Adaptation in pedagogy is... Definition of the concept, role, essence and conditions

Definition

Adaptation in pedagogy is the natural state of an individual, which manifests itself in habituation (adaptation) to new activities, to changed living conditions, to new social contacts and changed social roles. In general, this concept is one of the main ones considered in scientific studies of the body. The fact is that the mechanisms of this process were developed in humans throughout their entire evolution. They allow our body to exist in constantly changing conditions.

The problem of adaptation was put forward and substantiated by Zh.B. Lamarck and C. Darwin. The term “adaptation” was first introduced by Aubert in 1865. After that, it was widely used in biological literature. Here, by adaptation, researchers understood only functional changes in analyzers and sensory organs. But gradually, as science developed, the concept of adaptation began to go beyond the theory of evolution. It began to penetrate medicine, sociology, social psychology, and cybernetics. This term can be found in other areas of knowledge.

Social adaptation

What does the process of adaptation of an individual to the environment involve? This is not only the possibility of successful functioning of his body in changed conditions. The concept of adaptation in psychology means a person’s ability to further social and personal development. This means:

• adequate perception by the individual of the surrounding reality and himself;
• normal system of communication and relationships with others;
• ability to work and study, as well as to organize rest and leisure;
• variability of behavior in order to meet role expectations;
• the ability for self-organization and self-service, as well as for mutual service in collective relationships.

Socio-psychological adaptation and socialization in pedagogy are concepts that are quite close in meaning. They denote processes that are interdependent, interdependent, but not identical. Socialization, on the one hand, is a mechanism for assimilating social experience. On the other hand, it represents the active reproduction and expansion of interpersonal relationships and connections.

From the very first days of his birth, a person is surrounded by other people. Communication with them allows you to include him in social interaction. All people acquire their very first ideas about interpersonal relationships even before they master speech. It is in the process of relationships with others that we all manage to gain our first social experience, which subsequently becomes an integral part of our personality. It is worth noting that socialization does not contribute to individualization. A person acquires it subjectively, experiencing situations that leave one or another mark on his psyche.

Factors influencing the process of adaptation to a new cultural environment

The severity of culture shock and the duration of intercultural adaptation are determined by many factors, which can be divided into individual and group.

Factors of the first type include:

1. Individual differences – demographic and personality. Age has a strong influence on the adaptation process. Young children adapt quickly and successfully, but for schoolchildren this process often turns out to be painful, since in the classroom they must be like their classmates in everything - in appearance, manners, language, and even thoughts. Changing the cultural environment for older people is a very difficult test. Thus, according to psychotherapists and doctors, many elderly emigrants are completely unable to adapt to a foreign cultural environment, and they “do not necessarily need to master a foreign culture and language if they do not have an internal need for this.”

The results of some studies indicate that women have more problems in the adaptation process than men. True, the objects of such studies most often were women from traditional cultures, whose adaptation was influenced by a lower level of education and professional experience than their male compatriots. In contrast, among Americans, sex differences are generally not found. There is even evidence that American women adapt to a lifestyle in another culture faster than men. In all likelihood, this is due to the fact that they are more focused on interpersonal relationships with the local population and show greater interest in the peculiarities of its culture.

Education also influences the success of adaptation: the higher it is, the less symptoms of culture shock appear. In general, it can be considered proven that young, highly intelligent and highly educated people adapt more successfully.

It has long been suggested that when working or studying abroad it is necessary to select people with personal characteristics that promote intercultural adaptation. G. Triandis believes that at present the influence on the success of adaptation can be considered proven:

• cognitive complexity - cognitively complex individuals usually establish a shorter social distance between themselves and representatives of other cultures, even very different from their own;
• tendencies to use larger categories when categorizing - individuals with this property adapt better to a new environment than those who categorize the world around them in detail. This can be explained by the fact that individuals who enlarge categories combine the experience they received in the new culture with the experience acquired in their homeland;
• low scores on the authoritarianism test, since it has been established that authoritarian, rigid, and intolerant of uncertainty individuals are less effective in mastering new social norms, values ​​and language.

Attempts to identify a “person for a foreign country” who faces the least difficulties when entering a foreign cultural environment have been made by many other authors. If we try to generalize the data obtained, we can conclude that a professionally competent, high self-esteem, sociable individual of an extroverted type is best suited for life in a foreign culture; a person in whose value system a large place is occupied by universal human values, open to a variety of views, interested in others, and when resolving conflicts, choosing a strategy of cooperation.

However, it is apparently impossible to identify a universal set of personal characteristics that contribute to successful adaptation in any country and culture. Thus, a person’s personal characteristics must be in accordance with new cultural norms. For example, extraversion does not necessarily facilitate adaptation. Extroverts from Singapore and Malaysia actually adapted more successfully to New Zealand than introverts from these countries. But in Singapore, it was the extroverted English who experienced a deeper culture shock, since a foreign culture, in which the individual’s focus on his own subjective world, and not on the world of external objects, is welcomed, was perceived by them as extremely alien.

2. The circumstances of the individual's life experience. Migrants’ readiness for change is of no small importance. Visitors in most cases are receptive to changes, as they are motivated to adapt. Thus, the motives of foreign students to stay abroad are quite clearly focused on the goal - obtaining a diploma that can provide them with a career and prestige in their homeland. To achieve this goal, students are ready to overcome various difficulties and adapt to their environment. An even greater readiness for change is characteristic of voluntary migrants who strive to be included in an alien group. At the same time, due to insufficient motivation, the adaptation process of refugees and forced emigrants, as a rule, turns out to be less successful.

The “survival rate” of migrants is favorably affected by the presence of pre-contact experience—familiarity with the history, culture, and living conditions in a particular country. The first step to successful adaptation is knowledge of the language, which not only reduces the feeling of helplessness and dependence, but also helps to earn the respect of the “masters”. Previous stay in any other foreign cultural environment, familiarity with “exotics” - etiquette, food, smells ... also have a beneficial effect on adaptation.

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One of the most important factors that favorably influences the adaptation process is the establishment of friendly relations with local residents. Thus, visitors who have friends among local residents, learning the unwritten rules of behavior in a new culture, have the opportunity to obtain more information about how to behave. But informal interpersonal relationships with compatriots can also contribute to successful “settlement”, since friends from their group perform the function of social support. However, in this case, limited social interaction with representatives of the host country can increase the feeling of alienation.

Among the group factors influencing adaptation, it is first necessary to highlight the characteristics of interacting cultures:

1. The degree of similarity or difference between cultures. The results of numerous studies indicate that the severity of culture shock is positively correlated with cultural distance. In other words, the more the new culture is similar to the native one, the less traumatic the adaptation process turns out to be. To assess the degree of similarity between cultures, the cultural distance index proposed by I. Babiker and co-authors is used, which includes language, religion, family structure, level of education, material comfort, climate, food, clothing, etc. For example, for more successful adaptation of immigrants from the former USSR to Germany compared to Israel, among many other factors, is influenced by the fact that in Europe “the climate discrepancy is not so acute. On the contrary, here are the same pine trees, birches, fields, squirrels, snow...”

But it is also necessary to take into account that the perception of the degree of similarity between cultures is not always adequate. In addition to objective cultural distance, it is influenced by many other factors:

• the presence or absence of conflicts - wars, genocide, etc. – in the history of relations between two peoples;
• the degree of familiarity with the cultural characteristics of the host country and competence in a foreign language. Thus, a person with whom we can freely communicate is perceived as more similar to us;
• equality or inequality of statuses and the presence or absence of common goals during intercultural contacts.

Naturally, the adaptation process will be less successful if cultures are perceived as less similar than they actually are. But difficulties during adaptation can also arise in the opposite case: a person finds himself completely confused if the new culture seems very similar to his own, but his behavior looks strange in the eyes of local residents. Thus, Americans, despite a common language, fall into many “traps” in Great Britain. And many of our compatriots, having found themselves in America in the late 80s, during the period of greatest rapprochement between the USSR and the USA, were amazed and annoyed when they discovered that the lifestyle and way of thinking of Americans was very different from what had developed with the help of mass media stereotypes about the similarities between the two “great nations”.

2. Features of the culture to which migrants and visitors belong. Representatives of cultures where the power of tradition is strong and behavior is largely ritualized - citizens of Korea, Japan, and Southeast Asian countries - adapt less successfully. For example, Japanese people worry excessively about misbehaving when abroad. It seems to them that they do not know the “code of conduct” in the host country. The difficulties of Japanese living in Europe are evidenced by many data, including statistics on suicide among foreigners.

