, new requirements from parents and teachers.

Therefore, it is extremely important here to observe the general condition of the student, to help him avoid difficulties in the process of adapting to the school environment.

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

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

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

According to psychologists, a student who has difficulty adapting may have problems mastering school material, resulting in low academic performance, as well as difficulties in forming social contacts with both peers and adults.

The personal development of such children, as a rule, is delayed, they sometimes do not hear their "I". Most often, maladjustment is faced by younger students, but in some cases, high school students as well.

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

• emotional instability;
• frequent absence from school;
• abrupt transitions from passivity to activity;
• frequent complaints of feeling unwell;
• behind the course.

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

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

Causes of school maladaptation

Psychologists studying the phenomenon of maladjustment, among the main reasons, distinguish the following:

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

Types of manifestation of school maladaptation

1. cognitive- manifests itself as a general poor progress of the student. There may be chronic academic failure, lack of skills, fragmentary acquisition of knowledge. Lack of adaptability to the collective pace - being late for lessons, prolonged assignments, rapid fatigue.

2. Emotionally evaluative- there are violations of the emotional attitude to individual lessons, teachers, possibly to study in general. "Fear of school" - anxiety, tension. Uncontrolled manifestation of violent emotions.

3. Behavioral- weak self-regulation, an inability to control one's own behavior is manifested, conflict appears. The lack of training is manifested in the unwillingness to do homework, the desire to engage in other activities.

Correction of disadaptation in children of school age

Currently, there is no single methodology for solving problems with the adaptation of a student, since this problem includes several aspects of a child's life at once. Here it is necessary to take into account the medical, pedagogical, psychological and social aspects.

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

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

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

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

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

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

In the event that the child does not have a relationship with the teacher at school, or with peers (option), parents are advised to consider transfer options to another school. It is likely that in another school the child will become interested in learning activities, and will also be able to establish contacts with others.

Prevention of school maladaptation

Complex in solving this problem should be both methods of correction and methods of prevention. To date, various measures are envisaged to help a child with maladjustment.

These are compensatory classes, social trainings, qualified consultations for parents, special methods of remedial education, which are taught to school teachers.

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

Here all efforts are rushed to only one important result - to restore the positive attitude of the child to life, teachers and the educational activity itself.

With the advent of the student, there will be an interest in the lessons, possibly in creativity and in others. When it is clear that the child has begun to experience the joy of the school environment and the learning process, then the school will no longer be a problem.

6. The problem of psychogenic school maladjustment in primary school age. Types and nature of psychological assistance to younger students.

7. Neoplasms of primary school age.

8. The problem of transition from primary school to adolescence. Readiness for high school education. Types and diagnostics of readiness.

9. General characteristics of adolescence. Theories of adolescence. The problem of the duration of adolescence, the criteria for its beginning and end.

10. The problem of the crisis of adolescence in psychology. Views of psychologists on the causes of the crisis of adolescence.

11. Anatomical and physiological features of adolescence and their significance for mental development.

12. The social situation of a teenager's development. Relationships between adults and adolescents.

13. Leading activity of a teenager.

14. Neoplasms of adolescence and their characteristics.

15. Educational activity of a teenager: reasons for the decline in academic performance.

16. Feeling of adulthood "as an indicator of the main neoplasm of adolescence and as a form of self-consciousness. Forms of manifestation of a sense of adulthood.

17. The role of a new type of communication in adolescence in the formation of self-awareness and self-esteem. Features of the need for communication, self-affirmation and recognition.

18. Friendship among teenagers. Orientation to the norms of collective life.

19. Difficulties in relationships with adults.

20. Development of cognitive processes: conceptual thinking, creative imagination, voluntary attention and memory.

21. Adolescents of the "risk group".

22. Accentuations of character in adolescence.

Classification of character accentuations according to A.E. Lichko:

1. Hyperthymic type

2. Cycloid type

3. Labile type

4. Astheno-neurotic type

5. Sensitive type

6. Psychasthenic type

7. Schizoid type

8. Epileptoid type

9. Hysteroid type

10. Unsteady type

11. Conformal type

12. Mixed types

23. General characteristics of adolescence (age limits, social situation of development, leading activities, neoplasms).

24. Features of professional self-determination in adolescence.

25. The social situation of the development of an older student, "the threshold of adulthood."

26. Courtship and love, preparation for marriage and early marriages as a way of self-affirmation in adulthood.

27. Neoplasms of senior school age.

28. Educational activities of an older teenager as preparation for future professional activities.

29. Career guidance system.

30.Methods for determining professional interests, inclinations and special abilities in adolescence.

31. Boys and girls of the "risk group".

32. The concept of acmeology. Different approaches to determining the period of adulthood. General characteristics of the period of maturity.

33. General characteristics of early adulthood. Youth as the initial stage of maturity. The main problems of age.

34. Features of student age.

35. Features of transitional age. Crisis 30 years.

36. The transition to maturity (about 40) as an "explosion in the middle of life." Personal shifts inherent in this age. Change in the hierarchy of motives.

37. Maturity as the pinnacle of a person's life path.

38. Opportunities for learning in adulthood.

39. Causes of manifestation of the next crisis (50-55 years).

40. Old age in the history of mankind. Biological and social criteria and factors of aging.

41. Periodization of aging and the role of the personality factor in the aging process.

42. Attitude towards old age. Psychological readiness for retirement. types of older people.

43. Old age and loneliness. Features of interpersonal relationships in old age.

44. Prevention of aging. The problem of labor activity in old age, its importance for maintaining normal life and longevity.

45. Emotional and creative life of elderly and senile people. The value system of the elderly and its impact on social adaptation.

46. ​​Old people in families and boarding schools. Mental disorders in old age.

6. The problem of psychogenic school maladjustment in primary school age. Types and nature of psychological assistance to younger students.

The problem of psychogenic school maladaptation.

The concept of "school maladaptation" has been used in recent years to describe various problems and difficulties that children of different ages face in connection with schooling.

Deviations in educational activity are associated with this concept - difficulties in learning, conflicts with classmates, etc. These deviations can be in mentally healthy children or in children with various neuropsychiatric disorders, and also apply to children in whom learning disorders are caused by mental retardation, organic disorders, and physical defects. School maladaptation - this is the formation of inadequate mechanisms for adapting a child to school in the form of learning and behavioral disorders, conflict relations, psychogenic diseases and reactions, an increased level of anxiety, and distortions in personal development.

Critical periods in which school maladjustment can form are school entry (Grade 1), transition from primary to secondary school (Grade 5), transition from middle school to senior (Grade 10).

