Final qualifying work

Causes of school maladaptation of primary school students

Introduction

DISADAPTATION AS A CURRENT PSYCHOLOGICAL AND PEDAGOGICAL PROBLEM

1 The concept of adaptation and maladaptation in psychology

2 Indicators, forms, degrees, factors of maladjustment

2. PSYCHOLOGICAL AND PEDAGOGICAL CHARACTERISTICS OF YOUNGER SCHOOLCHILDREN

2.1 Features of primary school age

2.2 The specifics of educational activities in primary school, motivation for school

3 Causes of school maladaptation

3. EXPERIMENTAL WORK TO STUDY AND REVEAL THE CAUSES OF SCHOOL DISADAPTATION OF PRIMARY SCHOOL STUDENTS

1 Purpose, tasks and methods of ascertaining experiment

2 Studying the level of adaptation of first grade students

3 Identification of the causes of maladaptation of first grade students

Conclusion

Bibliography

Applications:

Information about the state of health of children.

General information about the child.

.Questionnaire for determining the school motivation of primary school students (N.G. Luskanova).

The level of school motivation (results of the study in September).

Test "Assessment of the level of school motivation."

.Questionnaire for a teacher aimed at studying the socio-psychological adaptation of children to school (N.G. Luskanova).

.Summary table "The level of socio-psychological adaptation of children" (according to the questionnaire for the teacher).

The level of socio-psychological adaptation (according to the teacher's answers).

.Summary table "The level of socio-psychological adaptation of children" (according to the questionnaire of parents)

The level of socio-psychological adaptation (results of a study among parents)

Method "Non-existent animal" (M.Z. Drukarevich)

The level of development of the emotional sphere (method "Non-existent animal", September 2010, April 2011).

13. Methodology "Graphic Dictation" (D.B. Elkonin)

The results of the study method "Graphic dictation" (D.B. Elklnin)

.Questionnaire for parents aimed at studying the socio-psychological adaptation of children to school (N.G. Luskanova).

INTRODUCTION

Getting a child to school is a fundamentally new stage in his life. The first year of schooling is not only one of the most difficult stages in a child’s life, but also a kind of probationary period for parents: it is during this period that their maximum participation in the child’s life is required, and in the absence of a psychologically competent approach, the parents themselves often become the culprits school stress in children.

School from the first days puts before the child a number of tasks that require the mobilization of his intellectual and physical strength. Many aspects of the educational process are difficult for children. It is difficult for them to sit through a lesson in the same position, it is difficult not to be distracted and follow the teacher’s thought, it is difficult to do all the time not what they want, but what is required of them, it is difficult to restrain and not express aloud their thoughts and emotions, which appear in abundance. He needs to establish contacts with peers and teachers, learn to fulfill the requirements of school discipline, new duties related to study. Therefore, it takes time to adapt to schooling, the child gets used to new conditions and learns to meet new requirements.

Adaptation to school is a multifaceted process. Its components are physiological adaptation and socio-psychological adaptation (to teachers and their requirements, to classmates). All components are interconnected, the shortcomings in the formation of any of them affect the success of education, the well-being and health of the first grader, his performance, the ability to interact with the teacher, classmates and follow the school rules.

With easy adaptation, children join the team within two months, get used to school, and make new friends. They almost always have a good mood, they are calm, benevolent, conscientious and fulfill all the requirements of the teacher without visible tension. Sometimes they still have difficulties either in contacts with children or in relations with the teacher, since it is still difficult for them to fulfill all the requirements of the rules of conduct. But by the end of October, difficulties are usually overcome. With a longer period of adaptation, children cannot accept a new situation of learning, communication with a teacher, children. They can play in the classroom, sort things out with a friend, they do not respond to the teacher's remarks or react with tears, insults. As a rule, these children also experience difficulties in mastering the curriculum. For these children, adaptation ends by the end of the first half of the year. And for some children, adaptation is associated with significant difficulties. They have negative forms of behavior, a sharp manifestation of negative emotions, they learn the curriculum with great difficulty. Teachers most often complain about such children that they "interfere" with work in the classroom. These factors indicate the maladaptation of the child to school. School maladaptation is the formation of inadequate mechanisms for a child to adapt to school, which manifest themselves in the form of violations of educational activities, behavior, conflict relations with classmates and adults, an increased level of anxiety, and violations of personal development. Psychologists N.N. Zavedenko, G.M. Chutkina, A.S. Petrukhin (9).

The purpose of the study: to study the causes of school maladaptation of primary school students.

Object of research: adaptation of younger schoolchildren as a psychological and pedagogical problem. Subject of study: causes of school maladjustment of children of primary school age.

To achieve this goal, we have to solve a number of tasks:

To characterize the concepts of adaptation and maladaptation.

Reveal the features of primary school age.

Consider the specifics of the educational activities of primary school students.

To identify the level of school adaptation of first grade students.

To study the causes of maladaptation of first grade students.

Children's health status;

The level of school maturity.

The practical significance of our study lies in the fact that the results obtained can be used by parents, a class teacher, a psychologist, can be the basis for developing programs for teaching teachers to use the elements of a psychophysiological correctional program in the educational process.

1. DISADAPTATION AS A CURRENT PSYCHOLOGICAL

PEDAGOGICAL PROBLEM

1.1 The concept of adaptation and maladaptation in psychology

In its most common meaning, school adaptation is understood as the child's adaptation to a new system of social conditions, new relationships, requirements, types of activities, mode of life. The concept of "adaptation", which originally arose in biology, can be attributed to such general scientific concepts, which, according to G.I. Tsaregorodtsev, arise at the "junctions", "points of contact" of sciences or even in separate areas of knowledge and are further extrapolated to many areas of the natural and social sciences. The concept of "adaptation", as a general scientific concept, promotes the synthesis, unification of knowledge of various (natural, social, technical) systems. “Along with philosophical categories, general scientific concepts contribute to the unification of the studied objects of various sciences into integral theoretical constructions.” In this regard, the point of view of F.B. Berezin, who considers the adaptation concept as "one of the promising approaches to the complex study of man"

There are many definitions of adaptation, both having a general, very broad meaning, and reducing the essence of the adaptation process to the phenomena of one of the many levels - from biochemical to social. So, for example, in general psychology A.V. Petrovsky, V.V. Bogoslovsky, R.S. Nemov almost identically define adaptation as "a limited, specific process of adapting the sensitivity of analyzers to the action of a stimulus". In more general definitions of the concept of adaptation, it can be given several meanings, depending on the aspect under consideration.

The term "adaptation" is of Latin origin and refers to the adaptation of the structure and functions of the body, its organs and cells to environmental conditions. The concept of "school adaptation" has been used in recent years to describe the various problems and difficulties that children of different ages face in connection with schooling.

Adaptation is a dynamic process by which the mobile systems of living organisms, despite the variability of conditions, maintain the stability necessary for the existence, development and procreation. It is the mechanism of adaptation, developed as a result of long-term evolution, that makes it possible for an organism to exist in constantly changing environmental conditions (19).

The result of adaptation is "adaptation", which is a system of personality traits, skills and abilities that ensure the success of the child's subsequent life at school.

The concept of adaptation is directly related to the concept of "child readiness for school" and includes three components: physiological, psychological and social, or personal adaptation. All components are closely interconnected, the shortcomings in the formation of any of them affect the success of education, the well-being and health of the first grader, his ability to work, the ability to interact with the teacher, classmates and obey the school rules. The success of the assimilation of program knowledge and the level of development of mental functions necessary for further education indicate the physiological, social or psychological readiness of the child (11).

The high demands of life on the organization of education and training intensify the search for new, more effective psychological and pedagogical approaches aimed at bringing teaching methods in line with the requirements of life. In this context, the problem of school readiness is of particular importance.

Knowledge of the individual characteristics of students helps the teacher to correctly implement the principles of the developmental education system: a fast pace of material passage, a high level of difficulty, the leading role of theoretical knowledge, and the development of all children. Without knowing the child, the teacher will not be able to determine the approach that will ensure the optimal development of each student and the formation of his knowledge, skills and abilities.

The term "disadaptation", denoting a violation of the processes of human interaction with the environment, aimed at maintaining balance within the body and between the body and the environment, appeared relatively recently in domestic, mostly psychiatric, literature. Its use is ambiguous and contradictory, which is found, first of all, in assessing the role and place of states of maladaptation in relation to the categories of "norm" and "pathology", since the indicators of mental "norm" and "abnormal" are currently not well developed. In particular, maladaptation is most often interpreted as a process that occurs outside of pathology and is associated with weaning from some familiar conditions and, accordingly, getting used to others.

The trigger mechanism for this process is a sharp change in conditions, the usual living environment, the presence of a persistent psychotraumatic situation. At the same time, individual characteristics and shortcomings in human development, which do not allow him to develop forms of behavior adequate to new conditions, are also of considerable importance in the deployment of the process of maladaptation (8).

From the standpoint of the ontogenetic approach in the context of the problem under discussion, the greatest risk for the emergence of maladaptive communication is represented by crisis, turning points in a person's life, at which there is a sharp change in the situation of social development, necessitating the reconstruction of the existing modus of adaptive behavior. Such moments, of course, include the child's entry into school - the stage of primary assimilation of school requirements. The second such moment is the period of adolescence crisis, during which the adolescent from the community of children passes into the community of adults, when, according to L.I. Bozhovich (1968), not only "the objective position of the child that he occupies in life, but also his own internal position" (2), which entails a change in his position both in the family and at school, including a change in the requirements placed on him.

In recent years, various approaches to the typology of maladaptation have been proposed. In particular, the types "according to social institutions" are considered, where it manifests itself: school, family, etc. Various aspects of the problem of a child's adaptation to the atmosphere of schooling, consisting of a combination of mental, emotional and physical stress, have long attracted the attention of teachers and psychologists, psychophysiologists and psychiatrists. Thus, numerous studies of school slowness in children without signs of severe intellectual disability and school behavior disorders that do not have a clear clinical outline served as the basis for the selection of a relatively independent area of ​​interdisciplinary research, called "Problems of school maladaptation" (11).

According to the definition formulated by V.V. Kogan, “school maladjustment” is a psychogenic illness or psychogenic formation of a child’s personality, which violates his objective and subjective status in school and family and affects the student’s educational and extracurricular activities (12).

An analysis of the psychological literature of recent decades shows that the term "school maladjustment" (in foreign studies, its analogue "school inadaptation" is used) actually defines negative personality changes and specific school difficulties that arise in children of different ages in the learning process. Among its main external signs, both teachers and psychologists unanimously attribute learning difficulties and various violations of school norms of behavior. It should be emphasized that the concept of school maladjustment does not apply to learning disorders caused by oligophrenia, gross uncompensated organic disorders, etc.

School maladjustment consists in lagging behind the child from his own abilities. While maintaining approximately the same mechanism of occurrence in development, school maladjustment at different age levels has its own dynamics, signs and manifestations. As criteria for classifying children as two-adapted, two indicators are usually used: academic failure and indiscipline. The concentration of the teacher's attention on the difficulties of the educational process leads to the fact that mainly students who are an obstacle to the implementation of purely educational tasks fall into his field of vision; children whose behavior does not affect discipline and order in the classroom in a destructive way, although they themselves experience significant personal difficulties, are not considered as maladjusted. Therefore, we believe that in order to classify a student as maladjusted, it is necessary to introduce additional criteria related to the student himself, since school maladaptation in anxious children, for example, is possible without violations of learning and discipline. Working in a mode far from their individual optimum, "overloading their abilities", such students experience a constant fear of failure in school, which can cause serious internal conflicts. Disadaptive students are characterized by pronounced vegetative reactions, neurotic-like psychosomatic disorders, pathocharacterological personality developments (accentuations). Significant in these violations is their genetic and phenomenological connection with the school, the impact on the formation of the child's personality. School maladjustment manifests itself in the form of learning and behavioral disorders, conflict relations, psychogenic diseases and reactions, increased levels of school anxiety, and distortions in personal development (8).

