Deazadaption of elementary school students: its causes, determination methodology and correction. Prevention of prevention of children of primary school age for school learning conditions

Date: 28.09.2019

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Introduction

Conclusion

Bibliography

Introduction

deazadaption Junior schoolboy psychological

The child's arrival in the school - the turning period of its socialization, it brings with it serious tests of its adaptive opportunities.

Almost no child, the transition from preschool childhood to school is not accomplished smoothly. New team, new regime, new activity, the new nature of the relationship requires the baby new forms of behavior. Adjusting to new conditions, the children's body mobilizes the system of adaptation reactions.

A child coming to school should be mature in physiological and social terms, it should achieve a certain level of mental development. Educational activities require a certain stock of knowledge about the world, formation of elementary concepts. There is a positive attitude towards the teaching, the ability to self-regulation of behavior.

Taking into account the growth trends of the negative consequences of disadaptation, expressed in particular in difficulty in training, violations of behavior achieved by 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 an in-depth study, for subsequent prevention.

Recently, there has been a tendency to experimentally investigate the peculiarity of the pedagogical process due to the emergence school dezadaption. The role of the pedagogical factor in the occurrence of deadaption is great. These include the features of the organization school learning, the nature of school programs, the pace of their development, as well as the influence of the teacher itself on the process of socio-psychological adaptation of the child to the school conditions.

Object of research: Dezadaption as a psychological process.

Subject of research: Features of prevention of deadaption in the younger school age.

Purpose: consider the features of the prevention of school deadaption of younger students

1. The essence of the concept of school deadaption in the studies of modern scientists

The process of adaptation to school, as well as any new life circumstance, passes several phases: an approximate, unstable and relatively sustainable device.

Unstable adaptation is characteristic of many schoolchildren. Today it is quite widely used in psychological and pedagogical science and practice the concept of "school dezadaption" or "School Insuit". These concepts determine any difficulties, violations, deviations that arise from a child in his school life.

Under school dezadaption, they mean, only those violations and deviations that arise from a child under the influence of school, school influences or provoked by educational activities, teaching failures.

As a scientific concept, "School dezadaption" has not yet have a clear interpretation.

The first position: "School dezadaption" is a violation of a schoolboy's personality tool to the conditions of study at school, which acts as a private phenomenon of disorder in a child with a general ability to mental adaptation due to any pathological factors. In this context, school deadaption acts as a medical and biological problem (Vrono M.V., 1984; Kovalev V.V., 1984). Under this angle of view, school deducation and for parents, and for teachers, and for doctors, as a rule, disorder in the framework of the "disease / violation of health, development or behavior". This point of view is clearly or hidden determines the attitude towards school deadaption as a phenomenon through which the pathology of development and health has been manifested by an unfavorable consequence of such a relationship is a testing reference when entering school or when evaluating the level of child's development in connection with the transition from one academic level. On the other, when the child is required, so that he proves the lack of deviations in the ability to study on the programs offered by teachers, and in the school chosen by the parents.

The second position: School dezadaption is a multifactorous process of reducing and disruption of a child's ability to learn in the consequence of the discrepancy between the conditions and requirements of the educational process, the nearest social environment of its psychophysiological capabilities and the needs (Northern A.A., 1995). This position is an expression of a socio-dedupping approach, because the leading reasons are seen, on the one hand, in the peculiarities of the child (its inability due to personal reasons to realize their abilities and needs), and on the other hand, in the peculiarities of the micro-social environment and inadequate conditions of school education . Unlike the medical and biological concept of school deadaption, the deadaptive concept is beneficial to the fact that preferential attention in the analysis pays to the social and personal aspects of deviations in learning. She considers the difficulties of school learning as a violation of adequate interaction of the school with any child, and not just the "carrier" of pathological signs. In this new situation, the child's inconsistency to the conditions of the microsococial environment, the requirements of the teacher and school ceased to be an indication of its (child) deflectivity.

Third Position: School Deazadaption is a predominantly socio-pedagogical phenomenon, in the formation of which the cumulative pedagogical and actually school factors (Kumarina G.F, 1995, 1998) belongs to the formation of which defining importance. Dominated long years A look at school as a source of exceptionally positive influences in this aspect is inferior to the reasonable opinion that the school becomes a risk area for a significant number of students. As a start-up mechanism for the formation of school-maladaptation, the discrepancy between the pedagogical requirements of the Pedagogical requirements of their capabilities to satisfy them is analyzed. Pedagogical factors that adversely affect the development of the child and the effectiveness of the educational environment are the following: the inconsistency of the school regime and the rate of academic work of the sanitary and hygienic conditions of training, the extensive nature of training loads, the predominance of negative evaluation stimulation and the "meaning barriers" arising on this basis In the relationship of the child with teachers, conflict in nature family relationshipsForming based on educational failures.

Fourth Position: School Dezadaption is a complex socio-psychological phenomenon, the essence of which is the impossibility of a child to find in the School Training School "His place", on which he can be accepted as it is, while maintaining and developing its identity, and the opportunity for self-realization and self-actualization. The main vector of this approach is aimed at the psychological state of the child and on the psychological context of interdependence and interdependence of the developing relationships during the training period: "Family-Child-School", "Child-Teacher", "Personal Child", "individually preferred - used school learning technology ". With a comparative assessment, the illusion of the proximity of the positions of social and dezadapive and socio-psychological approaches in the interpretation of school deadaption, 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 can not or can not, then he has something "something is wrong." As the source point in the problem analysis of school deadaption, followers of a socio-psychological approach are distinguished not so much a child as a human being, which is facing the choice of adaptation or deadaption to the learning environment, how much peculiarity of it " human Genesis", existence and livelihoods in this complicated perzadaption period of its development. Analysis in such a key of school deadaption is becoming much more difficult, if we take fixed experiences that are emerging in the interconnected relationships, the impact of relevant culture and the preceding experience of relations, as a rule, up to the early stages of socialization. Such Understanding school deadaption should be called humanitarian and psychological and it entails a number of important consequences, namely:

School dezadaption is not so much the problem of typing pathological, negative social or pedagogical factors, how much the problem of human relations in a special social (school) sphere, the problem of a personality of a significant conflict, which is in the Lon of these relations and ways of its likely permission;

Such a position allows us to consider the external manifestations of school disadvantage ("pathologicalization" or the development of mental, psychosomatic disorders; "opposition" behavior and failure of a child, other forms of deviations from socially "regulatory" educational installations) as "masks", in which unwanted for parents are described, For persons responsible for education and training, other adult reactions associated with the situation of training internal, subjectively intractable for a child conflict and acceptable for him (child) ways to resolve the conflict. Multi-shaped manifestations of deadaption in essence perform the variants of protective adaptive reactions and the child needs maximum and competent support on the paths of its adaptation search;

In one of the studies, a group of hundred children, for the process of adapting which special observation was conducted at the end school year It was examined by a psychoneurologist. It fell that schoolchildren with unstable adaptation register separate subclinical disorders of the neuro-mental sphere, some of them have increasing the level of morbidity. Children who have not adapted during the academic year, the psychoneurologist recorded pronounced asthenonevrotic deviations in the form of border neuropsychiatric disorders.

Doctor medical Sciences, Professor V.F. The market, in particular, draws attention to the negative impact on children of such a traditional traditions:

1) The usual pose of children during the lesson, in advance-unnatural. Studies conducted by scientists showed that with such psychomotor and neurovegetative reinforcement after 10-15 minutes, a schoolboy experiences neuropsychiatric loads and stresses comparable to those who are experiencing astronauts during takeoff;

2) The learning environment deployed by natural incentives: closed rooms, limited spaces filled with monotonous, artificially created elements and depriving children of living sensual impressions. Under these conditions, the sample-sensual perception of the world occurs, the narrowing of the visual horizons, the oppression of the emotional sphere.

3) verbal (verbal-information) principle of building a learning process, "book" study of life. The non-critical perception of finished information leads to the fact that children cannot realize the potential laid in them, lose the ability to think independently.

4) fractional, elementary learning of knowledge, mastery of fragmentary skills and skills that destroy the integrity of worldview and world-up-minding in children.

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

Junior school age is one of the most difficult periods of the child's life. Here there is a consciousness of its limited space in the system of relations with adults, the desire for the implementation of socially significant and socurated activities. The child arises aware of the possibilities of his actions, he begins to understand that not everything can. School learning issues are not only the issues of education, the intellectual development of the child, but also the formation of his personality, education.

2. Characteristics of school deadaption (species, levels, causes)

When dividing deadaption on species S.A. Belicheva takes into account the external or mixed manifestations of the defect of the interaction of the personality with society, the environment and by them:

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

b) psychosocial: the result of half-aging changes, an accentuation of the character (extreme manifestations of the norm, strengthening the degree of manifestation of a certain feature), adverse manifestations of the emotional-volitional sphere and mental development;

c) social: manifests itself in violation of the norms of morality and law, in asocial forms behavior and deformation of internal regulation systems, reference and value orientations, social attitudes.

Relying on this classification etc. Moltodova allocates the following types of deadaption:

a) pathogenic: manifests itself in neurosis, hysterics, psychopathy, violations of analyzers, somatic violations;

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 pathogen phenomena.

Such deadaption is more hidden and sufficiently stable. These include all types internal violations (self-esteem, values, orientation), which affected the self-being of the personality, led to stress or frustration, injured the personality, but did not affect the behavior;

c) Socio-psychological, psychosocial: impossibility, undisciplining, conflict, difficult-to-absorption, rudeness, disorders of relationships. This is the most common and easily manifest type of deadaption;

As a result of social and psychological disadaptation, it is possible to expect a child with the manifestation of the entire complex of non-specific difficulties associated primarily with violations of activities. At the lesson, a non-adapted student is unorganized, often distracted, passive, a slowdown pace is distinguished, errors are often found. The nature of school failure can be determined by the most different factors, and therefore the in-depth study of its causes and mechanisms is carried out not so much within the framework of pedagogy, but from the position of pedagogical and medical (and recently social) psychology, defectology, psychiatry and psychophysiology

d) social: teen prevents society, is different deviant behavior (deviating from the norm) behavior, easily enters the asocial environment (adaptation to asocial conditions), becomes an offender (deliberate behavior), is characterized by adaptation to dezadapotation (drug addiction, alcoholism, vagrancy), as a result of which it is possible to enter the criminal level.

These include children "fallen" from ordinary communication, which remained no bed, predisposed to suicide, etc. This species is sometimes dangerous for society, requires the intervention of psychologists, teachers, parents, doctors, workers of justice.

Social dezadaption Children and adolescents are directly dependent on negative relationships: the stronger the degree of negative relationships of children to study, family, peers, teachers, informal communication with others, the harder degree of deadapotation is expressed.

It is quite natural that overcoming one or another form of decadation must first of all should be aimed at eliminating the reasons for it. Very often, the child's deadaption in school, the inability to cope with the role of the student negatively affect its adaptation in other social media. At the same time, the overall medium deadaption of the child appears, indicating its social density, the rejection.

