School adaptation is the process of forming a mechanism for adapting the child to the requirements and conditions of education. The result may be an adequate mechanism leading to adaptability , ensuring the success of subsequent educational activities. Or an inadequate adaptation mechanism (violation of learning and behavior, conflict relationships, psychogenic diseases and reactions, an increased level of anxiety, distortions in personal development) leading to maladaptation child.

The success of adaptation largely depends on the presence of adequate self-esteem in children. The process of its development begins at an early age: it is in the family that the child learns whether he is loved, accepted for who he is, whether success or failure accompanies him. IN preschool age the child develops a sense of well-being or trouble.

Adaptation to school has two components: physiological and socio-psychological.

Physiological adaptation:

The first 2-3 weeks of training are called "physiological storm". During this period, the child's body responds to all new influences with a significant tension in almost all of its systems. This explains the fact that in September many first graders get sick.

Next stage - unstable fixture. The child's body finds acceptable, close to optimal options for reactions to new conditions.

This is followed by a period of sustainable fixture. The body responds to loads with less stress. The duration of the entire adaptation period is approximately 5-6 weeks, and 1 and 4 weeks are especially difficult (but it should be borne in mind that the degree and pace of adaptation are individual for each).

Socio-psychological adaptation

age crises. One of them is the crisis of 7 (6) years. During this period, there are significant changes in the child's body: a rapid increase in growth, changes in the work of the cardiovascular, nervous, respiratory and other systems. This leads to increased fatigue, irritability, mood swings, while children begin to get sick, show vulnerability. There are significant changes in character (children become stubborn, capricious).

The social status of the child changes, a new social role "student" appears. This entails a change in the self-awareness of the personality of the first grader, a reassessment of values ​​occurs.

Psychological readiness for schooling includes:

development of higher mental functions (memory, attention, thinking, speech) in accordance with the age norm;

development of the communicative sphere (communication skills and interaction with children and adults);

self-regulation and arbitrariness (the ability to hear, listen and follow instructions, behave in accordance with the generally accepted norm of behavior);

intellectual component (development of cognitive processes).

the formation of the “internal position of the student”, which means the conscious setting and execution by the child of certain intentions and goals.

Another important aspect of the socio-psychological adaptation of children to school is adaptation to the children's team. More often, difficulties in this process occur in children who have not attended Kindergarten especially in the only children in the family. These children do not have sufficient experience of interacting with peers. Parents of such children may face the child's reluctance to go to school, complaints that they are offended, etc.

The success of adaptation largely depends on the presence of adequate self-esteem in children. We constantly compare ourselves with other people and, on the basis of this comparison, develop an opinion about ourselves, about our capabilities, abilities, human qualities. This is how our self-esteem develops. This process starts at early age: it is in the family that the child learns whether he is loved, whether he is accepted for who he is, whether success or failure accompanies him. At preschool age, the child develops a sense of well-being or trouble.

4. Projective test of personal relationships, social emotions and value orientations "Houses".

The methodological basis of the test is a color-associative experiment, known from the relationship test by A. Etkind. The test was developed by OA Orekhova and allows diagnosing the child's emotional sphere in terms of higher emotions of social origin, personal preferences and activity orientations, which makes it especially valuable from the point of view of analyzing the child's emotional attitude to school.

The following materials are required for the technique:

Answer sheet

Eight colored pencils: blue, red, yellow, green, purple, grey, brown, black. Pencils should be the same, painted in colors corresponding to the stylus.

The study is best done with a group of first-graders - 10-15 people, it is advisable to seat the children one at a time. If possible, you can attract high school students to help, having previously instructed them. The help of the teacher and his presence is excluded, since we are talking about the attitude of children to school life, including the teacher.

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

Instructions: Today we will be coloring. Find task number 1 on your sheet. This is a path of eight rectangles. Choose the pencil that you like best and color the first rectangle. Set that pencil aside. Look at the remaining pencils. Which one do you like best? Color the second rectangle with it. Set the pencil aside. Etc.

Find task number 2. Before you houses, their whole street. Our feelings live in them. I will name the feelings, and you choose the right color for them and paint them. Don't put away the pencils. You can paint with whatever color suits you. There are many houses, their owners may differ and may be similar, which means that the color may be similar.

List of words: happiness, grief, justice, resentment, friendship, quarrel, kindness, anger, boredom, admiration.

If children do not understand what a word means, they need to explain it using verbal predicates and adverbs.

Find task number 3. In these houses we do something special, and the residents in them are unusual. Your soul lives in the first house. What color suits her? Color it.

Designations of houses:

#2 - your mood when you go to school, #3 - your mood at the reading lesson, #4 - your mood at the writing lesson, #5 - your mood at the math lesson #6 - your mood when you talk with the teacher, No. 7 - your mood when you communicate with your classmates, No. 8 - your mood when you are at home, No. 9 - your mood when you do your homework, No. 10 - think for yourself who lives and what does in this house. When you finish coloring it, tell me quietly in my ear who lives there and what he does (the corresponding note is made on the response sheet).