These problems are based on a complex interaction of individual and social factors that are unfavorable for harmonious development, and in the overwhelming majority of cases, the discrepancy between the pedagogical requirements imposed on the child and his capabilities becomes the beam mechanism for the formation of the problems themselves. Factors that negatively affect a child's development include the following:

Non-compliance of the school regime with the sanitary and hygienic conditions of education, focused on middle age norms, psychophysiological characteristics of physically and mentally weakened children;

Inconsistency with these features of the pace of educational work in a heterogeneous class;

Extensive nature of training loads;

The predominance of a negative evaluation situation and the “semantic barriers” arising on this basis in the relationship between the child and teachers;

An increased level of respect for parents in relation to their child, the inability of the child to justify their expectations and hopes and, in connection with this, the emerging psychotraumatic situation in the family.

The discrepancy between the requirements for a child and his capabilities is a destructive force for a growing person. In school years, the period of primary education is especially vulnerable in this regard. And, although the manifestations of school maladjustment at this age stage have the mildest forms, its consequences for the social growth of the individual turn out to be the most disastrous.

The conclusions of many well-known teachers and psychologists, the results of modern research indicate that the origins of the actions and offenses of minors are deviations in behavior, play, learning and other activities that are observed in preschool and primary school age. This line of deviant behavior often begins in early childhood and, under adverse circumstances, eventually leads to persistent indiscipline and other forms of antisocial behavior in adolescence.

The period of early childhood largely determines the future of a person. Depending on the quality, duration and degree of adverse influence, negative attitudes in the behavior of children may be superficial, easily eliminated, or take root and require long-term and persistent re-education.

A special, most important factor influencing the formation of school maladaptation, especially in the first year of study, is, first of all, interpersonal relationships and the psychological climate in the family, the type of prevailing upbringing.

School maladjustment, expressed in pedagogical neglect, neurosis, didatogeny, various emotional and behavioral reactions (refusal, compensation, rationalization, transfer, identification, withdrawal, etc.) can be observed at all levels of schooling. But the attention of the school psychologist, first of all, should be attracted to beginners, repeaters, students of the first, fourth, ninth and final grades, nervous, conflict, emotional children who are experiencing a change in school, team, teacher.

The concept of school maladaptation is collective and includes: social and environmental characteristics (the nature of family relations and influences, features of the school educational environment, interpersonal informal relations); psychological signs (individual-personal, accentuated features that prevent normal inclusion in the educational process, the dynamics of the formation of deviant, antisocial behavior); here we should add medical, namely, deviations of psychophysical development, the level of general morbidity and the associated sewage of students, manifestations of the often observed cerebro-organic insufficiency with clinically pronounced symptoms that make learning difficult. This approach can also be called a general static, because it shows with what degree of probability the phenomena of school maladaptation are combined with certain social, psychological, "organic" factors. School maladjustment is, first of all, a socio-psychological process of deviations in the development of a child's abilities to successfully master knowledge and skills, skills of active communication and interaction in productive collective educational activities. Such a definition transfers the problem from a medical-biological one, associated with mental disorders, into a socio-psychological problem of relationships and personal development of a socially maladjusted child. It becomes important and necessary to analyze the influence of deviations in the leading systems of the child's relations on the process of school maladaptation.

At the same time, it becomes necessary to take into account the following important aspects of school maladaptation. One of them is criteria for school maladaptation. We refer to them as follows:

1. failure the child in education according to programs corresponding to the abilities of the child, including such formal signs as chronic underachievement, repetition, and qualitative signs in the form of insufficiency and fragmentation of general educational information, unsystematic knowledge and learning skills. We evaluate this parameter as a cognitive component of school maladaptation.

2. Permanent violations of the emotional-personal relationship individual subjects and learning in general, to teachers, to a life perspective related to learning, for example, indifferent indifferent, passive-negative, protest, defiantly dismissive and other significant, actively manifested by the child and adolescent forms of deviation from learning (emotional-evaluative, personal component of school maladaptation).

3. Systematically recurring behavioral disorders in schooling and in the school environment. Non-contact and passive-refusal reactions, including complete refusal to attend school; persistent anti-disciplinary behavior with oppositional, oppositional-provocative behavior, including active opposition to fellow students, teachers, defiant disregard for the rules of school life, cases of school vandalism (a behavioral component of school maladaptation).

As a rule, with a developed form of school maladaptation, all these components are clearly expressed. However, one should also take into account the age-related features of the formation of school maladjustment (preschool and primary school age, early and older adolescence, youthful age). Each of these stages of personal development contributes its own features to the dynamics of its formation, therefore, it requires diagnostic and correction methods specific for each age period. the predominance of one or another component in the manifestations of school maladaptation also depends on its causes.

The reasons for complete maladaptation are extremely diverse. They can be caused by the imperfection of pedagogical work, unfavorable social conditions, deviations in the mental and physical development of children.

Observations of younger schoolchildren make it possible to identify the main areas where difficulties in adapting to school:

Lack of understanding by children of the specific position of the teacher, his professional role;

Insufficient development of communication and ability to interact with other children;

Wrong attitude of the child to himself, his abilities, abilities, his activities and their results.

Children with a temporary delay in mental development have special difficulties in adapting to school. The mental development of such children is characterized by slower rates of development of cognitive activity and infantile features in the formation of character. The causes of developmental delay are various. They can be the result of toxicosis suffered during pregnancy, prematurity of the fetus, asphyxia during childbirth, somatic diseases suffered in early childhood, etc. All these reasons can cause mental retardation. In terms of neuropsychic development, there are no gross deviations. Intellectually, children are safe. But when such a student is not provided with an individual approach that takes into account his mental characteristics, proper assistance is not provided, on the basis of mental retardation, pedagogical neglect is formed, which aggravates his condition.

Types and nature of psychological assistance to younger students.

The main symptoms of school maladaptation:

underachievement in education in programs appropriate to the age and abilities of the child, lack of general educational knowledge and skills;

violation of the emotional and personal attitude to learning, to teachers, peers, to life prospects;

school anxiety.

Also, school maladaptation is evidenced by behavioral disorders: refusal reactions, antidisciplinary behavior.

The task of specialists - doctors and psychologists - is to diagnose and clarify the nature, structure and nosological affiliation of the above disorders, to identify the causes of school maladaptation. On this basis, prerequisites can be created for the purposeful correction of the existing problems of children with school maladaptation.

In the psychological correction of school maladjustment, individual and group forms of work with a psychologist: consultations, conversations, trainings. This work is aimed at stabilizing the emotional sphere of a child with school maladaptation, reducing anxiety, developing volitional regulation and communication skills.

In the classroom with children with school maladjustment are used various types of psychocorrection: play therapy, art therapy, fairy tale therapy, methods of psychodrama, auto-training, relaxation, methods of cognitive-behavioral psychotherapy.

With school maladaptation, family counseling is practiced in order to correct and optimize parent-child relationships.