Frequent in school life are cases where equilibrium, harmonious relationships between the child and the school medium originally arise. The initial phases of adaptation are not transmitted to a stable state, and the mechanisms of deadaption come into effect, leading to a more or less pronounced conflict of the child with the medium. Time in these cases works only against a schoolboy.

The mechanisms of deadaption are manifested on social (pedagogical), psychological and physiological levels, reflecting ways to respond to the child to the aggression of the medium, protection against this aggression. Depending on what level adaptation violations are manifested, we can talk about the states of the risk of school deadaption, allocating the state of academic and social risks, risk on health and complex.

If primary adaptation violations are not eliminated, they apply to deeper "floors" - psychological and physiological.

1) pedagogical level of school deatsadaption

This is the most obvious and conscious level by teachers. He discovers himself with the problems of a child in the teaching (activity aspect) in the development of a new social role for him (relational aspect). In an activity plan with an unfavorable development of events, his primary difficulties of learning (1st stage) will develop into problems in knowledge (2nd stage), the lag in the assimilation of the material in one or several subjects (3rd stage), the abominability of partial or The total (4th stage), and as a possible extreme case - in the refusal of training activities (5th stage).

Recently, the negative dynamics is expressed in the fact that the primary stress on the child's tension on the educational failure in the relationship of a child with teachers and parents (1st stage) will develop into semantic barriers (2nd stage), in episodic (3rd stage) and Systematic conflicts (4th stage) and as an extreme case - in the gap of personal relationships for him (5th stage).

Statistics indicate that the training, and the relation problems detect sustainable constancy and are not softened over the years, but only exacerbate. The generalized data of recent years, state the growth of experiencing difficulties in the assimilation of the software material. Among the younger schoolchildren, such children are 30-40%, among students of the main school - up to 50%. Schoolchildren surveys show that only 20% of them feel at school and home comfortable. More than 60% there is dissatisfaction, which characterizes the disadvantage in relations in school. This obvious for teachers, the level of school-making development can be compared with the upper part of the iceberg: this is the signal of those deep deformations that occur on the psychological and physiological levels of the schoolboy - in its character, mental and somatic health. These deformations are hidden in nature and, as a rule, do not correlate teachers with the influence of the school. And at the same time, its role in their appearance and development is very large.

2) psychological level of deadaption

Invisibleness in studying training activities, disadvantaged in relations with personal-significant people cannot leave the child indifferent: they negatively affect the deeper level of its individual organization - psychological, affects the formation of the nature of a growing person, its life plants.

At first, the child arises a feeling of anxiety, insecurity, vulnerabilities in situations related to academic activities: he is passive in the lesson, in response, it is tense, Covan, cannot be less a lesson on change, prefers is located next to children, but does not enter with them Contact, easily crying, blushing, is lost even with the slightest remarks of the teacher.

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

The first stage - trying to change the situation and seeing the futility of effort, the child, acting in self-preservation mode, starts to instinctively defend the loads from ultra-high loads for it, from satisfied requirements. The initial voltage decreases due to the change in attitudes towards learning activities, which ceases to be considered as significant.

The second stage - manifests itself and fixed.

The third stage is various psycho-protective reactions: in the lessons such a student is constantly distracted, looks out the window, engaged in unauthorized affairs. And since the choice of ways to compensate for the need for success in younger students is limited, then self-affirmation is often carried out by opposition to school standards, disorders of discipline. The child is looking for a method of protest against a non-state position in the social environment. The fourth stage - distinguish ways of active and passive protest, correlated, probably with a strong or weak type of its nervous system.

3) physiological deadaption

The influence of school problems on the health of the child today is most studied, but at the same time, and less conscious teachers. But it is here, at the physiological level, the very deep in human organization, the experiences of failure in training activities, a conflict nature of relationships, an exorbitant increase in time and forces spent on the teaching are closed.

The question of the influence of school life on the health of children is the subject of research of specialists in school hygiene. However, even before the emergence of specialists, the classics of scientific, nature-like pedagogy left their estimates of the influence of the school, on the health of those who study it. So, G. Pestalotski in 1805 noted that with traditionally established school forms of training, there is an incomprehensible "suffocation" of children, "killing their health".

Today, in the first grade of the school of the school, the first class has a distinct growth in the neuro-mental sphere (up to 54%), violations of vision (45%), posture and feet (38%), diseases of the digestion organs (30%). For nine years of school training (from the 1st to the 9th grade), the number of healthy children is reduced by 4-5 times.

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

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

The causes of school deadaption in children can have absolutely different nature. But the external manifestations that teachers and parents pay attention are often similar. This is a decline in interest in learning, up to unwillingness to attend school, deterioration of academic performance, inorganization, inattention, slowness, or, on the contrary, hyperactivity, anxiety, difficulties in communicating with peers and the like. In general, school dezadaption can be characterized by three basic signs: the lack of all success in studying, a negative attitude towards it and systematic violations of behavior. During the examination of a large group of younger students at the age of 7--10 years, it turned out that almost a third of them (31.6%) refer to the risk group on the formation of a pillar of school deadaption, and more than half of this third, school unsuccessful was caused by neurological reasons, and above all, a group of states that are denoted as minimal brain dysfunctions (MMD). By the way, for a number of reasons, boys are subject to MMD to a greater extent than girls. That is, minimal brain dysfunctions are the most common cause leading to school deadaption.

The most common cause of the SD is minimal brain dysfunctions (MMD). Currently, MMD is considered as special forms of disonatogenesis, characterized by the age-related immaturity of individual higher mental functions and their disharmonious development. At the same time, it is necessary to keep in mind that the highest mental functions, as complex systems, cannot be localized in narrow cerebral zones or in isolated cellular groups, and there should be 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 away from each other areas of the brain. With MMD, there is a delay in the pace of development of certain functional systems of the brain, providing such complex integrative functions as behavior, speech, attention, memory, perception and other types of higher mental activities. According to general intellectual development, children with MMD are at the level of the norm or in certain cases of subnorms, but at the same time there are significant difficulties in school education. Due to the deficiency of individual higher mental functions, MMDs manifest themselves in the form of violations of the formation of letters skills (disgrave), reading (dyslexia), accounts (discalcium). Only in isolated cases, disgrave, dyslexia and diskalcule are manifested in an isolated, "pure" form, significantly more often their signs are combined with each other, as well as with developmental impairment oral speech.

The pedagogical diagnosis of school impossibility is usually raised in connection with the failure of training, violations of school discipline, conflicts with teachers and classmates. Sometimes school intimacy remains hidden and from teachers and from the family, its symptoms may not affect negatively on the performance and discipline of the student, manifested either in the subjective experiences of the schoolchildren or in the form of social manifestations.

Violations of adaptation are expressed in the form of an active protest (hostility), passive protest (avoidance), anxiety and insecurity and one way or another affect all areas of the child's activities at school.

The problem of the difficulty of adapting children to primary school conditions is currently highly relevant. According to the estimates of researchers, depending on the type of school, from 20 to 60% of younger students have serious difficulties in adapting to the conditions of school learning. IN mass school Learn a significant number of children who are already in primary classes do not cope with the training program and have difficulties in communicating. Especially acutely called the problem stands before children with a delay mental Development.

To the number of main primary external signs The manifestations of school impressions are unanimously referring difficulties in school and various violations of school standards of behavior.

Among the children with MMD are highlighted students with attention deficit and hyperactivity syndrome (ADHD). This syndrome is characterized by unusual excessive overhauls motor activity, defects of the concentration of attention, distractions, impulsiveness of behavior, problems in relations with the surrounding and difficulties in learning. At the same time, children with ADHD are often allocated to their awkwardness, clumsiness, which are often referred to as minimal static-locomotor failure. The second prevalence is the cause of the shd are neurosis and neurotic reactions. The leading cause of neurotic fears, various shapes The obsessions, sodoato-vegetative violations, theest-neurotic states are acute or chronic psychotrambulating situations, the unfavorable situation in the family, the wrong approaches to the education of the child, as well as difficulties in relationship with teacher and classmates. An important predisposing factor in the formation of neurosis and neurotic reactions can serve as personal features of children, in particular, alarming-denotinary features, increased depletion, a tendency to fear, demonstrative behavior.

1. The deviations in the somatic health of children are noted.

2. The insufficient level of social and psychological and pedagogical readiness of students to the learning process is recorded at school.

3. There is a non-formation of psychological and psycho-physiological prerequisites for the directional learning activities of students.

A peculiar micro collective, playing a significant role in the education of the person, is the family. Trust and fear, confidence and timidity, calm and anxiety, custody and heat in communication as opposed to alienation and coldness - all these qualities personality acquires in the family. They manifest themselves and secure the child long before entering school and have a long influence on his adaptation in educational behavior.

The causes of complete deadaption are extremely diverse. They may be caused by the imperfection of pedagogical work, unfavorable social and living conditions, deviations in the mental development of children.

3. Features of school deadaption in the younger school age

Not only conscious, educational impacts of parents affect the formation of personal qualities of the child, but also a total tone family life. At the school learning stage, the family continues to play a big role as the Socialization Institute. The child of younger school age is usually unable to independently comprehend or educational activities as a whole, no of those situations that are connected with it. It should be noted by the symptom of "losses of the benchmark" (L.S. Vygotsky): Between the desire to do something and the activity itself arises a new moment - the orientation is that it will bring the child the implementation of a particular activity. This is an internal orientation in which sense can have an activity for a child: satisfaction or dissatisfaction from the place that the child will take in relations with adults or other people. Here for the first time there is a meaningful indicative basis of the act. According to views

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

The experience of the child at this age is directly dependent on its relationship with significant people: teachers, parents, the form of expression of these relations is the style of communication. It is the style of communication of an adult with a junior schoolboy may make it difficult for child academic activities, and sometimes may lead to the fact that real, and sometimes fiscal difficulties associated with study will begin to be perceived by the child as unresolved generated by its incorrigible disadvantages. If these negative child experiences are not compensated if there are no significant people next to the child who would be able to increase the schoolchild's self-esteem, it may have psychogenic responses to problems that, in the case of repeatability or fixation, add up to the picture of the syndrome called psychological school deadaption.

It was in the younger school age that the passive protest response manifests itself in the fact that the child rarely raises his hand at the lesson, the demands of the teacher performs formally, in terms of passing, prefers it alone, does not show interest in collective games. The emotional sphere is dominated by depressive mood, fears.

If the child comes to school from the family, where he did not feel the experience of "We", he and a new social community-school-school is hardly. The unconscious desire for alienation, the rejection of the norms and rules of any generality, in the name of the preservation of the unchanged "I" underlie the school deadaption of children brought up in families with a non-informed sense of "We" or in families where parents from children separate the wall of rejection, indifference.

Disabilities in children of this age applies not only for communication with classmates, but also on training activities. The aggravation of the critical attitude to itself actualizes in the younger schoolchildren the need for a general positive assessment of his personality by other people, primarily adults.