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

The processing procedure begins with task No. 1. The vegetative coefficient is calculated by the formula:

VK = (18 - red place - yellow place) / (18 - place of blue color- place green)

The vegetative coefficient characterizes energy balance organism: its ability to consume energy or its tendency to save energy. Its value varies from 0.2 to 5 points. The energy indicator is interpreted as follows:

0 - 0.5 - chronic overwork, exhaustion, low performance. Loads are unbearable for a child

0.51 - 0.91 - compensated state of fatigue. Self-healing of optimal performance occurs due to a periodic decrease in activity. It is necessary to optimize the working rhythm, the mode of work and rest.

0.92 - 1.9 - optimal performance. The child is distinguished by cheerfulness, healthy activity, readiness for energy consumption. The loads correspond to the possibilities. Lifestyle allows the child to restore the expended energy.

Over 2.0 - overexcitation. More often it is the result of the child's work at the limit of his abilities, which leads to rapid exhaustion. It is required to normalize the pace of activity, the mode of work and rest, and sometimes reduce the load.

Next, the indicator of the total deviation from the autogenous norm is calculated. A certain order of colors (34251607) - autogenous norm - is an indicator of psychological well-being. To calculate the total deviation (SD), the difference between the actual occupied space and the normative position of the color is first calculated. Then the differences (absolute values, without taking into account the sign) are summed up. The CO value varies from 0 to 32 and can only be even. The SD value reflects a stable emotional background, i.e. the prevailing mood of the child. Numeric values SO are interpreted as follows:

More than 20 - the predominance of negative emotions. The child is dominated by a bad mood and unpleasant experiences. There are problems that the child cannot solve on his own.

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

Less than 10 - Predominance of positive emotions. The child is cheerful, happy, optimistic.

Tasks No. 2 and No. 3 essentially decipher the emotional sphere of the first grader and guide the researcher in the likely problems of adaptation.

Task number 2 characterizes the sphere of social emotions. Here it is necessary to assess the degree of differentiation of emotions - normally, the child paints positive feelings with primary colors, negative ones - brown and black. Weak or insufficient differentiation indicates deformation in certain blocks of personal relationships:

Happiness-grief - a block of basic comfort, Justice - resentment - a block of personal growth, Friendship - quarrel - a block of interpersonal interaction, Kindness - anger - a block of potential aggression, Boredom - admiration - a block of cognition.

In the presence of an inversion of the color thermometer (primary colors occupy the last places), children often have insufficient differentiation of social emotions - for example, both happiness and quarrel can be indicated by the same red color. In this case, you need to pay attention to how the child colors the pair categories and how far the pairs are in the color choice.

The relevance of the child's experience of this or that feeling indicates its place in the color thermometer (task No. 1).

Task No. 3 reflects the child's emotional attitude towards himself, school activities, teacher and classmates. It is clear that if there are problems in some area, the first grader paints these houses in brown or black. It is advisable to highlight the rows of objects that the child marked with the same color. For example, school-happiness-admiration or homework-woe-boredom. The chains of associations are transparent enough to understand the child's emotional attitude to school. Children with weak differentiation of emotions are also likely to be ambivalent in their emotional evaluation of activities. According to the results of task No. 3, three groups of children can be distinguished:

from positive attitude for school

with an ambivalent attitude

with a negative attitude

It should be noted that with extremely low or extremely high values ​​of VC and SD, doubts about the purity of the study, this technique can be duplicated according to the same scheme, but individually, with standard cards from the Luscher test.

The following is a summary table<Annex 3 >. The vegetative coefficient, the data of a survey of parents and the analysis of medical statistics characterize in general physiological component adaptation of the first-grader to school. For convenience, all data can be reduced to three categories:

sufficient physiological level of adaptation (no psychosomatics, energy balance is normal)

partial physiological level of adaptation (either psychosomatic manifestations or low energy balance are observed)

insufficient physiological level of adaptation (diseases during the period of adaptation, psychosomatic manifestations, low energy balance)

The total deviation from the autogenous norm is an integrated indicator emotional component adaptation. In the summary table, it makes sense to reflect the sign of the relationship (positive, ambivalent, negative) of the first grader to the teaching, teacher, classmates and himself.

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

sufficient

partial

insufficient (or maladjustment)

Literature

Orekhova O.A. Color diagnostics of the child's emotions. SPb., 2002.

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Keywords: school adaptation, educational activity, social position, normativity, disadaptation.

The principles of state policy in the field of education - humanism, the priority of universal human values, the life and health of children, the orientation towards the formation, development, realization of the personal potential of the subjects of education - are increasingly attracting the attention of scientists and practitioners to the problem of adapting a child to school and, more broadly, to life.