Rather strong positions in the psychological and pedagogical literature on the problems of education are occupied by the terms "difficult", "difficult to educate", "pedagogically neglected", "socially neglected", as well as "daviance", "delinquency", "deviant behavior" and a number of others, which are close to each other, but, of course, not identical, and each of them has its own specifics. In our opinion, it is more appropriate to consider the term "school maladaptation" as the most voluminous and integrative concept, covering the difficulties of the student and those around him, since it most fully covers the entire spectrum of internal and external psychological difficulties of the student. Along with various approaches to the definition of the concept of "school maladjustment", in which certain aspects of this phenomenon are shaded, in the psychological literature there are terms close to it "school phobia", "school neurosis", "didactogenic neurosis". In a narrow, strictly psychiatric sense, school neuroses are understood as a special case of anxiety neurosis associated either with a feeling of alienation and hostility of the school environment (school phobia) or with the fear of learning difficulties (school fear). In a broader - psychological and pedagogical aspect, school neurosis is understood as special mental disorders caused by the learning process itself - didactogeny and psychogenic disorders associated with the wrong attitude of the teacher - didascalogeny. Reducing the manifestations of school maladjustment to school neurosis does not seem entirely unreasonable, since violations of educational activity and behavior may or may not be accompanied by borderline disorders, i.e., the concept of "school neurosis" does not cover the whole problem. We believe that it is more correct to consider school maladjustment as a more particular phenomenon in relation to general socio-psychological maladaptation. Based on general theoretical ideas about the essence of the socio-psychological adaptation of the individual, in our opinion, school maladjustment is formed as a result of a discrepancy between the socio-psychological and psycho-physiological status of the child and the requirements of the school situation, the mastery of which for a number of reasons becomes difficult or in extreme cases impossible.

Considering the significance of the scale, as well as the high probability of negative consequences reaching the level of clinical and criminal severity, school maladjustment should certainly be attributed to one of the most serious problems that require both in-depth study and urgent searches for its resolution on a practical level. In general, it should be noted that there are no major theoretical and concrete experimental studies in this direction, and the available works reveal only certain aspects of school maladaptation. Also, in the scientific literature there is still no clear and unambiguous definition of the concept of "school maladjustment", which would take into account all the inconsistency and complexity of this process and would be disclosed and studied from various positions.

1.2 Indicators, forms, degrees, factors of disadaptation

With a concept school maladaptation connect any deviations in the educational activities of schoolchildren. These deviations can be in mentally healthy children, and in children with various neuropsychiatric disorders (but not in children with physical defects, organic disorders, oligophrenia, etc.). School maladaptation, according to the scientific definition, is the formation of inadequate mechanisms for a child to adapt to school, which manifest themselves in the form of violations of educational activities, behavior, conflict relations with classmates and adults, an increased level of anxiety, violations of personal development, etc. (5). External manifestations that teachers and parents pay attention to are characteristic - a decrease in interest in learning up to an unwillingness to attend school, deterioration in academic performance, a slow pace of assimilation of educational material, disorganization, inattention, slowness or hyperactivity, self-doubt, conflict, etc. One of the main factors contributing to the formation of school maladaptation are violations of the CNS function.

Usually, 3 main types of manifestation of school maladaptation are considered:

The cognitive component of school maladaptation is the child's failure in learning according to programs corresponding to the child's abilities, including such formal signs as chronic poor progress, repetition, and qualitative signs in the form of insufficiency and fragmentary general educational information, unsystematic knowledge and learning skills.

Emotional-evaluative, personal component of school maladjustment permanent violations of the emotional and personal attitude to individual subjects and learning in general, to teachers, to a life perspective associated with learning, for example, indifferent indifferent, passive-negative, protest, defiantly dismissive and other significant forms of deviation actively manifested by the child and adolescent to learning.

The behavioral component of school maladjustment is systematically repeated violations of behavior in school education and in the school environment. Non-contact and passive-refusal reactions, including complete refusal to attend school; persistent anti-disciplinary behavior with oppositional, oppositional-provocative behavior, including active opposition to fellow students, teachers, demonstrative disregard for the rules of school life, cases of school vandalism (9).

There are three watersheds that a child goes through in school: entering first grade, moving from elementary to middle school (grade 5), and moving from middle to high school (grade 10).

In most maladaptive children, all 3 of these components can be traced quite clearly, however, the predominance of one or another of them among the manifestations of school maladjustment depends, on the one hand, on age and stages of personal development, and on the other hand, on the reasons underlying the formation of school disadaptation [Vostroknutov, 1995]. According to various authors, maladjustment is noted in 10-12% of schoolchildren (according to E.V. Shilova, 1999), in 35-45% of schoolchildren (according to A.K. Maan, 1995). For many schoolchildren, a violation of educational adaptation occurs against the background of existing problems with somatic or neuropsychic health, as well as as a result of these problems. Consider several stages of school life.

The period of adaptation of a child to school can last from 2-3 weeks to six months, it depends on many factors: the individual characteristics of the child, the nature of relationships with others, the type of educational institution (and hence the level of complexity of the educational program) and the degree of readiness of the child for school life . An important factor is the support of adults - mothers, fathers, grandparents. The more adults provide all possible assistance in this process, the more successfully the child adapts to new conditions.

The second crisis stage in school life is the transition from primary to secondary school. The most difficult thing for a 5th grader is the transition from one, familiar teacher, to interaction with several subjects. Habitual stereotypes, the child's self-esteem are breaking down - after all, now it will be evaluated not by one teacher, but by several. It is good if the actions of teachers are coordinated and it will not be difficult for children to get used to the new system of relationships, to the variety of requirements in different subjects. It is great if the elementary school teacher told the class teacher in detail about the characteristics of a particular child. But this is not the case in all schools. Therefore, the task of parents at this stage is to get acquainted with all the teachers who will work in your class, to try to understand the range of issues that may cause difficulties for children of this age both in educational and extracurricular activities. The more information you get at this stage, the easier it will be for you to help your child.

It is possible to single out such "pluses", which carries the transition from elementary school to secondary school. First of all, children learn their strengths and weaknesses, learn to look at themselves through the eyes of different people, flexibly rebuild their behavior depending on the situation and the person with whom they communicate. At the same time, the main danger of this period is the factor of changing the personal meaning of learning, the gradual decrease in interest in learning activities. Many parents complain that the child does not want to study, that he "rolled down" on the "triples" and does not care about anything. Adolescence is associated, first of all, with an intensive expansion of contacts, with the acquisition of their "I" in social terms, children master the surrounding reality beyond the threshold of the classroom and school (10).

Of course, it is necessary to supervise the child, especially in the first 1-2 months of study in secondary school. But still, in no case do not confuse the concepts of "good student" and "good person", do not evaluate the personal achievements of a teenager only by academic achievements. If the child has problems with academic performance and it is difficult for him to maintain it at the usual level, try to give him the opportunity to prove himself in something else during this period. Something he could be proud of in front of his friends. A strong obsession with educational problems, provoking scandals associated with "deuces" in most cases leads to the alienation of a teenager and only worsens your relationship.

And the last important stage that a student goes through with the process of studying in an educational institution is the transition to the status of a high school student. If your child has to transfer to another school (with a competitive set), then all the tips that we gave for parents of first graders will be relevant to you. If he just moves to grade 10 at his school, then the process of adapting to a new status will be easier. It is necessary to take into account such features as, firstly, some children (apparently, nevertheless, not a large one) have already decided on their professional preferences, although psychologists pay special attention to the fact that choosing a profession is an evolving process that takes place over a long period of time. period. According to F. Rice, this process includes a series of "intermediate decisions", the totality of which leads to the final choice. However, high school students do not always make this choice consciously and often decide on their preferred area of ​​future work activity under the influence of the moment. Consequently, they clearly differentiate objects into "useful" and "unnecessary", which causes the latter to be ignored.

Another feature of older adolescents is the return of interest in learning activities. As a rule, at this time, children and parents become like-minded, actively exchange views on the choice of a professional path. However, there are some difficulties in the interaction between adults and children. This applies to the personal life of adolescents, where parents are often prohibited from entering. With skillful dosing of communication, respect for the child's right to personal space, this stage passes quite painlessly. Please note that the opinion of peers in this age period seems to children to be much more valuable and authoritative than the opinion of adults. But only adults can demonstrate optimal behavior patterns to teenagers, show them by their own example how to build relationships with the world (18).

Forms of school maladaptation.

Symptoms of school maladjustment may not have a negative impact on student achievement and discipline, manifesting either in the subjective experiences of schoolchildren or in the form of psychogenic disorders, namely: inadequate reactions to problems and stresses associated with behavioral disorders, the emergence of conflicts with others, a sudden sharp decline interest in learning, negativism, increased anxiety, with manifestations of signs of decay of learning skills.

Manifestations of psychogenic school maladaptation are found in a significant number of students. So, V.E. Kagan believes that 15-20% of schoolchildren need psychotherapeutic help. V.V. Grokhovsky points to the dependence of the frequency of occurrence of this syndrome on age: if in younger schoolchildren it is observed in 5-8% of cases, then in adolescents - in 18-20%. G.N. also writes about a similar dependence. Pivovarov. According to her data: 7% - children 7-9 years old; 15.6% -15-17 years old.

In most ideas about school maladaptation, the individual and age specifics of a child’s development are ignored, what L.S. Vygotsky called the "social situation of development", without taking into account which it is impossible to explain the causes of the emergence of certain mental neoplasms.

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

If a child does not develop the skills of learning activities or the techniques that he uses, and which are fixed in him, turn out to be insufficiently productive, not designed to work with more complex material, he begins to lag behind his classmates, experience real difficulties in learning (12).

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

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

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

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

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

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

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

There are the following degrees of school maladaptation: mild, moderate, severe (3).

With a mild degree of violations in first-graders, maladaptation is delayed until the end of the first quarter. With moderate - until the New Year, with severe - until the end of the first year of study. If maladjustment manifested itself in the fifth grade or adolescence, then the mild form fits in one quarter, the moderate one - in six months, the severe one stretches for the entire academic year.

The first period when disadaptation can manifest itself brightly and strongly is when entering school. The manifestations are:

The child cannot control his emotions and his behavior. Stuttering, obsessive movements, tics, frequent absences to the toilet, urinary incontinence appear.

The child is not involved in the life of the class. Cannot learn the model of behavior in the lesson, does not try to establish contact with peers.

Cannot control the correctness of the task, the details of the design of the work. Achievement is declining every day. Cannot perform the tests that he performed at the entrance test or during the medical examination.

Unable to find a solution to the created training problems. He does not see his own mistakes. Unable to solve relationship problems with classmates on his own.

Anxious on the background of good academic performance. Excitement, increased anxiety at school, expectation of a bad attitude towards oneself, fear of a low assessment of one's abilities, skills and abilities are observed.

School neurosis is a manifestation of school maladaptation that is severe in form.

Touching upon the issue of school maladjustment, one cannot fail to mention the physical and psychological readiness of the child for school. In unprepared children, school adaptation is delayed and can lead to the development of neurosis, dysgraphia, antisocial behavior, and even provoke the development of a mental illness.