It should be remembered that socio-psychological maladaptation is secondary and it occurs when the student's leading learning activity is disrupted, that is, school maladaptation appears. School maladaptation may be associated with shortcomings or disharmony in the development of the child's intellect, especially higher forms of thinking. The inferiority of school skills, which should have been formed in the primary grades, also provoke the emergence of school maladjustment.

Correction and development of attention, memory, perception, thinking of the child helps him to overcome school maladaptation.

Problems of school maladjustment help to solve psycho-correctional classes. Their result is:

development of basic operations of thinking that contribute to success in school;

formation of educational skills and abilities necessary at school;

education of the right attitude to the results of their activities, the ability to correctly evaluate them;

formation of the right attitude to the activities of other children;

expanding communication skills with peers and adults;

removal of excessive stress in children in school situations and the elimination of school and related fears;

increased self-confidence, normalization of self-esteem;

development of adaptive forms of behavior.

Table of contents

Introduction

The initial period of study for first-graders is quite difficult, as it causes a restructuring of the entire lifestyle and activity. The place factor, social conditions that determine the development and life of the child are changing. A change of place in the system of social relations - a transition to the position of a student, schoolchild, creates a situation of psychological openness of the child.

To these new conditions of life, the younger student needs to adapt. But this process is not always successful, maladjustment may occur. The consequences of maladjustment are different: deterioration in health status, an increase in morbidity, a decrease in working capacity, a low level of assimilation of educational material.

Considering the current importance of the task of protecting the health of students, creating adaptive education for children with learning difficulties, the emergence and development of school adaptation, the problem of preventing maladaptation of children at primary school age is relevant.

The purpose of the study: to study the prevention of maladaptation of children at primary school age.

Object of study: maladaptation of children at primary school age.

Subject of research: prevention of maladaptation of children at primary school age.

To achieve the goal of the study, the following tasks were set:

CHAPTER 1

1.1 The problem of maladjustment in the scientific literature

Violation of the psychological adaptation of younger students can lead to maladaptation.

It is known thatmaladaptation- polar processadaptationexperiences,their callers.

In other words, this is the process of breaking the ties in the "personality - society" system. The greater the area of ​​relationships between the individual and society captures the process of maladaptation, the lower the level of real adaptation. The process of interaction between the individual and society is, first of all, the process of theirrelationships.

Recently, the theory of symptom-complexes has gained popularity.( B. C. Merlin, T.D. Molodtsovaand etc.). The followers of this theory consider symptom complexes to be a group of mental properties of a person, due to several interrelated personality relationships. Symptom complexes are manifested both in situational motives and attitudes, and in stable personality traits.

For example, according to T.D. Molodtsova, maladaptation is the result of an internal or external and often complex interaction of the individual with himself and society, which manifests itself in internal discomfort, disturbances in the activity, behavior and relationships of the individual with the people around him. T.D. Molodtsova considers maladaptation as an integrative phenomenon that has a number of types. These types include: pathogenic, psychosocial and social.

A pathogenic species is defined as a consequenceviolationsnervous system, brain diseases, analyzer disorders and manifestations of various phobias.

Psychosocial maladaptation is interpreted as the result of age-sex changes, character accentuations, adverse manifestations of the emotional-volitional sphere, mental development, etc.

Social maladjustment, as a rule, manifests itself in violation ofnormsmorality and law, in asocial forms of behavior and deformation of the system of internal regulation, reference and value orientations, social attitudes.

In a separate group T.D. Molodtsova distinguishes psychological and socio-psychological maladaptation. The psychological group of maladaptation includes phobias of various internal motivational conflicts, as well as some types of accentuations that have not yet affected the social development system, but which cannot be attributed to pathogenic phenomena.

It refers to psychological maladjustment all kinds of internal disorders. These violations include self-esteem, values ​​and orientations of adolescents, which affected the well-being of the personality of a teenager, led tostress or frustrations, traumatized mainly the personality itself, but have not yet affected her behavior.

The source of the socio-psychological type of maladaptation, in contrast to the psychosocial one, is considered to be violations in society that really affect the psyche of a teenager. In this case, social adaptation is associated not only with those who are asocial or inconvenient for others due to a violation of society, but also with those who have not found a place in society, as if “fell out” of it, including their microsociety.

Based on the foregoing, T.D. Molodtsova considers it necessary to single out the following types of maladaptation: pathogenic, psychological, psychosocial, socio-psychological and social. She proposes to analyze maladjustment depending on the degree of prevalence in different areas of life and activity as narrow, widespread and wide, and also depending on the extent to which it covers the personality - as superficial, in-depth and deep. In terms of severity, analyzes as hidden, open and pronounced. According to the nature of occurrence, he analyzes as primary, secondary, and according to the duration of the course - as situational, temporary and stable.

Based on this idea, it is possible to use in practice a simpler, integrating concept -complexes of personally significant relationships.Types of such complexes:

ideological(a set of relationships to the fundamental principles of life);

subject-personal(attitude towards oneself as a person);

active(attitude to various types of activity, including educational);

intrasocial,which can be divided into subcomplexes (attitude towards the family, classroom team, educational institution, reference groups, etc.);

intimate personal(personalized relationships with peers, parents, teachers, etc.);

socio-ideological(attitude to political and social processes).

A complex is, in fact, a structure of interacting personal properties that ensures the fulfillment of one or another personal, self-determining function.

Deharmonization, unlocking of personality relationships in certain complexes of personally significant relationships initiates the mechanism of maladjustment processes. Significance for the personality of individual complexesmay vary depending on age characteristics; external events that turn out to be decisive for a teenager (conflict, family breakup, etc.); qualitative changes in the psychoontogenesis of personality. The complexes are closely interconnected. The process of disadaptation associated with violations of relations in one of the complexes entails the deepening and expansion of the disadaptation space at the expense of other complexes. The process of disadaptation, which began in the intimate-personal complex, due to incorrect actions of the teacher, gives rise to a negative attitude towards this subject, assignments distributed by the teacher (disadaptation spreads in the activity complex). The decrease in academic performance is negatively met by the family, the class team, the school (the intra-society complex is affected). A teenager, feeling the negative reaction of others, withdraws into himself or becomes inadequately aggressive, although he internally resists this (relationships in the subjective-personal complex are violated). As a result of all this, the process of maladjustment acquires stability, depth, and it is very difficult to neutralize it, even with purposeful work.

Considering the phenomenon of maladaptation, it should be noted that there are protective mechanisms that hide the causes and partially neutralize maladjustment processes. The basis for research in this direction was laid by3. Freud. He and his followers identified several types of personality defense mechanisms.