As is known, adaptation(from Latin adapto - adaptation) - one of the central concepts of biology, physiology, psychology and many other sciences that study living organisms, especially humans. The problem of adaptation of junior students school age significant and relevant because the conditions social environment never remain unchanged, the process of adaptation is continuous.

Considering the child's adaptation to school, researchers identify levels, mechanisms and indicators of adaptation. We propose to consider school adaptation in three areas:

1. Academic adaptation characterizes the degree of compliance of the child's behavior with the norms school life: accepting the demands of the teacher and the rhythm learning activities, mastering the rules of behavior in the classroom, attitude towards school, sufficient cognitive activity in the classroom, etc.;

2. Social adaptation reflects the success of the child's entry into a new social group in the form of acceptance of the child by classmates, a sufficient number of communication links, the ability to solve interpersonal problems, etc.;

3. Personal adaptation characterizes the level of acceptance by the child of himself as a representative of a new social community (“I am a schoolboy”) and is expressed in the form of appropriate self-esteem and the level of claims in the school sphere, the desire for self-change, etc.

The goals of the school in the adaptation of students are: in creating favorable conditions for the self-realization of the student's personality, which brings the child to a higher potentially possible level of development, adapting (adapting) him to his requirements; creation of a model of a self-developing socio-pedagogical system that provides level, profile and general cultural differentiation of education. Such a mutual adaptation of the educational system to the student, and the student to the requirements of the system, is included in the concept of "school adaptation" (N.P. Kapustin).

Despite the continuity of adaptation, this phenomenon is associated, first of all, with periods of a radical change in the activity of the individual and his social environment. In childhood, such periods are the beginning of schooling, the transition to the secondary level (grades 5), the transition to specialized education (grades 9–10), the period of completion of education and the choice of a future profession. Among these moments, the most important and responsible is admission to school. Indeed, adaptation at subsequent stages, and the whole process of socialization and development of the student's personality, depends on how the school biography of the child begins.

For a long time it was believed that the criterion for a child's readiness for learning is the level of his mental development. L.S. Vygotsky was one of the first to formulate the idea that “readiness for schooling lies not so much in the quantitative stock of representations as in the level of development of cognitive processes. Motivation for learning is very important for successful adaptation. In the first year of study, it is mainly provided by adults. For development learning motivation interest and understanding on the part of parents and teachers is important. Tips for developing interest and desire for learning:

• Faith in the success of the child;
• positive attitudes;
• Love and goodwill;
• Accustoming to the regime of the day;
• Compliance with established rules and norms of behavior.

In our presentation, we study the process of adaptation of younger students, so we consider it necessary to consider the features of learning and development at this age. The development of children of primary school age (7–11 years old) is predetermined by the leading role learning activities, which has as its content the mastery of generalized methods of action in the sphere theoretical knowledge, the birth of the child's social self. He discovers the meaning of the new social position- the position of the student associated with the implementation of highly valued by adults educational work. The possibilities of age are mainly associated with educational activities and communication with peers. The main line of development is normativity, mastering the norms of teaching, cognition, communication, socially acceptable behavior. During these years, there is an active development of thinking, primarily conceptual theoretical.

In the process of assimilation of the full structure of educational activity, basic mental abilities are formed: analysis, planning, reflection. The development of arbitrariness is carried out - the ability to be guided in behavior by goals set by adults, the ability to set a goal yourself and, in accordance with it, independently control one's behavior and activities. Perception acquires the character of organized observation (synthesizing perception), memory and attention become arbitrary, meaningful, purposeful. Higher feelings are formed, restraint and awareness in the manifestation of emotions are enhanced. A full-fledged mental and social development is also characterized by the development of broad social and cognitive motives for learning, the predominance of achievement motivation and prestige motivation in successful learning, the formation of a sense of competence, an adequate level of claims, the development of the ability to make friends, experience long-term emotional attachment.

All of the above can be represented as a system of psychological and pedagogical requirements for the status of a junior schoolchild (grades 1 and 3–5), which is revealed in 3 areas of school adaptation (see Fig. Attachment 1 ).

Effective adaptation, according to a number of authors, is one of the prerequisites for successful educational activities, and the leading one for children of primary school age, as it is a complex system of activities aimed at mastering new forms of activity, behavior, communication, and is associated with a change in the social status of the younger schoolboy.

The main psychological and pedagogical conditions for the effectiveness of adaptation of younger students in the learning process include:

1. Transformation of the traditional class-lesson system into a system for organizing a student-oriented educational process.
2. The achievement by the teacher of the correspondence between the nature of the pedagogical influence and the internal (subjective) features of the development of the personality of the younger student.
3. The support of the educational influence of the teacher on the "zone of proximal development" of the child in the formation of the motivation to achieve success.
4. Formation of directed motivation of various kinds of relationships and activities in the learning process.
5. The positive impact of the teacher on the emotional sphere of schoolchildren.
6. Formation of adequate introspection and self-esteem of schoolchildren.
7. The presence of psychological and pedagogical competence in the activities of the teacher.