The second period is the transition from primary to secondary school. Dangerous in terms of the development of school maladjustment. Changing a significant adult, changing the route, albeit in a familiar school, getting used to unfamiliar teachers, classrooms - everything brings confusion into the minds of children.

Third, adolescence. At the age of 13-14, there is a sharp decline in academic performance. Teachers go to lessons in the 7th-8th grades like they go to war. During this difficult period, completely different factors in the development of school maladjustment are included. Adolescents who have learned to learn lose this skill, begin to be bold and not do their homework. Why is this happening? The environment is familiar, the learning habit has been formed. Why does it suddenly become difficult to teach those who yesterday were a star or a good one?

Now, having become familiar with the signs of school maladaptation, we can move on to more accurate diagnostics and interaction between specialists from different specialties (16).

In the first period (adaptation to primary school), the help of a neuropathologist, defectologist, family psychologist, game therapist, kinesiotherapist (movement specialist) is more often required. It is possible to connect kindergarten specialists to form a successive transfer of children from preparatory groups.

In the second period (adaptation to high school), one has to resort to the help of a neuropsychologist, a family psychologist, an art therapist.

In the third period (adolescent crisis) - a psychotherapist who owns the methods of individual and group work with adolescents, teachers of additional education, an art therapist, curator of schools "young journalist (biologist, chemist)".

Thus, the concept of adaptation is understood as a long process associated with a significant stress of all psychological systems, maladaptation is understood as a set of psychological disorders that indicate a discrepancy between the sociopsychological and psychophysiological status of the child and the requirements of the situation of schooling, mastering which for a number of reasons becomes difficult.

2. PSYCHOLOGICAL AND PEDAGOGICAL CHARACTERISTICS

JUNIOR SCHOOLCHILD

2.1 Features of primary school age

Primary school age (from 6 to 7) is determined by an important external circumstance in a child's life - admission to school. Currently, the school accepts, and parents give the child at 6 - 7 years old. The school assumes the responsibility, through the forms of various interviews, to determine the readiness of the child for primary education. During this period, the further physical and psychophysiological development of the child takes place, providing the possibility of systematic education at school.

The beginning of schooling leads to a radical change in the social situation of the child's development. He becomes a “public” subject and now has socially significant duties, the fulfillment of which receives public assessment. During primary school age, a new type of relationship with the surrounding people begins to take shape. The unconditional authority of an adult is gradually lost, and by the end of primary school age, peers begin to acquire more and more importance for the child, and the role of the children's community increases (5).

Educational activity becomes the leading activity in primary school age. It determines the most important changes taking place in the development of the psyche of children at this age stage. Within the framework of educational activity, psychological neoplasms are formed that characterize the most significant achievements in the development of younger students and are the foundation that ensures development at the next age stage. Gradually, the motivation for learning activities, so strong in the first grade, begins to decline. This is due to a drop in interest in learning and the fact that the child already has a won social position, he has nothing to achieve. In order to prevent this from happening, learning activities need to be given a new personally significant motivation. The leading role of educational activity in the process of child development does not exclude the fact that the younger student is actively involved in other activities, in the course of which his new achievements are improved and consolidated (22).

According to L.S. Vygotsky, with the beginning of schooling, thinking moves to the center of the child's conscious activity. The development of verbal-logical, reasoning thinking, which occurs in the course of the assimilation of scientific knowledge, restructures all other cognitive processes: "memory at this age becomes thinking, and perception becomes thinking."

According to O.Yu. Ermolaev, during the primary school age, significant changes occur in the development of attention, there is an intensive development of all its properties: the volume of attention increases especially sharply (by 2.1 times), its stability increases, switching and distribution skills develop. By the age of 9-10, children become able to retain attention for a sufficiently long time and carry out an arbitrarily set program of actions.

At primary school age, memory, like all other mental processes, undergoes significant changes. Their essence is that the child's memory gradually acquires the features of arbitrariness, becoming consciously regulated and mediated.

The younger school age is sensitive for the formation of higher forms of voluntary memorization, therefore, purposeful developmental work on mastering mnemonic activity is the most effective during this period. V.D. Shadrikov and L.V. Cheremoshkin identified 13 mnemonic techniques, or ways of organizing memorized material: grouping, highlighting strong points, drawing up a plan, classification, structuring, schematization, establishing analogies, mnemotechnical techniques, recoding, completing the construction of memorized material, serial organization of association, repetition.

The difficulty of identifying the main, essential is clearly manifested in one of the main types of educational activity of the student - in the retelling of the text. Psychologist A.I. Lipkina, who studied the characteristics of oral retelling among younger schoolchildren, noticed that a short retelling is much more difficult for children than a detailed one. Telling briefly means highlighting the main thing, separating it from the details, and this is precisely what children do not know how to do. The noted features of the mental activity of children are the reasons for the failure of a certain part of the students. The inability to overcome the difficulties in learning that arises in this case sometimes leads to the rejection of active mental work. Students begin to use various inadequate techniques and ways of performing educational tasks, which psychologists call "workarounds", these include rote learning of material without understanding it. Children reproduce the text almost by heart, verbatim, but at the same time they cannot answer questions on the text. Another workaround is to run the new job in the same way that some job was run before. In addition, students with deficiencies in the thought process use a hint when answering verbally, try to copy from their comrades, etc.

At this age, another important neoplasm appears - voluntary behavior. The child becomes independent, he chooses how to act in certain situations. At the heart of this type of behavior are moral motives that are formed at this age. The child absorbs moral values, tries to follow certain rules and laws. Often this is due to selfish motives, and desires to be approved by an adult or to strengthen their personal position in a peer group. That is, their behavior in one way or another is connected with the main motive that dominates at this age - the motive for achieving success (5).

Such new formations as planning the results of action and reflection are closely connected with the formation of voluntary behavior in younger schoolchildren.

The child is able to evaluate his act in terms of its results and thereby change his behavior, plan it accordingly. A semantic and orienting basis appears in actions, this is closely connected with the differentiation of inner and outer life. The child is able to overcome his desires in himself if the result of their implementation does not meet certain standards or does not lead to the goal. An important aspect of the child's inner life becomes his semantic orientation in his actions. This is due to the child's feelings about the fear of changing relationships with others. He is afraid of losing his significance in their eyes.

The child begins to actively think about his actions, to hide his experiences. Externally, the child is not the same as internally. It is these changes in the child's personality that often lead to outbursts of emotions on adults, desires to do what one wants, to whims. The development of the personality of a younger student depends on school performance, the assessment of the child by adults. As I said, a child at this age is very susceptible to external influences. It is thanks to this that he absorbs knowledge, both intellectual and moral. "The teacher plays a significant role in establishing moral standards and developing children's interests, although the degree of their success in this will depend on the type of his relationship with students." Other adults also play an important role in a child's life (24).

At primary school age, there is an increase in the desire of children to achieve. Therefore, the main motive for the activity of a child at this age is the motive for achieving success. Sometimes there is another kind of this motive - the motive of avoiding failure.

Certain moral ideals, patterns of behavior are laid in the mind of the child. The child begins to understand their value and necessity. But in order for the formation of the child's personality to be most productive, the attention and assessment of an adult is important. "The emotional and evaluative attitude of an adult to the actions of a child determines the development of his moral feelings, an individual responsible attitude to the rules that he gets acquainted with in life." "The social space of the child has expanded - the child constantly communicates with the teacher and classmates according to the laws of clearly formulated rules."

It is at this age that the child experiences his uniqueness, he realizes himself as a person, strives for perfection. This is reflected in all spheres of a child's life, including relationships with peers. Children find new group forms of activity, classes. At first, they try to behave as is customary in this group, obeying the laws and rules. Then the desire for leadership begins, for excellence among peers. At this age, friendships are more intense, but less durable. Children learn the ability to make friends and find a common language with different children. "Although it is assumed that the ability to form close friendships is to some extent determined by the emotional bonds established in the child during the first five years of his life."

Children strive to improve the skills of those activities that are accepted and valued in an attractive company, in order to stand out in its environment, to succeed.

At primary school age, the child develops a focus on other people, which is expressed in prosocial behavior taking into account their interests. Prosocial behavior is very important for a developed personality.

The ability to empathize develops in the conditions of schooling because the child is involved in new business relationships, involuntarily he is forced to compare himself with other children - with their successes, achievements, behavior, and the child is simply forced to learn to develop his abilities and qualities (5) .

Thus, primary school age is the most important stage of school childhood. The main achievements of this age are due to the leading nature of educational activities and are largely decisive for subsequent years of study: by the end of primary school age, the child should want to learn, be able to learn and believe in himself. Full living of this age, its positive acquisitions are the necessary basis on which the further development of the child is built as an active subject of knowledge and activity. The main task of adults in working with children of primary school age is to create optimal conditions for the disclosure and realization of the capabilities of children, taking into account the individuality of each child.

2.2 The specifics of educational activities in the primary grades,

motivation for school

The educational activity of the child also develops gradually through the experience of entering it, like all previous activities (manipulation, object, play). Learning activity is an activity aimed at the student himself. The child learns not only knowledge, but also how to carry out the assimilation of this knowledge. Educational activity, like any activity, has its own subject. The subject of learning activity is the person himself. In the case of a discussion of the educational activities of a younger student, the child himself. Learning the ways of writing, counting, reading and other types, the child fixes himself on self-change - he masters the necessary methods of service and mental actions inherent in the culture surrounding him. Reflecting, he compares his former self and his present self. Own change is traced and revealed at the level of achievements. The most essential thing in learning activity is reflection on oneself, tracking new achievements and changes that have taken place. Didn't know how - I can ,Could not - I can , howl - Became - key assessments of the result of in-depth reflection of their achievements and changes. It is very important if the child becomes for himself at the same time the subject of change and the subject that carries out this change in himself. If the child receives satisfaction from reflection on his ascent to more advanced methods of educational activity, to self-development .

In the modern school, the question of the motivation of learning can, without exaggeration, be called central, since the motive is the source of activity and performs the function of motivation and meaning formation. Primary school age is favorable for laying the foundation for the ability, desire to learn, because. scientists believe that the results of human activity are 20-30% dependent on intelligence, and 70-80% - on motives.

What is motivation? What does it depend on? Why does one child learn with joy and another with indifference?

Motivation- this is an internal psychological characteristic of a person, which finds expression in external manifestations, in relation to a person to the world around him, various types of activity. Activity without a motive or with a weak motive is either not carried out at all, or it turns out to be extremely unstable. How the student feels in a certain situation depends on the amount of effort that he makes in his studies. Therefore, it is important that the entire learning process evokes in the child an intense and inner motivation for knowledge, intense mental work. The development of the student will be more intensive and effective if he is included in the activity corresponding to the zone of his proximal development, if the teaching evokes positive emotions, and the pedagogical interaction of the participants in the educational process is trusting, enhancing the role of emotions and empathy (14).

One of the main conditions for the implementation of activities, the achievement of certain goals in any area is motivation. And at the heart of motivation are, as psychologists say, the needs and interests of the individual. Therefore, in order to achieve good success in the studies of schoolchildren, it is necessary to make learning a desirable process.

Numerous studies show that in order to form a full-fledged educational motivation among schoolchildren, it is necessary to carry out purposeful work. Educational and cognitive motives, which occupy a special place among the presented groups, are formed only in the course of active development of educational activity (LE). Educational activity includes: motives for learning, purpose and goal-setting, actions (training), control, evaluation.