The character of a younger schoolboy has the following features: impulsiveness, a tendency to act immediately, without thinking, without weighing all the circumstances (the reason is the age weakness of the volitional regulation of conduct); The total insufficiency of will - the schoolboy 7-8 years old can not yet be proud of the intended goal, stubbornly overcome difficulties. Capriciousness and stubbornness are explained by the disadvantages of family education: the child is used to all his desires and requirements.

Boys and girls of younger school age have some differences in memorization. Girls are able to force themselves, set up for memorization, their arbitrary mechanical memory is better than that of boys. Boys are more successful in mastering the families of memorization, therefore, in some cases, their mediated memory turns out to be more efficient than girls.

In the process of learning, perception becomes more analyzing, more differentiated, takes the nature of organized observation; The role of the word in perception changes. At first-graders, the word benefits a call function, i.e. is verbal designation after the objectivity of the subject; Students have older classes, the name-name is rather the overall designation of the object preceding its deeper analysis.

One of the forms of school making students of junior classes is related to the peculiarities of their study activities. In the younger school age, children master, first of all, the subject party of training activities - admixes, skills, skills necessary to assimize new knowledge. Mastering the motivational and considerable side of training activities in the younger school age is like latent: Improving the assaying norms and methods of social behavior of adults, the youngest schoolboy still does not use them actively, remaining mostly dependent on adults in his relationship with the surrounding people.

If the child does not form training skills or techniques with which it enjoys, and which are fixed from him, are not well-productive, not designed to work with a more complex material, it begins to lag behind his classmates, testing real difficulties in learning.

There is one of the symptoms of school deadaption - decrease in academic performance. One of the reasons for this may be the individual features of the level of intellectual and psychomotor development, which, however, are not fatal. According to many teachers, psychologists, psychotherapists, if you correctly organize work with such guys, taking into account their individual qualities, pay special attention to how they solve certain tasks, it is possible during several months, not toragging children from class, do not achieve Only the elimination of their lagging in study, but also compensation for delays in development.

Another reason for non-formation of skills of educational activities in students of junior classes may be to how children take possession of work with educational materials. V.A. Sukhomlinsky in his book "Conversation with the Young School Director" draws the attention of novice teachers to the need to specifically teach students junior classes to work methods. The author writes: "In the overwhelming majority of cases, mastering knowledge is simply for a student because he does not know how to learn ... Guidelines for learning, built on the scientific distribution of skills and knowledge in time, allows you to build a solid foundation of secondary education - the skill is learning."

Another form of school deadaption of younger students is also inextricably linked with their specifics. age Development. Change of leading activities (educational), which occurs in children in 6-7 years; It is carried out at the expense of the fact that only understood exercise motives under certain conditions are becoming current motives.

One of these conditions is the creation of favorable relationships of reference adults to the child - a schoolboy - parents, emphasizing the importance of studying in the eyes of young students, teachers who encourage the independence of students who contribute to the education of stealing learning motivation, interest in good assessment, acquaintance, etc. However, there are also cases of non-formation in young students to motivate teachings.

Is not it. Bozovich, N.G. Morozov write about the fact that among students of the I - III classes examined by them, those whose attitude towards school studies continued to be pre-school. For them, the work itself was not the activity of the teachings, but the school situation and external attributes that could be used in the game. The reason for this form of deadaption of younger students is the inattentive attitude of parents to children. Externally, the immaturity of learning motivation is expressed in the irresponsible relationship of schoolchildren to classes, in the undisciplinedness, despite the rather high level of development of their cognitive abilities.

The third form of school deadaption of younger schoolchildren is their inability to arbitrarily manage their behavior, attention to academic work. Inability to adapt to the requirements of school and managing their behavior in accordance with accepted standards may be a consequence of improper education in a family, which in some cases contributes to the exacerbation of such psychological characteristics of children, as an increased excitability, the difficulty of focusing, emotional lability and others. Basic, which characterizes The style of relationships in the family to such children is either a complete lack of external restrictions and standards that would have to be interior with a child and become his own means of self-government, or the "issuance" of means of control exclusively. The first inherent families, where the child is fully granted to himself, is brought up in the conditions of hopelessness, or families in which the "cult of the child" reigns, where everything is permitted to him, he is not limited. The fourth shape of the deadaption of young students to the school is connected with their inability to adapt to the tempo of school life. As a rule, it meets in somatically weakened children, guys with a delay in physical development, a weak type of VDN, violations in the work of analyzers and others. The reasons for the occurrence of the deadaption of such children in improper education in the family or in "ignoring" adults of their individual characteristics.

The listed forms of decadation of schoolchildren are inextricably linked with the social situation of their development: the emergence of new leading activities, new requirements. However, that these forms of deadaption do not lead to the formation of psychogenic diseases or psychogenic identity neoplasms, they must be realized by children as their difficulties, problems, failures. The reason for the occurrence of psychogenic violations is not by themselves the misses in the activities of young students, and their experiences about these misses. By 6 -7 years, according to L.S. Evyodsky, children are already quite accurately aware of their experiences, but it is experiencing caused by an adult assessment, lead to a change in their behavior and self-esteem.

So, the psychogenic school deducidation of younger students is inextricably linked with the nature of the relationship to the child of significant adults: parents and teachers.

The form of expression of this relationship is to communicate style. It is the style of communication of adults with younger schoolchildren who may make it difficult to master the child with educational activities, and sometimes it can lead to the fact that real, and sometimes fiscal difficulties associated with learning will begin to be perceived by the child as an intractable, generated by its incorrigible disadvantages. If these negative experiences of the child are not compensated if there are no significant people who would be able to increase the schoolchild's self-esteem, it may have psychogenic reactions to school problems, which, in the case of repeatability or fixation, add up to the picture of the syndrome called the psychogenic school deadaption.

The task of the prevention of school deadaption solves a correctional and educational education, which is defined as a set of conditions and technologies involving prevention, timely diagnosis and correction of school deadaption.

The prevention of school deadaption is as follows:

1. Timely pedagogical diagnosis of prerequisites and signs of school deadaption, conducting early, qualitative diagnosis of the actual level of development of each child.

2. The moment of receipt of the school must match the wrong age (7 years), and the psychophysiological (for some children it can be 7 and a half and even 8 years old).

3. Diagnosis When entering a child to school should take into account not so much the level of skills and knowledge, how many features of the psyche, temperament, the potential features of each child.

4. Creation in educational institutions for children's risk of a pedagogical environment, taking into account their individual-typological features. Use variable forms of differentiated correctional assistance during the educational process and in extracurricular time for children high, medium and low risk. In the organizational and pedagogical level, such forms can be special classes with less focallery, with a gential sanitary and hygiene, psychogenic and didactic regime, with additional services of a medical and recreational and corrective nature; Correctional groups for classes with teachers for individual training subjects, intralassical differentiation and individualization, group and individual extracurricular activities with teachers of the main and additional education (mugs, sections, studios), as well as with specialists (psychologist, speech therapist, defectologist) aimed at developing and correction of the shortcomings of the development of school-meaningful deficit functions.

5. If necessary, use the advisory assistance of a children's psychiatrist.

6. Create compensating training classes.

7. The use of psychological correction, social trainings, trainings with parents.

8. Mastering teachers of the methodology of correctional and educational learning aimed at healthy-saving learning activities.

All variety of school difficulties can be divided into two types (M.M. Bezless):

Specific, which are at the heart of certain violations of motility, visual and motor coordination, visual and spatial perception, speech development, etc.;

Non-specific, caused by the overall weakening of the body, low and unsustainable performance, increased fatigue, low individual tempo of activity.

As a result of socio-psychological disadaptation, it is possible to expect a child of the entire complex of non-specific difficulties related primarily to violations in activities. At the lesson, such a student is distinguished by inorganic, increased distractions, passivity, slow motion. He is not able to understand the task, to comprehend it entirely and work focused, without distracts and additional reminders, he does not know how to work purified, according to plan.

A letter of such a student is allocated by an unstable handwriting. Uneven strokes, different height and length of graphic elements, large, stretched, multi-challenged letters, tremor - here is its characteristic features. Errors are expressed in pre-acquisition of letters, syllables, random replacements and letters of letters, non-use of the rules.

They are caused by the inconsistency of the pace of activity of the child and the whole class, the lack of concentration of attention. The same reasons are determined by the characteristic difficulties of reading: letters of words, letters (inattentive reading), guessing, returning eye movements ("stumbling" rhythm), fast reading pace, but poor perception of read (mechanical reading), slow reading. When teaching mathematics, difficulties are expressed in an unstable handwriting (dimensional, stretched), fragmented perception of task, the difficulties of switching from one operation to another, the difficulties of transferring verbal instructions into a specific action. The main role in creating a favorable psychological climate in the class is undoubtedly belonging to the teacher. He needs to constantly work on improving the level of learning motivation, creating a child a situation of success in the lesson, during changes, in extracurricular activities, in communicating with classmates. The joint efforts of teachers, teachers, parents, doctors and school psychologists are able to reduce the risk of school children and difficulties of learning. Psychological support during school learning is an important and big problem. We are talking about a lot about the psychological readiness of the child to school, pushing or considering a granted parent's readiness factor to a new, school stage of their child's life. The main concern of parents is to maintain and develop the desire to learn, and recognize the new one. Participation and interest of parents will have a positive effect on the development of the cognitive abilities of the child. And these abilities can also be unobtrusive to direct and strengthen in the future. Parents should be more restrained, and do not need to swear school and teachers in the presence of a child. Leveling their role will not allow him to experience the joy of knowledge.

You should not compare the child with classmates, no matter how none have been pretty or vice versa. It is necessary to be consistent in your requirements. With understanding, feel about what your baby does not have anything at once, even if it seems to you elementary. This is a truly serious test for parents - the test of their life durability, kindness, sensitivity. Well, if a child in a difficult first year of study will feel support. Psychologically, parents should be prepared not only to difficulties, failures, but also to the success of the child. Very important that parents make themselves their expectations regarding the future success of the child with its capabilities. This determines the development of the child's ability to independently count its strength, planning any activity.