Representatives of the so-called “great powers” ​​often adapt poorly because of their inherent arrogance and the belief that it is not they who should learn, but others. For example, many Americans and Russians believe that they do not need to know any language other than their own. And residents of small states are forced to learn foreign languages, which facilitates their interaction with foreigners. When conducting a survey in the countries of the European Union, it turned out that the smaller the state, the more languages ​​its residents know, which means they have more opportunities for successful intercultural adaptation. Thus, 42% of Luxembourg citizens and only 1% of the French, English and Germans indicated that they could communicate in four languages.

3. Features of the host country , first of all, the way in which the “hosts” influence visitors: whether they strive to assimilate them or are more tolerant of cultural diversity. Or - like the Japanese - they fence themselves off from them with a wall that is difficult to break through. In the book by V.Ya. Tsvetov’s “The Fifteenth Stone of the Ryoanji Garden” provides many examples of such attitudes towards “outsiders” in Japan. Among them is the cry from the heart of a French journalist who has been traveling around our planet for almost a quarter of a century: “I have seen many strange peoples, heard many strange languages ​​and observed many completely incomprehensible customs, but there was no place in the world where I felt like such a stranger, like in Japan. When I come to Tokyo, it feels like I'm landing on Mars." He is echoed by a representative of an international economic organization, who throughout his four years in Japan felt like “an albino who arouses wary curiosity and whom everyone shuns.”

Pluralistic societies are characterized by greater tolerance towards newcomers than monistic ones. It is easier to adapt in countries where a policy of cultural pluralism has been proclaimed at the state level, which implies equality, freedom of choice and partnership between representatives of different cultures: the Canadian government has been pursuing such a policy since 1971, and the Swedish government since 1975.

The characteristics of migrants and interacting cultures have interrelated influences on adaptation. For example, individuals with a willingness to change who find themselves in a multicultural society will have more contact with local residents and therefore be less susceptible to culture shock.

Purpose of adaptation

The process of socialization represents the formation and formation of personality through mastering social experience. But at the same time, if we consider adaptation in psychology , it is one of the defining and leading mechanisms of personality socialization. At the same time, the main criterion for the success of this process is not at all the degree of conformism and opportunism. Based on the definition of social adaptation in pedagogy, this is a person’s acquisition of confidence and independence, emancipation and independence, lack of complexes and initiative.

The main goal of this process is not at all the unification of personality. A person should not become an obedient executor of someone else's will. To successfully achieve the goals facing him, he must strive for self-realization and the development of his abilities.

Self-awareness

Adaptation in psychology is a rather complex process. Moreover, its study is impossible without considering the self-awareness of the individual. After all, it is thanks to him that the mechanism of self-determination (search for a position in life), self-realization (activity in various directions), self-affirmation (achieving satisfaction), and also acceptance of self-esteem is activated. Self-awareness allows an individual to know himself. At the same time, the personality acquires a certain integrity and identity.

It is worth keeping in mind that the self-awareness that manifests itself during adaptation is a controlled process. It is determined by the dynamics of acquiring social experience based on the conditions for expanding communication and the range of activities.

Despite the fact that self-awareness is considered one of the deepest intimate characteristics of the human personality, only it contributes to the constant correction of a person’s idea of ​​himself in comparison with the opinion that others have about him. This is especially evident in adolescence.

Types of adaptation

Thanks to the process of adaptation, the body begins to function optimally in an unusual environment. At the same time, scientists distinguish two types of adaptation. The first of them is biophysiological, and the second is socio-psychological. We are interested in the second of them. It is considered as an adaptation in pedagogy. This is nothing more than a mechanism by which people acquire a certain socio-psychological status, and also master certain socio-psychological role skills. It “turns on” during the period when a person tries to achieve harmony between the external and internal conditions of his activity and life. The result of this is an increase in the adaptability of the individual. In other words, a person becomes more adapted to new activities and living conditions.

If we consider the definition of adaptation in pedagogy, then this is nothing more than the process of interaction of an individual with the social environment, during which a person faces various problematic situations in the field of interpersonal relationships. This allows the individual to master the norms and mechanisms of social attitudes and behavior, as well as acquire character traits that are important for their normal existence in society.

What is adaptation in pedagogy? This, by definition, is each of the stages in which an individual overcomes problematic situations. After all, in this case, a person uses mechanisms and behavioral skills that he acquired at previous stages of his socialization and development. At the same time, new ways of solving problems, plans and programs of internal psychological processes are revealed to them.

An important contribution to the development of this concept in its broad sense was made by J. Piaget. He believed that adaptation in psychology and pedagogy is one of the most important processes through which a child’s intellectual development occurs. At the same time, he identified two components of this mechanism. These are accommodation and assimilation. The first of these two components is a restructuring of mental activity. The purpose of such a process is to be able to assimilate newly incoming information. As for assimilation, it is considered to be the appropriation of an external event with its transformation into a mental one. In other words, adaptation in pedagogy is, firstly, the acquisition of skills, abilities and knowledge, mastery and competence. Secondly, a change in a person’s mental organization, affecting personal (emotions, goal setting, motivation, etc.), as well as cognitive (perceptual, sensory, etc.) processes.

The essence of the concept of “school adaptation” and its main criteria

The essence of the concept of “school adaptation”

and its main criteria

School adaptation is defined in psychology and pedagogy as the process and result of a child’s active adaptation to the conditions of a new environment, associated with a change in leading activity and social environment (Ya.L. Kolominsky, E.A. Panko; V.S. Mukhina; I.V. Dubrovina, etc.).

Dubrovina I.V. defines adaptation as the process of a child getting used to school requirements and routines, to a new environment for him, to new living conditions.

Adaptation to school

- restructuring of the cognitive, motivational and emotional-volitional spheres of the child during the transition to systematic organized schooling. “A favorable combination of social external conditions leads to adaptation, an unfavorable combination leads to maladjustment.”

Adaptation of a child to school is a rather long process associated with significant stress on all body systems. Lasts 5-6 weeks.

The problem of school adaptation is considered in close connection with ideas about the child’s psychological readiness for school education, since the development of this psychological education in a child is, on the one hand, one of the most important prerequisites for his successful adaptation, and on the other hand, it determines the stages and content of correctional work in initial period of training.

Main indicators of socio-psychological adaptation:

1) Formation of the “internal position of the student”;

The child’s desire to occupy a new social position leads to the formation of his internal position. A child ready for school wants to learn, since the fusion of two needs - cognitive and the need to communicate with adults at a new level, contributes to the emergence of a new attitude of the child to the environment, called L.I. Bozovic "the inner position of a schoolchild."

2) Formation of adequate behavior.

Productive educational activity presupposes an adequate attitude of the child to his abilities, work results, behavior, i.e. a certain level of development of self-awareness.

3) Mastering the skills of educational activities.

Mastering the skills of educational activities presupposes that the child has an outlook and a stock of specific knowledge. The child must have systematic and dissected perception, elements of a theoretical attitude to the material being studied, generalized forms of thinking and basic logical operations, and semantic memorization. Intellectual readiness also presupposes the development in a child of initial skills in the field of educational activity, in particular, the ability to identify an educational task and turn it into an independent goal of activity.

4) Establishment of adequate forms of interpersonal relationships in the “student-student”, “student-teacher”, “student-parent” systems. Another pressing problem of a child’s socio-psychological readiness is the problem of developing qualities in children, thanks to which they could communicate with other children and the teacher. A child comes to school, a class in which children are engaged in a common task and he needs to have fairly flexible ways of establishing relationships with other children, he needs the ability to enter the children's society, act together with others, the ability to retreat and defend himself.

Many authors believe that when a child enters school, noticeable changes in behavior appear. The positive effect of adaptation to school is reflected in the achievement of relative compliance of behavior with the requirements of the new environment and is ensured by psychological readiness to perform the tasks facing the child. In this case, we are talking about developing the most adequate forms of behavior in a changing micro-social environment.

An indicator of the difficulty of the adaptation process in the behavior of children can be excessive excitement and even aggressiveness, or maybe, on the contrary, lethargy or depression. A feeling of fear and reluctance to go to school may also arise (especially in unfavorable situations). All these changes in the child’s behavior reflect the characteristics of psychological adaptation to school.

Levels of adaptation of first-graders

The first weeks of schooling are characterized by a child’s low level and instability of performance, a very high level of tension in the cardiovascular system, the sympathoadrenal system, as well as a low rate of coordination (interaction) of various body systems with each other. A discrepancy between the child's requirements and capabilities leads to unfavorable changes in the functional state of the central nervous system, a sharp drop in educational activity, and a decrease in performance. A significant proportion of schoolchildren experience pronounced fatigue at the end of school hours.