Disadaptation, like any process that has factors of origin and development, parameters of the qualitative statenia,direction of development, lends itself to classification. The classification characteristic is necessary for choosing the optimal ways of readaptation and prevention of maladaptation. Currently, there are several types of classification of maladaptation (S.A. Belicheva, T.D. Molodtsova, etc.) according to various criteria. The most complete version of the classification belongs to T.D. Molodtsova. Based on many years of observation of students, we offer our own version of the classification: by source ofomissions;by the nature of the manifestation; by area of ​​manifestation; by intensity; by coverage. As mentioned above,maladjustment process lies in the mismatch of the relationship of the individual with the outside world or with himself, that is, it is always an internally personal process, but a motivating force that provokes intrapersonal disorders,mayto behowexternal factors in relationtopersonality,Soand changes in the qualities of the subject himself. Therefore, according tooriginmaladjustment is divided intoexogenous,where the cause of maladjustment is mainly external factors, factors of the social environment;endogenous, withpredominant participation in the process of maladjustment of internal factors (psychogenic diseases, individual characteristics of psychologicaldevelopment, etc.) and complex, the causeswhose effects are multifactorial.

This classification, in our opinion, complements the classification of T.D. Molodtsova, who, depending on the manifestation of maladaptation, distinguishes pathogenic, manifested in neuroses, tantrums, psychopathy, somatic disorders, etc.; psychological, expressed in the acceptance of character, frustration, inadequacy of self-esteem, deprivation, etc.; psychosocial, determined by conflict, deviant behavior, academic failure, violations of relationships; social, when a teenager openly contradicts generally accepted social requirements. Comprehensive use of T.D. Molodtsova and S.A. Belicheva allows you to get a more complete picture of the essence of maladaptation, its root causes and manifestations.

Bythe nature of the manifestationmaladaptation can be conveniently divided intobehavioralmanifested in the activity responses of adolescents to maladjustment-causing factors, andhidden, deepoutwardly not expressed, but under certain conditions capable of turning into behavioral maladjustment. Behavioral reactions of adolescents experiencing the process of maladjustment can manifest themselves in conflicts, indiscipline, offenses, bad habits, refusal to follow the orders of parents, teachers, school administration. In the most severe forms of maladjustment, leaving home, vagrancy, suicide attempts, etc. are possible.

Behavioral maladaptation is easier to detect,what timeThis facilitates the readaptation process.

Hiddenmaladjustment is mainly associated with disturbances in the intrapersonal environment, is determined by the individual characteristics of the individual, and can also reach significant intensity. When moving into behavioral maladjustment, it can manifest itself in the form of depression, affective reactions, etc.

Byareas of manifestationin our opinion, disadaptation can be divided into worldview, when the main violations occur in the worldview or socio-ideological complexes of personality-significant relationships; maladaptationactivity,in which violations of relations are observed in the process of participation of a teenager in one ordifferentdoernawn;maladaptationcommunication,arising from a violation in intra-social and intimate-personal complexesrelations,that is, violations occur in the process of interaction of a teenager in the family, school, with peers, teachers;subjective-personal,in which disadaptation occurs due to the dissatisfaction of the student with himself, that is, there is a violation of the attitude towards himself. Although outwardly more clearly manifested, as a rule, maladjustment of communication, however, according to the consequences, which are not always immediateandand predictable, more dangerous, as it seems to us, worldview disadaptation. This type of maladjustment is typical just for adolescence, when a teenager develops a system of his own beliefs,"personal core".If the process of ideological maladaptation proceeds intensively, a socialnonconformismobserved antisocial behavioral reactions. These four types of maladaptationveryare closely interconnected: worldview disadaptation inevitably entails subjective and personal disadaptation, and as a result, there is a disadaptation of communication, which causes activity disadaptation. It may be the other way around: activity maladjustment entails all other types of maladaptation.

Bydepth of coverageallocategeneral maladjustment,when the vast majority of complexes of personally significant relationships are violated, andprivateaffecting certain types of complexes. Most often, private maladjustment is subjected to an intimate-personal complex. Some subtypes of maladjustment are identified by T.D. Molodtsova. It subdivides by the nature of the occurrence of maladaptation into primary and secondary.

Primary disadaptation is a source of secondary, and often of a different kind. In the event of a conflict in the family (primary maladjustment), a teenager can withdraw into himself (secondary maladaptation), reduce academic performance, which causes a conflict at school (secondary maladaptation), compensating for the psychological problems that have arisen, the teenager is “annoyed” at younger students, may commit an offense. Therefore, it is very important to determine what was the root cause of maladjustment, otherwise the readaptation process will be very difficult, if not impossible. According to A.S. Belicheva and T.D. Molodtsova can be such subspecies of maladaptation as stable, temporary, situational, differentiated by the time of its course. In the case of short-term maladjustment associated with any conflict situation and ending at the end of the conflict, we will talk about situational maladjustment. If maladaptation periodically manifests itself in similar situations, but has not yet acquired a stable character, such a subspecies of maladjustment refers to temporary. Stable maladaptation is characterized by a regular, long-term effect, it is weakly amenable to readaptation and, as a rule, captures a significant number of relationship complexes. Of course, the above classifications are rather arbitrary; in reality, maladaptation is most often a complex formation due to various factors.

School maladjustment is manifested in violations of academic performance, behavior and interpersonal interactions. Already in the primary grades, children with similar problems are identified and untimely recognition of their character and nature, the lack of special corrective programs lead not only to a chronic lag in the assimilation of school knowledge, to a decrease in learning motivation, but also to various forms of deviations in behavior.

A number of authors distinguish the following symptoms as criteria for maladjustment: aggression towards people, excessive mobility, constant fantasies, feelings of inferiority, stubbornness, inadequate fears, hypersensitivity, inability to concentrate at work, insecurity, frequent emotional disorders, deceit, noticeable solitude, excessive gloom and dissatisfaction, achievement below normal chronological age, inflated self-esteem, constant running away from school and home, thumb sucking, nail biting, enuresis, facial tics, constipation, diarrhea, trembling fingers and halting handwriting, talking to oneself. These symptoms can be in extreme variants of the norm (character accentuation, pathocharacterological personality formation) and borderline disorders (neurosis, neurosis-like states, residual organic disorders), severe mental illness (epilepsy, schizophrenia).

Considering the approaches to the problem of maladjustment existing in modern science, three main directions can be distinguished.

1. Medical approach.

Relatively recently, in the domestic, mostly psychiatric literature, the term "disadaptation" appeared, denoting a violation of the processes of human interaction with the environment. Its use is rather ambiguous, which is revealed primarily in the assessment of the role and place of states of maladaptation in relation to the categories of "norm" and "pathology". Hence - the interpretation of maladaptation as a process that occurs outside of pathology and is associated with weaning from some familiar living conditions and, accordingly, getting used to others; understanding of maladaptation of violations identified during character accentuations; assessment of neurotic disorders, neurotic states as the most universal manifestations of mental maladaptation. The term "disadaptation", used in relation to mental patients, means a violation or loss of a full-fledged interaction of an individual with the outside world.