Forms of manifestation of school deadaption

Form of deadaption		Primary request	Correctional events
Nonformation of training skills.	Pedagogical neglence; Insufficient intellectual and psychomotor development of the child; No help and attention from parents and teachers.	Poor performance in all subjects.	Special conversations with a child, during which it is necessary to establish the causes of violations of training skills and give recommendations to parents.
Inability to arbitrary regulation of attention, behavior and training activities.	Improper education in the family (lack of external standards, restrictions); Indulgent hypoprotection (permissiveness, lack of restrictions and norms); Dominant hyperpretation (full control of the child's actions by adults).	Inorganic, inattention, adult dependence, statement.
Inability to adapt to the tempo of training life (temporal inaccessibility).	Improper education in the family or ignoring by adults of the individual characteristics of children; Minimum brain dysfunction; General somatic weakness; Developmental delay; Weak type of nervous system.	Long-term cooking of lessons, tensile by the end of the day, late to school, etc.	Working with the family to overcome the optimal regime of the student's load.
School neurosis or "fear of the school", inability to resolve the contradiction between family and school "we".	A child cannot go beyond the borders of family community - the family does not produce it (in children whose parents use them to solve their problems.	Fears, anxiety.	A psychologist is necessary - family therapy or group classes for children in combination with group classes for their parents.
Nonformation of school motivation, focus on non-school activities.	The desire of the parents of the child's infantotine; Psychological unaware of school; Destruction of motivation under the influence of adverse factors at school or at home.	There is no interest in learning, "he would play", undisciplining, irresponsibility, lagging in study with high intelligence.	Work with family; Analysis of the own behavior of teachers in order to prevent possible incorrect behavior.

It is quite natural that overcoming one or another form of deadaption must first of all should be aimed at eliminating the causes of it. Very often, the child's deadaption in school, the inability to cope with the role of the student negatively affect its adaptation in other social media. At the same time, the overall medium deadaption of the child appears, indicating its social density, the rejection.

Conclusion

Admission to school marks the beginning of a new age period In the life of a child - the beginning of younger school age, the leading activity of which is becoming training.

The younger student in its development goes on the analysis of a separate subject, phenomena to the analysis of relations and relations between objects and phenomena. The latter there is a necessary prerequisite prerequisite for schoolboy the phenomena of the surrounding life. It is very important to teach the schoolchildren to correctly set goals to memorize the material. It is from motivation that depends the productivity of memorization. If the student remembers the material with a certain installation, then this material is remembered faster, it is remembered longer, reproduced more precisely.

In the development of perception, the role of the teacher, who specifically organize the activities of students on the perception of certain objects, teaches to identify significant features, properties of objects and phenomena. One of the effective methods of development of perception is a comparison. The perception at the same time becomes deeper, the number of errors is reduced. The possibilities of volitional regulation of attention in the younger school age are limited. If the senior schoolboy can force himself to focus on the uninteresting, difficult work for the result, which is expected in the future, then the youngest schoolboy can usually force himself hard to work only if there is a "close" motivation (praise, positive marks). In the younger school age, attention becomes concentrated and stable when educational material It has visuality, brightness, causes an emotional attitude from a schoolboy. By the end of the elementary school, the child is formed: diligence, adjacent, discipline, accuracy. Gradually develop the ability to solve regulation of their behavior, the ability to restrain and control their actions, not to be immediately impulses, perseverance is growing. Students of the 3-4 grades are capable of moving the motives to give preference to the motive of the application. By the end of the elementary school, attitudes towards learning activities. At first, the first grader is formed interest in the process of training activities (first-graders can enthusiastically and diligently do what they will never be useful in life, for example, sink Japanese hieroglyphs).

Causes of seduction in school

Among the causes of deadaption in the school team, the following are most common: the inability to find contact with peers, poor performance, personal characteristics of the child.

As the first cause of deadaption, the inability to build attitudes in the children's team acts. Sometimes the child is simply missing such a skill. Unfortunately, not all children are equally easy to make friends with classmates. Many simply suffer from increased impactivity, do not know how to start a conversation. Difficulties in establishing contact are especially relevant when the child is included in the new class with already established rules. If a girl or boy suffers increased impressionable, it will be difficult for them to cope with them. Such children are usually distinguished for a long time and do not know how to behave. It is not a secret for anyone that classmates most of all are attacked by the new, wanting to "check them on strength." Mockery deprive moral forces, self-confidence, create a decadation. Not all children can withstand such tests. Many many closes in themselves, under any pretext, they refuse to attend school. So formed byadaptation to school.

Another reason - Logery in the lessons. If a child does not understand something, then interest in the subject is gradually lost, he does not want to perform homework. The teachers are also not always distinguished by correctness. If the child does not have a bad thing on the subject, then it is appropriate. Some do not pay attention to those who are lagging behind, preferring to ask only strong disciples. Where can deadaption come from? Having experienced difficulties in learning, some children refuse to learn at all, not wanting to face numerous difficulties and misunderstanding. It is known that the teachers do not like those who misses the lessons and does not fulfill their homework. Deazadaption to school occurs more often when no one supports the child in its endeavors or, due to certain circumstances, it is paid to little attention.

Personal features of the child can also become a specific prerequisite for the formation of deadaption. Overflowing child is often offended by peers or even they underestimate the teacher's estimates. One who can not stand up for themselves, often suffer from disadaptation, as he cannot feel significant in the team. Each of us I want his individuality to be appreciated, and for this you need to do a big inner work. Not always little child It turns out to be under power, therefore, one arises. There are also other reasons that contribute to the formation of disadaptation, but they, one way or another, are closely related to the three listed.

School problems in young students

When a child only goes to the first class, he naturally experiences excitement. Everything seems to him unfamiliar and frightening. At this moment, for him, the support and participation of parents is never important. Deazadaption in this case can be temporary. As a rule, a few weeks later, the problem is permitted by itself. It just takes the time that the baby gets used to a new team, could make friends with the guys, feel a significant and successful student. It does not always happen as fast as adults would like.

The deadaption of younger schoolchildren is related to their age characteristics. The age of seven - ten years does not yet contribute to the formation of a special seriousness for school duties. To teach a child on time to cook lessons, one way or another, it is required to control it. Not all parents have enough time to follow their own tea, although, of course, they must allocate for this at least an hour every day. Otherwise, deadaption will only progress. School problems may subsequently pour into personal inorganization, disbelief in themselves, that is, to affect adulthood, make a person closed, insecure.

Correction of school deadaption

If it happened so that the child is experiencing certain difficulties in the classroom, must begin to take active measures to eliminate the problem. The earlier it will be done, the easier it will come in the future. Correction of school deadaption should begin with the establishment of contact with the child himself. Build trust relationships is necessary so that you can understand the essence of the problem, together to go to the origins of its occurrence. The methods listed below will help cope with the disadaptation and increase the confidence of the kid in themselves.

Conversation method

If you want the child to trust you, you need to talk to him. Never ignore this truth. Nothing will replace living human communication, and the shy boy go a girl just need to feel significant. It is not necessary to immediately start asking about the problem. Just talk to a start about something outsiders, insignificant. The kid will reveal at some point, do not worry. No need to customize it, climb in question, give premature assessments to what is happening. Remember the golden rule: do not harm, but help overcome the problem.

Art - Therapy

Offer a child to portray your main problem on paper. As a rule, children suffering from disadaptation begin to immediately draw school. It is not difficult to guess what exactly is there and the main difficulty is concentrated. Do not rush and do not interrupt it during drawing. Let him express the soul in full, facilitate his inner state. Deazadaption B. childhood - It's not easy, believe me. It is also important for him to be alone with him, to discover the existing fears, stop doubting that they are normal. After the drawing is completed, ask the child what what, referring directly to the image. So you can clarify some significant details, go out to the origins of deadaption.

Learn to communicate

If the problem is that the child is difficult to interact with others, then this difficult moment should be done with it. Find out what exactly the difficulty of deadaption is. Perhaps the case in natural shysteriness or just he is not interested with classmates. In any case, remember that for a schoolboy to stay outside the collective - almost tragedy. Deazadaption deprives moral forces, undermines faith in itself. Everyone wants recognition, feel important and inalienable in the society in which it is located.

When a child is etched by classmates, know that this is a heavy test for the psyche. From this difficulty, it is impossible to get enough to dismiss, pretend that it does not exist at all. It is necessary to work for fears, lift self-esteem. It is even more important to help you log in to the team, feel accepted.

"Problem" subject

Sometimes the child does not give rest to the failure of a specific discipline. A rare student will act independently, to seek the location of the teacher, additionally do. Most likely, he will need to help in this, send to the right direction. It is better to contact a specialist who can "pull up" on a specific subject. The child must feel that all the difficulties are solved. It is impossible to leave it alone with a problem or blame that the material is very launched. And certainly should not be made negative forecasts about its future. From this most children break, they disappear every desire to act.

Prevention of school dezadaption

Few people know that the problem in the class can be warned. The prevention of school deadaption is to prevent the development of adverse situations. When one or more students turn out to be emotionally isolated from the rest, the psyche suffers, is lost confidence in the world. It is necessary to teach conflicts in time, follow the psychological climate in the classroom, organize events to help establish contacts bringing children.

Thus, the problem of deadaption at school requires a careful relationship. Help the child cope with their inner pain, do not leave alone with difficulties that probably seem to be a baby insoluble.

Savynyshva Irina Vladimirovna,
primary school teacher
GBOU SOSH №254 St. Petersburg

Admission to school makes great change in the life of a child. His psyche during this period is experiencing a certain load, as the familiar lifestyle of the child changes dramatically and the requirements for parents and teachers are being enhanced. In this regard, adaptation difficulties may occur. The school adaptation is usually from 2 to 3 months. Some full adaptation to school in the first year of study never happening. Failures in training activities bad relationships With peers, negative estimates from significant adults lead to the intense state of the nervous system, the child falls confidence in itself, anxiety increases, which leads to school deadaption. In recent years, considerable attention is paid to the analysis of disadaptation arising from children in connection with the beginning of school learning. This problem attracts attention as doctors and psychologists and teachers.

In this article, we will consider the actual concept of deadaption, its causes, types and main manifestations; Let us open in detail a clinical and psychological study of school deadaption, we offer the method of determining the level of deadaption of the first grader; We define the direction and content of the correction work.

The concept of deadaption.

The problem of deadaption has long been investigated in pedagogy, psychology and social pedagogy, but as a scientific concept "School dezadaplation" has not yet has an unambiguous interpretation. Let us dwell on the point of view, which considers school deadaption as a completely independent phenomenon.

Vrono M.SH "Under school dezadaption (SD) understands violations of the student of the student of a schoolboy to the conditions of study at school, which acts as a private phenomenon of disorder in a child with a general ability to mental adaptation due to any pathological factors" (1984).

Northern A.A., Iovchuk N.M. "SD is the impossibility of school learning, respectively, natural abilities and adequate interaction between the child with a surroundings in the conditions imposed by this particular child to the individual microsococial environment in which it exists" (1995).

S.A. Belicheva "School deadaption is a combination of signs that testify to the inconsistency of the sociopsychological and psychophysiological status of the child with the requirements of school education situations, the mastering of which for a number of reasons becomes difficult or, in extreme cases impossible."

You can use this definition:

Dezadapistration- a mental state resulting from the inconsistency of the sociopsychological or psychophysiological status of the child with the requirements of a new social situation.

Defined periods of learning, in which school deadaption is registered most often:

Start study at school (1st grade);

Transition from junior School in the middle (5th grade);

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

By hp Vygotsky temporary boundaries of age "crises" are comparable to two periods of training (1st grade and 7th - 8th grades), "... In which school failure is preferably observed, and an increase in the number of not cope with training in the 5th grade is due Apparently, not so much ontogenetically crisis, so much psychogenic ("change of life steriotype") and other reasons. "

Causes of school deadaption.