The technology of adaptation of younger schoolchildren in the learning process as a result of this process - the productive development of the student's personality in elementary school - is based on the psychological and pedagogical concept of harmonizing the relationship between the individual, the environment, students and students. teaching staff elementary school, which allows to substantiate the concept of student-centered education of younger students. Adaptation with this approach assumes that the younger student has the opportunity to develop at an appropriate pace, depending on their abilities and needs, while becoming the subject of the educational process at school. Within the framework of this concept, the idea of ​​the developing space of the school environment is also significantly expanding.

Main idea adaptation of younger students in the process of education in primary school - the creation of an educational system based on the principles of mutual responsibility, mutual assistance, mutual interest of teachers in achieving success by primary school students in various subjects. Joint pedagogical activity should be based on trust, understanding and cooperation, respect for each other and aimed primarily at solving the common task of realizing the psychological and social functions of the child's personality.

The implementation of the technology of pedagogical support for the process of adaptation of younger students in the education system provides for the differentiation of the program material: the nature and volume of the load, means of pedagogical influence and control, depending on age and individual characteristics, and the level of preparedness of the children in the class.

The following approaches can be used in organizing the process of adaptation of younger students: activity, involving the inclusion of students in various activities; systemic, realized through communication extracurricular activities with educational; student-centered aimed at supporting children's individuality, the development of individual and personal abilities of students; integrated, based on the relationship and interaction of various types of art; regional, allowing to improve the content of the educational process based on the ethno-cultural characteristics of the region.

Thus, the study revealed three levels of children's adaptation to school. Knowing, their parents can check how this period of getting used to a new school life goes.

High level of adaptation.

Positive emotional attitude to school, ability for independent learning activities without outside help, composure, self-discipline, ability to achieve a goal, overcome obstacles, voluntary acceptance of any tasks.

Average level of adaptation.

Positive emotional attitude to the school, the ability to learn activities, the ability to achieve the goal and overcome the obstacles that arise.

Low level of adaptation.

Negative or indifferent attitude to school, poor ability for independent learning activities, lack of concentration, poor ability to achieve the set goal, overcome obstacles, inability to voluntarily take on any tasks.

At a low level of adaptation, it is observed maladaptation. School maladaptation is the formation of inadequate mechanisms for a child to adapt to school in the form of learning and behavioral disorders, conflict relations, psychogenic diseases and reactions, an increased level of anxiety, and distortions in personal development.

An analysis of literary sources makes it possible to classify the whole variety of factors contributing to the emergence of school maladjustment (see. Annex 2 ).

TO natural and biological prerequisites can be attributed:

• somatic weakness of the child;
• violation of the formation of individual analyzers and sensory organs (unburdened forms of typhlo-, surdo- and other pathologies);
• neurodynamic disorders associated with psychomotor retardation, emotional instability (hyperdynamic syndrome, motor disinhibition);
• functional defects of the peripheral organs of speech, leading to a violation of the development of school skills necessary for mastering oral and writing;
• mild cognitive disorders (minimal brain dysfunctions, asthenic and cerebroasthenic syndromes).

TO socio-psychological reasons school maladaptation can include:

• social and family pedagogical neglect of the child, inferior development at previous stages of development, accompanied by violations of the formation of individual mental functions and cognitive processes, shortcomings in the preparation of the child for school;
• mental deprivation (sensory, social, maternal, etc.);
• personal qualities a child formed before school: egocentrism, autistic-like development, aggressive tendencies, etc.;
• inadequate strategies for pedagogical interaction and learning.

A child's inability to adapt to learning leads to a deterioration in his health, a decrease in academic performance, alienation from school, an unfavorable social status, which is the cause of the destructiveness of the personality (see. Annex 3 ).

The process of becoming a person takes place throughout life. A person throughout his life assimilates the norms of behavior in society, reconsiders his positions and, thereby, undergoes socialization. The success of the process of socialization of an individual as a whole depends on its success in school adaptation. We propose a model of an elementary school graduate (see Fig. Appendix 4 ).

Thus, in order for the period of adaptation to school to be relatively easy for the child, it is very important that the relationships in the family are good, there are no conflict situations, and besides, the child himself must have a favorable status in the peer group. So, how the child will learn, whether this period in the life of the family will become joyful and happy or whether it will reveal previously invisible difficulties, all this depends on the preparedness of the child, the family and the work of the teacher.

Bibliography:

1. Vygotsky L.S. Selected psychological studies. – M.: Pedagogy, 1956. – 520 p.
2. Zavadenko N.N. and others. School maladaptation: psychoneurological and neuropsychological studies // Questions of psychology. - 1999. - No. 4. - S. 21-28.
3. Semenaka S.I. Socio-psychological adaptation of the child in society. – M.: ARKTI, 2012. – 72 p.