Types of motivation:

Motivation outside of learning activities

"Negative" is the student's motives, caused by the awareness of the inconvenience and trouble that may arise if he does not study.

Positive in two forms

Determined by social aspirations (a sense of civic duty to the country, to relatives)

It is determined by narrow personal motives: the approval of others, the path to personal well-being, etc.

Motivation lies in the learning activity itself

Associated directly with the goals of the teaching (satisfaction of curiosity, the acquisition of certain knowledge, broadening one's horizons)

It is embedded in the very process of learning activity (overcoming obstacles, intellectual activity, realization of one's abilities.

The motivational basis of the student's learning activity consists of the following elements:

· focus on the learning situation

· awareness of the meaning of the upcoming activity

· conscious choice of motive

goal setting

· striving for a goal (implementation of educational activities)

· striving for success (awareness of confidence in the correctness of one's actions)

· self-assessment of the process and results of activities (emotional attitude to activities).

Knowing the type of motivation, the teacher can create conditions for reinforcing the corresponding positive motivation. Learning will be successful if it is internally accepted by the child, if it relies on his needs, motives, interests, that is, if it has personal meaning for him.

It is very useful to understand the general structure of motivation for learning at this age:

a) Cognitive motivation.

A deep interest in learning any academic subject in the primary grades is rare, but well-performing children are attracted to various, including the most difficult subjects.

If a child in the process of learning begins to rejoice that he has learned something, understood, learned something, it means that he develops motivation that corresponds to the structure of educational activity. Unfortunately, even among well-performing students, there are very few children who have educational and cognitive motives.

A number of modern researchers directly believe that the reasons why some children have cognitive interests, while others do not, should be sought, first of all, at the very beginning of schooling.

A person is enriched with knowledge only when this knowledge means something to him. One of the tasks of the school is to teach subjects in such an interesting and lively way that the child himself wants to study them and remember them. Learning from books and conversation alone is rather limited. The subject is comprehended much deeper and faster if it is studied in a real setting.

Most often, cognitive interests are formed purely spontaneously. In rare cases, some have a dad, a book, an uncle nearby, while others have a talented teacher. However, the problem of the regular formation of cognitive interest in most children remains unresolved.

b) Motivation for success

Children with high academic performance have a pronounced motivation to achieve success - the desire to do the task well, correctly, to get the desired result. In primary school, this motivation often becomes dominant. The motivation to achieve success, along with cognitive interests, is the most valuable motive, it should be distinguished from prestigious motivation.

c) Prestigious motivation

Prestigious motivation is typical for children with high self-esteem and leadership inclinations. It encourages the student to study better than classmates, to stand out among them, to be the first.

If sufficiently developed abilities correspond to prestigious motivation, it becomes a powerful engine for the development of an excellent student who, at the limit of his efficiency and hard work, will achieve the best educational results. Individualism, constant rivalry with capable peers, and neglect of others distort the moral orientation of the personality of such children.

If prestigious motivation is combined with average abilities, deep self-doubt, usually not realized by the child, along with an overestimated level of claims, lead to violent reactions in situations of failure.

d) Motivation to avoid failure

Underachieving students do not develop prestigious motivation. The motivation to achieve success, as well as the motive for getting a high grade, are typical for starting school. But even at this time, the second tendency is clearly manifested - the motivation to avoid failure. Children try to avoid the "deuce" and the consequences that a low mark entails - the dissatisfaction of the teacher, the sanctions of the parents.

By the end of elementary school, students who are lagging behind most often lose the motive for achieving success and the motive for getting a high mark (although they continue to count on praise), and the motive for avoiding failure gains significant strength. Anxiety, fear of getting a bad grade gives educational activity a negative emotional coloring. Almost a quarter of underachieving third-graders have a negative attitude towards learning due to the fact that this motive prevails in them.

e) Compensatory motivation

By this time, underachieving children also have a special compensatory motivation. These are secondary motives in relation to educational activity, which allow one to establish themselves in another area - in sports, music, drawing, in caring for younger family members, etc. When the need for self-affirmation is satisfied in some area of ​​activity, poor academic performance does not become a source of difficult experiences for the child. In the course of individual and age development, the structure of motives changes. Usually a child comes to school positively motivated. So that his positive attitude towards school does not fade away, the efforts of the teacher should be directed to the formation of a stable motivation for achieving success, on the one hand, and the development of learning interests, on the other (6).

The formation of a stable motivation to achieve success is necessary in order to blur the "position of the underachiever", to increase the student's self-esteem and psychological stability. High self-assessment by underachieving students of their individual qualities and abilities, their lack of an inferiority complex and self-doubt play a positive role, helping such students to establish themselves in activities that are feasible for them, and are the basis for the development of learning motivation.

The younger the students, the weaker their ability to act independently and the stronger the element of imitation in their behavior. Any teacher knows this: if you ask first-graders to give examples in support of a rule, many will name examples that have already been said by others or are very similar.

Children imitate both good and bad with equal ease, so adults should be especially demanding of themselves, setting an example in behavior and communication with others.

The more an adult trusts a child, expands the boundaries of his freedom within the limits of what is permitted, the faster the child learns to act independently, to rely on his own strength. And vice versa, guardianship always slows down the development of the will, forms the attitude that there is an external controller who has taken full responsibility for the child's actions.

In most cases, younger students willingly obey the requirements of adults, and teachers in particular. And if children first violate the rules of behavior, then most often not consciously, but because of the impulsiveness of their behavior. But already in the middle of the first school year in the classroom, you can find children who have taken on the functions of organizing the behavior of other children in terms of its containment. Such children release remarks like "Hush!", "It is said: hands on the table, get chopsticks!" etc. These are children moving into internal control, learning to restrain their immediate reactions. Psychologists have found that girls master their behavior earlier, than boys. This is explained both by the greater involvement of girls in the rules of family life, and by less tension and anxiety in relation to the teacher (primary school teachers are mostly women) (7).

By grade III, perseverance and perseverance in achieving goals are formed. Perseverance should be distinguished from stubbornness: the first is associated with the motivation to achieve a goal that is socially approved or valuable for the child, and the second pursues the satisfaction of personal needs, where the goal itself becomes its achievement, regardless of its value and necessity. Most children, however, do not draw this line, considering themselves persistent, but not stubborn. Stubbornness at primary school age can manifest itself as a protest or defensive reaction, especially in cases where the teacher weakly motivates his assessments and opinions, focuses not on the achievements and positive qualities of the child, but on his failures, miscalculations, negative character traits.

In principle, the attitude of a junior schoolchild to a teacher differs little from his attitude to his parents. Children are ready to obey his requirements, accept his assessments and opinions, listen to teachings, imitate him in behavior, manner of reasoning, intonations. And the teacher is expected to have an almost "maternal" attitude. Some children at first caress the teacher, try to touch him, ask him about himself, share some intimate messages, consider the teacher as a judge and arbitrator in quarrels and insults. In a number of cases, if relations in the child's family are not distinguished by well-being, the role of the teacher grows, and his opinions and wishes are accepted by the child more readily than those of the parents. The social status and authority of the teacher in the eyes of the child in general is often higher than that of the parent.

The child's relationship with peers also changes. Psychologists note a decrease in collective ties and relationships between children compared with the kindergarten preparatory group. The relationship of first-graders is largely determined by the teacher through the organization of educational activities, he contributes to the formation of statuses and interpersonal relationships in the classroom. Therefore, when conducting sociometric measurements, it can be found that among the preferred ones are often children who study well, who are praised and singled out by the teacher.

By grades II and III, the teacher's personality becomes less significant, but ties with classmates become closer and more differentiated. Usually children begin to unite according to sympathy and commonality of any interests; The proximity of their place of residence and gender also play a significant role. At the first stages of interpersonal orientation, in some children character traits that are generally not characteristic of them are sharply manifested (in some, excessive shyness, in others, swagger). But as relationships with others are established and stabilized, children discover genuine individual characteristics. A characteristic feature of the relationship between younger students is that their friendship is based, as a rule, on the commonality of external life circumstances and random interests: for example, they sit at the same desk, live side by side, are interested in reading or drawing. The consciousness of younger schoolchildren has not yet reached the level to choose friends according to any essential personality traits, but in general, children in grades III-IV are more deeply aware of certain qualities of a personality or character. And already in the third grade, if it is necessary to choose classmates for joint activities, about 75% of students motivate the choice with certain moral qualities of other children (20). Already in the lower grades, the division of the class into informal groups is revealed, which sometimes become more significant than the official school associations (links, stars, etc.). They can develop their own norms of behavior, values, interests, largely related to the leader. Far from always these groups are antagonistic to the whole class, but in some cases a certain semantic barrier may form. In most cases, children in these groups, having some private interests (sports, games, hobbies, etc.), do not cease to be active members of the team.

In primary school age, the style that the teacher chooses to communicate with the child and manage the class is of particular importance. This style is easily assimilated by children, influencing their personality, activity, communication with peers. For democratic style characterized by wide contact with children, manifestations of trust and respect for them, clarification of the introduced rules of behavior, requirements, assessments. The personal approach to the child of such teachers prevails over the business; for them, the desire to give comprehensive answers to any children's questions, taking into account individual characteristics, and the lack of preference for one child over another is typical. This style provides the child with an active position: the teacher seeks to put students in a collaborative relationship. At the same time, discipline does not act as an end in itself, but as a means to ensure successful work and good contact. The teacher explains to the children the meaning of normative behavior, teaches them to manage their behavior in conditions of trust and mutual understanding.

Democratic style puts an adult and children in a position of friendly understanding. It provides children with positive emotions, self-confidence, a comrade, in an adult, gives an understanding of the value of cooperation in joint activities. At the same time, it unites children, forming a sense of "we", a sense of belonging to a common cause, giving the experience of self-government. Left for some time without a teacher, children brought up in a democratic style of communication try to discipline themselves. Teachers with an authoritarian leadership style show pronounced subjective attitudes, selectivity towards children, stereotyping and poor grades. Their leadership of children is characterized by strict regulation; they often use prohibitions and punishments, restrictions on the behavior of children. In work, the business approach prevails over the personal one. The teacher demands unconditional, strict obedience and determines the child's passive position, trying to manipulate the class, putting the task of organizing discipline at the forefront. This style alienates the teacher from the class as a whole and from individual children. The position of alienation is characterized by emotional coldness, lack of psychological intimacy, and lack of trust. The imperative style quickly disciplines the class, but causes children to feel abandoned, insecure, and anxious. As a rule, children are afraid of such a teacher. The use of an authoritarian style speaks of the strong will of the teacher, but in general it is anti-pedagogical, as it deforms the child's personality.

And finally, the teacher can implement a liberal-permissive style of communication with children. He allows unjustified tolerance, condescending weakness, connivance that harms schoolchildren. Most often, this style is the result of insufficient professionalism and does not provide for the joint activities of children, nor for the implementation of normative behavior by them. Even disciplined kids get loose with this style. The educational process here is constantly disrupted by willful acts, pranks, antics of children. The child is not aware of his responsibilities. All this also makes the liberal-permissive style anti-pedagogical.

2.3 Causes of school maladaptation

Entering school and the first months of education cause changes in the whole way of life and activity in the younger student. This period is equally difficult for children entering school at the age of six or seven. The observations of 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, only partially cope or do not cope at all with the work schedule and curriculum. Under the traditional system of education, these children, as a rule, form lagging behind and repeaters.

Currently, there is an increase in neuropsychiatric diseases and functional disorders among the child population, which affects the child's adaptation to school. The atmosphere of school education, which consists of a combination of mental, emotional and physical stress, makes new complicated demands not only on the psychophysiological constitution of the child or his intellectual abilities, but also on his whole personality, and, above all, on its socio-psychological level.