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

The overall level of the physical and functional development of the child, the state of its health, the development of mental functions. According to psycho-physiological characteristics, the child can be simply not ready for school training.
Features of family education. This is the rejection of the child with parents and a child's hyperemp. The first entails the negative attitude of the child to school, the failure of the norms and rules of behavior in the team, the second is the invisibility of the child to school loads, the failure of the regime moments.
The specifics of the organization of the educational process that does not take into account the individual differences in children and the authoritarian style of modern pedagogy.
Intensity of training loads and the complexity of modern educational programs.
Self-assessment of the younger schoolboy and the style of relationship with closest adults.

Types of school dezadaption

Currently, three main types of shd manifestation are considered:

1. Cognitive component of the SD. Invisible in learning programs, the appropriate age of the child (chronic impressability, insufficiency and the ability of general education without systemic knowledge and training skills).

2. Emotional-valued, personal component of the SD. Constant violations of an emotionally personal relationship to individual subjects, learning in general, educators, as well as the prospects associated with studying.

3. The behavioral component of the SD. Systematically repeated violations of behavior in the learning process and in a school environment (conflict, aggressiveness).

In most children with school deadaption, all three above components can be traced quite clearly. However, the predominance among the manifestations of school dedaption of this or that component depends on the one hand, on the age and stages of personal development, and on the other, on the causes underlying the formation of school deadaption.

The main manifestations of school deadaption

School deadaption The child has a number of manifestations. One or the set of them gives an alarming signal to parents and teachers.

1. A description in learning, lagging from the school program for one or more subjects.

2. Meaning anxiety at school, fear of checking knowledge, public speech and estimation, inability to focus in work, uncertainty, confusion when answering.

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

4. Activities in relationships with teachers, disorders of discipline and non-complete school standards.

5. Personal disorders (sense of own inferiority, stubbornness, fears, hypersensitivity, falsehood, privacy, sullenness).

6. Inadequate self-esteem. With high self-esteem - the desire for leadership, syradiability, high levels of claims simultaneously with uncertainty in itself, evasion from difficulties. With low self-esteem: indecision, conformism, misinterpretability, non-independence.

Any manifestation puts a child in difficult conditions and, as a result, the child begins to lag behind his peers, his talent cannot reveal, the process of socialization is violated. Often, in such conditions, the foundation of future "difficult" adolescents is laid.

Clinical and psychological study of school deadaption.

The reasons for the SD studied through neurological and neuropsychological surveys.

One of the main factors contributing to the formation of the SDs are violations of the functions of the CNS (central nervous system) arising from various adverse effects on the developing brain. During the neurological examination, there were conversations with the child and his parents, the analysis of pathology during pregnancy and childbirth in the mother of the child, the nature of his early psychomotor development, information about the diseases transferred to them, studying these polyclinic maps. During neuropsychological examination, children were assessed by the overall level of intellectual development and the degree of formation of higher mental functions: speeches, memory, thinking. The neuropsychological study was based on the technique of A.R.Luria, adapted for children's age.

According to the results of the survey, the following reasons for the SD are revealed:

1. The minimum brain dysfunction (MMD) and children with attention deficit syndrome and hyperactivity (ADHD) turned out to be more common causes of the SD.

2. neurosis and neurotic reactions. The leading causes of neurotic fears, various forms of obsessions, somategetatic violations, acute or chronic psychotrambulating situations, unfavorable furnishings in the family, the wrong approaches to the education of the child, the difficulties in relationship with the teacher and classmates.

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

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

The study showed a high informativeness of complex neurological and neuropsychological studies in objectivization of the causes of school deadaption. There is no doubt that the bulk of children with shd needs observing and treating the neurologist. Treatment of MMD And ADHD, which is the most common cause of the SD, should be carried out in the complex and be comprehensive and necessarily include methods of psychotherapy and psychological and pedagogical correction.

Psychological deadaption.

There is a problem of psychological disadaptation. It is associated with the peculiarities of the organization of the mental processes of the child. In the conditions of the lesson, the child turns out in a situation of dezadaption, since the successful performance of tasks occurs in a child only under the conditions of execution to which his psyche adapted. In the lesson, such children feel bad, as they are not ready for the absorption of knowledge in the conditions of an ordinary lesson, and it is not able to perform the requirements.

Having considered the position of L.S. Vygotsky "Any function in the cultural development of a child appears on the scene twice, in two plans: first - social, then - psychological, first between people as a category interpsychic, then inside the child, as a category intraxichetic. This applies equally to random attention, to logical memory, to the formation of concepts, to the development of will ... For all the highest functions, their relations are genetically costing social relations, the real relationship of people "can also be considered the process of forming such psychological problems of children. The psyche of the child is adapted to the existing type of interaction with adults (primarily with parents), i.e. The arbitrary mental process of the child is so organized to ensure the successful performance of its activities in terms of existing social relationships.

Psychological problems of child deadaption can form and promote any individual classes with him if the methodology for them is significantly different from the urgent.

To improve the efficiency of learning, the benchmark only on the individual features of his personality (attention, perfection, fatigue, timely comments, attracting attention, help in organizing the child to organize, etc.). The psyche of the child is adapted to a similar learning process and in terms of mass training in the classroom, the child cannot organize himself and needs permanent support.

Hyperopka and constant parental control When performing homework, often lead to psychological disadaptation. The psyche of the child was adapted to such permanent assistance and disadvantaged in relation to the urgent relationship with the teacher.

An important role is played by ensuring the comfort of learning. The point of view of psychologists, comfort is a psycho-physiological state that occurs in the process of the child's vital activity as a result of its interaction with the internal environment. Teachers consider the comfort of the characteristic of the organization of the intra-school environment and the educational activities of the student as a result of its abilities and opportunities, satisfaction from training activities, full-fledged communication with the teacher and peers. In the psychological pedagogical process, all its participants arise positive emotions that become the driving force of the student's behavior and have a favorably affect the learning environment and the communicative behavior of the child. If the emotion is constant for a first grader, then he has persistent declarations for school life in general ..

Psychological dezadaplation of children can be formed in group classes, if there are too many game moments in classrooms, they are fully built on the interest of the child, the permission of too free behavior, etc. In graduates of speech therapy kindergartens, preschool institutions engaged in Mary Montessori methods, "Rainbow". These children have better training, but almost all of them have problems adapting to the school, and are caused by their psychological problems primarily. These problems are formed by the so-called preferential training conditions - training in class with a small number of students. They are accustomed to the increased attention of the teacher, are waiting for individuals, practically not able to self-organize and focus on the learning process. It can be concluded that if for the training of children for some period they are created preferential conditions, then their psychological deadaption occurs to the usual conditions of learning.

Children in the situation of psychological deadaption requires the help of parents, teachers and a psychologist.

Methods for determining the level of deadaption.

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

Questions of the questionnaire:

Parents completely eliminated from education, almost in school.
When entering school, the child did not own elementary learning skills.
The student does not know much of what is known to most children of his age (days of the week, fairy tales, etc.)
The first grader is poorly developed small muscles of hands (experiencing difficulties in writing)
Pupil writes right handbut since the words of the parents are rejected Left -sha.
First grader writes with her left hand.
Often steamelessly moving hands.
Often blinks.
The child sucks fingers or pen.
The student sometimes stutters.
Nibble nails.
The child has a small growth and a fragile build.
The child is clearly "homely", likes when it is stroking, hug, needs a friendly atmosphere.
The student loves to play, plays even in the lessons.
It seems that the child is younger than others, although their age is a peer.
Speech infantile, resembles a speech of a 4 * 5 year old child.
The student is overly worried about the lesson.
The child quickly reconciles with failures.
Loves noisy, moving games on change.
Could not focus on one task for a long time. It always tries to do everything quickly, without worrying about quality.
After Fizpause or interesting game The child cannot be configured to serious work.
The student is long experiencing failures.
With an unexpected issue, teachers are often lost. If you give time to thinking, he can answer well.
Very long performs any task.
Homework performs much better than great work (a very significant difference compared to other children).
Very long rebuilding from one activity to another.
The child often cannot repeat the most simple material for the teacher, although it demonstrates excellent memory when it comes to the things you are interested in (knows the brand of cars, but can not repeat a simple rule).
The first grader requires constant attention from the teacher. Almost everything makes after personal circulation "Write!"
Allows many errors in writing off.
To distract from the task, the slightest reason (the door creaked, something fell, etc.)
Brings toys toys and plays lessons.
The student will never do anything over the last minimum, do not strive to know something, tell.
Parents complain that they are hard to sit down the child for the lessons.
It seems that the child's lessons are bad, he comes to life only on change.
To fulfill the tasks, the child does not like to make any effort. If something does not work, throws, finds me excuses (stomach hurts).
The child is not a completely healthy look (slender, pale).
By the end of the lesson, it works worse, often distracted, sits with a missing view.
If something does not work, then the child is annoyed, crying.
The student works badly in conditions of limited time. If it is rushing, it can completely turn off, throw a job.
The first grader often complains of headache, for fatigue.
The child is almost never answered correctly if the question is setless and requires intelligence.
The student's response to become better, if there is a support for external objects (counts fingers, etc.).
After the explanation, the teacher cannot fulfill a similar task.
The child makes it difficult to apply previously learned concepts, skills when explaining a new material teacher.
The first grader often responds not essentially, can not allocate the main thing.
It seems that the disciple is difficult to understand the explanation as the basic concepts and skills have not formed.

For this technique, the teacher fills the answer form in which the number of behavior fragments characteristic of a particular child are drawn.

Question number	abbreviation of the factor of behavior	decoding
		parental attitude
		uncooked to school
		leopard
7,8,9,10,11		neurotic symptoms
		infantilism
		hyperkinetic syndrome, excessive disbursement
		inertia nervous system
		insufficient arbitrariness of mental functions
		low learning motivation
		asthenic syndrome
41,42,43,44,45,46		disruption of intellectual activity

When processing, the crossed number on the left is 1 point, right - 2 points. The maximum amount is 70 points. The disadaptation coefficient is calculated by the formula: K \u003d N / 70 x 100, where N is the number of first grader points. Analysis of the results obtained:

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

15-30 - indicates the average degree of deadaption.

Above 30 - indicates a serious degree of deadaption. With the indicator above 40 student, as a rule, needs consultation of the psychoneurologist.

Correctional work.

Scientific studies have shown that in each class there are approximately 14% of children who have difficulty in adaptation. How to help these children? How to build correctional work with disadapted children? To solve the problem of school-making child in socio-pedagogical activities parent and psychologist, and teacher should also be engaged.

PsychologistBased on the identified specific problems of the child, it is the individual recommendations for the correctional work with it.