The school puts before the child a large number of new tasks that require the mobilization of his physical and intellectual forces. A first-grader needs to get used to the new conditions that have arisen in his life, to adapt to them. It's about about - the most stressful period in the first year of study. It occurs on a social, physiological and psychological level.

The period of adaptation for each child occurs individually. Its terms can vary from three weeks to six months. It is important to monitor the dynamics of the adaptation process, identify the causes of emerging maladjustment and carry out the necessary correction of the identified deviations in the course of “adjusting” a first grader to school life.

Factors social adaptation	Factors of physiological adaptation	Factors of psychological adaptation
New forms of relations, new communication links have been established. Established ways of interacting with peers and adults. The direction of further personal self-realization of the first grader at school is outlined.	High efficiency. Good sleep and appetite. Absence of symptomatic diseases.	No mood swings or whims. There is a positive motivation for learning. Mastering the basic skills of educational activities. Readiness for self-assessment.

The main issues of diagnostics

Diagnosis of adaptation of first-graders involves a deep individual examination. It is aimed at obtaining information about the qualitative indicators of the main necessary changes that should occur in all areas of the child's life and activities.

The main purpose of diagnostics is to identify children who have difficulties in adapting and need professional help. Based on the results of the study, individual development trajectories of schoolchildren should be determined and developed.

The diagnostics are initiated by the school administration in order to obtain general information about the level of adaptation of all first-graders. This type of activity is necessarily fixed in the school work plan for the academic year. The school psychologist is directly involved in conducting research and processing data in close cooperation with the class teacher of first-graders.

Diagnostics is carried out in several stages.

1. Observation- goes during the first month of training to detect features in the child's behavior in the lessons and breaks.
2. Survey- held from 15 to 30 September. Sent to fix:

• the level of mental development of first-graders, the identification of children who have lagging behind the age norm;
• the degree of formation of motives for learning, the allocation of the leading motive;
• the stability of the emotional state of the student, the presence of negative or positive emotions that the child experiences in different learning situations;
• level of school anxiety, analysis of factors that cause discomfort, tension, fear in a first grader.

1. Drawing up individual conclusions– after the survey, the final processing of the data obtained is carried out, on the basis of which:

• children at risk are identified;
• Recommendations are made for teachers and parents.

The basis for drawing up such a conclusion should be a summary table with the results of the diagnosis. She may look like this.

1. Familiarization of participants in the educational process with the results of the diagnosis of adaptation of first-graders - the final conclusions are discussed during:

• small teachers' council or council (most often they are held during the autumn holidays);
• individual consultations;

1. Drafting individual programs working with children with signs of maladjustment— takes place in close cooperation with all stakeholders. This work should be completed by the end of the first quarter. The program must include:

• group lessons;
• individual psychological and pedagogical support;
• individual forms of work aimed at solving specific problems.

1. Implementation of individual programs- takes 1 - 4 months.
2. Rediagnosis- must be done at the end school year(April - May) to obtain the final data.
3. The final stage - necessary to compare the starting and final indicators. At this stage, the dynamics of the child's development is analyzed and the effectiveness of the implementation of the developed recommendations and is established.

Based on the information provided, the psychologist should draw up a plan for diagnosing the level of adaptation of first-graders, specifying the indicated areas of activity. It may take the following form:

To obtain complete and reliable information about each child in the process of diagnosis, it is also necessary to carry out:

• survey of parents;
• interviewing teachers;
• study of medical records of children.

The main direction of diagnostic activity is the questioning and testing of first-graders using various methods. It can be done both individually and in groups. It usually takes 15-20 minutes to examine one child.

The main methods of diagnosing the adaptation of first-graders

To diagnose the adaptation of first-graders, the psychologist selects the most effective methods that meet the following criteria:

• aimed at studying all the key parameters of adaptation;
• not only reveal signs of maladaptation, but also allow to identify factors influencing the appearance of problems in adaptation;
• do not require significant organizational, time and material costs for their implementation.

Observation

The most common diagnostic method is observation. Most often, sampling is used. In the process of its implementation, only those features of the child's behavior that distinguish him from the general mass of first-graders are recorded. Supervision is carried out simultaneously for all children in the class. Basic requirements for organizing surveillance:

• the presence of a monitoring scheme;
• systematic;
• objectivity.

Observation should also include:

• analysis of the child's progress;
• viewing notebooks;
• listening to oral responses;
• analysis of existing interpersonal relationships.

As a result of observations, there is an assessment (on a 5-point scale) of the main seven components:

• learning activity;
• assimilation of program materials;
• behavior in the classroom;
• behavior during change;
• relationships with classmates;
• relationship with the teacher
• emotions.

