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Introduction

maladaptation school pathology

To develop the concept social work, upbringing and education in modern conditions, the basic principles of interaction between the individual, family and society, adopted in accordance with the Convention on the Rights of the Child, the new Law “On Education in the Russian Federation”, and the second generation Federal State Educational Standard are of decisive importance. In the new socio-legal system, priority over society, over professional goals and interests is given to the child and family, personal activity and personal growth.

The modern Russian school, which strives to implement the basic principles of state policy in the field of education, also finds its place in this social space.

1. Concept school maladjustment

Only a person who feels comfortable in society and lives in harmony with the reality around him can be successful.

We can call a student adapted if he was able to move from play activity to educational. If he can move from working under the supervision of a teacher to independent execution tasks, if he can complete the task from start to finish - from the moment of formulating and building a program to exercising control over his actions.

Normally, a first-grader adapts to school conditions in 5-6 weeks. That is, by the middle of the first quarter the body should be rebuilt without compromising physical and mental health. During this time, all systems should begin to function in a new way. The biological clock is corrected, subject to a new regime, which includes independent work and homework. The body's energy balance changes. There is a transition from gaming and physical activity to mental activity, and the blood supply to the brain increases. At the psychological level, the child adapts to new adults and peers. He exhibits one of the most important traits - readiness for development.

Why does a child sometimes not want to study, lose interest in classes, become aggressive, or, conversely, withdraw into himself? How should teachers and parents behave in such a situation?

You should start with general concept the term "disadaptation".

Disadaptation is any violation of adaptation, the body’s adaptation to constantly changing conditions of the external or internal environment. A state of dynamic discrepancy between a living organism and the external environment, leading to disruption of physiological functioning, changes in behavior, and the development of pathological processes. A complete discrepancy between the organism and the external conditions of its existence is incompatible with life. The degree of maladaptation is characterized by the level of disorganization of the functional systems of the body. Personal maladaptation can lead to the formation of suicidal behavior if it is impossible to realize basic value attitudes.

School maladaptation is a violation of the adaptation of a student’s personality to the learning conditions at school, which acts as a particular phenomenon of a disorder in a child’s general ability to mentally adapt due to some pathological factors. In this context, school maladjustment acts as a medical and biological problem.

From this point of view, school maladaptation for parents, teachers, and doctors, as a rule, is a disorder within the framework of the vector “illness/disorder of health, development or behavior.” This point of view explicitly or implicitly defines the attitude towards school maladjustment as a phenomenon through which the pathology of development and health manifests itself. An unfavorable consequence of this attitude is the focus on test control when entering school or when assessing the level of development of a child in connection with the transition from one educational level to another, when the child is required to prove that he has no deviations in his ability to learn according to the programs offered by teachers , and at the school chosen by the parents.

The second consequence is a persistently expressed tendency to refer to a psychologist and to a doctor, for example, a psychiatrist, a child with whom the teacher constantly encounters difficulties. An extreme expression of this approach is the “labeling” of children experiencing learning difficulties with diagnostic “labels” coming from clinical practice into “everyday consciousness” - “infantile”, “psychopath”, “hysteric”, “schizoid”, “organic” and others numerous examples of medical “pseudo-terms” in origin, wrongfully used in another, socio-psychological and educational system of relations to cover up or justify the callousness, impotence or unprofessionalism of persons responsible for upbringing, training and social assistance.

School maladaptation in another sense is the impossibility of learning and adequate interaction of a child with the environment within a specific educational institution.

There are several approaches to how experts interpret the concept of school maladjustment.

We will consider school maladaptation as a violation of the interaction between the child’s personality and the school environment. The participation of psychiatrists in rehabilitation is minimal. The main emphasis is on creating an adequate rehabilitation environment and interdisciplinary interaction of specialists.

2. Factors influencing the occurrence of school maladjustment

· Individual factor. Clear external differences from peers. Deformities, serious motor problems, low or, conversely, high mental capacity. Unresolved speech therapy problems: slurred speech, stuttering. Poor vocabulary.

· Somatic factor. The presence of chronic diseases, frequent infectious diseases. Decreased hearing and vision.

· Psychological and pedagogical factor. Lack of an individual approach to training. Impossibility of personal contact between student and teacher. Underestimation.

· Corrective and preventive factor. Weak interaction between specialists in related specialties. Absence or untimeliness of correctional work at school, lack of specialists.

· Family factor. Pedagogical neglect. Heavy emotional background in the family. Lack of communication. Alcoholism of parents. Overprotection or, conversely, cruelty in treatment. Inconsistency in the demands of adults at home, inconsistency in the use of forms of reward and punishment. Parents' rejection of child health problems. Pushing an undertreated child into school, failure to identify chronic diseases that interfere with successful education. Parents' discrepancy between word and deed. The policy of double standards in relationships.

· Environmental factor. The bad influence of peers, the attraction of doing nothing, impunity for antisocial behavior. The appeal of thrills. Availability of drugs and easy income.

· Social factor. Loss of former ideals in society. Propaganda of aggression, infatuation virtual world- a substitute for reality. Advertising unhealthy image life.

· Mental factor. Mental disorders schoolboy. Diseases that were either not identified before school or occur in an erased form. Decreased volitional activity, decreased motivation for learning and independent existence in adulthood.

· Psychological factor. Lack of formation of higher mental functions. Memory, attention, and perception disorders.

3. Diagnosis of school maladjustment

Primary diagnosis falls on the shoulders of the teacher. It is necessary to use dynamic observation skills, analyze the child’s behavior, typical errors in oral answers and written works Oh.

How to identify a group of children who are poorly adapted to school? To do this, it is necessary to analyze how the lesson is going overall, whether there are children who are very behind the overall pace of work, and whether there are children who are the last to hand in their work. Are there people who pass first, but then it turns out that they made a lot of mistakes, blots, and typos?

It is also necessary to evaluate the time of active attention in the lesson. The time of active attention is the period from the beginning of the lesson until signs of exhaustion appear. A first grade student can sit in class for no more than 15 minutes at the beginning of the year and 20 minutes in the second half of the year, in the fifth grade - 30-45 minutes, in the ninth grade - 45 minutes.

Signs of child maladjustment may include signs of exhaustion, fatigue, decreased mental performance, errors in written work, increased level anxiety with good academic performance, etc.