Only after 5-6 weeks of training do performance indicators gradually increase and become more stable, and the tension in the body’s main life-support systems (central nervous, cardiovascular, sympathoadrenal) decreases, i.e. a relatively stable adaptation to the entire complex of loads associated with learning occurs. However, this phase of relatively stable adaptation lasts up to 9 weeks, i.e. lasts more than 2 months. And although it is believed that the period of acute physiological adaptation of the body to the training load ends at 5-6 weeks of training, the entire first year (if we compare the indicators in subsequent periods of training) can be considered a period of unstable and intense regulation of all body systems.

Emotional stress in first-graders, due to the incompleteness of the morphological and functional maturation of the body, often leads to the formation of functional disorders of the central nervous system in the form of neurotic reactions. With easy adaptation, the state of tension in the body is compensated during the first quarter. With adaptation of moderate severity, disturbances in well-being and health are more pronounced and can be observed during the first half of the year, which can be considered a natural reaction of the body to changed living conditions. Some children have difficulty adapting to school. At the same time, significant health problems increase from the beginning to the end of the school year, and this indicates that the educational load and training regime are unbearable for the body of this first-grader.

Assessment of the level of school adaptation consists of the following blocks:

1. Intellectual development indicator - carries information about the level of development of higher mental functions, the ability to learn and self-regulation of the child’s intellectual activity.
2. Indicator of emotional development - reflects the level of emotional and expressive development of the child, his personal growth.

3.Indicator of the development of communication skills (taking into account the psychological neoplasms of the 7-year crisis: self-esteem and level of aspirations).

4. The level of school maturity of the child in the preschool period.

Research results by G.M. Chutkina showed that based on the level of development of each of the listed indicators, three levels of socio-psychological adaptation to school can be distinguished. In the description of each level of adaptation, the age-psychological characteristics of six- and seven-year-old students will be highlighted.

1. High level of adaptation.

The first-grader has a positive attitude towards school and perceives the requirements adequately; learns educational material easily; deeply and completely masters the program material; solves complex problems, is diligent, listens carefully to the teacher’s instructions and explanations, carries out assignments without external control; shows great interest in independent educational work (always prepares for all lessons), carries out public assignments willingly and conscientiously; occupies a favorable status position in the class.

As follows from the description, the levels of development of all indicators listed earlier are high. The characteristics of a child with a high level of adaptation to school correspond to the characteristics of a child who is ready for school and has experienced a crisis of 7 years, since in this case there are indications of formed volition, learning motivation, a positive attitude towards school, and developed communication skills. Based on the data of some researchers, a six-year-old first-grader cannot be classified as a high level due to the underdevelopment of such aspects of adaptation as readiness for school learning (in terms of arbitrariness of behavior, ability to generalize, educational motivation, etc.), immaturity of personal new formations of the 7-year-old crisis ( self-esteem and level of aspirations) without the necessary intervention of teachers and psychologists.

2. Average level of adaptation

A first-grader has a positive attitude towards school, visiting it does not cause negative experiences, understands the educational material if the teacher presents it in detail and clearly, masters the main content of the curriculum, independently solves standard problems, is focused and attentive when completing tasks, instructions, instructions from an adult, but its control; is concentrated only when he is busy with something interesting to him (preparing for lessons and doing homework almost always); He carries out public assignments conscientiously and is friends with many of his classmates.

3. Low level of adaptation.

A first-grader has a negative or indifferent attitude towards school; complaints of ill health are common; depressed mood dominates; violations of discipline are observed; understands the material explained by the teacher in fragments; independent work with the textbook is difficult; shows no interest when completing independent learning tasks; prepares for lessons irregularly; constant monitoring, systematic reminders and encouragement from the teacher and parents are required; maintains efficiency and attention during extended pauses for rest; understanding new things and solving problems according to the model requires significant educational assistance from the teacher and parents; carries out public assignments under control, without much desire, is passive; has no close friends, knows only some of his classmates by first and last names.

In fact, this is already an indicator of “school maladjustment.” In this case, it is difficult to identify age-related characteristics, since we are dealing with disorders of the child’s somatic and mental health, which may be a determining factor in the low level of development of generalization processes, attention functions of other mental processes, and properties included in the selected adaptation indicators.

Thus, due to age characteristics, first-graders of six years of age can achieve only an average level of adaptation to school in the absence of special organization of the educational process and psychological support by the teacher.

Reasons for maladjustment in younger schoolchildren

In the psychological literature there are different interpretations of the term “school maladjustment”:

• disruption of the student’s personality’s adaptation to the complex, changing learning conditions at school; learning adjustment disorder;
• new demands that exceed the child’s capabilities, changing the state of the emotional sphere;
• Kagan V.E. understands school maladaptation as “created by multidimensional and multi-level relationships, the inability for a child to find “his place” in the space of school learning;
• Chirkov V.I. and Bodenko B.N. the degree of adaptation of a child is judged by adaptation indicators: anxious shyness, deviant behavior, learning problems;

In addition to the concept of “school maladaptation,” the literature contains the terms “school phobia,” “school neurosis,” and “didactogenic neurosis.” As a rule, school neuroses manifest themselves in unreasonable aggressiveness, fear of going to school, refusal to attend classes, etc. More often, a state of school anxiety is observed, which manifests itself in excitement, increased anxiety in educational situations, anticipation of a bad attitude towards oneself, negative evaluation from others. teachers, peers.

Pedagogical research identifies such leading causes of school maladjustment as the lack of development of skills in educational activities and educational motivation in younger schoolchildren.

According to R.V. Ovcharov, a decrease in the level of school motivation can serve as a criterion for a child’s school maladaptation, and its increase can serve as a positive dynamic in learning and development. In the latter case, the child quickly adapts to school. He successfully masters the social role - the role of a student, accepts new requirements, masters new activities for him, and actively enters into new relationships.

The reasons for school maladjustment are the inability to adapt to the pace of school life. Most often this happens in children with minimal brain dysfunction, in those who are somatically weakened. However, the latter does not constitute the cause of socio-psychological maladjustment. The reason may lie in the peculiarities of family upbringing, in the “greenhouse” living conditions of the child. “Typical” maladjustment manifests itself in different ways: in long (until late evening to the detriment of walks) preparation of lessons, sometimes in chronic lateness to school, often in consoling the child at the end of the school day, at the end of the school week. Inability to voluntarily regulate behavior, attention, and educational activities, which manifests itself in disorganization, inattention, and dependence on adults.

The reason for the insufficient level of development of voluntary behavior of a child in the absence of primary violations is most often sought in the characteristics of family upbringing: this is either condoning hyperprotection (permissiveness, lack of restrictions and norms), or dominant hyperprotection (full control of the child’s actions by an adult).

Another reason for maladaptive behavior may be excessive fatigue and overload. Just entering school is a turning point in a child’s life. The success of his education at school depends on the characteristics of his upbringing in the family, his level of preparedness for school.

A number of authors believe that the main cause of school maladjustment is not the failures themselves in educational activities or the child’s relationship with the teacher, but feelings about these failures and relationships.

A striking example of school maladaptation is the socio-pedagogical neglect of children, which is caused, first of all, by socio-psychological maladjustment.

Efimova S.L. and Bezrukikh M.M. identify groups of children who experience the greatest difficulties in the adaptation process.

Children at risk:

■ children with attention deficit disorder (hyperactive). Such children are characterized by: excessive activity, fussiness, and inability to concentrate. Hyperactivity is a whole complex of disorders that are manifested by poor performance at school, problems in relationships with peers, and frequent conflicts with parents. It is observed in 3-5% of school-age children, 5 times more often in boys.

■ Left-handed child. Such children are characterized by a reduced ability of visual-motor coordination. Children are bad at copying images, have poor handwriting, and cannot keep a line. Distortion of form, mirroring of writing. Skipping and rearranging letters when writing. Errors in determining “right” and “left”. A special strategy for processing information. Emotional instability, resentment, anxiety, decreased performance. For adaptation, special conditions are required: a right-handed turn in the notebook, do not require continuous writing, it is recommended to sit by the window, on the left at the desk.

■ Emotional disturbance in primary school age

- aggressive children

- emotionally disinhibited children

- too shy, vulnerable, touchy, timid, anxious children.

Children belonging to the emotionally disinhibited type react too violently to everything: if they express delight, then as a result of their expressive behavior they turn on the whole class; if they suffer, their crying and moaning will be too loud and provocative.