The whole variety of difficulties in school can be divided into 2 stages:

1.Specific, based on certain disorders in the development of motor skills, visual-motor coordination, visual-spatial perception, speech development;

2.Nonspecific, caused by a general weakness of the body, adjacent and unstable performance, individual pace of activity.

As a result of socio-psychological maladjustment, one can expect the child to display the whole complex of non-specific difficulties associated with impaired activity. In the lesson, a student who has not adapted is disorganized, often distracted, passive, there is a slow pace of activity, mistakes are often made (1).

One of the reasons for school maladjustment in the first grade is the nature of family education. If a child comes to school from a family where he felt 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 maintaining an unchanged “I” underlies the school maladaptation of children brought up in a family with an unformed sense of “we” or in families where parents are separated from children by a wall of rejection, indifference. Very often, the child's maladaptation at school, the inability to cope with the role of a student negatively affect his adaptation in other communication environments. In this case, there is a general environmental maladaptation of the child, indicating his social isolation, rejection. All of these factors pose a direct threat to the intellectual development of the child. The dependence of school performance on intelligence does not need proof. It is on the intellect at primary school age that the main load falls, since for the successful mastery of educational activities, scientific and theoretical knowledge, a sufficiently high level of development of thinking, speech, perception, attention, memory, a stock of elementary information, ideas, mental actions and operations serves as a prerequisite for the assimilation of subjects studied at school. Therefore, even mild, partial intellect disorders, asynchrony in their formation will impede the child's learning process and require special correction measures that are difficult to implement in a mass school. In children under the age of 10 with their need for movement, the greatest difficulties are caused by situations in which it is required to control their motor activity. When this need is blocked by the norms of school behavior, the child develops muscle tension, attention worsens, working capacity decreases, and fatigue quickly sets in. The ensuing discharge, which is a protective physiological reaction of the child's body to excessive overstrain, is expressed in uncontrolled motor restlessness, disinhibition, qualified by the teacher as disciplinary offenses.

The reason is also neurodynamic disorders, which can manifest themselves in the form of instability of mental processes, which at the behavioral level reveals itself as emotional instability, ease of transition from increased activity to passivity and, conversely, from complete inactivity to disordered hyperactivity. For this category of children, a violent reaction to situations of failure, sometimes acquiring a distinctly hysterical connotation, is quite characteristic. Typical for them is also rapid fatigue in the classroom, frequent complaints of poor health, which generally leads to uneven academic achievements, significantly reducing the overall level of academic performance even with a high level of intelligence development.

An important role in successful adaptation to school is played by the characterological personality characteristics of children, which were formed at the previous stages of development. The ability to contact other people, to possess the necessary communication skills, the ability to determine for oneself the optimal position in relations with others is extremely necessary for a child entering school, since learning activities, the situation of schooling as a whole is of a collective nature. The lack of formation of such abilities or the presence of negative personal qualities give rise to typical communication problems, when a child is either actively, often with aggression, rejected by classmates, or simply ignored by them. In both cases, there is a deep experience of psychological discomfort.

The social position of the student, imposing on him a sense of responsibility, at home, duties, can provoke the appearance of fear of being the wrong one. The child is afraid not to be in time, to be late, to do something wrong, not to be judged and punished. At primary school age, the fear of being the wrong one reaches its maximum development, as children try to acquire new knowledge, take their duties as a schoolboy seriously, and are very worried about grades. Children who have not acquired the necessary experience of communicating with adults and peers before school, who are not self-confident, are afraid not to meet the expectations of adults, experience difficulties in adapting to the school team and fear of the teacher. At the heart of this fear lies the fear of making a mistake, committing stupidity and being ridiculed. Some children are terrified of making a mistake when preparing homework. This happens when parents pedantically check them and at the same time are very dramatic about mistakes. Even if the parents do not punish the child, psychological punishment is still present. adaptation maladjustment student psyche

No less serious problems arise in children with low self-esteem: indecision in their own abilities, which form a sense of dependence, hindering the development of initiative and independence in actions and judgments. A child's initial evaluation of other children depends almost entirely on the opinion of the teacher. The demonstratively negative attitude of the teacher towards the child forms a similar attitude towards him on the part of classmates, which prevents the normal development of their intellectual abilities and forms undesirable character traits. The inability to establish positive relationships with other children becomes the main psycho-traumatic factor and causes the child to have a negative attitude towards school, leading to a decrease in his academic performance. The main cause of school difficulties are certain mental developmental disorders recorded in children.

Correction and prevention of school difficulties should include a targeted impact on the family; treatment and prevention of somatic disorders; correction of intellectual, emotional and personality disorders; psychological counseling of teachers on the problems of individualization of education and upbringing of this contingent of children; creation of a favorable psychological climate in student groups, normalization of interpersonal relations among students. Thus, we can identify the most significant causes of maladaptation:

The child is not intellectually ready for school

For example, the stock of knowledge necessary for a 6-7-year-old child has not been formed, or the child does not know how to build a logical chain and draw conclusions, or does not know how to act internally, i.e. does not know how to learn, or cognitive processes, such as memory, attention, thinking, are at an insufficiently high level of development.

What to do, how to help?

A) You can deal with the child additionally every day for 15-20 minutes on your own or enroll the child in developmental classes in a group that will teach the child conscious, successful assimilation of knowledge and teach how to learn.

B) It is not necessary to compare the child, and even more so to tell him that he is worse than someone, instilling in him such a negative way of thinking. Show your child that you accept and love him for who he is. Everyone has their own way of development.

The child is not ready to move to a new position - the “student position”

Such children, as a rule, showing childish spontaneity, at the lesson at the same time, without raising their hands, and interrupting each other, share their thoughts and feelings with the teacher. They are usually included in the work when the teacher directly addresses them, and the rest of the time they are distracted, do not follow what is happening in the class, and violate discipline. As a rule, having high self-esteem, the guys are offended by remarks when the teacher or parents express their dissatisfaction with their behavior, and begin to complain that the lessons are uninteresting, the school is bad and the teacher is angry.

What to do, how to help?

A) It is important for the child to be attentive to significant adults: parents, teachers, who introduce the norms, rules, behaviors, emphasize the importance of learning in the life of the child, encourage independence, form an interest in gaining knowledge.

B) Try to “educate” and “press” less. The more we try to do this, the more resistance grows, which sometimes manifests itself in sharply negative, pronounced demonstrative, hysterical, capricious behavior.

C) Try to pay attention to the child not only when he is bad, but also when he is good, and more when he is good.

The child is not able to arbitrarily (independently and consciously) control his attention, emotions, behavior during lessons and during breaks at school in accordance with school rules

Such a child does not hear, does not understand and cannot fulfill the tasks and requirements of the teacher, it is quite difficult for him to concentrate his attention during the lesson and throughout the day.

What to do, how to help?

This behavior of the child is primarily due to the style of upbringing in the family and the attitude of adults to the child: either the child does not receive enough parental attention and is completely left to himself, or the child is the “center” of the family, the “cult of the child” reigns and everything is allowed to him, he is unlimited by anything. .

A) What kind of parenting style exists in your family? Does your child receive enough attention, love, care? Do you accept your child with his successes and failures?

B) Try to talk more with the child, adhering to the rule: "At home - no grades."

C) During the day, try to find at least half an hour when you belong only to the child, you will not be distracted by household chores, conversations with other family members, etc.

E) Try to praise the child's successes, even the smallest ones. For failures that a child encounters in the process of learning, do not put much emphasis on them, try to sort them out, find ways to correct them and offer your help. If you are dissatisfied with the actions of the child, then try to criticize not him as a person, but these actions.

E) Do not talk to the child "from top to bottom", try to keep your eyes on the same level with the eyes of the child, sit not opposite, but next to him, turning to the child, hug him or take his hand, tactile sensations are very important - this is proof of our love and acceptance of the child.

The child feels constrained in a new team, it is difficult for him to establish contact with the teacher and classmates

What to do, how to help?

A) Try to be sincerely interested in the child's school life, and not only in studies, but also in the child's relationship with other children, the teacher. It will also be useful for the child if you start inviting his friends to the house, visiting him and introducing him to the families of friends where his peers are, encouraging the child to communicate at home, on the street, at school, helping to find good friends.

B) Try to communicate more with the teacher - how the child interacts with the teacher and other children, how he copes with tasks in the lesson, how he behaves during the break, etc. Such a versatile vision of the child will help you build an objective picture of his successes and failures at school, and most importantly, to understand the causes of his difficulties.

Try to treat your child's difficulties at school as temporary difficulties and be ready to help your child cope with them. These difficulties cannot and should not affect the definition of the child's personality as stupid and unsuccessful (13).

So, having considered the features of primary school age, we found that the child, having entered school, takes on a new role, the role of a student. Educational activity becomes the leading activity in primary school age. But, unfortunately, not all children in the first year of study can adapt to the conditions of school life. The reasons for school maladjustment can be social factors, health status, unformed arbitrary sphere, unwillingness of the child to take on the position of a schoolchild. At the same time, depending on the reason, the child needs to be provided with this or that help, both from the side of the teacher ,psychologist and from the side of the parents.

3. EXPERIMENTAL WORK TO STUDY

AND IDENTIFICATION OF THE CAUSES OF DISADAPTATION OF CHILDREN

JUNIOR SCHOOL AGE

.1 Purpose, tasks and methods of ascertaining experiment

Purpose: to study the level of adaptation of first grade students. In the course of this, the following tasks were solved:

Describe the group of children of primary school age, in which the work on the study of adaptation took place.

Determine the level of adaptation of the child to school and identify children with adaptation problems (maladjusted children).

To identify the reasons for the maladaptation of first grade students.

Research hypothesis: we believe that the following factors influence the level of adaptation at primary school age:

Children's health status;

Social factors (family composition, parental education);

The level of school maturity.

The work was carried out on the basis of secondary school No. 17 in Arkhangelsk. Students of the 1st grade participated in the experiment. The study was conducted outside school hours. There are 30 people in the class, 9 of them are girls, 21 are boys. Children are 6-7 years old.

It was found that in children of the 1st grade, the second health group predominates - 26 people (88%), there is also a third health group - 3 people (9%) and one child has the fourth health group (3%). Based on the data on the state of health and physical development, all students are also divided into physical education groups. In our case, students are dominated by the main physical education group - 85% of the subjects, the preparatory group includes 10% of people and 3% - a special group. Thus, the majority of the subjects did not have any serious health problems; we can say that physically children should easily adapt (see Appendix 1).

Data on the composition of the family and the education of the parents were clarified from the class teacher. We found that 27 families are complete (91%), in 3 families (9%) the parents are divorced and the child is raised by the mother. We also learned that 15 families, which is 50% complete families, in which one child predominates and in 8 families, which is 25% complete families, in which two children predominate. It was found that all parents have higher or secondary education, of which 34%, which is 10 families, where both parents have higher education, 16% (5 families) - both parents have secondary education, in 50% of cases (15 families) one of the parents has a higher education, the other has a secondary education (see Appendix 2).

To achieve this goal, we used the methods of testing and questioning. Methods aimed at studying the adaptation of younger students:

.Projective test by M.Z.Drukarevich “Non-existent animal” (see Appendix 11).

.D.B. Elkonin's test "Graphic dictation" (see Appendix 13).

.Questionnaire for parents aimed at studying socio-psychological adaptation (see Appendix 15).