The corresponding scores and conclusions must be entered into the school adaptation card.

The total number of points can be interpreted as follows:

• 35 - 28 - high level of adaptation;
• 27 - 21 - medium;
• 20 or less is low.

For observations during the adaptation period, you can use Stott map, which provides for the study of asociality, infantilism, subordination, activity and uncertainty.

Factor Asociality, Infantilism, Subordination, Activity, Uncertainty - see.

With this technique total score is not displayed, but each criterion is evaluated separately. After that, the groups of children with the highest (above 65%) indicators for each factor are determined.

Test "Houses"

Another method for diagnosing the adaptation of first-graders to school is the "Houses" test. It is carried out in order to determine:

• value orientations;
• social emotions;
• personal relationships.

This test is a color-associative study. The author of the test is O.A. Orekhov. To carry it out, you need to prepare:

• questionnaire;
• 8 pencils (black, gray, brown, purple, blue, green, yellow, red).

Pencils should not look different from each other.

For the study, you need to invite a group of children (10-15 people), and seat them separately from each other. Be sure to exclude the presence of the teacher in the classroom during the diagnosis. Children must complete three tasks.

Exercise 1.

A picture of a house is offered, to which a path of 8 rectangles leads. First graders are asked to color them in order, with each color only being used once. First you need to choose the color you like best and decorate the first rectangle. Next, take the color that is more like among the remaining. The last rectangle will be painted with the ugliest color, according to the child.

Task 2.

Children will color in a picture that shows a street with several houses. The psychologist should explain that different feelings live in these houses and children need for each of them to choose the color, the association with which arises when naming such words: happiness, grief, justice, resentment, friendship, quarrel, kindness, anger, boredom, admiration .

In this task, the same color can be used several times. If the students do not understand the meaning of any of these words, the psychologist explains it.

Task 3.

The picture used is the same as in the previous task. Now the children have to decorate the houses in a color that symbolizes their inhabitants. The soul of a child lives in the first house. The inhabitants of 2-9 houses are responsible for his mood in such situations:

• when he goes to school;
• in a reading lesson
• in a writing class
• at the lesson of mathematics;
• when interacting with the teacher;
• when interacting with classmates
• when is at home;
• when doing homework.

In the tenth house, the child himself must settle any "colored" tenant, who will mean his special condition in an important situation for him personally. After completing this task, each first-grader must tell the psychologist what exactly this tenth house means for him (it is better to do this so that the rest of the children do not hear), and he makes a corresponding note on the questionnaire.

When summing up the results of this diagnosis of adaptation of first graders, the psychologist should focus on the following numbering of colors: 1 - blue, 2 - green, 3 - red, 4 - yellow, 5 - purple, 6 - brown, 7 - black, 0 - gray.

In order not to deal with such complex calculations on your own, you can try to find a special program on the Internet designed to process the results of this test.

Questionnaire "Level of school motivation"

To determine the level of adaptation of first-graders to school, one can also use the diagnostics of the child's motivational sphere according to the technique of N.G. Luskanova. It is conducted in the form of a short questionnaire, the questions of which are read aloud, and the children must choose the appropriate answer.

When processing the results, all answers must be entered in a table that contains a special key to determine the number of points received.

The results of the count should be interpreted as follows.

This technique allows not only to identify the level of adaptation of schoolchildren, but also to identify the reasons leading to a decrease in the child's motivation to attend school.

Method "Ladder"

To determine the level of self-esteem of the child when diagnosing the adaptation of first-graders to school, it is recommended to use the "Ladder" method. To carry it out, it is necessary to prepare a drawing of a staircase with numbered steps.

The child is invited to familiarize himself with the following arrangement of schoolchildren on the steps:

• on 1 - the best guys;
• on 2 and 3 - good;
• on 4 - neither good nor bad;
• on 5 and 6 - bad;
• 7 are the worst.

The first grader must indicate the step on which, in his opinion, he himself should be. You can draw a circle on this step or put another mark. It is not necessary to focus on the numbering of steps during the test. It is desirable that the same ladder be drawn on the board, and the psychologist would simply point to each step and explain its meaning, and the children would simply correlate it with their image.

The results are evaluated as follows:

• 1 - overestimated self-esteem;
• 2 and 3 - adequate;
• 4 — ;
• 5 and 6 - bad;
• 7 - sharply underestimated.

This method can be replaced by a similar test "Mugs".

Also, to determine the level of self-esteem of a first grader, you can use the adaptation research method. Luscher's method which is carried out using special forms.

Anxiety test

To determine the level of anxiety in a first grader, it is proposed to conduct a survey of teachers and parents.

Also, to determine the emotional problems of the child, you can conduct test "Diagram" Good - bad ".

There is another one similar in its direction Projective technique diagnosis of school anxiety (A.M. Parishioners).

Other techniques

There are a large number of other methods.

