Socio-psychological conditions for successful adaptation of children to educational activities
Summary: The relevance of the research process is due to the fact that the percentage of children not adapted to educational activities coming to school grows every year. It is on the adaptation of the child in primary school that all his/her further life depends. S.L. Rubenstein believed that if you do not instil love for educational activities, to independently search for new information, if you do not create a situation of success, do not develop positive qualities of his personality, if the child does not learn to be friends and communicate with peers, he will soon lose interest in learning. It is much harder to correct this problem in the middle or senior level than in the younger school age [8].
Key words: adaptation, student, conditions of education, peculiarities of educational activity organization.
Having entered school, the child becomes a real schoolboy far from immediately. This formation, entering school life, takes place throughout the period of primary school, and the combination of the features of pre-school childhood with the peculiarities of the schoolboy will characterize the whole junior school age. All children starting school, according to Gutkin N.I., face some difficulties [4].
Adaptation to school is a kind of restructuring of the cognitive, motivational and emotional-will spheres of the child in the transition to systematic organized schooling. Analyzing the process of adaptation of children to school, it is advisable to highlight those forms of school, knowledge of which will allow to realize ideas of continuity in the work of the teacher of pre-school institution and the teacher of primary classes in general education school. (on Bozovic L.I.)
Adaptation of the organism to new conditions of life and activity, to physical and intellectual loads. In this case, the level of adaptation will depend on the age of the child who went to school, as well as whether he attended kindergarten or whether his preparation for school was carried out only at home. It should be added that this form of adaptation depends on the degree of formation of morphofunctional systems of the organism, on the level of development of arbitrary regulation of the behavior and organization of the child, as well as on how the situation in the family has changed;
Adapting to new social relationships and connections refers more to space-time relationships. It can be a regime of the day, a special place to store school supplies and school uniforms, to prepare lessons, to equalize the child 's rights with older brothers or sisters, to recognize his or her adulthood, to provide independence. It also applies to personal-sense relations, for example, attitude towards a child in the classroom, communication with peers and adults, attitude towards school, towards himself as a student, to the characteristic of activity and communication of the child, such as attitude towards a child in the family, style of behavior of parents and teachers, peculiarities of family microclimate, social competence of the child;
Adaptation to the new conditions of cognitive activity depends on the relevance of the educational level of the child, i.e. on the set of knowledge, skills and skills obtained in pre-school institution or at home, on intellectual development, on learning as the ability of the child to master the skills and skills of educational activity, as well as on curiosity as the basis of cognitive activity. It should be noted that this form of adaptation also depends on the formation of creative imagination and communicative abilities, namely the ability to communicate with adults or peers [2].
By looking at the adaptation of a child to school, researchers highlight the levels, mechanisms and indicators of adaptation. Thus, A.L. Wenger considers adaptation as a system of qualities of personality, skills and skills, ensuring success of subsequent life activity, and identifies three levels of adaptation of first graders.
High level of adaptation. The first grader is positive about the school, the requirements are perceived adequately, the educational material is perceived easily, deeply and fully mastered by the program material, solves complicated tasks. He is diligent, listens carefully to the instructions and explanations of the teacher, performs instructions without external control, shows great interest in independent work. Always prepared for all lessons, public instructions are fulfilled willingly and in good faith. It occupies a favorable status position in the class;
Average level of adaptation. The first grader is positive about the school, her attendance does not cause negative experiences. Understands the educational material, if the teacher presents it in sufficient detail and clearly, assimilates the main content of the curricula, solves standard educational tasks on his own. It is concentrated and attentive at any performance of tasks, instructions, instructions of the adult, but only at his control or when it is busy with something interesting to himself. Public assignments are performed in good faith, friends with many classmates;
Low level of adaptation. First grader is negative or indifferent to school, often there are complaints about unhealthy, dominated by depressed mood. There are violations of discipline, the material explained by the teacher is absorbed in small fragments, independent work with educational material is difficult, lessons are prepared irregularly, constant monitoring, systematic reminder and encouragement from an adult person is necessary. It remains operational and attention with extended pauses for rest, and considerable help from teachers and parents is required to understand the new and solve the problems on the model. Public assignments are carried out under the control, without special desire, close friends have no, knows by names and surnames only part of classmates [3].
Markovic D.N expands the range of criteria and indicators for adapting a child to school by offering her three-part model. Adaptation to educational activities, according to Markovich, is carried out in three spheres.
Academic adaptation characterizes the degree of compliance of the child 's behavior with the norms of school life: acceptance of the requirements of the teacher and the rhythm of educational activity, mastery of the rules of behavior in the classroom, attitude to the school, sufficient cognitive activity in lessons;
Social adaptation reflects the success of a child joining a new social group in the form of taking a child by classmates, a sufficient number of communicative connections, ability to solve interpersonal problems;
Personal adaptation characterizes the level of acceptance of the child as a representative of a new social community (I am a schoolboy) and is expressed in the form of appropriate self-assessment and level of claims in the school sphere, desire for self-recognition and self-development [7].
The objective of social and pedagogical activity is to create pedagogical and socio-psychological conditions that allow the child to successfully function and develop in the pedagogical environment (school system of relations). Zelenova M.E. believes that the goal can be achieved by consistently solving the problems by the pedagogical team and psychologists of the school:
Identification of the characteristics of the psychological and pedagogical status of each student with a view to timely prevention and effective solution of problems arising in their education, communication and mental state;
Creation of a system of psychological and pedagogical support for all first graders during their primary school adaptation, allowing them not only to adapt to school requirements, but also to develop and improve comprehensively in various spheres of communication and activity;
Creation of special pedagogical and socio-psychological conditions allowing to carry out developing, corrective-forming work with children suffering from various psychological and pedagogical difficulties [5].