Parentsit is necessary to comply with the assimilation of educational material and an individual explanation of the house that the child missed the lessons, since psychological dezadaption is manifested primarily in the fact that the child cannot effectively absorb the training material in the lesson, so while his psyche has adapted to the conditions lesson, it is important to prevent his pedagogical lag.

Teachercreates a situation of success in the lesson, comfort in a situation situation, helps to organize a personal-oriented approach in the class. It should be restrained, calm, emphasize the advantages and successes of children, try to improve their relationship with peers. It is necessary to create a trust, sincere emotional situation in the classroom.

Adult participants in the educational process - teachers and parents play a major role in ensuring the training of learning. Personal qualities of the teacher, the preservation of close emotional contacts of children with close adults, the friendly constructive interaction of the teacher and parents - the key to the creation and development of the general positive emotional background of relations in the new social space - at school.

The cooperation of the teacher and parents provides a decrease in the level of anxiety in the child. This allows you to make the period of adaptation of first-graders for short.

1. To give a child more attention: to watch, play, advise, but to raise less.

2. Eliminate insufficient child's preparedness to school (underdeveloped small motorbish. Next: Difficulties in learning a letter, non-formation arbitrary attention - Corollary: It is difficult to work at the lesson, the child does not remember, misses the tasks of the teacher). Necessary Pay more attention to the development of figurative thinking: drawings, design, modeling, applique, mosaic.

3. The overestimated expectations of parents form low self-esteem, insecurity. The child increases the fear of the school and the parents for their unsuccessfulness, inferiority, and this is the path to chronic failure, to the braking of development. Any real success must be appreciated sincerely and without irony by parents.

4. Do not compare the mediocre results of the child with the achievements of other, more successful, students. You can only compare the child with it yourself and praise only one thing: improving its own results.

5. The child needs to find the sphere where he could realize his demonstration (mugs, dancing, sports, drawing, isostudia, etc.). In this activity, ensure immediate success, attention, emotional support.

6. Update, allocate as an extremely significant activity, where the child is more successful, it is more successful to find faith in yourself: if you have learned to do it well, then gradually learn to all the rest.

7. Remember that any emotional manifestations from an adult, both positive (praise, good word), and negative (cry, remark, ukols) serve as a reinforcement providing the demonstrative behavior of the child.

Conclusion.

Adaptation school is a multifaceted process. SD is a very common phenomenon among primary school students. In the case of successful adaptation to the school, the leading activity of the younger student is gradually becoming the training, which came to replace the game. In case of deadaption, the child turns out to be in a uncomfortable state, it literally excludes itself from the educational process, experiencing negative emotions, blocks cognitive activity, and, in the end, it slows down its development.

Therefore, one of the main tasks to ensure the safe flow of the adaptive period of the child for the teacher is to ensure continuity in the development of skills, skills and methods of activity, conducting an analysis of formed skills and definitions, if necessary, the necessary ways of correction.

With the right definition of specific individual problems of the disadapted child and the joint efforts of the psychologist, teachers and parents, changes in the child must necessarily occur and it really begins to adapt to the conditions of study at school.

The most important result of aid is to restore a positive attitude to a positive attitude towards life, to everyday school activities, to all persons participating in the educational process (the child is the parents' parents). When studies brings joy to children, then the school is not a problem.

Glossary.

7. Hyperkinetic syndrome - disorder, characterized by violation of attention, motor hyperactivity and impulsive behavior.

Literature.

Barkan A.I. Types of adaptation of first-graders / Pediatrics, 1983, No. 5.
Vygotsky ji.c. Collected Works in 6 Volumes.- M., 1984. T.4: Child psychology.
Vosturnutov N.V., Romanov A.A. Socio psychological help Equal educational children with problems of development and behavior: principles and means, gaming methods of correction: method, recommended. - M., 1998.
Dubrovina I.V., Akimova M.K., Borisova E.M. and others. Workbook of the school psychologist / Ed. I.V. Dubrovina. M., 1991.
Magazine "Primary School, № 8, 2005
Gutkin N.I. Psychological readiness for school. - M.: NGO "Education", 1996, - 160c.

Introduction

1. Surprise of the concept of school deadaption in the studies of modern scientists

2. Characteristic of school deadaption (species, levels, causes)

Features of school deadaption in the younger school age

Conclusion

Bibliography

Introduction

deazadaption Junior schoolboy psychological

The child's arrival in the school - the turning period of its socialization, it brings with it serious tests of its adaptive opportunities.

Almost no child, the transition from preschool childhood to school is not accomplished smoothly. New team, new regime, new activity, the new nature of the relationship requires new forms of behavior from the kid. Adjusting to new conditions, the children's body mobilizes the system of adaptation reactions.

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

Recently, there has been a tendency to experimentally explore the peculiarity of the pedagogical process due to the occurrence of school deadaption. The role of the pedagogical factor in the occurrence of deadaption is great. This includes the characteristics of the organization of school education, the nature of school programs, the pace of their development, as well as the influence of the teacher itself on the process of socio-psychological adaptation of the child to the school conditions.

Object of research: Dezadaption as a psychological process.

Subject of research: Features of prevention of deadaption in the younger school age.

Purpose: consider the features of the prevention of school deadaption of younger students

1.The essence of the concept of school deadaption in the studies of contemporary scientists

The process of adaptation to school, as well as any new life circumstance, passes several phases: an approximate, unstable and relatively sustainable device.

As a scientific concept, "School dezadaption" has not yet have a clear interpretation.

Third Position: School Deazadaption is a predominantly socio-pedagogical phenomenon, in the formation of which the cumulative pedagogical and actually school factors (Kumarina G.F, 1995, 1998) belongs to the formation of which defining importance. Having dominated for many years, a look at school as a source of exclusively positive influences in this aspect is inferior to the reasonable opinion that the school becomes a risk zone for a significant number of students. As a start-up mechanism for the formation of school-maladaptation, the discrepancy between the pedagogical requirements of the Pedagogical requirements of their capabilities to satisfy them is analyzed. Pedagogical factors that adversely affect the development of the child and the effectiveness of the educational environment are the following: the inconsistency of the school regime and the rate of academic work of the sanitary and hygienic conditions of training, the extensive nature of training loads, the predominance of negative evaluation stimulation and the "meaning barriers" arising on this basis In the relationship of a child with teachers, a conflict nature of intra-family relationships, which is formed on the basis of educational failures.

The socio-psychological point of view does not consider it necessary that the child should be able to adapt, and if he can not or can not, then he has something "something is wrong." As a source point in a problem analysis of school, followers of a socio-psychological approach are allocated not so much a child as a human being, which is facing the choice of adaptation or deadaption to the learning environment, how much peculiarity of its "human existence", existence and livelihoods in this complicated deadaptation period development. Analysis in such a key of school maladaptation becomes much more difficult if we take fixed experiences that are emerging in the interconnected relationships, the impact of relevant culture and the previous experience of relations, as a rule, up to the early stages of socialization. Such an understanding of school deadaption should be called humanitarian and psychological and it entails a number of important consequences, namely:

In one of the studies, a group of hundred children, for the process of adapting which special observation was conducted, at the end of the school year was examined by a psychoneurologist. It fell that schoolchildren with unstable adaptation register separate subclinical disorders of the neuro-mental sphere, some of them have increasing the level of morbidity. Children who have not adapted during the academic year, the psychoneurologist recorded pronounced asthenonevrotic deviations in the form of border neuropsychiatric disorders.

Doctor of Medical Sciences, Professor V.F. The market, in particular, draws attention to the negative impact on children of such a traditional traditions:

) The familiar pose of children during the lesson, in advance, unnatural. Studies conducted by scientists showed that with such psychomotor and neurovegetative reinforcement after 10-15 minutes, a schoolboy experiences neuropsychiatric loads and stresses comparable to those who are experiencing astronauts during takeoff;

) The curriculum depleted by natural incentives: closed premises, limited spaces filled with monotonous, artificially created elements and depriving children of living sensual impressions. Under these conditions, the sample-sensual perception of the world occurs, the narrowing of the visual horizons, the oppression of the emotional sphere.

) Verbal (verbal information) principle of building a learning process, "book" study of life. The non-critical perception of finished information leads to the fact that children cannot realize the potential laid in them, lose the ability to think independently.

) Fractional, elementary learning of knowledge, mastering fragmentary skills and skills that destroy the integrity of worldview and world-up-minding in children.

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

2.Characteristics of school deadaption (species, levels, causes)

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

c) Social: manifests itself in violation of morality and law, in asocial forms of behavior and deformation of internal regulation systems, reference and value orientations, social attitudes.

Relying on this classification etc. Moltodova allocates the following types of deadaption:

a) pathogenic: manifests itself in neurosis, hysterics, psychopathy, violations of analyzers, somatic violations;

Such deadaption is more hidden and sufficiently stable. These include all types of internal disorders (self-esteem, values, orientation), which affected the self-being of the personality, led to stress or frustration, injured the person, but did not affect the behavior;

d) social: a teenager prevents society, it is distinguished by the deviant behavior (deviating from the norm) behavior, it is easily included in the antisocial environment (adaptation to asocial conditions) becomes an offender (deliberate behavior), is characterized by adaptation to dezadapotation (drug addiction, alcoholism, vagrancy), in The result is possible to enter the criminal level.

Social deducidation of children and adolescents is directly dependent on negative relationships: the stronger the degree of negative relationships of children to study, family, peers, teachers, informal communication with others, the harder dedication degree is expressed.

If primary adaptation violations are not eliminated, they apply to deeper "floors" - psychological and physiological.

) Pedagogical level of school deatsadaption

) Psychological level of deadaption

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

The second stage - manifests itself and fixed.

) Physiological deadaption

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

The causes of school deadaption in children can have a completely different nature. But the external manifestations that teachers and parents pay attention are often similar. This is a decline in interest in learning, up to unwillingness to attend school, deterioration of academic performance, inorganization, inattention, slowness, or, on the contrary, hyperactivity, anxiety, difficulties in communicating with peers and the like. In general, school dezadaption can be characterized by three basic signs: the lack of all success in studying, a negative attitude towards it and systematic violations of behavior. During the examination of a large group of younger students at the age of 7-10 years, it turned out that almost a third of them (31.6%) refer to the risk group on the formation of a pillar of school deadaption, and more than half of this third, school impossibility was caused by neurological reasons , and above all, a group of states that are denoted as minimal brain dysfunctions (MMD). By the way, for a number of reasons, boys are subject to MMD to a greater extent than girls. That is, minimal brain dysfunctions are the most common cause leading to school deadaption.