.Questionnaire for a teacher aimed at studying socio-psychological adaptation (see Appendix 6).

.Questionnaire for students aimed at determining the level of motivation for school (see Appendix 3).

3.2 Studying the level of adaptation of first grade students

To determine the level of adaptation of students, a questionnaire was used to study the motivation of schoolchildren (see Appendix 3). This questionnaire consists of 10 questions that the student must answer. For each student's answer, a grade is given, as a result, the grades are summed up and a certain number of points is obtained, by which you can find out what level of school motivation the child is, whether he has a cognitive motive, whether he successfully copes with educational activities and how well he feels at school (See Annex 5).

This questionnaire was presented to children twice in September 2010 and in April 2011.

After analyzing the data obtained from the answers of students in September, it turned out that 15% of the subjects have a high level of motivation, 65% have a good level of motivation, and 20% have a positive attitude towards school, but the school attracts such children with extracurricular activities (see Fig. Appendix 4). Thus, the majority of children of primary school age have a high and good level of motivation for school, which indicates the successful adaptation of students to school, the presence of cognitive motives and interest in learning activities.

We indirectly determined the level of social and psychological adaptation of children to school by inviting the class teacher to answer the questionnaire (see Appendix 6). The questionnaire contains 8 scales: 1-learning activity, 2-learning (achievement), 3-behavior in the classroom, 4-behavior at recess, 5-relationships with classmates, 6-attitude towards the teacher, 7-emotions, 8-general assessment results; There are 5 levels of adaptability:

After analyzing the data obtained on the scales, we can conclude that the level of adaptation of students is above average. Also, a general assessment of the socio-psychological adaptation of students was revealed. It turned out that 50% of students have a socio-psychological adaptation at a level above average, 35% of students at a high level and 15% of students at a level below average (see Appendix 7.8).

Also, to identify the level of adaptation of children, parents were asked to answer the questions of the questionnaire (see Appendix 15). The questionnaire contains 6 scales: 1 - success in completing school assignments, 2 - degree of effort required by the child to complete school assignments, 3 - independence of the child in completing school assignments, 4 - mood with which the child goes to school, 5 - relationships with classmates, 6- general evaluation of results; There are 5 levels of adaptability:

a) a high level of adaptation;

b) the level of adaptation is above average;

c) the average level of adaptation;

d) the level of adaptation of the child is below average;

e) low level of adaptation.

The results of the study showed that 45% of parents consider the level of social and psychological adaptation of their children to be above average, 35% of respondents note a high level of adaptation in a child and 20% - an average level of adaptation (see Appendix 9.10).

The level of adaptation (signs of maladjustment) can also be considered from the point of view of the formation of the emotional sphere of students. We carried out the method "Non-existent animal", aimed at studying the characteristics of the emotional sphere, the presence of anxiety, negative emotional manifestations, hidden fears (see Appendix 11). The technique was carried out twice in September 2010 and in April 2011.

As a result of the study (September 2010), we found that the majority of students reacted creatively to the task. In 40% of the subjects, the level of development of the emotional sphere is at a high level (1 point was assigned to the drawings), which indicates that children have the ability to fantasize; 30% of respondents have an average level of development of the emotional sphere (the figures correspond to 0.5 points), according to the children's drawings, one can see that students have not fully understood themselves (the size of the drawing is small, the drawing is not in the center, but on the side) and many have low self-esteem and need recognition from others. 30% of children have a low level of development of the emotional sphere (drawings correspond to 0 points), in the drawings of children there are signs indicating the presence of aggression (hatching, spikes, corners), instability of the emotional state (lines are intermittent, poorly visible). Thus, changes in the emotional sphere, the presence of anxiety, hidden fears are observed in 30% of children, 30% have low self-esteem, which indicates signs of maladaptation to school (see Appendix 12).

The level of development of an arbitrary sphere (the ability to listen carefully, accurately follow the instructions of an adult) and the ability to navigate in space also indicate the adaptation (or maladjustment) of the child to school. We used the "Graphic Dictation" technique aimed at studying the level of an arbitrary sphere (see Appendix 13).

After analyzing the results of the study, we found that in 40% of students the development of an arbitrary sphere is at a high level, these drawings are assigned 10-12 points, which indicates that children have developed the ability to navigate in space, they accurately follow all the instructions of an adult and easily perform the task. In 35% of students, the development of an arbitrary sphere is at an average level; the works of these children are assigned 6-9 points, which indicates that the children have developed the ability to navigate in space, but they make mistakes due to inattention. In 15% of children, the development of an arbitrary sphere is at a low or very low level, these drawings are assigned 3-5 points, which indicates that children have not developed the ability to navigate in space and these children make a large number of mistakes when completing a task (see Fig. Appendix 14).

According to the results of the tests “Non-existent animal”, “Graphic dictation”, the study of motivation, we can say that the level of adaptation in most children is at an average level, which means that students have a positive attitude towards school, attending it does not cause negative feelings, they understand the educational material, if the teacher presents it in detail and clearly, they learn the main content of the curriculum, independently solve typical problems. The teacher also refers the level of development of adaptation of children to the average and above average.

Some children (15%) experience difficulties in orienting in space, they have an insufficient level of development of an arbitrary sphere, emotionally (30%) they are anxious, have low self-esteem, show aggression, they are attracted to school by extracurricular activities, which indicates difficulties in adapting to school (signs of maladaptation). At the same time, the assessment of the class teacher of these children also indicates a low level of adaptation. At the same time, none of the parents noted that the level of adaptation of the child is reduced (according to the results of the questionnaire, the level of adaptation is high or medium). Perhaps this indicates the subjectivity of the answers (parents always want their child to seem better) or parents are not sufficiently interested in their child, his success, problems at school (which may also be an indirect cause of maladaptation).

3.3 Identification of the reasons for the maladjustment of first grade students

The results of the ascertaining experiment conducted in September showed that a low level of adaptation is present in 5 children (15%). These children have low indicators of educational activity, academic performance, difficulties in relationships with peers and the teacher, these students have a low level of motivation, an insufficient level of development of the voluntary and emotional sphere. They have a low level of social and psychological adaptation, according to the class teacher.

If we compare the data obtained, then these children do not differ from other children in their health group (they have a second health group), analyzing social reasons, we see that, with the exception of one child, all the rest live and are brought up in complete families. Thus, we assume that the reasons may be related to the period of the child's entry into school. These children must reach a certain level of physical and intellectual development, as well as social adaptation, which will allow them to meet traditional school requirements. Also, for the development of school maturity, height, body weight and intelligence are assessed primarily. However, when assessing school maturity, it is also necessary to take into account the socio-psychological readiness of the child for schooling. Unfortunately, social maturity, which is also not easy to assess, is not given enough attention. As a result, quite a lot of children enter the school who would rather play than study. They have low working capacity, their attention is still unstable and they cope poorly with the tasks offered by the teacher, they are not able to observe school discipline.

Our study was repeated in April. We used a questionnaire to determine the level of motivation, the "Graphic dictation" and "Non-existent animal" methods. It was found that the level of adaptation to school increased in 3 children: the level of motivation for learning activities increased, children became more interested in lessons, communication with peers. Thus, the number of children who did not adapt at the beginning of the year (5 children) of them by the end of the year moved to the average level of adaptation of 3 people.

A low level of adaptation was found in 2 schoolchildren. The level of emotional well-being can be judged from the drawings of children, from which it is clear that students are insecure (weak lines), afraid of recognition from others (small size drawing, in the corner of the sheet) and do not try to contact peers (there are spikes, corners) , the school still attracts them with extracurricular activities. It turned out that the children have no health problems (health group II), one child is brought up in an incomplete family (one mother), parents have secondary and higher education.

So, initially it was found that in the 1st grade out of 30 children had difficulties in adapting to school (signs of maladjustment) - 5 people (15%). We tried to find out the causes of problems with adaptation. We paid attention to the health group of children, the state of the family (complete, incomplete), it turned out that only one of these children has an incomplete family (the child is raised by the mother), which partially confirms our hypothesis, we also learned data on the education of parents, from which it is clear that the education of all parents is either higher or secondary. It turned out that these children do not differ from the rest in terms of health, social factors (under which we consider family composition, parental education) also do not affect adaptation according to the results of our study (although 1 child with signs of maladaptation is brought up in an incomplete family). In our opinion, a more detailed study of the state of children's health is necessary, as well as additional study of social factors, such as the style of upbringing in the family, the relationship of the child with other family members.

Assuming that the reason for the maladaptation of children is that the child is personally not ready for school, we conducted the study again in April and found that signs of maladaptation are observed in 2 out of 5 children. As it turned out, these children, in addition to low test scores, are not very successful in their studies (satisfactory grade prevails), undisciplined, and not always assiduous in class. We believe that all the same, the signs are explained by school immaturity, that is, the child is not personally ready for schooling.

Thus, the hypothesis put forward by us was partially confirmed: social factors (namely, the family) appeared, and school immaturity was the cause of school maladaptation.

CONCLUSION

Disadaptation should certainly be attributed to one of the most serious problems that require both in-depth study and urgent searches for its solution at the practical level. The trigger mechanism for this process is a sharp change in conditions, the usual living environment, the presence of a persistent psychotraumatic situation. At the same time, individual characteristics and shortcomings in the development of a person, which do not allow him to develop forms of behavior adequate to new conditions, are also of considerable importance in the deployment of the process of maladaptation.

School maladjustment refers to a set of psychological disorders that indicate a discrepancy between the sociopsychological and psychophysiological status of the child and the requirements of the situation of schooling, the mastery of which for a number of reasons becomes difficult. The main diagnostic criteria for identifying early school maladaptation are: lack of formation of the student's internal position, low level of intellectual development, high persistent anxiety, low level of learning motivation, inadequate self-esteem, difficulties in communicating with adults and peers.

The purpose of the study was to study the causes of school maladjustment of primary school students.

To achieve the tasks set, special literature was studied and analyzed, which made it possible to find out the features of primary school age, consider the specifics of the educational activities of younger students, identify the level of adaptation of children to school, and study the causes of maladaptation of younger students.

We put forward a hypothesis, from which it followed that the level of adaptation in primary school age can be influenced by the following factors: the state of health of children; social factors (family composition, parental education); level of school maturity.

We conducted a study to identify the level of adaptation of first grade students and tried to study different aspects of adaptation. To study the level of adaptation, we selected and carried out methods aimed at studying the development of the emotional sphere (“Non-existent animal”), at the level of formation of an arbitrary sphere (Graphic dictation”), at identifying the level of motivation (according to the questionnaire of students). We determined the level of socio-psychological adaptation based on the results of the answers of parents and teachers. We also learned about children's health and social factors (family composition, parents' education). With our initial research, we found that not all children have adapted (there are signs of maladaptation). We failed to identify all the factors influencing the signs of maladaptation.

We tried to re-conduct the study and used the previously proposed methods. It turned out that only two out of five children remained unadapted. It turned out that one of these children is brought up in an incomplete family, and we cannot see the style of raising this child.

Thus, we believe that school immaturity is the cause of school maladaptation. A child cannot cross the step from a preschooler to a schoolchild. In the first place, he still has a game, and the school attracts him with extracurricular activities. With these students, it is necessary to conduct additional research, use a psychophysiological correctional program to overcome school maladaptation, and apply various training exercises.

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The problem of protecting the mental health of children, the relevance of which is becoming more and more obvious in connection with the observed increase in neuropsychiatric diseases and functional disorders among the child population, requires extensive preventive measures in the education system.