Signs of exhaustion:

1. The child is spinning and spinning at his desk.

2. Can't hold a pose. He lies down with his head on the desk, slouches, and “flows” down the chair.

3. Yawns.

4. Constantly blinks, licks lips, and makes other obsessive movements.

5. Shifts the pen from hand to hand.

6. Every lesson asks permission to go to the toilet.

7. Drops writing utensils repeatedly.

8. Cannot repeat the question just asked.

9. Makes uncharacteristic errors in both written and oral speech.

10. By the end of the lesson, his handwriting is getting worse.

Signs of fatigue that appear during recess:

1. Autonomic reactions: pale skin, bright pink cheeks, blue above the upper lip.

2. Secludes himself, does not want to communicate with classmates.

3. Aggression towards peers.

4. Runs around the hall, cannot switch to a calm activity.

5. Walks on tiptoes.

What you should pay attention to and how to interpret the results of written work.

1. Written work is not in order.

2. Can write on the first page that comes to hand.

3. It may start not from the red line, but from the middle of the line or even from the middle of the sheet.

4. Even in the second quarter he writes letters in a mirror manner.

5. Rearranges letters in syllables and syllables in a word.

6. Skips letters.

7. Replaces letters with ones that sound similar.

8. Cannot retell what he has read.

If you find similar features in a student’s notebook, you need to refer the child for additional diagnostics to a psychologist. Such features of written work indicate that the child has reduced programming and control functions. The 7th point indicates a violation of auditory perception. The reasons that a child cannot retell what he has read even when asked leading questions can be either simple - pedagogical neglect, or profound - the immaturity of higher cortical functions.

Anxiety in case of good academic performance can be caused by various factors. The causes of anxiety usually lie in the child himself. But still, in some classes the level of anxiety is higher, in particular, where knowledge and skills are not assessed at all, children do not receive feedback, it seems to them that everything is so bad that there is nothing to evaluate. In first grade there are no formal grades, but children quickly learn the alternative system: "I have a blue sticker, and Petya answered better --at him golden".

Signs of anxiety in high achieving children:

1. The child is afraid to answer the lesson he has learned. Answers better from the seat than from the board. It is better to answer the teacher in private than in front of the whole class.

2. Is whiny or aggressive if he is reprimanded.

3. Stutters, and only in class.

4. Shows motor restlessness when answering (tugging at clothes, rubbing hands, shaking hands), often blinking, licking lips during oral answers.

Features of performing tasks in anxious children:

1. High dependence on teacher behavior. When giving oral answers, attention is diverted to the teacher’s behavior, and not to what and how to answer. Reads the teacher's facial expressions.

2. “Sticking” to small details, difficulty isolating the main task.

3. Poorly copies from a sample. He looks at how his neighbor at his desk performs the task.

4. When a task is poorly completed once, he begins to cry and refuses to study at all.

If a teacher notices the frequent manifestation of at least one sign in a child, then this is a direct reason to involve the parents and consult the child with a school psychologist.

4. Methods for diagnosing school maladjustment

To carry out effective readaptation work, it is necessary to have the most complete understanding possible of the causes, essence and time of development of maladaptation processes. This information can only be obtained through ongoing diagnostic work, in which not only representatives of the socio-psychological service, but also teachers and class teachers should take part.

Naturally, this is a very labor-intensive process that requires certain skills, therefore, during psychological and pedagogical seminars, it is necessary to train teachers in basic diagnostic methods. All information obtained both through constant observation of the behavior of students, their interpersonal relationships, and through testing and questioning of adolescents and their parents should be analyzed by specialists, as a result of which appropriate recommendations are developed individually for each student experiencing difficulties in adaptation.

When performing diagnostics, you should be guided by the following principles:

1. The process of maladaptation must be studied comprehensively, identifying violations in all complexes of personally significant relationships.

2. Since, like any process, maladaptation has time parameters, diagnostics must also be consistent, allowing one to obtain information about maladjustment at various phases of its development.

3. To objectify the data, diagnostics must be carried out various methods, allowing you to clarify and double-check the results of observations.

4. When studying maladjustment, it is necessary to diagnose both individual, subjective factors, and social ones, including the characteristics of microsocieties, interpersonal relationships at various levels, etc.

5. When conducting diagnostics, special attention should be paid to identifying the factors that initiate the triggering of the maladaptation mechanism, since these factors are often hidden by external manifestations of secondary maladjustment. However, effective readaptation work is possible only if the root cause of maladaptation is neutralized.

6. Diagnostics should be aimed not only at studying the forms of manifestation of maladjustment and the factors determining the emergence and development of maladjustment, but also at identifying the body’s protective resources, ways to increase the adaptive potential of adolescents, activation centers of motivation, etc. Identification and consideration of these factors allows optimize readaptation work, reduce the intensity of disaptation processes. In our opinion, any pedagogical influence can cause, along with positive aspects, also side, undesirable ones. Therefore, pedagogical influences during readaptation activities should be minimized, if possible.

7. All factors that determine the development of maladaptive processes must be diagnosed. Otherwise, the information will be fragmentary and incomplete, from which it is impossible to create a complete and objective picture of maladjustment.

Much attention should be paid to giving the diagnosis a systematic, logical sequence of actions.

1. Based on the external manifestations of maladaptation, record its presence in the student, determine the area in which it is reflected.

2. Identify the main complexes of personally significant relationships that have undergone maladjustment to the greatest extent.

3.Identify factors of maladjustment, both primary and secondary. Pay special attention to the factors that led directly to the onset of maladjustment.

4. Diagnose factors that may be useful in further readaptation work - individual valuable personal qualities, social factors, that is, identify activation centers of positive motivation.

5. Identify the value system of the teenager’s personality, outline a system of guidelines that should be deployed in front of the maladapted teenager.

6. Develop a strategy for preventive and readaptation work depending on diagnostic data.

Much preliminary work should be carried out on the selection of existing diagnostic methods, their adjustment depending on the specifics of the activity, the development of a number of original questionnaires and testing systems, and the preparation of programs for computer processing of the collected data. Based on diagnostics, first of all, a specific mechanism of adolescent maladaptation is identified, that is, those complexes of personally significant relationships are identified in which there has been a mismatch between the individual’s relationship with the world and himself.

Appendix No. 1 reflects the main diagnostic techniques used to identify violations of school adaptation.