Children who are too shy, vulnerable, touchy, timid, and anxious are embarrassed to express emotions loudly and clearly, quietly worry about their problems, afraid to draw attention to themselves.

What is common to all three groups of children with emotional disorders is that inadequate affective reactions (manifesting differently in different types of children) in each child are of a protective, compensatory nature.

■ Children with temporary mental retardation

Children with temporary mental retardation have difficulty understanding what is required of them, cannot quickly switch to a new type of activity, and do not master reading, writing, and mathematics well. It also happens that only reading, only writing, or only mathematics is not given. Each case of “delay” has its own cause and its own manifestations.

By the time they enter school, these children, in comparison with their peers, have an insufficient supply of knowledge, information, and skills, and their speech is extremely poor. These children do not recognize themselves as students. Their behavior is dominated by childishness, spontaneity, playful interests, and the desire only for pleasure. During lessons, they immediately become lethargic, passive, or, conversely, excessively restless, and are completely unable to concentrate on the task.

Some first-graders experience difficulties in establishing relationships with the teacher and classmates, which is often accompanied by a low level of mastery of the school curriculum. They get lost when answering a teacher’s question, often make mistakes when completing assignments, and spend breaks alone, preferring not to leave the classroom but to do something while sitting at their desk. Their facial expressions reflect emotional discomfort: sadness, anxiety, tension are typical for them.

For many children, starting school can be a difficult experience. With at least one of the following problems

Every child faces:

• regime difficulties (they consist of a relatively low level of arbitrariness in the regulation of behavior and organization);
• communication difficulties (most often observed in children who have little experience communicating with peers, manifested in the difficulty of getting used to the class group, to their place in this group);
• relationship problems with the teacher;
• problems associated with changes in family situation.

Thus, school adaptation is the process of restructuring the cognitive, motivational and emotional-volitional spheres of the child during the transition to systematic, organized school education. The success of such a restructuring, from a psychological point of view, depends on the level of development of intellectual functions, the emotional-volitional sphere, the development of communication skills, etc. The immaturity of any of these areas is one of the reasons that can lead to one or another form of maladaptation .

According to the existing classification of forms of maladaptation, violations of the adaptation process to school can manifest themselves in the form of:

• unformed elements of educational activity;
• lack of formation of learning motivation;
• inability to voluntarily regulate behavior, attention, and educational activities;
• inability to adapt to the pace of school life.

Conditions for adaptation of first-graders to primary school

In modern science, the problem of developing the identification of conditions for successful adaptation at primary school age is one of the most pressing and, accordingly, the most developed. It is known that the most important task for primary schools at present is related to solving the problem of organizing effective work to create conditions for children’s adaptation.

In this regard, today in science there are numerous and very diverse scientific approaches and concepts.

Let us consider the points of view and positions of individual scientists on this issue.

For a deeper understanding of the problem under study, the scientific position of researcher M.I. is of particular importance to us. Rozhkova. The scientist identified criteria and developed indicators of the effectiveness of the activities of a comprehensive school in creating conditions for adaptation and overcoming maladaptation of children:

- cognitive criterion (knowledge of: the characteristics and development of the child’s personality and the formation of his individuality; the level of development of modern society; the families of pupils and relationships in them; the problem of maladjustment of children and the causes of it; features of the spread of maladaptation in their school; understanding of the reasons for the deviating behavior of children at school level).

— procedural criterion (ability to: conduct diagnostic work, make a sociological analysis of the level of adaptation, characteristics of maladaptation and its causes at the school level; make a scientifically based forecast of the development of behavioral manifestations in individual and group lessons; skills in using various methods and forms of preventive and correctional work) .

- a criterion for the psychological and pedagogical comfort of relationships (flexibility of orientation in a challenging environment, a creative approach to the tasks being solved, taking into account the child’s positions, his desires, interests and needs in the work, the ability to build relationships with children and their parents on the basis of trust, mutual understanding, creative dialogue, implementation of a socially protective approach to the child and his family).

— an effective and practical criterion (the ability to analyze information received about a child and his family or a group of children and organize work on its basis, the ability to organize preventive and corrective work based on the activity of children and their parents, providing conditions for the successful study of a schoolchild, organizing children’s leisure time and their families, the ability to develop and implement programs of preventive and corrective work with children and promptly make changes to them depending on the changing situation.[45]

Further, as part of the implementation of the goals and objectives of our research, we considered it necessary to analyze the research of R.V. Ovcharova. Scientists suggest considering the conditions for successful adaptation in three areas:

1. Changing the conditions of family upbringing of a child:

— increasing the psychological and pedagogical literacy of parents and relationships;

- creation of educational situations in the family, active inclusion of parents in the educational process;

— individual consultations, assistance to parents in raising positive and overcoming negative qualities of the child;

— control over the organization of a normal regime for the child, eliminating his neglect;

— assistance in organizing the child’s rational activities (play, work, creativity, knowledge of the world around him, his communication in the family);

— measures to eliminate violations of family education, restore the educational potential of the family;

2. Improving educational work with the class:

— correction of the teacher’s attitude towards the child, recommending methods of working with him, active use of methods of positive stimulation of the child, relieving psychological stress;

- humanization of interpersonal relationships in the children's team, creation of a favorable psychological microclimate in the classroom, promoting the emotional comfort of all children;

— interaction between teachers and parents in the pedagogical process;

3. Helping the child with personal growth.

— organizing a psychological examination of the child and providing him with the necessary psychological assistance;

— individual work to smooth out deficiencies in the intellectual, moral, emotional and volitional spheres;

- inclusion of the child in active activities based on the use of his positive interests;

— overcoming negative motivation for learning;

— organizing the child’s success in mastering the general education program.

It should be noted the results of the study by T.L. Ulyanova, based on which the development of the child’s educational and motivational sphere, good performance and functional maturity sufficient for school loads play a crucial role in mastering educational activities. High educational motivation and high performance determine the success of mastering educational activities, and therefore satisfaction with the results of the efforts made. This ensures the child’s psychological well-being and, therefore, his successful adaptation to school.

The teacher needs to constantly work to increase the level of educational motivation, creating situations for the child to succeed in class, during recess, in extracurricular activities, and in communicating with classmates.

Activities to organize a favorable adaptation environment should be aimed at:

1) maximum provision of physical activity for children at school;

2) the creation at school of a developmental subject environment, which is essentially a continuation of the one to which children are accustomed in kindergarten and which is distinguished by brightness, colorfulness, clarity, and the inclusion of playful and fairy-tale motifs;

3) widespread use of gaming techniques in educational and educational work, the creation of emotionally significant situations and conditions for independent practical activity;

4) changing the style of interaction between adults and children from authoritarian to a style of trusting cooperation;

5) introduction of various types of children's creative activities into the pedagogical process;

6) the use of diverse forms of extracurricular education;

7) ensuring the relationship between educational activities and life;

creation of a gentle regime of educational activities;

9) establishing a trusting, good relationship between the teacher and children.

Physiological factors

This group includes the biological characteristics of a child of a certain age. These are his physiological and anatomical indicators, health status, level of working capacity and fatigue. This can also include some features that are observed in an individual in the functioning of one or another body system. Some scientists believe that the adaptation process is also influenced by factors such as heredity.

As individual characteristics that are considered during adaptation in personality psychology, the type of nervous system is taken into account, as well as the ability to adapt to changes in the usual environment. These factors, as a rule, are the reason for the differences that occur between the processes of adaptation to preschool educational institutions in different children.

Another important indicator that affects social adaptation is, in pedagogy, nothing more than the age of the child at the time of his admission to a preschool institution. According to scientists, children from 5 to 20 months adapt worst to changing conditions.

The gender of the child also influences the effectiveness of adaptation processes. According to researchers, girls adapt best to new conditions. It is much more difficult for boys to accept changes in their environment.

Factors in children's adaptation to school

Bibliographic description:

Lyulenkova, O. Yu. Factors of children’s adaptation to school / O. Yu. Lyulenkova.
— Text: immediate // Modern psychology: materials of the I International. scientific conf. (Perm, June 2012). - Perm: Mercury, 2012. - pp. 84-87. — URL: https://moluch.ru/conf/psy/archive/34/2196/ (access date: 12/10/2020). The problem of school adaptation is currently very relevant. The need for its study is becoming increasingly obvious in connection with the deterioration of the mental health of children, the increase in neuropsychiatric diseases and functional disorders in children. Close attention to school adaptation is also due to the fact that, being a dynamic process of progressive restructuring of the functional systems of the body, it creates the prerequisites for full mental development. The adaptation mechanisms that arose during the adaptation process, being actualized and used in similar situations, are fixed in the structure of the personality and become substructures of its character [7,8].