Qualitatively different, in comparison with the previous institutions of socialization (family, preschool institutions), the atmosphere of school education, which consists of a combination of mental, emotional and physical stress, makes new, more complicated requirements not only for the psychophysiological constitution of the child or his intellectual capabilities, but also for a holistic his personality, and, above all, to its socio-psychological level. One way or another, entering school is always associated with a change in the usual way of life and requires adaptation to new conditions of social existence.

In its most general form, school maladjustment means, as a rule, a certain set of signs indicating a discrepancy between the sociopsychological and psychophysiological status of the child and the requirements of the situation of schooling, the mastery of which becomes difficult for a number of reasons.

Any deviations in the educational activity of schoolchildren are associated with the concept of “school maladjustment”. These deviations can be in mentally healthy children, and in children with various neuropsychiatric disorders (but not in children with physical defects, organic disorders, oligophrenia, etc.). School maladjustment, according to the scientific definition, is the formation of inadequate mechanisms for a child to adapt to school, which manifest themselves in the form of violations of educational activities, behavior, conflict relations with classmates and adults, an increased level of anxiety, violations of personal development, etc.

External manifestations that teachers and parents pay attention to are characteristic - a decrease in interest in learning up to unwillingness to attend school, deterioration in academic performance, a slow pace of assimilation of educational material, disorganization, inattention, slowness or hyperactivity, lack of self-confidence, conflict, etc. One of the main factors contributing to the formation of school maladaptation are violations of the CNS function. With school maladjustment in children, the presence of minimal brain dysfunction (MMD) in this category of children is often detected. The main factors leading to MMD were: burdened anamnesis, course of pregnancy and childbirth. Subsequently, the manifestations of MMD were characterized by impaired speech functions, attention, and memory, although in terms of general intellectual development, the children were at the normal level or experienced minor cognitive difficulties in school education.

Based on the identified changes, the following syndromes were identified:

1. neurosis-like;
2. asthenic syndrome;
3. attention deficit hyperactivity disorder.

Thus, the main part of children suffering from MMD, which later leads to school maladjustment, needs to be monitored and treated by a neurologist with the involvement of psychologists, teachers, speech therapists and with the obligatory inclusion of methods of psychological and pedagogical correction.

Significant difficulties in observing school norms and rules of behavior are experienced by children with various neurodynamic disorders, most often manifested by hyperexcitability syndrome, which disorganizes not only the child's activity, but also his behavior in general. In excitable motor-disinhibited children, attention disorders, disturbances in the purposefulness of activity, which prevent the successful assimilation of educational material, are typical.

Another form of neurodynamic disorders is psychomotor retardation. Schoolchildren with this disorder are distinguished by a noticeable decrease in motor activity, a slow pace of mental activity, a depletion of the range and severity of emotional reactions. These children also experience serious difficulties in learning activities, as they do not have time to work at the same pace as everyone else, they are not able to quickly respond to changes in certain situations, which, in addition to learning failures, prevents normal contacts with others.

Neurodynamic disorders can manifest themselves in the form of instability of mental processes, which at the behavioral level reveals itself as emotional instability, ease of transition from increased activity to passivity and, conversely, from complete inactivity to disordered hyperactivity. For this category of children, a violent reaction to situations of failure, sometimes acquiring a distinctly hysterical connotation, is quite characteristic. Typical for them is also rapid fatigue in the classroom, frequent complaints of poor health, which generally leads to uneven academic achievements, significantly reducing the overall level of academic performance even with a high level of intelligence development.

Psychological difficulties of a maladaptive nature experienced by children of this category most often have a secondary conditionality, being formed as a result of an incorrect interpretation by the teacher of their individual psychological properties.

Factors that do not favorably affect the child's adaptation to school are such integrative personal formations as self-esteem and the level of claims.

With their inadequate overestimation, children uncritically strive for leadership, react with negativism and aggression to any difficulties, resist the demands of adults, or refuse to perform activities in which they may find themselves ineffective. At the heart of their sharply negative emotions is an internal conflict between claims and self-doubt. The consequences of such a conflict can be not only a decrease in academic performance, but also a deterioration in health against the background of obvious signs of general socio-psychological maladaptation.

No less serious problems arise in children with low self-esteem: their behavior is characterized by indecisiveness, conformism, extreme self-doubt, which form a sense of dependence, hindering the development of initiative and independence in actions and judgments.

As studies show, the causes of school maladaptation mainly lie outside the school - in the field of family education. Therefore, one should not be surprised that the main recommendations that are given to the parents of such children when they turn to a psychologist are to change something in their family. Often parents are surprised: what does the family have to do with it when the child has problems at school? But the fact of the matter is that the causes of school maladjustment of schoolchildren are most often associated with the attitude towards the child and his educational activities in the family.

Overcoming any form of school maladjustment, first of all, should be aimed at eliminating the causes that cause it.

Causes of school maladaptation

The nature of school failure can be represented by a variety of factors.

1. Shortcomings in preparing the child for school, socio-pedagogical neglect.
2. Somatic weakness of the child.
3. Violation of the formation of individual mental functions and cognitive processes.
4. Movement disorders.
5. Emotional disorders.

All of these factors pose a direct threat, primarily to the intellectual development of the child. The dependence of school performance on intelligence does not need proof.

Forms of manifestation of school maladaptation

Form of maladaptation	The reasons	Primary request	Corrective measures
Unformed skills of educational activity.	- pedagogical neglect; - insufficient intellectual and psychomotor development of the child; – Lack of help and attention from parents and teachers.	Poor performance in all subjects.	Special conversations with the child, during which it is necessary to establish the causes of violations of learning skills and give recommendations to parents.
Inability to voluntary regulation of attention, behavior and learning activities.	- improper upbringing in the family (lack of external norms, restrictions); - indulgent hypoprotection (permissiveness, lack of restrictions and norms); - dominant hyperprotection (full control of the child's actions by adults).	Disorganization, inattention, dependence on adults, list.
Inability to adapt to the pace of learning life (tempo unsuitability).	- improper upbringing in the family or ignoring by adults of the individual characteristics of children; – minimal brain dysfunction; – general somatic weakness; - developmental delay; - a weak type of nervous system.	Prolonged preparation of lessons, fatigue at the end of the day, being late for school, etc.	Work with the family to overcome the optimal load mode of the student.
School neurosis or “fear of school”, inability to resolve the contradiction between family and school “we”.	The child cannot go beyond the boundaries of the family community - the family does not let him out (for children whose parents use them to solve their problems.	Fears, anxiety.	It is necessary to connect a psychologist - family therapy or group classes for children in combination with group classes for their parents.
Unformed school motivation, focus on non-school activities.	- the desire of parents to "infantilize" the child; - psychological unpreparedness for school; - the destruction of motivation under the influence of adverse factors at school or at home.	There is no interest in learning, "he would like to play", indiscipline, irresponsibility, lagging behind in studies with high intelligence.	Working with family; analysis of teachers' own behavior in order to prevent possible misbehavior.

Understanding the process of school maladaptation in this vein requires:

1. knowledge of the social situation of the development and life of the child;
2. analysis of its leading, subjectively insoluble and "system-forming" conflict for school maladaptation;
3. assessment of the stages and level of somatophysical and mental development, individual mental and personal properties, the nature of the leading relationships and the characteristics of reactions to a crisis situation and a personally significant conflict;
4. taking into account factors that act as conditions for provoking, further deepening or curbing the process of school maladaptation.

Prevention of school maladaptation.

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

Prevention of school maladaptation is as follows:

1. Timely pedagogical diagnosis of the prerequisites and signs of school maladaptation, early, high-quality diagnosis of the current level of development of each child.
2. The moment of entering the school should correspond not to the passport age (7 years old), but to the psychophysiological one (for some children it can be 7 and a half or even 8 years old).
3. Diagnostics when a child enters school should take into account not so much the level of skills and knowledge as the characteristics of the psyche, temperament, and potential capabilities of each child.
4. Creation in educational institutions for children at risk of a pedagogical environment that takes into account their individual typological characteristics. Use variable forms of differentiated correctional assistance during the educational process and after school hours for children at high, medium and low risk. At the organizational and pedagogical level, such forms can be - special classes with a smaller occupancy, with a sparing sanitary-hygienic, psycho-hygienic and didactic regime, with additional services of a medical and health-improving and correctional-developing nature; correctional groups for classes with teachers in certain academic subjects, intra-class differentiation and individualization, group and individual extracurricular activities with teachers of basic and additional education (circles, sections, studios), as well as with specialists (psychologist, speech therapist, defectologist), aimed at developing and correction of deficiencies in the development of school-significant deficient functions.
5. If necessary, use the advisory assistance of a child psychiatrist.
6. Create compensatory learning classes.
7. The use of psychological correction, social training, training with parents.
8. Mastering by teachers the methods of correctional and developmental education aimed at health-saving educational activities.

Introduction

The problem of protecting the mental health of children, the relevance of which is becoming more and more obvious in connection with the observed increase in neuropsychiatric diseases and functional disorders among the child population, requires extensive preventive measures in the education system.

Qualitatively different, in comparison with the previous institutions of socialization (family, preschool institutions), the atmosphere of school education, which consists of a combination of mental, emotional and physical stress, makes new, more complicated demands not only on the psychophysiological constitution of the child or his intellectual capabilities, but also on the holistic his personality, and, above all, to its socio-psychological level. One way or another, entering school is always associated with a change in the usual way of life and requires adaptation to new conditions of social existence.

In its most general form, school maladjustment means, as a rule, a certain set of signs indicating a discrepancy between the sociopsychological and psychophysiological status of the child and the requirements of the situation of schooling, the mastery of which becomes difficult for a number of reasons.

Any deviations in the educational activity of schoolchildren are associated with the concept of “school maladjustment”. These deviations can be in mentally healthy children, and in children with various neuropsychiatric disorders (but not in children with physical defects, organic disorders, oligophrenia, etc.). School maladjustment, according to the scientific definition, is the formation of inadequate mechanisms for a child to adapt to school, which manifest themselves in the form of violations of educational activities, behavior, conflict relations with classmates and adults, an increased level of anxiety, violations of personal development, etc.

The external manifestations that teachers and parents pay attention to are characteristic - a decrease in interest in learning up to an unwillingness to attend school, deterioration in academic performance, a slow pace of assimilation of educational material, disorganization, inattention, slowness or hyperactivity, self-doubt, conflict, etc. One of the main factors contributing to the formation of school maladaptation are violations of the CNS function. According to the results of the survey, we revealed school maladjustment in 30% of children, which basically corresponds to the presence of minimal brain dysfunction (MMD) in this category of children. The main factors leading to MMD were: burdened anamnesis, course of pregnancy and childbirth. Subsequently, the manifestations of MMD were characterized by impaired speech functions, attention, and memory, although in terms of general intellectual development, the children were at the normal level or experienced minor cognitive difficulties in school education.

Based on the identified changes, the following syndromes were identified:

• neurosis-like;
• asthenic syndrome;
• attention deficit hyperactivity disorder.

Thus, the main part of children suffering from MMD, which later leads to school maladjustment, needs to be monitored and treated by a neurologist with the involvement of psychologists, teachers, speech therapists and with the obligatory inclusion of methods of psychological and pedagogical correction.

Significant difficulties in observing school norms and rules of behavior are experienced by children with various neurodynamic disorders, most often manifested by hyperexcitability syndrome, which disorganizes not only the child's activity, but also his behavior in general. In excitable motor-disinhibited children, attention disorders, disturbances in the purposefulness of activity, which prevent the successful assimilation of educational material, are typical.