Social and pedagogical activities to adapt first graders to school are carried out by the work of a psychologist, a social teacher and a class leader, as well as work with the family to identify the level of training of schoolchildren, within the framework of this work the following activities are carried out. As Wenger A.L. believed, the first stage is the admission of a child to school. It begins in March and April at the same time as children are recorded or selected for school and ends in early September. Under this phase, it is envisaged that:
Carrying out psychological and pedagogical diagnostics aimed at determining the readiness of a child for schooling. As a rule, diagnostics consist of two components. First, a general rapid diagnosis is carried out, which allows to judge the level of psychological readiness and formation of some educational skills in the child. Then, in relation to children who showed extremely low results, a second diagnostic tour is organized. It is aimed at identifying the causes of low results. In some cases, the second diagnostic cut is performed in late summer, namely early June. Such clarification diagnosis is more effective in autumn, before the beginning of training or in the first weeks of classes;
Holding group and individual consultations of parents of future first graders. A group consultation in the form of a parental meeting is a way to inform parents of some useful information on the organization of the last months of a child 's life before school. Individual counselling is primarily provided to parents whose children have shown poor results in the testing process and may have difficulty adapting to school;
Group consultation of teachers of future first graders, which at this stage is of a general educational nature;
Carrying out psycho-pedagogical consultation on the basis of the results of diagnostics, the main purpose of which is to develop and implement a certain approach to class selection.
The second stage is the primary adaptation of children in school. This stage, without exaggeration, can be called the most difficult for children and the most responsible for adults. Within the framework of this stage - from September to January - it is assumed:
Advisory and educational work with parents of first graders aimed at educating adults on the main tasks and difficulties of the period of primary adaptation, as well as on the tactics of communication and assistance to children;
Conducting both group and individual consultations of teachers on the development of a unified approach to individual children and a unified system of class requirements by various teachers working with this class;
Organization of methodological work of teachers aimed at building the educational process in accordance with the individual characteristics and capabilities of younger schoolchildren identified during diagnosis and observation of children in the first weeks of education;
Organization of pedagogical support for schoolchildren. Such work is usually carried out by teachers or teachers outside the day. The main form of its holding is various games. Selected and conducted in a certain logic, they help children to get to know each other faster and better, to adjust to the school 's system of demands, to relieve excessive mental tension between peers;
Organization of group development work with children aimed at raising the level of their school readiness, social and psychological adaptation in the new system of relations. Such group work is built as a well-thought-out system of classes with a fixed group of schoolchildren, which includes no more than 10 people;
Analytical work aimed at understanding the results of the activities of teachers, psychologists and parents during the primary adaptation of first graders.
The third stage is psycho-pedagogical work with schoolchildren experiencing difficulties in school adaptation. The work in this direction is carried out during the second half of the first class and involves the following:
Carrying out psychological and pedagogical diagnostics aimed at identifying a group of those schoolchildren who experience difficulties in school education, communication with teachers and peers, well-being;
Individual and group counselling and education of parents on the results of the performed diagnostics;
Educate and advise teachers on education and communication with individual pupils and children of this age in general;
Organization of pedagogical assistance for children with various learning and behavioural difficulties taking into account psychodiagnostics data. Here is the methodological work of teachers aimed at analysing the content and methodology of teaching various subjects. The purpose of such an analysis is to identify and eliminate those moments in the educational process or in the style of communication with children that may provoke various school difficulties;
Organization of group psycho-correction work with pupils with learning and behavioural difficulties;
Analytical work aimed at understanding the results of the work carried out during the half-year and the year as a whole [3].
Based on the literature studied on the topic of the study, it can be concluded that adult participants of the educational process, namely teachers, parents, psychologists and social teachers, play a major role in ensuring the comfort of education. Personal qualities of teachers, preservation of close emotional contacts of babies with adults, constant and friendly, constructive interaction of teachers and parents - is a guarantee of creation and development of common positive emotional background of relations in the new social space where cooperation of teacher and parent ensures reduction of anxiety level in all actors acting in it. This makes the period of adaptation of first graders short-lived, and the results of adaptation quite high.
Literature.
Bityanova, M.R. Adaptation of the child in school: diagnosis, correction, pedagogical support. Moscow: Educational Center "Pedagogical Search," 2002. 298 p.
Bozhovich, L.I., Problems of Personality Formation: Under Ed. D.I. Feldstein M.: Publishing House "Institute of Practical Psychology," Voronezh: NGO "MODEK" .2002. - 163 p.
Wenger, A.L. Psychological Survey of Younger Schoolchildren/A.L. Wenger, G. A. Zukerman. - M., 2007. - 162 p.
Gutkin, N.I. Psychological Readiness for School/I.N. Gutkin. - M: Ed. - Pedagogy, 2002. - 208 s
Zelenova, M. E. Psychological Features of Pedagogical Influence on Adaptation of a Child in Primary School/M. E. Zelenova. - M: Book of Pedagogy, 2008. - 160s.
Korotkova Yu. A. Psychological and pedagogical support of younger schoolchildren during the period of adaptation to school/Yu. A. Korotkova//Young scientist. - 2015. - № 13. - S. 745-748.
Markovich, D.N. Adaptation of first graders to school/D.N. Markovich//Pachatka School. - 2015. - № 7. - С.18-22.
Rubinstein, S.L. Basics of General Psychology/S.L. Rubinstein. - SPb: Ed Peter, 2004. - 712 p.
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