Yu.A.Aleksandrovsky defines maladaptation as a "breakdown" in the mechanisms of mental adjustment in acute or chronic emotional stress, which activates the system of compensatory defensive reactions. According to S.B. Semichev, two meanings should be distinguished in the concept of “disadaptation”. In a broad sense, maladjustment can mean adaptation disorders (including its non-pathological forms), in a narrow sense, maladjustment involves only pre-illness, that is, processes that go beyond the mental norm, but do not reach the degree of illness. Disadaptation is considered as one of the intermediate states of human health from normal to pathological, the closest to the clinical manifestations of the disease. VV Kovalev characterizes the state of maladjustment as an increased readiness of the organism for the occurrence of a particular disease, which is formed under the influence of various unfavorable factors. At the same time, the description of the manifestations of maladjustment is very similar to the clinical description of the symptoms of borderline neuropsychiatric disorders.

For a deeper understanding of the problem, it is important to consider the relationship between the concepts of socio-psychological adaptation and socio-psychological maladaptation. If the concept of socio-psychological adaptation reflects the phenomenon of inclusion of interaction and integration with the community and self-determination in it, and the socio-psychological adaptation of the personality consists in the optimal realization of the internal capabilities of a person and his personal potential in socially significant activities, in the ability, while maintaining himself as a person, to interact with the surrounding society in specific conditions of existence, then socio-psychological maladaptation is considered by most authors - T.G. Dichev, K.E. Tarasov, B.N. as a violation of the adaptation of the individual due to the actions of various reasons; as a violation caused by “the discrepancy between the innate needs of the individual and the limiting requirement of the social environment; as the inability of the individual to adapt to his own needs and claims. In the process of socio-psychological adaptation, the inner world of a person also changes: new ideas appear, knowledge about the activities in which he is engaged, as a result of which self-correction and self-determination of the personality occur. Undergo changes and self-esteem of the individual, which is associated with the new activity of the subject, with goals and objectives, difficulties and requirements; level of claims, the image of "I", reflection, "I-concept", self-assessment in comparison with others. Based on these grounds, there is a change in the attitude towards self-affirmation, the individual acquires the necessary knowledge, skills and abilities. All this determines the essence of his socio-psychological adaptation to society, the success of its course.

An interesting position is A.V. Petrovsky, who determines the process of socio-psychological adaptation as a type of interaction between the individual and the environment, during which the expectations of its participants are also coordinated. At the same time, the author emphasizes that the most important component of adaptation is the coordination of self-assessments and claims of the subject with his capabilities and the reality of the social environment, which includes both the real level and potential opportunities for the development of the environment and the subject, highlighting the individuality of the individual in the process of individualization and integration in this specific social environment through the acquisition of social status and the ability of the individual to adapt to this environment.

The contradiction between the goal and the result, as V.A. Petrovsky suggests, is inevitable, but in it is the source of the dynamics of the individual, his existence and development. So, if the goal is not achieved, it encourages to continue activity in a given direction. “What is born in communication turns out to be inevitably different from the intentions and motives of communicating people. If those who enter into communication take an egocentric position, then this is an obvious prerequisite for the breakdown of communication. Considering the maladjustment of the personality at the socio-psychological level, the authors distinguish three main types of maladjustment of the personality:

Stable situational maladaptation, which occurs when a person does not find ways and means of adaptation in certain social situations (for example, as part of certain small groups), although he accepts such attempts - this state can be correlated with the state of ineffective adaptation;

Temporary maladjustment, which is eliminated with the help of adequate adaptive measures, social and intrapsychic actions, which corresponds to unstable adaptation;

General stable maladjustment, which is a state of frustration, the presence of which activates the formation of pathological defense mechanisms.

Among the manifestations of mental maladjustment, the so-called ineffective maladjustment is distinguished, which is expressed in the formation of psychopathological conditions, neurotic or psychopathic syndromes, as well as unstable adaptation as periodically occurring neurotic reactions, sharpening of accentuated personality traits. The basis of maladaptive behavior is the conflict, and under its influence, an inadequate response to the conditions and requirements of the environment is gradually formed in the form of various deviations in behavior as a reaction to systematic, constantly provoking factors that the child cannot cope with. The beginning is the disorientation of the child: he is lost, does not know how to act in this situation, to fulfill this overwhelming demand, and he either does not react in any way, or reacts in the first way that comes across. Thus, at the initial stage, the child is, as it were, destabilized. After some time, this confusion will pass and he will calm down, if such manifestations of destabilization appear quite often, then this leads the child to the emergence of a persistent internal (dissatisfaction with himself, his position) and external (in relation to the environment) conflict, which leads to stable psychological discomfort and , as a result of such a state, to maladaptive behavior. This point of view is shared by many domestic psychologists (B.N. Almazov, M.A. Ammaskin, M.S. Pevzner, I.A. Nevsky, A.S. Belkin, K.S. Lebedinsky and others). The authors define deviations in behavior through the prism of the psychological complex of the subject's environmental alienation and, therefore, not being able to change the environment, the stay in which is painful for him, the awareness of his incompetence encourages the subject to switch to protective forms of behavior, create semantic and emotional barriers in relation to surrounding, lowering the level of claims and self-esteem. The form of socio-psychological maladaptation, according to their concepts, is as follows: conflict - frustration - active adaptation. According to K. Rogers, maladaptation is a state of inconsistency, internal dissonance, and its main source lies in the potential conflict between the attitudes of the “I” and the direct experience of a person.

3.Ontogenetic approach.

From the standpoint of the ontogenetic approach to the study of the mechanisms of maladjustment, crisis, turning points in a person's life, when there is a sharp change in his "situation of social development", causing the need for reconstructions of the existing type of adaptive behavior, are of particular importance. In the context of this problem, the greatest risk is the moment the child enters school - during the period of assimilation of new requirements imposed by the new social situation. This is shown by the results of numerous studies that record a noticeable increase in the prevalence of neurotic reactions, neuroses and other neuropsychiatric and somatic disorders in primary school age in comparison with preschool age.

Thus, at present, there are several scientific approaches to the problem of maladaptation. One of the types of maladaptation is school maladaptation.

1.2 Psychological and pedagogical characteristics of primary school age

The first stage of school life is characterized by the fact that the child obeys the new requirements of the teacher, regulating his behavior in the classroom and at home, and also begins to be interested in the content of the educational subjects themselves. The painless passage of this stage by the child indicates a good readiness for schoolwork. But not all children of seven years of age have it. According to N.V. Ivanov, many of them initially experience difficulties and are not immediately included in school life. Three types of difficulties are most common.

The first of them is connected with the peculiarities of the school regime. Without proper habits, the child develops excessive fatigue, disruptions in educational work, skipping routine moments. Most six-year-old children are psychologically prepared to form the appropriate habits. It is only necessary that the teacher and parents clearly and clearly express the new requirements for the life of the child, constantly monitor their implementation, take measures to encourage and punish, taking into account the individual characteristics of children.