School adaptation is one of the first steps on the path to successful learning and its importance cannot be underestimated. At the same time, the works of psychologists argue that the process of school adaptation as a child’s adaptation to the conditions and requirements of school education is, in most cases, spontaneous: children themselves somehow adapt to each other and to school [7].

Entering school and the initial period of education cause a restructuring of the child’s entire lifestyle and activity. Observations by physiologists, psychologists and teachers show that among first-graders there are children who, due to individual psychophysiological characteristics, find it difficult to adapt to new conditions for them and only partially cope (or cannot cope at all) with the work schedule and curriculum. With the traditional education system, these children, as a rule, become lagging children and repeaters [6, 7].

The successful adaptation of younger schoolchildren is influenced by various factors: the age and individual psychological characteristics of the child, physical and mental health, level of readiness for school (intelligence, motivation to learn, desire to learn, ability to communicate, behave adequately and react to a situation, organize behavior and activities , development of psychophysiological functions, level of mental and cognitive activity), age of beginning of systematic education, characteristics of the school situation, relationships with teachers and classmates, microclimate in the family, as well as his personal qualities and basic parameters of mental development [6].

Ya.L. Kolominsky and E.A. Panko identified positive and negative factors in children’s adaptation to school. Research shows that an adequate assessment by the child of his position at school, a change in the type of activity, optimal methods of family education, the absence of conflict situations in the family, high status in the peer group contribute to the successful adaptation of children to learning, while functional unpreparedness for school, dissatisfaction with communication with adults, the low level of education of parents, the negative attitude of the teacher and the unfavorable microclimate in the family complicate the process of adaptation to school [7, p. 18]. The effectiveness of a teacher’s work during the period of first-graders’ adaptation to school depends on taking into account these factors and skillfully building relationships with children.

Let's look at some of these factors in more detail.

One of the factors for the success of adaptation is the age at which systematic training begins.

The adaptation of 6-year-old children to school takes longer - they experience increased tension in all body systems, lower and unstable performance.

However, the year separating a 6-year-old from a 7-year-old is very important for physical, functional and mental development. From a physiological point of view, primary school age is a time of rapid physical growth, when children quickly stretch upward, when disharmony in physical development is especially obvious, when it clearly outstrips the child’s neuropsychic development. This affects the weakening of the nervous system, which manifests itself in increased fatigue, anxiety, and increased need for movement. All this aggravates the situation for the child, depletes his strength, and reduces his ability to rely on previously acquired mental formations. In this regard, the anxiety of parents and doctors about the progress of the child’s adaptation to school becomes understandable.

The next success factor is the child’s health

(physical readiness for learning) is one of the main factors influencing not only the duration and success of adaptation to school, but also the entire process of further education. Healthy children adapt most easily; frequently ill children and children with chronic diseases in a compensated state have a much harder time adapting. Most of them, at the beginning of school, experience a deterioration in their health, accompanied by the occurrence of neuropsychic abnormalities [4].

The child’s readiness to begin systematic education

is the next equally important factor. A child’s psychological readiness for school is one of the most important results of mental development during preschool childhood [2]. A child’s readiness for school is determined by the level of personal development in intellectual, motivational, communicative and physical terms.

The ideas about a child’s psychological readiness for school considered in Russian psychology are largely based on those formulated by L.S. Vygotsky’s idea that readiness for schooling lies not so much in the quantitative supply of knowledge and skills, but in the level of development of cognitive processes. He associated readiness for school, first of all, with the ability to generalize, differentiate objects and phenomena of the surrounding world in appropriate categories, establish cause-and-effect relationships, and draw independent conclusions [3].

L.I. Bozovic emphasized the importance of personal and intellectual readiness for school. She believed that these aspects are important both for the successful mastery of educational activities and for the child’s rapid adaptation to new conditions; the success of learning largely depends on the level of motivational development, the level of voluntary behavior and the development of the intellectual sphere [1].

Thus, a child’s psychological readiness for school education is a structure of interrelated elements: motivational (the student’s internal position), volitional (the ability to subordinate his actions to a rule), intellectual (the presence of an internal plan of action, the formation of the sign function of consciousness, etc.). It should also be said that high rates of psychological readiness, as a rule, ensure the child’s successful adaptation to school, but do not guarantee that the child will not have problems in elementary school.

Children's adaptation to school is largely determined by such factors as the content of training and teaching methods.

Rational organization of educational activities and daily routine significantly facilitates the process of children’s adaptation to school. It is important to take into account that the schedule of classes, teaching methods, content and intensity of educational programs, as well as the conditions of the school environment must correspond to the age-related functional capabilities of first-graders.

To a certain extent, children's preliminary stay in kindergarten makes adaptation to school easier.

In his works A.G. Glushenko points out that the development and course of the adaptation process is influenced by the nature of upbringing in preschool age. Children who attended kindergarten before school adapted more quickly, while those who were raised at home were more likely to experience motor disinhibition and undesirable changes in the nature of communication with peers. Among those who attended kindergarten, “immature” schoolchildren are half as common as among children from home.

At the same time, the effectiveness of first-graders’ adaptation to school largely depends on the teacher’s position and his chosen style of communication with students.

The specificity of pedagogical communication is determined by the various social-role and functional positions of its subjects. The style of communication and leadership largely determines the effectiveness of training and education, as well as the characteristics of personality development and the formation of interpersonal relationships in the educational group, especially at the initial stage of training.

Currently, there are three main styles of pedagogical communication: democratic, authoritarian and permissive. In a study by M.E. Zelenova showed that children’s adaptation to school proceeds more favorably in the classroom of a teacher who adheres to a democratic type of pedagogical interaction. By the end of the year, children show a decrease in the severity of such symptom complexes as insecurity, self-distrust, hostility, depression, feelings of inferiority and conflict. A personally oriented teacher creates an atmosphere in the classroom that is favorable for matching the individual needs of children with the requirements of the school [5].

An important factor is the creation of a positive microclimate in the school community.

The teacher’s task is to maintain friendship between children based on their interests and to form these interests. It is important that the child understands that the class, the school, is a friendly, sensitive group of peers, junior and senior comrades. It should be noted that the child should feel that he is interested and happy among his classmates: after all, he needs their assessment, their attitude. The positive emotions that he experiences when communicating with peers largely shape his behavior and facilitate adaptation to school. The teacher’s attitude towards the child is an indicator of the attitude towards him and his classmates. A child suffers double from a teacher’s negative attitude: the teacher treats him “badly,” and the children treat him the same way, so it is better to try to avoid negative assessments of the student’s behavior and his school success.

The works of psychologists claim that family relationships influence the process of adaptation of first-graders

. Psychologists Ya.L. Kolominsky and A.A. Panko believe that in order for the period of adaptation to school to be relatively easy, it is very important that relationships in the family are good, there are no conflict situations, and moreover, the child himself must have a favorable status in a peer group [6].

It should be said that in order to successfully adapt to school, teachers and parents need to develop in children the ability to live in the society of peers and adults

, be able to respond to other people’s experiences, that is, become socially and emotionally competent.

In addition, the basis of a child’s social development is a two-way process of assimilation of norms and rules: on the one hand, the child needs to learn the norms and rules in relation to the objective world, and on the other, the norms and rules of communication with other people. This process is accompanied by emotional experiences that affect the child’s behavior. But under the influence of a number of negative factors (violation of parent-child relationships, unfavorable psychological climate, etc.), the child develops signs of social and emotional distress. Children develop the ability to overcome their disadvantage through activities, in direct communication with adults and peers.

Many teachers are concerned about the question of how to build relationships between teachers and children and children among themselves in the initial period of schooling. Many children experience serious difficulties in establishing interpersonal relationships with adults and with classmates, and if the process of developing or correcting these phenomena does not begin in the very first days of the child’s stay at school, then unforeseen difficulties may arise at this time.

In psychological research, special attention is paid to the need to use forms of educational organization that allow children to unite in pairs, groups, and large groups. In the process of such joint activity, the most important qualities of a student’s personality are formed: the ability to negotiate, distribute responsibilities, and evaluate the share of one’s participation in the overall work [2, 8, 9]. Considering that the children do not know each other well and their relationships have not yet formed, we need to help them get to know each other, establish contact, and establish friendly relations. Joint games (board games, outdoor games, role-playing games, theatrical games) are especially important for this period.