The most common cause of the SD is minimal brain dysfunctions (MMD). Currently, MMD is considered as special forms of disonatogenesis, characterized by the age-related immaturity of individual higher mental functions and their disharmonious development. At the same time, it is necessary to keep in mind that the highest mental functions, as complex systems, cannot be localized in narrow cerebral zones or in isolated cellular groups, and there should be 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 away from each other areas of the brain. With MMD, there is a delay in the pace of development of certain functional systems of the brain, providing such complex integrative functions as behavior, speech, attention, memory, perception and other types of higher mental activities. According to general intellectual development, children with MMD are at the level of the norm or in certain cases of subnorms, but at the same time there are significant difficulties in school education. Due to the deficiency of individual higher mental functions, MMDs manifest themselves in the form of violations of the formation of letters skills (disgrave), reading (dyslexia), accounts (discalcium). Only in single cases, disgrave, dyslexia and diskalcule are manifested in an isolated, "pure" form, significantly more often their signs are combined with each other, as well as with violations of the development of oral speech.

The problem of the difficulty of adapting children to primary school conditions is currently highly relevant. According to the estimates of researchers, depending on the type of school, from 20 to 60% of younger students have serious difficulties in adapting to the conditions of school learning. The mass school learns a significant number of children who are already in primary grades do not cope with the training program and have difficulty communicating. Especially acutely called the problem stands before children with mental delay.

To the number of main primary external signs of manifestations of school failure, scientists unanimously include difficulties in studies and various violations of school standards of behavior.

Among the children with MMD are highlighted students with attention deficit and hyperactivity syndrome (ADHD). This syndrome is characterized by excessive motor activity unusual for normal age indicators, defects of focuses, distractions, impulsive behavior, problems in relationships with surrounding and difficulties in training. At the same time, children with ADHD are often allocated to their awkwardness, clumsiness, which are often referred to as minimal static-locomotor failure. The second prevalence is the cause of the shd are neurosis and neurotic reactions. The leading cause of neurotic fears, various forms of obsessions, sodium-vegetative violations, theest-neurotic states are acute or chronic psycho-neurotic situations, an unfavorable situation in the family, the wrong approaches to the education of a child, as well as difficulties in relationships with teacher and classmates. An important predisposing factor in the formation of neurosis and neurotic reactions can serve as personal features of children, in particular, alarming-denotinary features, increased depletion, a tendency to fear, demonstrative behavior.

There are deviations in the somatic health of children.

There is an insufficient level of social and psychological and pedagogical readiness of students to the educational process at school.

There is a non-formation of psychological and psychophysiological prerequisites for the directional study activities of students.

3.Features of school deadaption in the younger school age

Not only conscious, educational impacts of parents, but also the overall tone of family life affect the formation of personal qualities of the child. At the school learning stage, the family continues to play a big role as the Socialization Institute. The child of younger school age is usually unable to independently comprehend or educational activities as a whole, no of those situations that are connected with it. It should be noted by the symptom of "losses of the benchmark" (L.S. Vygotsky): Between the desire to do something and the activity itself arises a new moment - the orientation is that it will bring the child the implementation of a particular activity. This is an internal orientation in which sense can have an activity for a child: satisfaction or dissatisfaction from the place that the child will take in relations with adults or other people. Here for the first time there is a meaningful indicative basis of the act. According to views

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

Another reason for non-formation of skills of educational activities in students of junior classes may be to how children take possession of work with educational materials. V.A. Sukhomlinsky in his book Conversation with young school principal It draws the attention of novice teachers to the need to specifically teach students junior classes to work methods. The author writes: In the overwhelming majority of cases, mastering knowledge is simply for a student because he does not know how to learn ... Manual learning, built on the scientific distribution of skills and knowledge in time, allows you to build a solid foundation of secondary education - skill learns.

Another form of school deadaption of younger schoolchildren is also inextricably linked with the specifics of their age development. Change of leading activities (educational), which occurs in children in 6-7 years; It is carried out at the expense of the fact that only understood exercise motives under certain conditions are becoming current motives.

The third form of school deadaption of younger schoolchildren is their inability to arbitrarily manage their behavior, attention to academic work. Inability to adapt to the requirements of school and managing their behavior in accordance with accepted standards may be a consequence of improper education in a family, which in some cases contributes to the exacerbation of such psychological characteristics of children, as an increased excitability, the difficulty of focusing, emotional lability and others. Basic, which characterizes The style of relations in the family to such children is either a complete lack of external restrictions and rules that would have to be interior with a child and become his own self-government, or deposit Controls exclusively outside. The first inherent families, where the child is fully granted to himself, is brought up in exhibitory conditions, or families in which reigns cult child where everything is permitted to him, he is not limited to anything. The fourth shape of the deadaption of young students to the school is connected with their inability to adapt to the tempo of school life. As a rule, it meets in somatically weakened children, guys with a delay in physical development, a weak type of VDN, violations in the work of analyzers and others. The reasons for the occurrence of deadaption of such children in the wrong education in the family or in ignoring adults their individual features.

So, the psychogenic school deducidation of younger students is inextricably linked with the nature of the relationship to the child of significant adults: parents and teachers.

The prevention of school deadaption is as follows:

1.Timely pedagogical diagnosis of prerequisites and signs of school deadaption, conducting early, qualitative diagnosis of the actual level of development of each child.

2.The moment of receipt of the school must match the wrong age (7 years), and psychophysiological (for some children it can be 7 and a half and even 8 years old).

.Diagnosis When entering a child to school should take into account not so much the level of skills and knowledge, how many features of the psyche, temperament, the potential features of each child.

.Creation in educational institutions for children's risk of a pedagogical environment that takes into account their individual-typological features. Use variable forms of differentiated correctional assistance during the educational process and in extracurricular time for children high, medium and low risk. In the organizational and pedagogical level, such forms can be special classes with less focallery, with a gential sanitary and hygiene, psychogenic and didactic regime, with additional services of a medical and recreational and corrective nature; Correctional groups for classes with teachers for individual training subjects, intralassical differentiation and individualization, group and individual extracurricular activities with teachers of the main and additional education (mugs, sections, studios), as well as with specialists (psychologist, speech therapist, defectologist) aimed at developing and correction of the shortcomings of the development of school-meaningful deficit functions.

.If necessary, use the advisory assistance of a children's psychiatrist.

.Create compensating training classes.

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

.The development of teachers of the methodology of correctional and developing learning aimed at healthy-saving learning activities.

All variety of school difficulties can be divided into two types (M.M. Bezless):

specific, which are at the heart of certain violations of motility, visual and motor coordination, visual and spatial perception, speech development, etc.;

non-specific, caused by the overall weakening of the body, low and unsustainable performance, increased fatigue, low individual tempo of activity.

Forms of manifestation of school deadaption

Form of dezadaptionsprichny-first requesting activities of training skills. - Pedagogical neglence; - insufficient intellectual and psychomotor development of the child; - lack of help and attention from parents and teachers. Better performance in all subjects. Special conversations with a child, during which it is necessary to establish the causes of violations of training skills and give recommendations to parents. Property to arbitrary regulation of attention, behavior and learning activities .- Improper education in the family (lack of external standards, restrictions); - indulgent hypoprotection (permissiveness, lack of restrictions and norms); - dominant hyperpretation (full control of the child's actions by adults). Eternalization, inattention, dependence on adults, statement. Work with family; Analysis of his own behavior of teachers in order to prevent possible misconceptions. At least adapt to the rate of training life (temporal inaccessibility). - improper education in the family or ignoring by adults of the individual characteristics of children; - minimum brain dysfunction; - general somatic weakening; - Development delay; - Weak type of nervous system. Conducting lessons, fatigue by the end of the day, late to school, etc. work with a family to overcome the optimal student load mode. School neurosis or school fear , inability to resolve the contradiction between family and school we . The feet can not go beyond the borders of the family community - the family does not produce it (in children whose parents use them to solve their problems. The stores, anxiety. It is necessary to connect a psychologist - family therapy or group classes for children in combination with group classes for their parents . School motivation. The focus of school motivation, the focus on the non-school activities. - The desire of the parents to "infanote" the child; - psychological unaware of school; - the destruction of motivation under the influence of unfavorable factors in school or at home. No interest in school, "he would play", undersciprinning, Irresponsibility, lagging in school at high intelligence. Work with family; analysis of the behavior of teachers in order to prevent possible misconception.

Conclusion

Admission to school marks the beginning of a new age period in the child's life - the beginning of younger school age, the leading activity of which is becoming training.

In the development of perception, the role of the teacher, who specifically organize the activities of students on the perception of certain objects, teaches to identify significant features, properties of objects and phenomena. One of the effective methods of development of perception is a comparison. The perception at the same time becomes deeper, the number of errors is reduced. The possibilities of volitional regulation of attention in the younger school age are limited. If the senior schoolboy can force himself to focus on the uninteresting, difficult work for the result, which is expected in the future, then the youngest schoolboy can usually force himself hard to work only if there is a "close" motivation (praise, positive marks). In the younger school age, attention becomes concentrated and stable when the training material is visualized, brightness, causes an emotional relationship from a schoolboy. By the end of the elementary school, the child is formed: diligence, adjacent, discipline, accuracy. Gradually develop the ability to solve regulation of their behavior, the ability to restrain and control their actions, not to be immediately impulses, perseverance is growing. Students of the 3-4 grades are capable of moving the motives to give preference to the motive of the application. By the end of the elementary school, attitudes towards learning activities. At first, the first grader is formed interest in the process of training activities (first-graders can enthusiastically and diligently do what they will never be useful in life, for example, sink Japanese hieroglyphs).

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

After the occurrence of interest in the results of academic work, first-graders are formed interest in the content of educational activities, the need to acquire knowledge. Formation of interest in the content of educational activities, the acquisition of knowledge is associated with the experience of schoolchildren feeling satisfying from their achievements. And stimulates this feeling of the approval of the teacher, an adult, emphasizing even the smallest success, moving forward. In general, during the study of the child in the initial school of school, he should be formed the following qualities: arbitrariness, reflection, thinking in concepts; It must successfully master the program; It should be 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 helps the accumulated experience, which is expanding with age and enriched. The main role in creating a favorable climate in the classroom belongs to the teacher. He needs to constantly work on improving the level of learning motivation, creating a child a situation of success in the lesson, during change, in extracurricular activities, in communicating with classmates. Joint efforts of teachers, teachers, parents, doctors, a school psychologist and a social teacher are able to reduce the risk of difficulties in the child in learning.

The psychologist must have an integrated idea of \u200b\u200bthe readiness of a child to school, on the basis of which he can participate in the distribution of children in classes and levels of training, trace the dynamics of processes pointing to positive or negative changes in the child in mastering educational activities, orient school adaptation difficulties Children, identify the types of assistance to a specific child so that for each student his school has become really a school of joy, personal achievements and success.

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3. Causes of deadaption in the younger school age

The concept of "school dezadaption" began to be used in recent years to describe various problems and difficulties arising from children of different ages in connection with school training.

With this concept, deviations in educational activities are associated - difficulty in studies, conflicts with classmates, etc. These deviations may be psycho-healthy children or in children with different neuropsychiatric disorders, and also apply to children who have violations of training activities are caused by oligophrenia, organic disorders, physical defects. School dezadaption is the formation of inadequate mechanisms for adapting a child to school in the form of violations of study and behavior, conflict relations, psychogenic diseases and reactions, an increased level of anxiety, distortion in personal development.