• Parent survey.
• Tests to study the level of mental development of first-graders.
• Methodology T.A. Nezhnova "Conversations about school".
• Methodology "Determining the motives of the teaching."
• Methodology "Composing a story from a picture."
• Drawing technique "What I like about school."
• Toulouse-Pieron test.
• Methodology for determining readiness for learning at school N.I. Gutkina "Houses".
• Method "Thermometer".
• Method "Paints".
• Method "Sun, cloud, rain".

To conduct a full-fledged diagnosis of the level of adaptation of a first-grader, it is not necessary to use the entire range of available methods. It is enough to choose 4-6 different methods and tests that are more suitable for class conditions and style. professional activity psychologist.

Sometimes it is allowed to use two similar methods to refine the results obtained. When re-diagnosing, it is recommended to use the same methods that were used for the initial examination.

In conclusion, I would like to emphasize the following points. Individual diagnostic results should not be publicly available. They are used by psychologists and teachers only for corrective work.

It is wrong to compare the diagnostic data of different children for an expert assessment. It is important to remember that the dynamics of a child's development is established only on the basis of his individual indicators at the beginning and at the final stage of diagnostic studies.

It should also be borne in mind that the above methods of interpreting the obtained diagnostic results are focused on average generally accepted norms in the behavior and educational achievements of first-graders. Therefore, it is necessary to correct the data obtained in accordance with the individual characteristics of the educational skills, character and temperament of the child. Taking into account this fact, a comprehensive examination should be carried out, taking into account the opinion of the parents and the expert assessment of the teacher.

Levels of adaptation to school, forms of maladaptation

Children are far from being equally successful in “getting used to” new conditions of life. In the study of G.M. ChutkinaG.M. Chutkina Adaptation of first-graders to the pedagogical process of the school: Abstract of the thesis. dis. cand. ped. Sciences Moscow State Pedagogical Institute named after V.I. Lenin. - M 1987. -19 p. three levels of adaptation of children to school were revealed.

High level of adaptation. The student has a positive attitude towards the school, the requirements are adequately perceived; educational material assimilates easily; diligent, attentively listens to instructions, explanations of the teacher; performs assignments without external control; occupies a favorable position in the class.

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

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

It is necessary to highlight the factors that determine the high level of adaptation (according to G.M. Chutkina): a complete family, a high level of education of the father and mother, correct methods upbringing in the family, absence of a conflict situation due to alcoholism (father) in the family, positive style of attitude towards the teacher's children, functional readiness for schooling, favorable status of the child in the group before entering the first grade, satisfaction in communicating with adults, adequate awareness their position in the peer group.

The influence of adverse factors on a child's adaptation to school, according to the same study, has the following sequence: incorrect methods of education in the family, functional unpreparedness for schooling, dissatisfaction in communicating with adults, inadequate awareness of one's position in the peer group, low level of education of the father , mothers, conflict situation in the family due to alcoholism, the negative status of the child before entering the first grade, the negative style of attitude towards the teacher's children, an incomplete family.

Admission to school is associated with the emergence of the most important personal neoplasm - the internal position of the student.

The internal position is a motivational center that ensures the child's focus on learning, his emotionally positive attitude towards school, the desire to conform to the model of a “good student”.

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

Kovaleva L.M., Tarasenko N.N. Psychological analysis features of adaptation of first-graders to school. // Primary School, No. 7, 1996, 34 p. There are five subgroups of children in whom the process of adaptation proceeds differently.

Subgroup I - "Norm". Based on the psychological diagnosis of observations, characteristics, it can include children who:

Cope well with the teaching load and do not experience significant learning difficulties;

Successfully interact with both teachers and peers, that is, they do not have problems in the field of interpersonal relations;

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

Do not show antisocial behavior.

The process of school adaptation in children of this subgroup as a whole is quite successful. They are highly motivated to learn and cognitive activity.

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

Subgroup III - "Unstable school maladjustment." Children of this subgroup differ in that they cannot successfully cope with the academic load, the process of socialization is disrupted, and significant changes in psychosomatic health are observed.

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

Subgroup V - "Pathological disorders". Children have an obvious or implicit pathological deviation in development, unnoticed, manifested as a result of education or deliberately hidden by the parents of the child when he enters school, and also acquired as a result of a serious, complicated disease.

Such manifestations of pathological conditions include:

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

Somatic (the presence of persistent physical ailments: disorders of the cardiovascular, endocrine, digestive systems, vision, etc.)

Physiological (lethargy, low mobility, etc.)