In the works of Tsukerman G.A., Polivanova K.N. The norms of cooperation between teachers and children are considered. In their opinion, it is easier to work with 6-7 small groups than with 25-30 small students. Psychologists have shown that it is not individual work under the guidance of a sensitive adult that is effective, but work in a group of children working together [9]. During the adaptation period, it is very important to establish the right relationship between the teacher and the children. Any wrong action on the part of the teacher during this period can lead to a negative attitude towards the school as a whole.

The mutual influence of unfavorable social and psychological factors leads to socio-psychological maladaptation of the individual. This type of maladaptation characterizes a range of disorders that can arise in a child under the influence of difficult social conditions, the circumstances of his life and development, and individual psychological vulnerability to these factors.

Literature:

1. Bozhovich L.I. Selected psychological works: Problems of personality formation. - M.; Voronezh, 1995.

2. Introduction to school life: Educational method. allowance / Z.L. Shintar. –Grodno, 2002.

3. Vygotsky L.S. History of the development of higher mental functions // L.S. Vygotsky. Collected works: in 6 volumes. -T.4. -M., 1983.

4. Zhuravlev D. Adaptation of students during transition periods //Public education. -2008. -№2.- P.31.

5.Zelenova M.E. Psychological features of pedagogical influence on a child’s adaptation in elementary school: dis. Ph.D. psycho. nauk.- M., 1992.

6. Kolominsky Ya.L., Panko E.A. To the teacher about the psychology of six-year-old children. – M., 1988.

7. Kostyak T.V. Psychological adaptation to school. - M.: “Academy”, 2008.

8. Shkuricheva N.A. Studying the teacher’s views on the problem of schoolchildren’s adaptation to the student body // Elementary school. – 2008. -№8.- P.15.

9. Tsukerman G.A., Polivanova K.N. Introduction to school life: Program

adaptation of children to school life. – M., 2010.

Individual psychological factors

This group includes the level of development of the child’s intelligence, self-esteem, emotional state, as well as the stability of certain character traits. According to scientists, admission to a preschool educational institution leads to an effective sharpening of the child’s characteristic temperament. At the same time, phlegmatic children feel the greatest discomfort. Cholerics adapt most quickly to a changing environment.

In addition, adaptation in pedagogy is a mechanism that is influenced by:

• the degree of attachment of the child to his parents;
• the specifics of the child’s development of communication skills;
• the child’s tendency to demonstrate independence;
• degree of mental development;
• existing habits.

Factors influencing the nature and duration of adaptation material on the topic

Factors influencing the nature and duration of adaptation

Factors influencing the nature and duration of adaptation.

Experts identify an easy adaptation, in which the child’s negative emotional state does not last long. And within 2-3 weeks, as you get used to the new conditions, everything will return to normal. With moderate adaptation, the child’s emotional state normalizes more slowly and during the first month he usually suffers from acute respiratory infections. At this stage, it is necessary to refrain from hasty conclusions and emotionally support the baby: do not discuss in his presence what you think are negative aspects, and do not show anxiety. The most undesirable is severe adaptation, when the emotional state returns to normal very slowly (sometimes several months). During this period, the child either suffers repeated illnesses, often with complications, or exhibits persistent behavioral disturbances (trying to hide, go somewhere, sit in the waiting room and call for his mother, etc.). For some, this process is so difficult that they have to be recognized as “non-Sadovian.” Listen, however, to the advice of educators; in any case, the last word should remain with a specialist - a psychologist.

What determines the nature and duration of the adaptation period?

- Depending on the age of the child. The most difficult thing for children to adapt to new conditions is between the ages of 1 and 2.5 – 3 years.

— On the state of health and level of development of the child. A healthy, well-developed child can more easily endure the difficulties of social adaptation.

- From individual characteristics. Even children of the same age and gender behave differently in the first days of kindergarten. Some cry from the very first day, refuse to eat or sleep, and react to every suggestion from an adult with violent protest. But several days pass, and the child’s behavior changes radically: appetite and sleep are restored, the child watches his friends’ play with interest. Others, on the contrary, are outwardly calm in the first days, fulfill the teacher’s demands without objection, and in subsequent days they part with their parents crying, eat and sleep poorly, and do not participate in games. This behavior can last for several weeks and is normal in both cases.

— On the level of training of adaptation mechanisms. It is necessary to create conditions in advance that require new forms of behavior from the child. Children who, before entering kindergarten, repeatedly found themselves in different conditions (visited relatives, went to the country, etc.) get used to a preschool institution more easily.

- From the child’s experience of communication with peers and adults. It is important that in the family the child develops trusting relationships with adults and instills the ability to have a positive attitude towards the demands of elders (go to bed, eat, clean up toys, etc.)

Ensuring a more painless adaptation of a child to the conditions of a kindergarten can only be achieved through the joint efforts of the family and the child care institution.

Social and psychological factors

In psychology and pedagogy, adaptation is a process influenced by:

• social attitudes;
• the nature of the child’s environment before entering the preschool educational institution;
• specifics of the kindergarten environment.

The presence of the above factors allows children to most effectively establish contacts in a new interpersonal interaction.

According to some researchers, the main criterion by which the level of social adaptation in pedagogy can be determined is nothing more than the child’s absence of permanent disturbances in his behavior, which border on a neurological disorder. If such a situation does occur, then we can say that the baby is maladapting. He has not yet been able to adapt to the new conditions of the preschool educational institution.

Facts influencing the severity of adaptation.

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During the adaptation period, the following factors must be taken into account:

Condition and development of the child. It is absolutely clear that a healthy, well-developed child can more easily endure all kinds of difficulties, including difficulties of social adaptation. Therefore, in order to protect the child from diseases and prevent mental stress, parents should try in every possible way to provide the child with conditions for development and take care of his health.

Baby's age. One-and-a-half-year-old children have a more difficult time coping with separation from loved ones and adults and changes in living conditions. At an older age (after one and a half years), this temporary separation from the mother gradually loses its stressful effect.

Biological and social factors. Biological factors include toxicosis and diseases of the mother during pregnancy, complications during childbirth and diseases of the baby during the neonatal period and the first three months of life. Frequent illnesses of the child before entering preschool also influence the severity of adaptation. Unfavorable social conditions are significant. They are expressed in the fact that parents do not provide the child with the correct routine appropriate for his age, a sufficient amount of daytime sleep, do not monitor the correct organization of wakefulness, etc. this leads to the child becoming overtired.

Level of training of adaptive capabilities. Socially, this possibility is not trained on its own. The formation of this important quality should go in parallel with the general socialization of the child, with the development of his psyche. Even if a child does not enter a preschool institution, he should still be placed in conditions where he will need to change his behavior.

No. 12. Organization of children's lives during the period of adaptation to a preschool institution. Persons responsible for its success.

When entering kindergarten, all children experience adaptation stress, so it is very important to help the child overcome emotional stress and successfully adapt to the new environment. Experts distinguish three periods of a child’s adaptation to kindergarten: acute, subacute, and compensation period. The first two periods can be classified according to severity - mild, moderate, severe and extremely severe. The characteristics of all degrees of adaptation are described in the specialized literature, so we will focus only on the functions of the nurse during the adaptation period. Among them: - working with medical records, if necessary, talking with parents to determine the child’s health group, understanding the history of its development, clarifying complications and prohibitions on certain medications and products;

— together with a psychologist and senior teacher of a preschool educational institution, preparation of recommendations on the mode of adaptation of a child to a preschool educational institution based on entries in the medical record;

— preventing children with viral infections and other current diseases from entering kindergarten, monitoring children’s health status and food intake;

— together with teachers, maintaining an adaptation sheet (continued until the child fully adapts to kindergarten).

Often the cause of unbalanced behavior in children is the improper organization of the child’s activities: when his motor activity is not satisfied, the child does not receive enough impressions and experiences a deficit in communication with adults.

Disruptions in children’s behavior can also occur as a result of the fact that their organic needs are not met in a timely manner - inconvenience in clothing, the child is not fed in a timely manner, or does not get enough sleep.

Therefore, the daily routine, careful hygienic care, methodically correct implementation of all routine processes - sleep, feeding, toileting, timely organization of children’s independent activities, classes, implementation of the correct educational approaches to them is the key to the formation of the child’s correct behavior, creating a balanced mood in him.

No. 13. Adaptation phases.

In the course of a comprehensive study conducted by scientists in different countries, stages (phases) of the adaptation process were identified.

1. Acute phase - accompanied by various fluctuations in the somatic state and mental status, which leads to weight loss, more frequent respiratory diseases, sleep disturbances, decreased appetite, and regression in speech development; the phase lasts on average one month.