Observation- the most common and indispensable method in working with first-graders, although it can be used in studying the development of children of any age. Observations can be continuous, when the researcher is interested in all the characteristics of the child’s behavior, but more often selective observations are used, when only some of them are recorded. The use of an observation method must meet a number of requirements. This is a clearly defined goal, the development of an observation scheme (what to see, how to record it), systematic observation (in episodic observations, only random moments can be identified that depend on the child’s momentary state and do not show the patterns of his development), objectivity of observation (the fact itself is described, and not its interpretation by the observer). The difficulty in organizing observation during the period of adaptation to school education is that you have to simultaneously observe the behavior of 20 or more students. During the process of primary observation, carried out during two to four lessons and breaks between them (sometimes after lessons), all exceptional cases are recorded, i.e. such behavior of a child that in one way or another sets him apart from the general mass of children. Let's give examples. 1. All the children sit quietly and listen attentively to the teacher, and someone begins to fidget, fuss, spin, talk, and gets up from their desk. 2. All children are actively involved in work, but some are bored, look out the window, draw on their desks, and do other extraneous things. 3. During recess, someone gets bored on the sidelines, someone fights all the time, conflicts with other children, etc. Strongly expressed emotional reactions, characteristic answers and mistakes, pace of work, activity in lessons, attitude towards successes and failures, etc. are recorded. Through observation, children are identified as motor-disinhibited, excitable, irritable, sedentary, children who are emotionally unstable and with a predominance of certain type emotions, socially courageous, easy to get along with, timid, shy, etc. With longer observation, it is recommended to analyze the children’s performance of educational tasks: viewing notebooks, listening to answers in lessons, and also take into account the dynamics of academic performance in all school subjects. The results of observations of the student are assessed by a teacher or psychologist on seven scales in accordance with the following indicators. 1st scale - learning activity. 5 - works actively in class, often raises his hand, answers correctly. 4 - works during the lesson, positive and negative answers alternate. 3 - rarely raises his hand, but answers correctly. 2 - often distracted, does not hear the question, activity is short-term. 1 - passive in class, gives negative answers. 0 - learning activity is completely absent.

2nd scale - mastering program materials. 5 - correct and error-free execution of educational tasks. 4 - single errors. 3 - unstable academic performance, differences in correct and incorrect answers. 2 - poor assimilation of materials in one of the subjects. 1 - frequent mistakes, inaccuracy in completing tasks, many corrections, cross-outs. 0 - poor assimilation of program materials, gross errors and a large number of them.

3rd scale - behavior in class. 5 - conscientious fulfillment of all the teacher’s requirements, discipline. 4 - fulfills the teacher’s requirements, but is sometimes distracted from lessons. 3 - often talks with friends, is not collected. 2 - constrained in class, tense, responds little. 1 - partially fulfills the requirements, twirls, talks. 0 - gaming interests predominate, during the lesson he is involved in extraneous matters.

4th scale - recess behavior. 5 - high gaming activity, willingly participates in gaming activities. 4 - low level of activity, prefers classes in class with one of the children. 3 - the child’s activity is limited to activities such as: doing homework, washing the board, cleaning the classroom. 2 - cannot find any use for himself, moves from one group of children to another. 1 - passive, avoids others. 0 - often violates norms of behavior.

5th scale - relationships with classmates. 5 - sociable, easily communicates with children. 4 - has little initiative, but easily makes contact if approached. 3 - the scope of communication is limited, communicates only with a few. 2 - prefers to be near children, but does not come into contact with them. 1 - closed, isolated from others. 0 - shows negativism towards other children.

6th scale - attitude towards the teacher. 5 - shows friendliness towards the teacher, often communicates with him. 4 - values the teacher’s good opinion of himself and strives to fulfill his requirements. 3 - diligently fulfills the teacher’s requirements, but often turns to classmates for help. 2 - fulfills the teacher’s requirements formally, trying to be unnoticed. 1 - avoids contact with the teacher, gets lost when communicating with him, cries. 0 - communication with the teacher leads to negative emotions, cries at any comments.

7th scale - emotions. 5 - good mood, smiles often. 4 - calm emotional condition. 3 - decreased mood occurs occasionally (cyclicity). 2 - negative emotions predominate. 1 - depressed mood. 0 - aggression.

The results of observation using these rating scales are summarized in a table. School adaptation map

The list marks the children with the lowest scores on each scale. At the same time, the level of adaptation of children who scored a total of 28-35 points can be classified as high, 21-27 points as average, and less than 20 as low. To study the maladjustment of children at school, a modified T.V. can also be used. Dorozhevets map of Stott's observations offered below.

Stott Observation Map

Last name, first name ________________________________

Date _______________

Class _____________

School ___________________

Observer ______________________________

Asociality

Infancy

Subordination

Activity

Uncertainty

Factor " Asociality" - 14 points.

1. Very disobedient, does not observe discipline.

2. Aggressive, shouts, threatens, uses force.

3. Behaves noisily when the teacher is not in the classroom.

4. Shows cunning and dishonesty when playing with other children.

5. Quarrel and offend other children.

6. Is on bad terms with other children.

7. Fights inappropriately.

8. Always finds an excuse to offend the teacher with his special someone.

9. Mutters under his breath if he is dissatisfied with something.

10. At times he lies without any reason or difficulty.

11. Can’t resist playing in front of others.

12. Works at school only when he is stood over or forced to do so.

13. Works outside of school only when supervised or forced.

14. Disturbs other children in games, laughs at them, likes to scare them.

Factor " Infancy" - 12 points. 1. Plays with toys that are too childish for his age. 2. Too immature to listen and follow directions. 3. Plays primarily with younger children. 4. Constantly needs help and control from the teacher. 5. In class, cannot pay attention or concentrate on anything for long periods of time. 6. Unpunctual, careless, often loses pencils, books, and other items. 7. In games he has absolutely no self-control. 8. Behaves differently, diligence in educational work changes almost daily. 9. When doing manual work, sometimes he is diligent, sometimes not. 10. Sudden and sharp drops in energy are often observed. 11. Impatient, loses interest in work as it is completed. 12. Disorganized, loose, uncollected.

Factor " Subordination" - 10 points. 1. The child obeys, agrees to non-winning roles, for example, during a game he runs after the ball, while others calmly watch it. 2. Performs his duties very willingly. 3. Takes care to always be in agreement with the majority. 4. Very often brings and shows the teacher objects, drawings, models, etc. he has found. 5. Other children often pester him, he is a scapegoat. 6. Cries when reprimanded. 7. Too anxious to be naughty. 8. Shows an excessive desire to greet the teacher. 9. Tells the teacher an exaggerated amount about his family activities. 10. Too restless to work alone. Factor " Activity" - 7 points. 1. Shows perseverance and perseverance in manual labor. 2. Too bold (takes unnecessary risks). 3. Unshy, but never asks for help. 4. Bores other children and pesters them. 5. Extremely impatient, except when under pressure good mood. 6. Loves to be the center of attention. 7. Tries to monopolize the teacher.