The second type of difficulties that first-graders experience stems from the nature of relationships with the teacher, classmates, and in the family. With all possible friendliness and kindness to children, the teacher still acts as an authoritative and strict mentor, putting forward certain rules of behavior and suppressing any deviations from them. The relationship of students in the classroom is normal when the teacher is equally even and demanding of all children, when he encourages the weak for diligence, and the strong can be scolded for excessive self-confidence. This creates a good psychological background for the collective work of the class. The teacher supports the friendship of children according to common interests, according to common external conditions of life. When a child enters school, the position of the child in the family changes. He has new rights and responsibilities.

The third type of difficulties many first-graders begin to experience in the middle of the school year. In the beginning, they were happy to attend school, they took up any exercises with pleasure, they were proud of the teacher's grades, and their general readiness to acquire knowledge affected. The surest way to prevent “saturation” with learning is for children to receive fairly complex educational and cognitive tasks in the classroom, to face problem situations, the way out of which requires mastering the relevant concepts.

During the initial entry into school life, the child undergoes a significant psychological restructuring. He acquires some important habits of the new regime, establishes a trusting relationship with his teacher and friends. On the basis of the interests that have appeared in the content of the educational material, a positive attitude to learning is fixed in him. The further development of these interests and the dynamics of the attitude of younger schoolchildren to learning depend on the process of formation of their educational activity. Knowledge, skills and abilities are acquired in communication with parents and peers, in games, while reading books, etc. The content of educational activity has a distinctive feature: its main part is made up of scientific concepts, the laws of science and the general methods of solving practical problems based on them.

The process of learning activity is subject to a number of general patterns. First of all, it is necessary that the teacher systematically involve children in learning situations, together with the children, find and demonstrate appropriate learning activities of control and evaluation. Schoolchildren, on the other hand, must be aware of the meaning of learning situations and consistently reproduce all actions. One of the patterns is that the entire process of teaching in the elementary grades is initially based on a detailed acquaintance of children with the main components of educational activity, and children are drawn into their active implementation.

The child's work in the system of educational situations begins in the first grade, but the ability to independently set educational tasks for himself, anticipating the solution of concrete practical ones, arises much later. With the established methods of primary education, this skill is formed with great difficulty and by no means in all schoolchildren.

During the primary school age, there is a certain dynamics in the attitude of children to learning. Initially, they strive for it as a socially useful activity in general, then they are attracted by certain methods of educational work, children begin to independently transform specific practical tasks into educational theoretical ones. The teaching does not exclude other activities of children. A particularly large role belongs to labor in two forms characteristic of this age - self-service and making handicrafts. Children are taught self-service from preschool years. Consolidation and development of self-service habits and skills in the lower grades is a good psychological basis for instilling in children a sense of respect for the work of adults, understanding the role of work in people's lives, and readiness for prolonged physical exertion. In the family and school, it is important to create conditions under which the child would acutely experience self-service responsibilities.

R.V. Ovcharova believes that in a classroom setting it is advisable to systematically give children such assignments that make sense for the whole class and which at the same time have to be fulfilled, sometimes overcoming certain individual desires and interests, and sometimes fatigue. Most younger students love labor classes, where you can show, for example, ingenuity when cutting material and dexterity when gluing it, where when completing a task, one type of action replaces another. Children are deeply satisfied when they make necessary and useful things with their own hands. All this contributes to the education of diligence, a sense of responsibility for the work done. Making handicrafts is also essential for the development of differentiated and coordinated movements, for the formation of control over them, both on the basis of muscular sensation and from the side of vision. Labor occupations have another significant psychological effect. The conditions for their implementation are most favorable in order to form in children the ability to plan future work, and then find ways and means of its implementation. This skill is also developed in other classes, but only with the purposeful manufacture of any object does the child act in the system of the most detailed and outwardly expressed requirements. It is worth skipping even a minor operation or using the wrong tool that is needed, as all this will immediately visibly affect the results of the work. Therefore, in labor classes, the child intensively masters the ability to plan in advance the order of his actions and provide the tools necessary for their implementation.

The development of the psyche of younger schoolchildren occurs mainly on the basis of the leading activity for them - teaching. According to D. B. Elkonin, being included in educational work, children gradually obey its requirements, and the fulfillment of these requirements automatically implies the emergence of new qualities of the psyche that are absent in preschool children. New qualities arise and develop in younger students as learning activity develops. The organization of frontal lessons in the classroom is possible only if all children simultaneously listen to the teacher and follow his instructions. Therefore, each student learns to manage his attention according to the requirements of such classes. The child wants to look out the window, but he needs to listen to an explanation of a new way of solving problems, and not just listen, but remember all the details of this method in order to correctly complete tomorrow's test. Constant adherence to such “needs”, control of one’s behavior on the basis of given patterns contributes to the development of volitionality in children, as a special quality of mental processes. It manifests itself in the ability to consciously set the goals of action and deliberately seek and find means to achieve them, to overcome difficulties and obstacles.

One of the highest requirements of educational activity is that children must fully justify the justice of their statements and actions. Many methods of such justification are indicated by the teacher. The need to distinguish between patterns of reasoning and independent attempts to build them presupposes the formation in younger students of the ability, as it were, to consider and evaluate their own thoughts and actions from the outside. This skill underlies reflection as an important quality that allows you to reasonably and objectively analyze your judgments and actions from the point of view of their compliance with the intention and conditions of activity.

Arbitrariness, an internal plan of action and reflection are the main neoplasms of younger schoolchildren. Thanks to them, the psyche of students reaches the level of development necessary for further education in secondary school, for a normal transition into adolescence with its special abilities and requirements. The unpreparedness of some younger students for secondary school is most often associated with the lack of formation of these general qualities and abilities of the individual, which determine the level of mental processes and the learning activity itself.

The development of individual mental processes is carried out throughout the entire primary school age. Although children come to school with sufficiently developed perception processes, in educational activities this process is reduced only to the recognition and naming of shapes and colors. First-graders lack a systematic analysis of the perceived properties and qualities of an object themselves. The child's ability to analyze and differentiate perceived objects is associated with the formation in him of a more complex type of activity than the sensation and distinction of individual immediate properties of things. This type of activity, called observation, develops especially intensively in the process of school teaching. In the classroom, the student receives, and then he himself elaborately formulates the tasks of perceiving certain objects and benefits. Due to this, perception becomes purposeful. Children coming to school do not yet have focused attention. They pay attention to what is directly interesting to them, what stands out with brightness and unusualness. The conditions of school work from the first days require the child to follow such subjects and assimilate such information that at the moment may not interest him. Gradually, the child learns to direct and steadily maintain attention on the right, and not just outwardly attractive objects. The voluntary attention of first-graders is unstable, since they do not yet have internal means of self-regulation. Therefore, an experienced teacher resorts to a variety of types of learning activities that replace each other in the lesson and do not tire the children, and sets learning tasks so that the child, performing his actions, can and should follow the work of classmates.