2. Subacute phase - characterized by adequate behavior of the child, that is, all changes decrease and are recorded only in certain parameters, against the backdrop of a slower pace of development, especially mental, compared to average age norms; the phase lasts 3-5 months.

3. Compensation phase - characterized by an acceleration of the pace of development, and by the end of the school year children overcome the above developmental delay.

No. 14. Main objective indicators of the end of adaptation.

Objective indicators of the end of the adaptation period in children are:

· deep dream;

· a good appetite;

· cheerful emotional state;

· complete restoration of existing habits and skills, active behavior;

· age-appropriate weight gain.

No. 15. Main types of adaptation.

Doctors and psychologists distinguish three degrees of adaptation: mild, moderate and severe. The main indicator of severity is the timing of normalization of the child’s behavior, the frequency and duration of acute diseases, and the manifestation of neurotic reactions.

Easy short-term adaptation lasts for 2-6 weeks.

Severe – long-term: about 6-9 months.

No. 16. The concept of microbiology. Characteristics of microorganisms.

Microbiology is the science that studies the life and development of living microorganisms (microbes). Microorganisms are an independent large group of single-celled organisms related in origin to the plant and animal world.

A distinctive feature of microorganisms is the extremely small size of an individual individual.

Diameter b. bacteria does not exceed 0.001 mm. In microbiology, the unit of measurement used is micron, 1 µm = 10-3 mm). Details of the structure of microorganisms are measured in nanometers (1 nm = 10-3 µm = 10-6 mm).

Due to their small size, microorganisms easily move with air flow through water. They spread quickly.

One of the most important properties of microorganisms is their ability to reproduce. The ability of m/organisms to reproduce quickly is much greater than that of animals and plants. Some bacteria can divide every 8-10 minutes. So from one cell weighing 2.5·10-12 g. in 2-4 days, under favorable conditions, a biomass of about 1010 tons could be formed.

Another distinctive characteristic of m/organisms is the diversity of their physiological and biochemical properties.

Some m/organisms can grow in extreme conditions. A significant number of microorganisms can live at a temperature of - 1960C (liquid nitrogen temperature). Other types of m/organisms are thermophilic m/organisms, the growth of which is observed at 800C and above.

Many microorganisms are resistant to high hydrostatic pressure (in the depths of seas and oceans; oil fields). Also, many m/organisms retain their vital functions in conditions of deep vacuum. Some organisms can withstand high doses of ultraviolet or ionizing radiation.

No. 17. Spread of germs.

Soil is the main habitat for many microorganisms. The content of microorganisms in the soil is millions and billions per gram. The composition and number of microorganisms depend on humidity, temperature, nutrient content, and soil acidity.

Fertile soils contain more microorganisms than clay and desert soils. The top layer of soil (1-2 mm) contains fewer microorganisms, because sunlight and drying cause their death, and at a depth of 10-20 cm there are the most microorganisms. The deeper, the lower the number of microorganisms in the soil. The top 15 cm of soil is richest in microbes.

The species composition of soil microflora primarily depends on the type of soil. Aerobic microorganisms predominate in sandy soils, while anaerobic microorganisms predominate in clayey soils. As a rule, they contain saprophytic species of spore-forming bacilli and clostridia, actinomycetes, fungi, mycoplasmas, blue-green algae, and protozoa.

Soil microorganisms carry out the decomposition of human corpses, animal and plant residues, self-purification of the soil from sewage and waste, the biological cycle of substances, and change the structure and chemical composition of the soil. Pathogenic microorganisms enter the soil with excretions of humans and animals.

Air. The number of constantly present microorganisms in the atmospheric air is relatively small. Most of them are found in the near-Earth layers of the atmosphere. As you move away from the earth's surface in environmentally favorable regions, the air becomes cleaner.

The number of microorganisms depends on the altitude and distance from populated areas. Here they only persist for a while, and then they die due to solar radiation, temperature exposure, and lack of nutrients.

In winter, the number of microorganisms in the air of open spaces is less than in summer. There are more microorganisms in the air of indoor spaces in winter than in summer. Microorganisms enter the air from patients through the respiratory tract, with dust, from contaminated objects, and soil.

In the atmospheric air, the species composition of microflora is constantly changing. The air may contain: staphylococci, streptococci, pathogens of diphtheria, tuberculosis, measles and influenza viruses. Therefore, airborne droplets and airborne dust transmission of the infectious principle are possible. And to prevent them they use masks, ventilation, and wet cleaning.

Water. Water is the natural habitat of many microorganisms. The quantitative ratios of aquatic microorganisms in open reservoirs vary widely, depending on the type of reservoir, season, and degree of pollution. There are especially many microorganisms near populated areas, where the water is polluted by wastewater. Clean water - artesian wells and springs. Water is characterized by its self-purification: death under the influence of sunlight, dilution with clean water, due to the antagonism of microorganisms and other factors.

The species composition of water microflora is not much different from soil. Water epidemics are known: cholera, typhoid fever, dysentery, tularemia, leptospirosis.

Normal microflora of the human body. The microflora isolated from a healthy person is distinguished by species diversity. At the same time, some types of microorganisms live in the human body constantly and constitute a normal group of microflora, while others are detected periodically, entering the human body from time to time.

Respiratory tract: permanent microflora is contained only in the nasal cavity, nasopharynx and pharynx. It contains gram-negative catarrhal micrococci and pharyngeal diplococci, diphtheroids, capsular gram-negative bacilli, actinomycetes, staphylococci, peptococci, Proteus, and adenoviruses. The terminal branches of the bronchi and pulmonary alveoli are sterile.

Mouth: specific types of microorganisms appear in the child’s oral cavity after 207 days. Among them, 30-60% are streptococci. The oral cavity is also colonized by mycoplasmas, yeast-like fungi, saprophytic species of Treponema, Borrelia and Leptospira, Entamoeba, and Trichomonas.

Gastrointestinal tract: the small intestine does not contain specific types of microbes, and occasional ones are rare and few in number. The large intestine is populated by transient microorganisms from the first day of life. Obligate anaerobes predominate in it, in particular bifidobacteria, lactobacilli, bacteroides and eubacteria - 90-95%. 5-10% - facultative anaerobic bacteria: Escherichia coli and lactic acid streptococci. Tenths to hundredths of a percent of the intestinal biocenosis are accounted for by residual microflora: clostridia, enterococci, Proteus, Candida, etc.

Microflora of the skin and conjunctiva of the eye: micro- and macrococci, coryneforms, mold yeasts and yeast-like organisms, mycoplasmas, and opportunistic staphylococci live on the skin and conjunctiva of the eye. Other types of microbes, actinomycetes, fungi, clostridia, Escherichia, Staphylococcus aureus, inoculate the skin and conjunctiva in conditions of highly dusty indoor air, contamination of household items, and direct contact with soil. At the same time, the number of microorganisms on the skin is many times greater than on the eye area, which is explained by the high content of microbicidal substances in the conjunctival secretion.

Microflora of the genitourinary tract: the urinary tract of healthy people is sterile, and only in the anterior part of the urethra are gram-negative non-pathogenic bacteria, coryneforms, micrococci, staphylococci and others. Mycobacteria smegma and mycoplasma live on the external genitalia. From the 2nd to 5th day of a newborn’s life, the vagina is populated for many years by non-pathogenic coccal microflora, which is replaced by lactic acid bacteria at puberty.

No. 18. Microbial variability. Application of these properties in medicine.

Microbes are very changeable. For example, under the influence of certain influences, a bacterium shaped like a long rod can turn into a ball. But it is important for us that changes in the appearance and shape of the smallest creatures under the influence of radiation are sometimes accompanied by hereditary changes in their properties.

In the laboratory, it is possible to “tame” beneficial microbes that produce, for example, antibiotics, or even change their properties so that they produce useful products in even greater quantities. Thus, it was possible to develop a culture of a mold that produces penicillin, the productivity of which is 200 times higher than usual. Under natural conditions, a microbe was discovered that is capable of synthesizing the valuable amino acid lysine in noticeable quantities. As a result of the applied influence, a modified form of this microorganism was obtained, which synthesizes lysine 400 times more intensely than the “savage” one. Adding cheap lysine to bird and animal feed dramatically increases its nutritional value.

It is possible to deprive pathogenic microbes of their harmful properties by exposing them, for example, to X-rays or radium. Such neutralized microbes turn from enemies into our friends. They are used with great success to obtain therapeutic vaccines. To successfully combat harmful microbes, you need to take into account their characteristics. Knowing the properties of microbes, it is possible to create conditions that will be favorable for the development of beneficial species and hinder the development of harmful ones.