Another form of neurodynamic disorders is psychomotor retardation. Schoolchildren with this disorder are distinguished by a noticeable decrease in motor activity, a slow pace of mental activity, a depletion of the range and severity of emotional reactions. These children also experience serious difficulties in learning activities, as they do not have time to work at the same pace as everyone else, they are not able to quickly respond to changes in certain situations, which, in addition to learning failures, prevents normal contacts with others.

Neurodynamic disorders can manifest themselves in the form of instability of mental processes, which at the behavioral level reveals itself as emotional instability, ease of transition from increased activity to passivity and, conversely, from complete inactivity to disordered hyperactivity. For this category of children, a violent reaction to situations of failure, sometimes acquiring a distinctly hysterical connotation, is quite characteristic. Typical for them is also rapid fatigue in the classroom, frequent complaints of poor health, which generally leads to uneven academic achievements, significantly reducing the overall level of academic performance even with a high level of intelligence development.

Psychological difficulties of a maladaptive nature experienced by children of this category most often have a secondary conditionality, being formed as a result of an incorrect interpretation by the teacher of their individual psychological properties.

Factors that do not favorably affect the child's adaptation to school are such integrative personal formations as self-esteem and the level of claims.

With their inadequate overestimation, children uncritically strive for leadership, react with negativism and aggression to any difficulties, resist the demands of adults, or refuse to perform activities in which they may find themselves ineffective. At the heart of their sharply negative emotions is an internal conflict between claims and self-doubt. The consequences of such a conflict can be not only a decrease in academic performance, but also a deterioration in health against the background of obvious signs of general socio-psychological maladaptation.

No less serious problems arise in children with low self-esteem: their behavior is characterized by indecisiveness, conformism, extreme self-doubt, which form a sense of dependence, hindering the development of initiative and independence in actions and judgments.

As studies show, the causes of school maladaptation mainly lie outside the school - in the field of family education. Therefore, one should not be surprised that the main recommendations that are given to the parents of such children when they turn to a psychologist are to change something in their family. Often parents are surprised: what does the family have to do with it when the child has problems at school? But the fact of the matter is that the causes of school maladjustment of schoolchildren are most often associated with the attitude towards the child and his educational activities in the family.

Overcoming any form of school maladjustment, first of all, should be aimed at eliminating the causes that cause it.

Causes of school maladaptation

The nature of school failure can be represented by a variety of factors.

1. Shortcomings in preparing the child for school, socio-pedagogical neglect.
2. Somatic weakness of the child.
3. Violation of the formation of individual mental functions and cognitive processes.
4. Movement disorders.
5. Emotional disorders.

All of these factors pose a direct threat, primarily to the intellectual development of the child. The dependence of school performance on intelligence does not need proof.

Forms of manifestation of school maladaptation

Form of maladaptation	The reasons	Primary request	Corrective measures
Unformed skills of educational activity.	- pedagogical neglect; - insufficient intellectual and psychomotor development of the child; – Lack of help and attention from parents and teachers.	Poor performance in all subjects.	Special conversations with the child, during which it is necessary to establish the causes of violations of learning skills and give recommendations to parents.
Inability to voluntary regulation of attention, behavior and learning activities.	- improper upbringing in the family (lack of external norms, restrictions); - indulgent hypoprotection (permissiveness, lack of restrictions and norms); - dominant hyperprotection (full control of the child's actions by adults).	Disorganization, inattention, dependence on adults, list.
Inability to adapt to the pace of learning life (tempo unsuitability).	- improper upbringing in the family or ignoring by adults of the individual characteristics of children; – minimal brain dysfunction; – general somatic weakness; - developmental delay; - a weak type of nervous system.	Prolonged preparation of lessons, fatigue at the end of the day, being late for school, etc.	Work with the family to overcome the optimal load mode of the student.
School neurosis or “fear of school”, inability to resolve the contradiction between family and school “we”.	The child cannot go beyond the boundaries of the family community - the family does not let him out (for children whose parents use them to solve their problems.	Fears, anxiety.	It is necessary to connect a psychologist - family therapy or group classes for children in combination with group classes for their parents.
Unformed school motivation, focus on non-school activities.	- the desire of parents to "infantilize" the child; - psychological unpreparedness for school; - the destruction of motivation under the influence of adverse factors at school or at home.	There is no interest in learning, "he would like to play", indiscipline, irresponsibility, lagging behind in studies with high intelligence.	Working with family; analysis of teachers' own behavior in order to prevent possible misbehavior.

Understanding the process of school maladaptation in this vein requires:

• knowledge of the social situation of the development and life of the child;
• analysis of its leading, subjectively insoluble and "system-forming" conflict for school maladaptation;
• assessment of the stages and level of somatophysical and mental development, individual mental and personal properties, the nature of the leading relationships and the characteristics of reactions to a crisis situation and a personally significant conflict;
• taking into account the factors that act as conditions for provoking, further deepening or curbing the process of school maladaptation.

Prevention of school maladaptation.

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

Prevention of school maladaptation is as follows:

1. Timely pedagogical diagnosis of the prerequisites and signs of school maladaptation, early, high-quality diagnosis of the current level of development of each child.
2. The moment of entering the school should correspond not to the passport age (7 years old), but to the psychophysiological one (for some children it can be 7 and a half or even 8 years old).
3. Diagnostics when a child enters school should take into account not so much the level of skills and knowledge as the characteristics of the psyche, temperament, and potential capabilities of each child.
4. Creation in educational institutions for children at risk of a pedagogical environment that takes into account their individual typological characteristics. Use variable forms of differentiated correctional assistance during the educational process and after school hours for children at high, medium and low risk. At the organizational and pedagogical level, such forms can be - special classes with a smaller occupancy, with a sparing sanitary-hygienic, psycho-hygienic and didactic regime, with additional services of a medical and health-improving and correctional-developing nature; correctional groups for classes with teachers in certain academic subjects, intra-class differentiation and individualization, group and individual extracurricular activities with teachers of basic and additional education (circles, sections, studios), as well as with specialists (psychologist, speech therapist, defectologist), aimed at developing and correction of deficiencies in the development of school-significant deficient functions.
5. If necessary, use the advisory assistance of a child psychiatrist.
6. Create compensatory learning classes.
7. The use of psychological correction, social training, training with parents.
8. Mastering by teachers the methods of correctional and developmental education aimed at health-saving educational activities.

Literature:

1. Barkan A.I. Types of adaptation of first-graders / Pediatrics, 1983, No. 5.

2. Diagnosis of school maladaptation. M.: “Social health of Russia”, 1995.

3. Dubrovina I.V., Akimova M.K., Borisova E.M. and etc. Workbook of a school psychologist / Ed. I.V. Dubrovina. M., 1991.

4. Elodimova I.V. Diagnosis and correction of learning motivation in preschoolers and younger schoolchildren. M., 1991.

5. Zavadenko N.N., Petrukhin A.S., Uspenskaya T.Yu. Clinical and psychological study of school maladaptation: its main causes and approaches to diagnosis // Neurological journal. 1998, no. 6, p. 13–17

6. Kogan V.E. Psychogenic forms of school maladjustment / Questions of psychology, 1984, No. 4.

7. Lesnova A.B., Kuznetsova A.S. Psychoprophylaxis of unfavorable functional states. M., 1987.

8. Lyublinskaya A.A. A teacher about the psychology of a younger student. M.: Education, 1977.

9. Ovcharova R.V. Practical psychology in elementary school. M.: TC “Sphere”, 1996.

10. Rogov E.I. Handbook of practical psychologist in education. M., 1995.

According to the research of T. S. Koposova, 30-48% of first-graders suffer from developmental delay, which makes it difficult to adapt to school. The root causes of this phenomenon lie in the parent-child relationship.

• Children with a delay in mental or physical development, as a rule, are deprived of attention, love, care; with them little communicate, interact.
• That is, at the age of up to 7 years, children did not receive proper care, satisfaction.
• With appropriate corrective work, it is possible to overcome delays, maladjustment and achieve academic success.

It is during the period of school adaptation that it is important for children to understand and accept, warm and supportive attitude of adults. For successful adaptation to school, it is important:

• taking into account by parents the age and individual psychological characteristics of the child;
• understanding of its capabilities and needs;
• creation of an adequate system of requirements and expectations;
• accounting for the nearest developmental zone of the child.

As we can see, the listed components are directly related to the behavior of parents, attitude towards the child.

There are a number of possible problems with adaptation caused by errors in family education (see the table below).

Problem	Cause
Unformed learning skills	Pedagogical neglect, insufficient intellectual development of the child; lack of help and attention from parents and teachers
Weak development of school motivation; focus on non-school activities	The desire of parents to "infantilize" the child; psychological unpreparedness of the child, the destruction of such motivation under the influence of adverse family factors
School neurosis or "fear of school"	The child is not allowed to go beyond the boundaries of the family community
Inability to adapt to the pace of learning life	Ignoring the individual characteristics of children
Uncertainty of the child, immaturity of educational motivation, inability to overcome difficulties	Protecting children from difficulties and independence
Morbidity of the child, enthusiasm for extracurricular life (communication with peers)	Dependence of parents' behavior on the child's assessments (assessment orientation)
Refusal to go to school, neurotic and psychosomatic reactions	Discrediting the school in the eyes of the child
Increased anxiety, fearfulness, inadequate response to stress	Exaggerated demands on the child, ambitions

The Soviet psychiatrist A.E. Lichko singled out several types of destructive parental behavior (bringing style): hypoprotection, dominant hyperprotection, indulgent hyperprotection, emotional rejection, increased moral responsibility. Such styles not only do not help the child cope with the difficulties of adaptation, but also exacerbate them, create new ones. Accordingly, it is recommended to avoid such relationships.

School maladaptation can happen to every first grader. According to child psychologists, the reason for the lagging behind in the studies of a child - a first grader - is his disadaptation to school conditions.

And only a family can help a child become successful in a difficult time of transition from a carefree childhood to schooling. But many parents, not having a pedagogical education, do not know how to properly prepare their baby. What is student maladjustment?

School maladaptation is a complex of problems

When entering the first grade, the child must wean from the old conditions of life and adapt to the new ones. If the parents and the kindergarten were engaged in the preparation of the child, then the process goes well and after a couple of months the first grader feels great next to the teachers, orients himself at school, and makes new friends in the class. However, often domestic problems do not allow parents to give the necessary time to the child.

And then it happens that the child:

• afraid to go to school;
• begins to get sick often;
• losing weight, losing appetite, sleeping poorly;
• behaves in a closed manner at school;
• does not seek help from school teachers;
• may get lost in the school building;
• loses self-service skills: he cannot change clothes for physical education, forgets things, textbooks, etc.
• may begin to stutter, blink frequently, cough, etc.;
• does not learn the material in the classroom, is inattentive, absent-minded or capricious.

These are signs that the baby has a school maladaptation of children of primary school age.

If you do not pay attention to these signs in time, the child will be a loser at best, at worst, you will have to treat him for a long time with a neurologist, or even a psychiatrist.

Why school maladjustment occurs

Difficulties in adapting a child to school can be caused by both the characteristics of his
personality, and improper upbringing in the family.

Causes of school maladaptation:

• The child is not prepared for school: he does not realize the importance of the transition to learning, he does not know how to make strong-willed efforts in order to focus on learning. They say about such children: "He would like to play everything."
• Often sick, has serious health problems.
• The processes of formation of thinking, attention, memory are disturbed.
• Has movement disorders.
• Unbalanced, frequent unjustified mood swings.

How does school maladaptation manifest itself and what should be done to eliminate it?