Factor " Uncertainty" - 7 points. 1. Too shy to ask for anything. 2. Lethargic and lacking initiative in class. 3. Does not approach the teacher on his own initiative. 4. Easily comes to terms with failures in manual labor. 5. Never offers help to anyone, but willingly provides it if asked for it. 6. Speaks inexpressively, mumbles, especially when greeted. 7. In class, cannot concentrate on anything for a long time. One point is assigned for each observed behavioral act. The researcher (teacher, psychologist) fills out the protocol and records the results of all children in a general table, and notes in the list the children with the highest scores for each factor.

General table of results of monitoring children's behavior using the Stott card

In order to study anxiety in children associated with schooling, we use two questionnaires “School anxiety”, which are filled out by teachers and parents.

Questionnaire for teachers

Anxiety indicators	Often (2b)	Sometimes (1b)	Never (0b)
The child is afraid to answer at the blackboard
Starts to stutter while answering
Blushes easily when addressed by teacher
Not sure of the correctness of my answers or actions
Reacts with panic to failures in school
Very afraid of making a mistake when answering
Feels that he is treated poorly in class
In class he bites his nails, sucks his fingers, twirls his hair.
Makes restless movements with fingers while answering

Questionnaire for parents

Anxiety indicators	Often (2b)	Sometimes (1b)	Never (0b)
Before leaving for school, he complains of being in poor condition.
Considers himself a bad student
Afraid that he will not be able to answer the teacher’s questions correctly
Complains about the bad attitude of classmates and teachers towards themselves
At school, he is reluctant to part with his parents
There are night terrors with a school theme.
Avoids talking about school
Openly expresses fear of school

A quantitative indicator of the severity of school anxiety is the sum of points obtained when assessing a child by teachers and parents. The results of using the “School Anxiety” questionnaire can be conveniently presented in the form of a table.

Student's full name

Teacher assessment of anxiety indicators

Assessment of anxiety indicators by parents

Total score

Another technique that allows you to identify a child’s emotional problems (anxiety, emotional distress) is Methodology “Diagram “Good - Bad”. Children are given a sheet of paper with four signed circles depicted on it with a designated center and are offered the following instructions.

“Look at these mugs. These are unusual mugs. Imagine that the first circle represents your home (family), everything that happens in it, good and bad.

The second is the class in which you study, all the events that happen during this time.

The third is the whole school, in which there are other classes and other children, the events that happen to them.

The fourth circle is the city (village) in which you and many other people live and study.

Everywhere - at home, in the classroom, at school, in the city, in the village - there are good things that make you happy, and bad things that make you sad and upset. How much do you think is bad and good? Mark this on each mug. Don’t paint over the good part, leave it light, and mark the bad part with a dark color (black, brown).” Children are shown how this can be done using radii. The demonstrated samples are washed. Indicators of maladjustment (emotional distress) are large proportions of bad things compared to other children (especially in the “Class” and “School” circles). The basis for in-depth study is also the situation when the child does not detect bad things at all.

The most important indicators of adaptation to school include the formation of the student’s position and the nature of school motivation. Their research can be carried out using the methods given below.

Methodology “Conversations about school” developed by T.A. Nezhnova and is most often used when a child enters school. A psychologist (teacher) meets the child and asks him whether the child likes school. Depending on the answer, the first question of the conversation is asked. 1. What do you like (dislike) most about school? What is the most interesting, attractive, and favorite thing about school for you? Further, the psychologist says: “I will tell you little stories about yourself, but these will not be stories about what happened to you, but about what could happen because it happened to others. And you will tell me what you would say or do if such a story happened to you.” 2. Imagine that your mother will suddenly say tonight: “Child, you’re still small, it’s hard for you to go to school. If you want, I will go and ask you to be released from school for a month, for six months, for a year. Want?" What would you answer to your mother? 3. Imagine that your mother did just that, and you were released from school tomorrow. You got up in the morning, washed your face, had breakfast, but you don’t need to go to school, do what you want... What would you do, what would you do while the kids are at school? 4. Imagine that you went out for a walk and met a boy who is also seven years old, but he does not go to school, but to kindergarten. He asked you: “What does it take to prepare well for first grade?” How would you answer him? 5. Imagine that you were offered to study in such a way that you did not go to school, but on the contrary, a teacher would come to you every day and teach you alone everything that is taught at school. Would you agree to study at home? 6. Imagine that your teacher went on a business trip for a whole month. The director comes to your class and says: “We can assign you another teacher for this time, or we can ask your mothers so that each of them can be in your class instead of the teacher.” What do you think will be better? 7. Imagine that there are two schools: school A and school B. At school A, the lesson schedule in the 1st grade is as follows: every day there are lessons in writing, reading, mathematics, but lessons in drawing, music, and physical education, not every day. And in school B it’s the other way around: every day there is physical education, drawing, labor, music, and reading, writing, mathematics, labor - once a week. Which school would you like to attend? 8. At school A, first-graders are strictly required to listen carefully to the teacher and do everything he says, not to talk in class, to raise their hand if they want to say something or go out. At school B, they don’t reprimand you if you get up during class, talk to a neighbor, or leave the classroom without asking. Which school would you like to attend? 9. Imagine that one day you worked diligently in all your lessons, and the teacher said: “Today you studied very well, just wonderful, and I want to somehow specially recognize you for this.” good teaching. Choose for yourself: give you a chocolate bar, a toy, or put a mark in the journal.” What would you choose? The classification of answers is as follows. All answers are divided into categories A and B. A Question 1: literacy and numeracy lessons are classes that, in form and content, have no analogues in the preschool life of a child. Question 2: the child does not agree to leave. Question 3: educational activities - statements describing the daily routine, which necessarily includes self-education activities. Question 4: the content side of preparing for school is mastering some reading, counting, and writing skills. Question 5: Reluctance to homeschool. Question 6: teacher choice. Question 7: choice of school A. Question 8: choice of school A. Question 9: choice of grade. B

Question 1: preschool activities: lessons in the artistic, physical education and labor cycle, as well as extracurricular activities: games, eating, hanging out, etc. Question 2: consent to leave. Question 3: Preschool activities: games, hanging out, drawing, doing housework without mention of any learning activities. Question 4: formal aspects of preparing for school: acquiring a uniform, briefcase, etc. Question 5: Consent to homeschooling. Question 6: parental choice. Question 7: choice of school B. Question 8: choice of school B. Question 9: choice of a toy or chocolate bar. The predominance of category A responses in the child indicates that his internal position is meaningful. The predominance of answers from category B indicates, accordingly, the child’s orientation towards preschool activities and the formal aspects of education. Accordingly, the former indicate the prerequisites for easier adaptation to school, and the latter indicate possible difficulties in it.