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Types of socio-psychological adaptation

Considering the concept of adaptation in pedagogy, we can talk about the existence of the following:

1. Progressive socio-psychological adaptation. It is characterized by the achievement of unity of interests of the individual and the goals of groups in society.
2. Regressive socio-psychological adaptation. This type is formal. Moreover, such adaptation does not meet the interests of society, as well as the development of the individual and social group.

According to some psychologists, the regressive type of adaptation to new conditions does not allow an individual to self-realize and demonstrate the creative abilities given to him by nature. Socialization of the individual is possible only with progressive adaptation. Otherwise, the child will develop a tendency to systematically violate norms of behavior, which will cause new problematic life situations to arise, to which the lack of experience will not allow him to adapt.

Features of adaptation to school

A child is a person with his own individuality, special temperament, character, set of habits, and state of health. The transition to school life is different for children. It also depends on factors such as:

• mental, physiological, psychological readiness for school;
• level of socialization, ability to communicate and interact with adults and other schoolchildren.

The beginning of the school period is a difficult time, when all the difficulties of children’s adaptation to new conditions and lifestyles appear. If earlier for a 6-7 year old child everything was done in a playful way, now he is required to pay attention, order, and composure in the process of learning activities unknown to him.

This is why the child needs support and help from adults, and adaptation may take up to 2-6 months.

If the adaptation process was successful, then the first grader behaves calmly and does not feel discomfort or difficulty in completing homework. He is in a good mood, speaks positively about the teacher and classmates, makes new acquaintances, follows the rules and has a normal attitude towards the comments of his elders.

However, the opposite situation often occurs when the baby cannot cope with the loads and maladjustment occurs:

• fatigue and sleep problems;
• complaints about relationships with the teacher and classmates;
• non-acceptance of order, constant whims;
• problems with academic performance.

In this case, it is necessary to contact experienced teachers and psychologists in order to receive advice for an individual approach during the adaptation period.

Adaptation problems

The process of children adapting to a new environment at 4-5 years old has practically no differences. However, if we consider social adaptation for older preschoolers in psychology and pedagogy, it is a mechanism that significantly expands the level of problems that arise when a child masters a new living space for him. The thing is that at the age of six, children are already quite close to moving to a new educational institution. This leads to a change in their social status, which increases problems with adaptation. This may also be related to the development of the child’s mental apparatus. Most often in this case, teachers note the lack of attention, hyperactivity and aggressive behavior of the student.

The problem of school adaptation in pedagogy is not a new topic. At the same time, today we can say that its relevance has increased many times. This is due to globalization and mobility, political and economic changes, new approaches to the structure of the education system, etc.

Entering school, studying there, and moving from class to class require special efforts from children. However, the most acute issue of a child’s adaptation is precisely when moving to a new educational institution. This is caused by the following:

1. Informatization of society, introduction of educational standards and development of technological progress. All this greatly complicates the adaptation process.
2. Requirements of Federal State Educational Standards. In order for the first-grader’s skills to match them, the child will need to make considerable psychological, moral and physical efforts.
3. In addition, in addition to the usual educational skills and knowledge, young schoolchildren have to achieve personal and mega-subject results. After all, only in this case will children meet the requirements for primary school graduates.
4. An endless stream of new information. A first-grader suddenly finds himself in a new role, as well as surrounded by a system of rights and responsibilities that is unusual for him.

School adaptation in pedagogy is considered a process during which a child assimilates and accepts a new social situation for himself, masters his new status as a student and acquires skills in new interaction systems (“child-peer”, “child-teacher”). At the same time, the little person begins to develop new behavioral characteristics.

If we consider the concept of school adaptation in psychology, it is worth noting that it is characterized by the following criteria:

• children’s mastery of a new life situation for them, which they see in the unity of its elements;
• the student’s acceptance of a new status and social position for him;
• restructuring of the student’s way of life, initiated by an adult.

Social adaptation presupposes the child’s ability to:

• respond to the teacher;
• listen;
• perform assigned exercises independently;
• analyze and organize the execution of tasks.

An important aspect will be the ability to maintain contacts with peers and give an adequate assessment of both oneself and others.

In the process of adaptation to school, the physical preparation of the body is also important, because a rather impressive load falls on the child. His body begins to work to the limit. This poses a risk of overwork.

In addition, school adaptation in pedagogy is also considered from a psychological point of view. The degree of rapid adaptation to new conditions largely depends on the child’s readiness to enter school, that is, on his:

• desire to learn new knowledge and complete teacher assignments;
• desire to successfully master them.

The ability to process information and remember is also important.

The concept and essence of a child’s adaptation to the conditions of a preschool institution

Inna Cherkasova

The concept and essence of a child’s adaptation to the conditions of a preschool institution

In a broad sense, the concept of “ adaptation ”

is considered as the ability of a living organism to adapt to new
environmental conditions . This interpretation of the concept “
adaptation ” rather refers to the body’s adaptation to the external physical characteristics of the environment
(air temperature, climate, lighting, etc.)
.
There is another level of adaptation of the body - this is social adaptation . The essence of adaptation is that adaptation process takes place in situations where a person experiences difficulties of a psychological and physical nature due to emerging contradictions between his capabilities and the requirements of the environment, including the requirements of society. adaptation of the individual comes into force .
Social adaptation is the adaptation of an individual to the conditions of a new social environment.

Depending on the capabilities, the strength of the influence of environmental factors and the psychological characteristics of a person, three types of individual adaptation :

1. Creative type of adaptation . about this type of adaptation in cases where an individual, instead of adapting to new environmental factors, strives to change them in order to adapt them to his needs.

2. Conformal type of adaptation . This style of adaptation consists of the individual’s usual getting used to new requirements and environmental factors. At the same time, the actions of an individual aimed at adapting to the environment can be called, rather, passive.

3. Avoidant type of adaptation . about this type of adaptation in cases where an individual does not strive to adapt to new conditions . Human actions are aimed, rather, not at adaptation , but at avoiding new environmental demands.

In developmental psychology and pedagogy, the study of adaptation plays an important role in the process of child . We can say that how quickly a child adapts to new conditions , what type of adaptation predominates in his behavior pattern, determines how successfully he socializes in a new social environment and in society as a whole. But at the same time, there is a problem of adaptation to new conditions in preschool children . Thus, judging by the research conducted by K. L. Pechora, only 18.5% of children tolerate the process of adaptation to the conditions of a preschool educational institution easily and painlessly, 75.5% of preschoolers have an average level of adaptation to the conditions of a preschool institution , i.e. Children in general adapt to new conditions , but for a long time and with a number of difficulties. According to the same studies, 6% of preschool experience great difficulties in the process of adaptation to the conditions of kindergarten ; we can say that they are completely unprepared for new conditions . Thus, 81.5% of preschool experience certain problems of adaptation to the conditions of a preschool institution . The essence of these problems is that before entering a preschool institution, the child gets used to the daily routine established at home, certain family relationships, the peculiarities of the home menu during meals, and a limited circle of people during communication. The child adapts to the conditions within the family and, depending on them, he develops a style of behavior, interpersonal communication, and develops certain habits. With admission to kindergarten, these external conditions , and this entails changes in the child’s , external negative manifestations in his behavior, and weakening of somatic health. This occurs due to the fact that the child does not yet have enough social experience to quickly adapt to new conditions .

Adaptation of schoolchildren with developmental disabilities

According to available data, more than 80% of modern children experience learning difficulties due to certain health conditions. That is why adaptation is also considered in special pedagogy. This makes it possible to solve the problems of a child with developmental disabilities and eliminate his isolation from the society in which he grows and lives.

Disorders of social adaptation affect children's attitude towards their environment. They become anxious and gloomy, depressed and touchy. As a result, they develop isolation. Children begin to avoid a wide range of social circles. They isolate themselves within “four walls,” where they may experience hidden (masked) depression.

Growing up, a child with disabilities begins to realize that he is not like everyone else. This contributes to the formation of low self-esteem, social passivity and a narrowing of the scope of active activity.

Adaptation in correctional pedagogy is, first of all, the psychological rehabilitation of children with learning difficulties. It may represent a release of nervous tension. In addition, the teacher should strive to correct his pupil’s self-esteem, develop his memory and mental functions, imagination and thinking, attention and overcome passivity. At the same time, it will be necessary to develop in the child responsibility and independence, an active life position, help him overcome alienation and develop communication skills.