The basis of these problems is the complex interaction of individual and social factors unfavorable for harmonious development, and the beam mechanism of the formation of the problems themselves in the overwhelming majority of cases becomes the discrepancy between the pedagogical requirements of its capabilities. The factors that adversely affect the development of the child are as follows:

Non-compliance of the school regime by sanitary and hygienic training conditions, oriented on the average age norms, the psycho-physiological characteristics of physically and mentally weakened children;

Discrepancy between these features of the rate of academic work in the heterogenic class;

Extensive nature of training loads;

The predominance of a negative evaluation situation and, arising on this soil "semantic barriers" in the relationship of the child and teachers;

Increased level of parent's respect in relation to their child, the impossibility of the child to justify their expectations and hopes and, in connection with this, the emerging psychotrauming situation in the family.

The inconsistency of the requirements for the child, its capabilities are the devastating force for a growing person. In school years, the period is especially vulnerable in this regard. primary learning. And, although the manifestations of school deadaption at this age stage are the most soft forms, its consequences for social growth of the person are most detrimental.

The conclusions of many well-known teachers and psychologists, the results of modern studies indicate that minors are the sources and offenses of minors are deviations in behavior, gaming, educational and other activities that are observed in preschool and primary school age. This line of deviating behavior often originates in early childhood and, during adverse circumstances, leads ultimately to the rack of undisciplining and other forms of antisocial behavior in adolescence.

An early childhood period is greater than the future of man. Depending on the quality, duration and degree of adverse effect, negative installations in the behavior of children can wear a surface, easily eliminable character or to root and require a long and persistent re-education.

In particular, in our opinion, the factor affecting the formation of school deadaption, especially in the first year of study, is, above all, interpersonal relations and psychological climate in the family, the type of prevailing education.

School dezadaption expressed in pedagogical launches, neurosis, dildogenies, various emotional behavioral reactions (failure, compensation, rationalization, transfer, identification, care, etc.) can be observed at all levels of school learning. But the attention of the school psychologist, first of all, must be attracted by newcomers, the second-fashioners, students of the first, fourth, nine and prom classes, nervous, conflict, emotional children who are experiencing a change of school, team, teachers.

The concept of school deadaption is collective and includes: socio-environmental signs (the nature of family relations and the influences, the peculiarities of the school educational environment, interpersonal informal relations); Psychological signs (individually personal, accentuated features that prevent normal inclusion in the educational process, the dynamics of the formation of deviant, antisocial behavior); This should also add medical, namely, the deviations of psychophysical development, the level of total morbidity and the associated personation of students, the manifestations of frequently observed cerebral-organic insufficiency with clinically pronounced symptoms that make learning. This approach can still be called generally static, because It shows, with what fraction of the probability of the phenomenon of school deadaption are combined with those or other social, psychological, "organic" factors. For us, school deadaption is, first of all, the socio-psychological process of deviations in the development of the child's ability to successfully master knowledge and skills, skills of active communication and interaction in productive collective learning activities. Such a definition translates the problem from the physician-biological associated disorders of mental activity into the social and psychological problem of relations and personal development of a socially disadaptable child. An important and necessary analysis of the influence of deviations in the leading systems of the child's relations on the process of school deadaption is becoming important.

At the same time, there is a need to take into account the following important sides of school deadaption. One of them is the criteria of school deadaption. We treat them the following signs:

1. The failure of a child in training training programs, appropriate abilities of a child, including such formal signs, such as chronic impressiveness, peacefulness, and high-quality signs in the form of failure and fragmentary of general education information of unsystematic knowledge and training skills. We estimate this parameter as a cognitive component of school deadaption.

2. Permanent violations of the emotional personal relationship to individual subjects and training in general, to teachers, to the life prospect related to study, for example, indifferently indifferent, passive-negative, protest, demonstratively disregard and other significant, actively manifested by a child and teenage form Deviations for learning (emotional-valued, personal component of school deadaption).

3. Systematic repetitive behavioral violations in school and school environment. Nonconcact and passive-refusal reactions, including a complete refusal to visit the school; Resistant antisciplinary behavior with opposition, oorny-causing behavior, including active opposition to fees, teachers, demonstrative neglect of the rules of school life, cases of school vandalism (the behavioral component of school deadaption).

As a rule, with the developed form of school deadaption, all these components are clearly pronounced. However, it should be taken into account and age peculiarities Formation of school deadaption (preschool and junior school age, early and senior teenage, youthful age). Each of these stages of personal development makes their features in the dynamics of its formation, therefore requires a specific diagnostic and correction receptions for each age period. The predominance of one or another component in manifestations of school deadaption depends on its reasons.

The causes of complete deadaption are extremely diverse. They may be caused by the imperfection of pedagogical work, unfavorable socially living conditions, departies in the mental and physical Development Children.

Observations for younger students allow you to highlight the main areas where the difficulties of adapting to school are found:

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;

The incorrect attitude of the child to itself, its capabilities, abilities, their activities and its results.

Special difficulties in adaptation to school have children with temporary retention of mental development. The mental development of such children is characterized by a slower development rate. cognitive activity and infantile features in the formation of character. Causes of delays in development are different. They may be a consequence of toxicosis transferred during pregnancy, prematurity of the fetus, asphyxia during childbirth suffered in early childhood of somatic diseases, etc. All these reasons may cause mental delay. In the indicators of neuropsychic development, there are no coarse deviations. Intellectually children are saved. But when such a student is not provided with an individual approach, taking into account his mental peculiarities, it is not proper assistance, a pedagogical neglence is formed on the soil of mental development, aggravating its condition.

Children with psychophysical infantilism at the time of admission to school can not rebuild infantal forms of their behavior in accordance with the requirements of the school, are not included in the training sessions, do not perceive the tasks, do not show interest to them. For this category, children are characterized by increased fatigue, preservation of the motives of pre-school age, the unproductiveness of training.

School, school classes are not only interested, the game remains the main intention. The behavioral reactions of such children are not yet canonized, it is difficult for moving reactions to master. Such children can not sit at the desk, their behavior is characterized by excessive liveliness. During training sessions, they quickly appear signs increased fatigueAnd sometimes they complain about headaches.

In any school there are children with physical disabilities, anomalies of educational activities. The duty of the psychologist and the teacher of the school is to be well-informed about the main possible physical disabilities, their main causes and signs to be able to reveal in advance the origins of danger - and correctly interpret the behavior of the child, to evaluate its learning results. We are talking about defects of vision, hearing; about the status associated with poor nutrition; with chronic infectious disease; physical flaws.

Most foreign researchers consider two aspects of gifting: intellectual and creative.

Experts consider the following gifting parameters: outstanding abilities, potential opportunities in achieving results and already demonstrated in one or more regions. These children are distinguished by increased excitability, inadequate reactions, non-standard behavior, require a special approach, increase the load.

Reveal several forms of school deadaption from younger students:

Insuitability to the subject party of educational activities, as a rule, is due to the insufficient intellectual and psychomotor development of the child, the lack of help and attention from parents and teachers;

Inability to arbitrarily manage their behavior. The reason may be incorrect education in the family (lack of external standards, restrictions);

The inability to accept the pace of school life (more often found in somatically weakened children, children with delays in development, weak type of nervous system). The cause of this form of deadaption may be improper education in the family or ignoring by adults of the individual characteristics of children;

School neurosis, or "School phobia", is inability to resolve contradiction between family and school "we". It occurs when the child cannot go beyond the borders of family community - the family does not release it (more often it is in children whose parents unconsciously use them to solve their problems).

Each of the forms of school disadaptation requires individual correction techniques. Very often, the child's deadaption in school, the inability to cope with the role of the student negatively affect its adaptation in other social media. At the same time, the overall medium deadaption of the child appears, indicating its social density, the rejection

Conclusion

In this course work "Adaptation of younger students as a socio-pedagogical problem", we looked at three questions: adapting from the point of view of various authors, the characteristics of the younger school age and the cause of deadaption.

Thus, we concluded that adaptation is a very important process. In the widespread value, school adaptation is a child's adaptation to a new system of social conditions, new relations, requirements, activities, life regimen.

The concept of "adaptation" was considered a lot of authors. In the psychological literature G.I. Tsorgorodtsev, FB Berezin, A.V. Petrovsky, V.V. Bogoslovsky, R.S. Nobones almost equally determine adaptation as a limited, specific process of adapting the sensitivity of analyzers to the action of an irritant.

The result of adaptation is "adapitation", which is a system of personality qualities, skills and skills that ensure the success of the subsequent life of the child at school.

Traditionally, physiological, psychological and socio-psychological adaptation is distinguished.

N.Ya. Kushnir and N.N. Maximuk under the adaptation of a six-year-old child to school understand:

a) physiological adaptation as the process of adapting the functions of the body, its organs and cells to environmental conditions;

b) Socio-psychological adaptation as the process of active adaptation of the "child - adult" system, "child is a child" to new interaction conditions.

Ya.L. Kolominsky, E.A. Panko, V.S. Mukhina, I.V. Dubrovina, etc. Consider adaptation as addictive to the conditions ambientassociated with the change of leading activity and social environment. This also emphasizes the conjunctional character of adaptation.

V.G. Aseev believes that at present there is no such clear and unequivocal definition of social adaptation, which would take into account the difficulty and inconsistency of this process, and therefore the problem of determining the concept of "social adaptation" continues to remain very relevant and requiring its scientific and comprehensive permit.

In the second chapter, we looked at the concept of "younger school age" and its characteristic. So, the younger school age is a period in a person's life from 6/7 to 10/11 years. This period is characterized by a number of events that can significantly affect the features of the child's relationship with adults, peers and the world around, etc.

The younger school age is called the peak of childhood. The child retains many children's qualities - frivolity. Naivety, an adult look at the bottom up. At the same time, he already begins to lose the child's directness in behavior, he changes the logic of thinking, as well as interests, values, the whole way of life. Educational activities are becoming a leading activity. A new system of Relations "Child-Teacher" appears, which begins to determine the child's relationship to parents and the child's relationship towards children along with an increasing desire to prove their individuality, to approve themselves among adults and peers.

Finally, in the third chapter, we revealed the causes of deadaption in the younger school age. Among them: the non-recognition of the internal position of the schoolchildren, the weak development of arbitrariness, insufficient development in a child of educational motivation, the ability to interact with other children, attitude towards itself. In addition, difficult adaptation contributes to the overestimated demands of parents. Weak health.

Special attention requires children with deficiency syndrome (hyperactive), left-handed children, children with a violation of the emotional-volitional sphere.

Thus, the adaptation of younger schoolchildren as a socio-pedagogical problem is very relevant in our time. It should be of particular importance for teachers and parents, on which everyone is responsible for their pupils and children, future teenagers. Only successful adaptation in junior age contributes to the further development of the child as a person in the future.

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