Questionnaire for determining school motivation (developed by N.G. Luskanova)

	Do you like school?	Yes; No; Not good
	Are you always happy to go to school in the morning or do you often want to stay at home?	I go with joy; it's not always the same; I often want to stay at home
	If the teacher said that all students did not have to come to school tomorrow, would you go or stay home?	would go to school; Don't know; would have stayed at home
	Do you like it when some classes are cancelled?	I do not like; it's not always the same; like
	Would you like to not be given any homework?	I wouldn't like to; Don't know; I would like to
	Would you like there to be only breaks at school?	No; Don't know; I would like to
	Do you often talk about school to your parents and friends?	often; rarely; I'm not telling
	Would you like to have a different, less strict teacher?	I like our teacher; I do not know for sure; I would like to
	Do you have many friends in your class?	a lot of; few; no friends
	Do you like your classmates?	like; Not good; do not like

Analysis of results. For each first answer - 3 points, for an intermediate answer - 1 point, and the last - 0 points. The maximum score is 30 points. The higher the score, the higher the school motivation. 25 - 30 points: an attitude towards oneself as a schoolchild has been formed, high educational activity. 20 - 24 points: the attitude towards oneself as a schoolchild is practically formed (average norm of motivation). 15 - 19 points: positive attitude towards school, but school is more attractive due to its extracurricular aspects (external motivation). 10 - 14 points: the attitude towards oneself as a schoolchild has not been formed ( low level motivation). Below 10 points: negative attitude towards school (school maladjustment). The survey can be carried out repeatedly, which makes it possible to assess the dynamics of school motivation. A decrease in the level of school motivation can serve as an indicator of a child’s school maladaptation, and its increase can be a sign of positive dynamics in the child’s learning and development, which corresponds to easier adaptation.

It should be noted that there is one more circumstance that also contributes to maladaptation - the almost complete discrepancy between the values cultivated by the school (learning, work, books, art, nature) and the personal values of adolescents (money, entertainment, clothing).

Eventually educational work, if it does not take into account the current realities and is focused on an ideal that is not within the sphere of close interests of adolescents, it will be absolutely ineffective, and even somewhat harmful, since it accustoms adolescents to hypocrisy, hypocrisy, and cynicism. Diagnostic data allows you to build educational and readaptation work based on real objective circumstances.

It is impossible not to notice that greatest number cases of activation of the maladjustment process is associated precisely with the family factor. Unfortunately, we have to admit that family relationships are difficult to diagnose due to the difficulty of collecting information about family relationships. Therefore, it is necessary to use both direct diagnostic methods - questionnaires, tests, and indirect methods - observation, conversations, etc. Diagnostics in this case should be aimed at collecting information about the teenager’s place in the family, the style of communication in the family, the general microclimate , distribution of family responsibilities, forms of spending free time, value guidelines of the family as a whole, relationships in the family, etc. Particular attention should be paid to the level of pedagogical literacy of parents. After receiving the information, it should be analyzed and measures of pedagogical support for the teenager in conditions of family maladaptation should be outlined based on the identified reasons.

Readaptation work with a teenager in the case of family reasons its maladaptation is impossible without simultaneous targeted influence on both the family and the teenager.

5. Corrective measures

After an affirmative answer to the question: “Does this child really have difficulty adapting to school?” Naturally, the next two arise: “what should I do?” and "how to do it?" . The main thing in correctional work-- use of the child's own potential. Our interaction with the student will be effective only when we enter a single emotional field with him. Using techniques emotional contagion By building basic trust, you can achieve much better results than with directive training in any skills. Moreover, a maladjusted child, falling out of the educational process during the holidays or during illness, can completely lose the acquired skills and roll back in intellectual development. To prevent this from happening, it is necessary to focus on the child’s interests, based on his needs and capabilities. A number of techniques and statements will help the teacher establish a special contact with the child, and this will become the basis for overcoming school difficulties. When talking with parents and the child, it is better to orient the student and his parents towards future success: “You can write better, read more...” Use predictive judgments without fixing on the level of existing “inability.” Personally-oriented teachers do not hesitate to express their feelings towards children: “I’m upset that you didn’t learn. I’ll be happy to help you so that you do well.”

IN high school The teacher must adhere to the educational and disciplinary model of interaction with the student. But not by ordering, but by establishing partnerships with students.

What form should the educational process take? How to properly reprimand students?

1. Avoid comments in the ultimatum form, use the form more: "It's better to do this: my experience speaks of that this way is more rational".

2. Tune in to a positive result; as soon as the student has done something good, praise him. If you are analyzing a test or independent work together, then emphasize the originality of the solution without directly pointing out the error: “look carefully, you did something wrong in this action.”

3. If, after a series of failures and unfulfilled tasks, a glimpse of a lesson learned suddenly appears, do not say that success was accidental, and that the work option was the easiest.

4. Apologize for your mistakes and mistakes. If you unfairly accuse a student of something, then be sure to find the strength to apologize and admit that you were wrong.

5. Do not compare students with each other, especially if you taught his parents or older brothers or sisters.

6. Live in the “here and now” situation. Don't remind him of his mistakes.

Conclusion

So, there are at least three turning points that a child goes through in the process of learning at school: this is admission to school (1st grade), the transition from elementary to middle school (5th grade), and the transition from middle to high school (10th grade). These periods are, in a way, an emotionally stressful situation, because... the habitual stereotype of behavior changes, the psycho-emotional load increases.

Adaptation to school occurs differently for everyone. For some, it does not occur at all, and then we talk about socio-psychological disadaptation. One of the reasons many researchers cite is the discrepancy between the functional capabilities of children and the requirements existing system learning (lack of “school maturity”). Other reasons: insufficient level of intellectual development, social immaturity, poor health, disharmonious development, etc. All this is a complex of internal reasons.

There are also external reasons (“teacher problems”): teaching content and teaching methods that do not correspond to the child’s capabilities, the personality of the teacher, the style of his relationships with children and parents, etc.

the main role in creating a favorable psychological climate in the classroom belongs to the teacher. He constantly has to work to increase the level of educational motivation, creating situations of success for the child in the classroom, during recess, and in communicating with classmates.

The joint efforts of teachers, parents, doctors, specialists, and psychologists should be aimed at reducing the risk of school maladaptation and learning difficulties in a child.

List of used literature

1. Aleksandrovskaya E.M. Psychological support schoolchildren: a textbook for students of higher pedagogical educational institutions. M.: 2002.148p.