A six-year-old child remembers mostly literally outwardly bright and emotionally impressive events, descriptions, and stories. But school life is such that from the very beginning it requires children to memorize the material arbitrarily. Pupils must specifically remember the daily routine, rules of conduct, homework, and then be able to be guided by them in their behavior or be able to reproduce them in class. Children develop a distinction between the mnemonic tasks themselves. One of them involves literally memorizing the material, the other - only retelling it in your own words, etc. The productivity of the memory of younger students depends on their understanding of the nature of the mnemonic task and on mastering the appropriate techniques and methods of memorization and reproduction. Initially, children use the simplest methods - repeated repetition of the material when dividing it into parts, which, as a rule, do not coincide with semantic units. Self-control over the results of memorization occurs only at the level of recognition. So the first grader looks at the text and believes that he has memorized it, because he feels a sense of familiarity. Only a few children can independently move on to more rational methods of arbitrary memorization. Most need special and lengthy training in this at school and at home.

Special work is also necessary for the formation of reproduction techniques in younger schoolchildren. First of all, the teacher shows the possibility of aloud or mentally reproducing individual semantic units of the material before it is assimilated in its entirety. Reproduction of individual parts of a large or complex text can be distributed over time. In the process of this work, the teacher demonstrates to the children the expediency of using the plan as a kind of compass that allows them to find the direction when playing the material. As the methods of meaningful memorization and self-control are formed, the voluntary memory of second-graders and fourth-graders in many cases turns out to be longer than involuntary. It seemed that this advantage should continue to be maintained. However, there is a qualitative psychological transformation of the memory processes themselves. Students begin to use well-formed methods of logical processing of material to penetrate into its essential connections and relationships, for a detailed analysis of their properties, i.e. for such meaningful activity, when the direct task of remembering recedes into the background. But the results of the involuntary memorization that occurs in this case still remain high, since the main components of the material in the process of analysis, grouping and comparison were direct objects of students' actions. The possibilities of involuntary memory, based on logical techniques, should be fully used in elementary education.

In this way,

Chapter 1 Conclusion

Maladaptation- polar processadaptationand, in essence, a destructive process, during which the development of intrapsychic processes and behavior of an individual does not lead to the resolution of problem situations in his life and activity, but to aggravation, intensification of the difficulties of existence and those unpleasantexperiences,their callers.

Disadaptation can be of different types.

1. Medical approach.

2. Socio-psychological approach.

3.Ontogenetic approach.

The younger school age is characterized by changes in cognitive mental processes, new living conditions and difficulties associated with these conditions.

CHAPTER 2

2.1 Disadaptation of children at primary school age

Younger schoolchildren are far from being equally successful in “getting used to” the new conditions of life. The study by G.M. Chutkina revealed three levels of adaptation of children to school:

A high level of adaptation - the student has a positive attitude towards the school, perceives the requirements adequately, learns the educational material easily, diligently, listens carefully to the teacher's explanations and instructions, completes assignments without external control, occupies a favorable status position in the class.

The average level of adaptation - the student has a positive attitude towards the school, attending it does not cause negative feelings, understands the educational material if the teacher presents it in detail and clearly, is focused and attentive when performing tasks, instructions, instructions from an adult, but only when busy with something interesting for him, he performs assignments conscientiously, he is friends with many classmates.

Low level of adaptation - the student has a negative or indifferent attitude towards school, there are frequent complaints about health, a depressed mood dominates, there are violations of discipline, the material explained by the teacher is assimilated fragmentarily, independent work is difficult, he needs constant monitoring, maintains efficiency and attention with extended pauses for rest, passive, has no close friends.

It is necessary to highlight the factors that determine the high level of adaptation: a complete family, a high level of education of the father and mother, the correct methods of education in the family, the absence of a conflict situation due to parental alcoholism, a positive style of the teacher's attitude towards children, functional readiness for schooling, favorable status child before entering the first grade, satisfaction in communicating with adults, adequate awareness of one's position in the peer group. The influence of adverse factors on a child's adaptation to school, according to the same study, has the following sequence: incorrect methods of education in the family, functional unpreparedness for schooling, dissatisfaction in communicating with adults, inadequate awareness of one's position in the peer group, low level of education of the father and mother, conflict situation due to parents' alcoholism, negative status of the child before entering the first grade, negative style of the teacher's attitude towards children, incomplete family.

In those cases when the most important needs of the child, reflecting the position of the student, are not satisfied, he may experience a stable emotional distress, a state of maladjustment. It manifests itself in the expectation of constant failure at school, a bad attitude towards oneself from teachers and classmates, in fear of school, unwillingness to attend it. Thus, school maladjustment is the formation of inadequate mechanisms for a child to adapt to school, in the form of learning and behavioral disorders, conflict relationships, mental illness and reactions, an increased level of anxiety, and distortions in personal development.

1st subgroup, "norm" - on the basis of psychological diagnostics of observations, characteristics, it can include children who:

- cope well with the teaching load and do not experience significant difficulties in the learning process;

- successfully interact with the teacher and peers, i.е. do not have problems in the sphere of interpersonal relations;

- do not complain about the deterioration of health - mental and somatic;

- do not exhibit antisocial behavior.

The process of school adaptation in children of this subgroup as a whole is quite successful. They have high learning motivation and high cognitive activity.

2nd subgroup, "risk group" - it may cause school maladaptation, requiring psychological support. Children usually do not cope well with the academic load, do not show visible signs of impaired social behavior. Often the sphere of trouble in such children is quite a hidden personal plan, the level of anxiety and tension increases in the student, as an indicator of trouble in development. An important signal of the beginning of trouble can be an inadequate indicator of the child's self-esteem with a high level of school motivation, violations in the sphere of interpersonal relations are possible. If at the same time the number of diseases increases, this indicates that the body begins to respond to the occurrence of difficulties in school life due to a decrease in protective reactions.

3rd subgroup, "unstable school maladjustment" - children of this subgroup cannot successfully cope with the academic load, the process of socialization is disrupted, significant changes in psychosomatic health are observed.

4th subgroup, "sustainable school maladaptation" - in addition to signs of school failure, these children have another important and characteristic feature - antisocial behavior: rudeness, hooligan antics, demonstrative behavior, running away from home, skipping classes, aggression, etc. In the most general form, the deviant behavior of a schoolchild is always the result of a violation of the assimilation of the child's social experience, a distortion of motivational factors, and a disorder of adaptive behavior.