Representation of the theoretical model of L.M. Kovaleva and Yu.A. Aleksandrovsky together with the methodology for diagnosing the adaptation process

In the table (Appendix 1) Journal "Handbook of the class teacher"//URL: http://menobr.ru/resource/default.aspx?control=24&id=5618&catalogid=1055(Date of access 10/18/11) presents 9 indicators of adaptation of students in school and the levels of their manifestation: the mood of the child (7 levels of manifestation); contacts with peers (6 levels); cognitive activity (5 levels); discipline (6 levels); reactions of aggression, anger (5 levels); fear (5 levels); physical activity during recess (4 levels); general well-being (5 levels); academic performance (4 levels).

According to the theoretical model of L.M. Kovaleva and Yu.A. Aleksandrovsky, factors influencing the process of adaptation can be identified and compared with the methodology for diagnosing adaptation as follows:

Determining the level of adaptation

Subgroup I - "Norm" corresponds to a high level of adaptation. The sum of points is from 9 to 16.

Subgroup II - "Risk group" corresponds average level adaptation. From 17 to 24 points.

Subgroup III - "Unstable school maladaptation" corresponds to a level of adaptation below the average. From 25 to 32 points.

Subgroup IV - "Sustainable school maladaptation" corresponds to a low level of adaptation. From 33 to 40 points.

Subgroup V - "Pathological disorders" corresponds to the lowest level of adaptation. Over 41 points.

Children are far from being equally successful in "getting used to" new conditions of life. The study by G. M. Chutkina revealed three levels of adaptation of children to school.

Tall level of adaptation. The student has a positive attitude towards the school, the requirements are adequately perceived; learning material is easy to digest; diligent, attentively listens to instructions, explanations of the teacher; performs assignments without external control; occupies a favorable position in the class.

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

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

It is necessary to highlight the factors that determine the high level of adaptation: a complete family, a high level of education of the father and mother, the correct methods of education in the family, the absence of a conflict situation due to alcoholism (father) in the family, a positive style of attitude towards the teacher's children, functional readiness to study in school, the favorable status of the child in the group before entering the first grade, satisfaction in communicating with adults, adequate awareness of one's position in the peer group.

The influence of adverse factors on a child's adaptation to school, according to the same study, has the following sequence: incorrect methods of education in the family, functional unpreparedness for schooling, dissatisfaction in communicating with adults, inadequate awareness of one's position in the peer group, low level of education of the father , mothers, conflict situation in the family due to alcoholism, negative status of the child before entering the first grade, negative style of attitude towards the teacher's children, incomplete family.

Admission to school is associated with the emergence of the most important personal neoplasm - the internal position of the student.

The internal position is a motivational center that ensures the child's focus on learning, his emotionally positive attitude towards school, the desire to conform to the model of a “good student”.

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

Subgroup I - "Norm"

Based on the psychological diagnosis of observations, characteristics, it can include children who:

cope well with the workload and do not experience significant learning difficulties;

successfully interact with both teachers and peers, that is, they do not have problems in the field of interpersonal relations;

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

do not exhibit antisocial behavior.

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

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

Subgroup III - "Unstable school maladjustment". Children of this subgroup differ in that they cannot successfully cope with the academic load, the process of socialization is disrupted, and significant changes in psychosomatic health are observed.

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

Subgroup V - "Pathological disorders". Children have an obvious or implicit pathological deviation in development, unnoticed, manifested as a result of education or deliberately hidden by the parents of the child when he enters school, and also acquired as a result of a serious, complicated disease.

Such manifestations of pathological conditions include:

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

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

There are other approaches to the classification of forms of maladaptation.

I. School neurosis is the fear of school on an unconscious level. It manifests itself in the form of somatic symptoms (vomiting, headache, fever, etc.)

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

Sh. Didactogenic neuroses

They are caused by the wrong behavior of the teacher, mistakes in the organization of the learning process. V. A. Sukhomlinsky wrote about this: “I studied school neuroses for several years. nervous system to the injustice of the teacher, some children acquire the character of agitation, others - anger, the third - this is a mania of unfair insults and persecution, the fourth - feigned carelessness, the fifth - indifference, extreme depression, the sixth - fear of punishment, before the teacher, before school, in the seventh - antics and clowning, in the eighth - bitterness, sometimes taking on pathological manifestations.

IV. school anxiety

This is a form of manifestation of emotional distress. It is expressed in excitement, increased anxiety in educational situations, in the classroom. The child is constantly unsure of the correctness of his behavior, his decisions.

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

Table 1

Classification of forms of school maladaptation

Form of maladaptation
Inability to subject side learning activities Inability to voluntarily control one's behavior Inability to accept the pace of school life (more common in somatically weakened children, children with developmental delay), weak type nervous system School neurosis or "school phobia" - inability to resolve the contradiction between family and school "we"	Insufficient intellectual and psychomotor development of the child, lack of help and attention from parents and teachers Improper upbringing in the family (lack of external norms, restrictions) Improper upbringing in the family or neglect by adults individual features children. The child cannot go beyond the boundaries of the family community - the family does not let him out (more often this is in children whose parents unconsciously use them to solve their problems)

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

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