2. Lyublinskaya A.A. To the teacher about the psychology of a junior schoolchild. M.: Education, 1977. 89 p.

3. Ovcharova R.V. Practical psychology in elementary school. M.: Sphere shopping center, 1996.125p.

4. Rogov E.I. Handbook for a practical psychologist in education. M.: 1995.187p.

5. Bezrukikh M.M., Efimova S.P. Do you know your student? . M.: Education, 1991. 176 p.

6. Borisova M.V. Introduction to psychodiagnostics: A textbook for students. avg. ped. uch. establishments. M.: Publishing house. Center "Academy", 2000. 192 p.

7. Elfimova N.V. Diagnosis and correction of learning motivation in preschoolers and primary schoolchildren. M.: 1991. 205 p.

8. Nemov R.S. Psychology: Textbook. for students higher textbook ped. manager: in 3 books. - 3rd ed. M.: Humanitarian publishing house. VLADOS center, 2000. 640 p.

Application

A set of methods that determines the child’s adaptive status


Name of the technique	Two houses
	According to T.D. Martsinkovskaya T.D. Martsinkovskaya diagnostics of mental development of children. - M., 1998.
		Mode	Individual	Time (in minutes)
			Group

Name of the technique	Contour SAT-N
	According to N. Ya. Semago, M. M. Semago Semago N. Ya., Semago M. M. Guide to psychological diagnostics: Preschool and primary school age. - M., 2000
		Mode	Individual	Time (in minutes)	Processing time for 1 protocol (in minutes)
Name of the technique	Hand test
	According to N. Ya. Semago, M. M. Semago Semago N. Ya., Semago M. M. Guide to psychological diagnostics: Preschool and primary school age. - M., 2000.
		Mode	Individual	Time (in minutes)	Processing time for 1 protocol (in minutes)
			Group

Name of the technique	Draw a person
	K. Machover Almanac psychological tests/ edited by R. R. and S. A. Rimskikh. - M., 1996.
		Mode	Individual	Time (in minutes)	Processing time for 1 protocol (in minutes)
Name of the technique	Anxiety test
	R. Tremmel, M. Dorki, V. Amen Methods of psychological diagnostics: almanac // issue No. 9 - Minsk, 1989..
		Mode	Individual	Time (in minutes)	Processing time for 1 protocol (in minutes)
			Group

Name of the technique	A comprehensive study of self-esteem and value orientations
	According to N. G. Luskanova, I. A. Korobeinikov Diagnosis of school maladjustment: a scientific and methodological manual for teachers primary classes and school psychologists./ edited by S. A. Belicheva. - M., 1993.
		Mode	Individual	Time (in minutes)	Processing time for 1 protocol (in minutes)
Name of the technique	Drawing of a non-existent animal/RNJ
	According to T. D. Martsinkovskaya T. D. Martsinkovskaya. Diagnosis of the mental development of children. - M.. 1998.
	4.5 and older	Mode	Individual	Time spending	Processing time for 1 protocol (in minutes)
			Group

Name of the technique	Diagnostic program for determining the psychological readiness of 607-year-old children for school. Subtest No. 1 “Fairy tale” Subtest No. 2 “Experimental conversation by definition” internal position schoolboy."
	Gutkina N.I. Psychological readiness for school. - M. - St. Petersburg, 2004.
		Mode	Individual	Time spending	Processing time for 1 protocol (in minutes)
Name of the technique	Sociometric survey - Interpersonal relationships
	According to S. A. Belicheva Diagnosis of school maladjustment: a teaching and methodological manual for primary school teachers and school psychologists. / edited by S. A. Belicheva - M.. 1993.
		Mode	Individual	Time spending	Processing time for 1 protocol (in minutes)
			Group

Name of the technique	Phillips School Anxiety Test

		Mode	Individual	Time spending	Processing time for 1 protocol (in minutes)
Name of the technique	House. Tree. Human

	From 5 years and older	Mode	Individual	Time spending	Processing time for 1 protocol (in minutes)
			Group

Name of the technique	Unfinished sentences
	A. I. Zakharov A. I. Zakharov Neuroses in childhood. - St. Petersburg, 1996.
	From 7 years and older	Mode	Individual	Time spending	Processing time for 1 protocol (in minutes)
Name of the technique	Well-being. Activity. Mood (SAN)
	Krasilo A.I., Novgorodtsev A.P. Status of a psychologist and problems of his adaptation in educational institution. - M.-Voronezh, 1995.
	From 7 years and older	Mode	Individual	Time spending	Processing time for 1 protocol (in minutes)
			Group

Name of the technique	Assessment of the level of school motivation
	According to A. G. Luskanova Diagnosis of school maladaptation: a scientific and methodological manual for primary school teachers and school psychologists. / edited by S. A. Belicheva. - M., 1993.
		Mode	Individual	Time spending	Processing time for 1 protocol (in minutes)

Name of the technique	Class Drawing/Teacher Drawing
	According to N.G. Luskanova, I., A. Korobeinikov Diagnosis of school maladjustment: a scientific and methodological manual for primary school teachers and school psychologists. / edited by S. A. Belicheva. - M., 1993.
		Mode	Individual	Time spending	Processing time for 1 protocol (in minutes)
			Group

Name of the technique	Thomas test
	According to N.V. Grishina Almanac of psychological tests. / edited by R.R. and S.A. Rimskikh. - M., 1996.
	From 12 years and older	Mode	Individual	Time spending	Processing time for 1 protocol (in minutes)
Name of the technique	Q - sorting
	V. Stefanson The best psychological tests.// Sat. edited by A.F. Kudryashov and others / Responsible. comp. N. A. Volkova
	From 12 and older	Mode	Individual	Time spending	Processing time for 1 protocol (in minutes)
			Group

Name of the technique	Shmishek's test questionnaire
	Almanac of psychological tests. / edited by R. R. and S. A. Rimskikh. - M., 1996.
	From 13 years and older	Mode	Individual	Time spending	Processing time for 1 protocol (in minutes)
Name of the technique	Determination of anxiety level/Self-esteem scale
	Ch. D. Spielberger (adapted by Yu. L. Khanin) The best psychological tests.//Sb. edited by A.F. Kudryashov and others/Responsible. Comp. N. A. Volkova. - St. Petersburg, 1992.
		Mode	Individual	Time spending	Processing time for 1 protocol (in minutes)
			Group

Name of the technique	Standardized Multivariate Personality Research Method (SMIL)
	According to L.N. Sobchik Sobchik L.N. Methods of psychological diagnostics: issue No. 1 // Standardized multifactorial method of personality research. - M., 1990.
	From 16 years and older	Mode	Individual	Time spending	Processing time for 1 protocol (in minutes)
Name of the technique	Value orientations
	M. Rokeach The best psychological tests.//Sb. edited by A.F. Kudryashov and others / Responsible. Comp. N. A. Volkova. - St. Petersburg, 1992.
	From 16 years and older	Mode	Individual	Time spending	Processing time for 1 protocol (in minutes)
			Group