5th subgroup, "pathological disorders" - children have an obvious or implicit pathological developmental deviation, unnoticed, manifested as a result of education or deliberately hidden by the child's parents when he enters school, as well as acquired as a result of a severe, complicated disease. Such manifestations of pathological conditions include:

- mental (delays in mental development of varying degrees of the emotional sphere, neurosis-like and mental disorders);

- somatic (the presence of persistent physical neuroses, disorders of the cardiovascular, endocrine, digestive systems, vision, etc.).

There are other approaches to classifying forms of adaptation:

1. School neurosis is the fear of school on an unconscious level. Manifested in the form of somatic symptoms (vomiting, headache, fever, etc.).

2. School phobia - is a manifestation of overwhelming fear caused by attending school.

3. Didactogenic neurosis - caused by the wrong behavior of the teacher, mistakes in the organization of the learning process. V.A. Sukhomlinsky wrote about this: “For several years I studied school neuroses. The painful reaction of the nervous system to the injustice of the teacher in some children takes on the character of agitation, in others - embitterment, in the third - it is a mania of unfair insults and persecution, in the fourth - indifference, extreme depression, in the fifth - fear of punishment, in the sixth - bitterness, accepting most pathological manifestations.

4. School anxiety is a form of manifestation of emotional distress. It is expressed in excitement, increased anxiety in the learning situation. The child is constantly unsure of himself, of the correctness of his behavior, his decisions.

Ovcharova R.V. offers the following classification of forms of school maladjustment, which analyzes the causes of maladaptation.

Form of maladaptation

The reasons

Insufficient intellectual and psychomotor development of the child, lack of help and attention from parents and teachers.

Improper upbringing in the family (lack of external norms, restrictions).

Improper upbringing in the family or ignoring by adults of individual characteristics

The child cannot go beyond the boundaries of family responsibility, the family does not let him out (more often in children whose parents unconsciously use them to solve their problems).

Ovcharova R.V. emphasizes that the main reason for school maladaptation in the lower grades is related to the nature of family influence. If a child comes to school from a family where he does not feel the experience of "we", he also enters a new social duty - school - with difficulty. The unconscious desire for alienation, the rejection of the norms and rules of any duty in the name of preserving the unchanged “I” underlies the school maladjustment of children brought up in families with an unformed sense of “we” or in families where a wall of indifference separates parents from children.

Thus, with a high level of intelligence, despite these negative factors, the child often still copes with the curriculum, but he may experience deviations in the development of the personality according to the neurotic type. Among the specific deviations in personal development, school anxiety and psychogenic school maladjustment are most common.

Personally-oriented learning involves, first of all, the activation of internal incentives for learning. The process of learning itself is such an inner driving force. By changes in this parameter, one can judge the level of school adaptation of the child, the degree of mastery of educational activities and the satisfaction of the child with it.

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

Various methods have been developed for studying school motivation and adaptation of primary school students.

In order to prevent the developmentmaladjustment of children at primary school age, it is necessary to carry out prevention, which is discussed below.

2.2 Prevention of maladaptation of children at primary school age

Prevention (ancient Greek prophylaktikos - protective) is a complex of various kinds of measures aimed at preventing a phenomenon and / or eliminating risk factors.

In order to prevent the maladaptation of children at primary school age, it is necessary to eliminate the factors of its development, which include:

1. Shortcomings in preparing the child for school, socio-pedagogical neglect.

2. Prolonged and massive deprivation.

3. Somatic weakness of the child.

4. Violations of the formation of individual mental functions and cognitive processes.

5. Violations of the formation of school skills (dyslexia, digraphia, dyscalcumia).

6. Movement disorders.

7. Emotional disorders.

It is also important to conduct psychological diagnostics, which makes it possible to assess the level of adaptation of children at primary school age. Diagnosis can be carried out using the following methods:

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

Purpose: the technique reveals the attitude of children to school and the motivational readiness of children to study at school. Children are invited to draw what they like best in school.

2. Phillips Questionnaire: "School Anxiety Test"

Purpose: diagnosis of the characteristics of the subject, the level and nature of anxiety associated with the school, the assessment of the emotional characteristics of the child's relationship with peers and teachers. The indicators of this questionnaire give an idea of ​​both general anxiety - the emotional state of the child associated with various forms of his inclusion in the life of the school, and private types of manifestations of school anxiety.

3. "Questionnaire for determining the school motivation of students" developed by N.G. Luskanova

To further study the adaptation process and obtain more reliable results, a survey was conducted with students of this school. Given the specifics of the development of children, the primary examination was carried out on an individual basis, the forms were filled out according to the words of the children.

Purpose: study of school motivation.

4. Sociometric test "Birthday"

This technique allows you to find out the position of the student in interpersonal relationships, to study the structure of these relationships.

Thus, in order to prevent the maladjustment of children at primary school age, it is necessary to eliminate the factors of its development and conduct psychological diagnostics, which makes it possible to assess the level of adaptation of children at primary school age.

Chapter 2 Conclusion

Three levels of adaptation of children to school were revealed: a high level of adaptation; average level of adaptation; low level of adaptation.

1. Inability to adapt to the subject side of educational activity

2. Inability to arbitrarily control their behavior.

3. Inability to accept the pace of school life (more common in somatically weakened children, children with mental retardation, a weak type of nervous system).

4. School neurosis or "school phobia" - the inability to resolve the contradiction between family and school "we".

Conclusion

In the course of a theoretical study of the problem of maladjustment and characteristics of primary school age, it was revealed:

Maladaptation- polar processadaptationand, in essence, a destructive process, during which the development of intrapsychic processes and behavior of an individual does not lead to the resolution of problem situations in his life and activity, but to aggravation, intensification of the difficulties of existence and those unpleasantexperiences,their callers.

Disadaptation can be of different types.

Considering the approaches to the problem of maladjustment existing in modern science, three main areas can be distinguished:

1. Medical approach.

2. Socio-psychological approach.

3.Ontogenetic approach.

The younger school age is characterized by changes in cognitive mental processes, new living conditions and difficulties associated with these conditions.

In the course of studying the problem of maladjustment of children at primary school age and its prevention, it was revealed:

Three levels of adaptation of children to school have been identified:

high level of adaptation;

average level of adaptation;

low level of adaptation.

Forms of maladaptation of younger students:

1. Inability to adapt to the subject side of educational activity

2. Inability to arbitrarily control their behavior.

3. Inability to accept the pace of school life (more common in somatically weakened children, children with mental retardation, a weak type of nervous system).

4. School neurosis or "school phobia" - the inability to resolve the contradiction between family and school "we".

To prevent the maladaptation of children at primary school age, it is necessary to eliminate the factors of its development and conduct psychological diagnostics, which makes it possible to assess the level of adaptation of children at primary school age.

Thus, the tasks of the study are solved. The purpose of the study: to study the prevention of maladaptation of children at primary school age - achieved.

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