Name of the technique	Diagnosis of interpersonal relationships T. Leary
	Almanac of psychological tests. / edited by R. R. and S. A. Rimskikh. - M., 1996.
	From 16 years and older	Mode	Individual	Time spending	Processing time for 1 protocol (in minutes)
Name of the technique	Methodology for diagnosing motivation, teaching emotional attitude
	Methodological journal “Psychological diagnostics” No. 1, 2006. Pp. 33-39
		Mode	Group	Time spending	Processing time for 1 protocol (in minutes)

RECOMMENDED METHODS FOR DIAGNOSIS OF SCHOOL MALADAPTATION

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Savyonysheva Irina Vladimirovna,
primary school teacher
GBOU secondary school No. 254 of St. Petersburg

Entering school contributes big changes into a child's life. During this period, his psyche experiences a certain load, as the child’s usual way of life changes sharply and the demands made by parents and teachers intensify. In this regard, adaptation difficulties may arise. The adaptation period at school usually ranges from 2 to 3 months. For some, full adaptation to school does not occur in the first year of study. Failures in educational activities, bad relationship with peers, negative assessments from significant adults lead to a tense state of the nervous system, the child’s self-confidence decreases, anxiety increases, which leads to school maladjustment. In recent years, considerable attention has been paid to the analysis of maladaptation that occurs in children in connection with the start of school. This problem attracts the attention of both doctors and psychologists and teachers.

In this article we will look at the actual concept of maladjustment, its causes, types and main manifestations; We will reveal in detail the clinical and psychological study of school maladjustment, and propose a method for determining the level of maladaptation of a first-grader; We will determine the direction and content of correctional work.

The concept of maladjustment.

The problem of maladaptation has long been studied in pedagogy, psychology and social pedagogy, but as a scientific concept, “school maladaptation” does not yet have an unambiguous interpretation. Let us dwell on the point of view that considers school maladaptation as a completely independent phenomenon.

Vrono M.Sh. “School maladaptation (SD) is understood as a violation of the adaptation of a student’s personality to the learning conditions at school, which acts as a particular phenomenon of a disorder in a child’s general ability to mentally adapt due to some pathological factors” (1984).

Severny A.A., Iovchuk N.M. “SD is the impossibility of schooling in accordance with natural abilities and adequate interaction of the child with the environment under the conditions imposed on this particular child by the individual microsocial environment in which he exists” (1995).

S.A. Belichev “School maladaptation is a set of signs indicating a discrepancy between the sociopsychological and psychophysiological status of a child and the requirements of the school learning situation, the mastery of which for a number of reasons becomes difficult or, in extreme cases, impossible.”

You can also use this definition:

Disadaptation- a mental state that arises as a result of a discrepancy between the sociopsychological or psychophysiological status of the child and the requirements of the new social situation.

The periods of education during which school maladaptation is most often recorded are identified:

Start of school (1st grade);

Transition from primary school to secondary school (5th grade);

Ending high school(7th - 9th grades).

According to L.S. For Vygotsky, the time boundaries of age-related “crises” are comparable to two periods of education (1st grade and 7th - 8th grades), “... in which school failure is predominantly observed, and the increase in the number of those who failed to cope with learning in the 5th grade is due to , apparently, not so much ontogenetically-crisis, but rather psychogenic (“change of life stereotype”) and other reasons.”

Causes of school maladjustment.

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

The general level of physical and functional development of the child, the state of his health, the development of mental functions. Based on psychophysiological characteristics, the child may simply not be ready for school.
Peculiarities family education. This includes rejection of the child by the parents and overprotection of the child. The first entails a negative attitude of the child towards school, non-acceptance of norms and rules of behavior in the team, the second - the child’s inability to cope with school workloads, non-acceptance of regime issues.
The specifics of organizing the educational process, which does not take into account the individual differences of children and the authoritarian style of modern pedagogy.
Intensity of teaching loads and complexity of modern educational programs.
Self-esteem of a junior schoolchild and the style of relationships with close significant adults.

Types of school maladjustment

Currently, three main types of SD manifestations are considered:

1. Cognitive component of SD. Failure in learning according to programs appropriate to the child’s age (chronic underachievement, insufficiency and fragmentation of general educational information without systemic knowledge and learning skills).

2. Emotional-evaluative, personal component of SD. Constant violations of the emotional and personal attitude towards individual subjects, learning in general, teachers, as well as prospects related to study.

3. Behavioral component of SD. Systematically recurring behavioral disorders during the learning process and in the school environment (conflict, aggressiveness).

In the majority of children with school maladjustment, all three of these components can be clearly traced. However, the predominance of one or another component among the manifestations of school maladjustment depends, on the one hand, on the age and stages of personal development, and on the other, on the reasons underlying the formation of school maladaptation.

The main manifestations of school maladjustment

School maladaptation in a child has a number of manifestations. One or a combination of them gives an alarming signal to parents and teachers.

1.Unsuccessful learning, falling behind school curriculum in one or more subjects.

2. General anxiety at school, fear of testing knowledge, public speaking and assessment, inability to concentrate in work, uncertainty, confusion when answering.

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

4. Violations in relationships with teachers, violations of discipline and disobedience to school norms.

5. Personality disorders (feelings of inferiority, stubbornness, fears, hypersensitivity, deceit, isolation, gloominess).

6. Inadequate self-esteem. With high self-esteem - desire for leadership, touchiness, high level claims simultaneously with self-doubt, avoidance of difficulties. With low self-esteem: indecision, conformism, lack of initiative, lack of independence.

Any manifestation puts the child in difficult conditions and, as a result, the child begins to lag behind his peers, his talent cannot be revealed, and the socialization process is disrupted. Often in such conditions the foundation of future “difficult” teenagers is laid.

Clinical and psychological study of school maladjustment.

The causes of SD were studied through neurological and neuropsychological examinations.

One of the main factors contributing to the formation of SD is dysfunction of the central nervous system (CNS), which occurs as a result of various adverse effects on the developing brain. During the neurological examination, conversations were carried out with the child and his parents, an analysis of the pathology during pregnancy and childbirth in the child’s mother, the nature of his early psychomotor development, information about the diseases he had suffered, and a study of data from outpatient records. During a neuropsychological examination, the children were assessed for their general level of intellectual development and the degree of formation of higher mental functions: speech, memory, thinking. The neuropsychological study was based on A.R. Luria’s technique, adapted for childhood.

According to the results of the survey, the following causes of SD were identified:

1. The most common cause of SD was minimal brain dysfunction (MBD) and children with attention deficit hyperactivity disorder (ADHD).

2. Neuroses and neurotic reactions. The leading causes of neurotic fears are various forms obsessions, somatovegetative disorders, acute or chronic traumatic situations, unfavorable family conditions, incorrect approaches to raising a child, difficulties in relationships with teachers and classmates.

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

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

The study showed the high informative value of complex neurological and neuropsychological research in objectifying the causes of school maladjustment. There is no doubt that the majority of children with SD require observation and treatment by a neurologist. Treatment of MMD and ADHD, which are the most common cause SD should be carried out in a complex and be comprehensive and necessarily include methods of psychotherapy and psychological and pedagogical correction.

Psychological maladjustment.

There is a problem of psychological maladjustment. It is associated with the peculiarities of the organization of the child’s mental processes. In a lesson, the child finds himself in a situation of maladaptation, since the child successfully completes tasks only in those conditions of performance to which his psyche is adapted. During the lesson, such children feel bad, because they are not ready to master knowledge in a regular lesson, and they are not able to fulfill the requirements.

Having considered the provisions of L.S. Vygotsky “every function in the cultural development of a child appears on the scene twice, on two levels: first - social, then - psychological, first between people as an interpsychic category, then within the child, as an intrapsychic category. This applies equally to voluntary attention, to logical memory, to the formation of concepts, to the development of the will... Behind all higher functions and their relationships there are genetically social relationships, real relationships between people,” we can also consider the process of formation of such psychological problems in children. The child's psyche adapts to existing type interactions with adults (primarily with parents), i.e. the child’s voluntary mental processes are organized in such a way as to ensure the successful performance of his activities precisely in the conditions of existing social relationships.

Psychological problems of child maladaptation can form and contribute to any individual sessions with him, if the methodology for conducting them differs significantly from the lesson ones.

To increase the effectiveness of learning, the focus is only on the individual characteristics of his personality (attention, perseverance, fatigue, timely comments, attracting attention, helping the child get organized, etc.). The child’s psyche adapts to such a learning process, and in conditions of mass learning in the classroom, the child cannot independently organize himself and needs constant support.

Overprotection and constant control of parents when doing homework often lead to psychological maladjustment. The child’s psyche adapted to such constant help and became maladapted in relation to the lesson relationship with the teacher.

Ensuring the comfort of learning plays an important role. From the point of view of psychologists, comfort is a psychophysiological state that arises in the process of a child’s life as a result of his interaction with the internal environment. Teachers consider comfort a characteristic of the organization of the school environment and educational activities the student as a result of the realization of his abilities and capabilities, satisfaction from educational activities, full communication with the teacher and peers. In the psychological pedagogical process, all its participants experience positive emotions, which become driving force student behavior and have a beneficial effect on the learning environment and the child’s communicative behavior. If the emotion of rejection is constant for a first-grader, then he develops a persistent disappointment to school life in general.

Psychological maladaptation of children can develop during group classes if there are too many game moments, they are completely built on the child’s interest, allowing too free behavior, etc. For graduates of speech therapy kindergartens, preschool institutions, practicing according to the methods of Maria Montessori, “Rainbow”. These children are better prepared, but almost all of them have problems adapting to school, and this is primarily caused by their psychological problems. These problems are formed by the so-called preferential training conditions - training in a class with a small number of students. They are accustomed to the increased attention of the teacher, they wait individual assistance, are practically unable to self-organize and focus on the educational process. We can conclude that if preferential conditions are created for children’s education for a certain period, then their psychological disadaptation to normal educational conditions occurs.

Children in situations of psychological maladaptation need the help of parents, teachers and psychologists.

Methodology for determining the level of maladjustment.

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

Questionnaire questions:

Parents have completely withdrawn from their upbringing and almost never go to school.
When entering school, the child did not have basic academic skills.
The student does not know much of what most children of his age know (days of the week, fairy tales, etc.)
A first-grader has poorly developed small arm muscles (has difficulty writing)
The student writes with his right hand, but according to his parents, he is retrained left-handed.
A first grader writes with his left hand.
Often moves his hands aimlessly.
Blinks frequently.
The child sucks his fingers or hand.
The student sometimes stutters.
He bites his nails.
The child is small in stature and has a fragile build.
The child is clearly “homey”, loves to be petted, hugged, and needs a friendly environment.
The student loves to play and even plays in class.
One gets the impression that the child is younger than others, although he is the same age as them.
The speech is infantile, reminiscent of the speech of a 4*5 year old child.
The student is excessively restless in class.
The child will quickly come to terms with failures.
Loves noisy, active games during recess.
Cannot concentrate on one task for long. Always tries to do everything quickly, without caring about quality.
After a physical break or interesting game It is impossible to motivate a child to do serious work.
The student experiences failure for a long time.
When unexpectedly asked by a teacher, he often gets lost. If you give him time to think about it, he may answer well.
It takes a very long time to complete any task.
He does his homework much better than his class work (a very significant difference compared to other children).
It takes a very long time to switch from one activity to another.
The child often cannot repeat the simplest material after the teacher, although he demonstrates excellent memory when it comes to things that interest him (he knows the brands of cars, but cannot repeat a simple rule).
A first grader requires constant attention from the teacher. Almost everything is done after a personal request “Write!”
Makes many mistakes when copying.
To be distracted from a task, the slightest reason is enough (a door creaked, something fell, etc.)
Brings toys to school and plays in class.
The student will never do anything beyond the required minimum, do not strive to learn or tell something.
Parents complain that it is difficult for them to sit their children down for homework.
It seems that the child feels bad in class and only comes to life during breaks.
The child does not like to make any effort to complete tasks. If something doesn’t work out, he gives up and finds excuses for himself (stomach hurts).
The child does not look very healthy (thin, pale).
By the end of the lesson, he works worse, is often distracted, and sits with an absent look.
If something doesn’t work out, the child gets irritated and cries.
The student does not work well under limited time. If you rush him, he may completely switch off and quit work.
The first grader often complains of headaches and fatigue.
A child almost never answers correctly if the question is posed in a non-standard way and requires intelligence.
The student's answer becomes better if there is support for external objects (counting fingers, etc.).
After explanation by the teacher, he cannot complete a similar task.
The child finds it difficult to apply previously learned concepts and skills when the teacher explains new material.
A first-grader often answers not to the point and cannot highlight the main thing.
It seems that it is difficult for the student to understand the explanation because the basic concepts and skills have not been formed.

Using this method, the teacher fills out an answer form in which the numbers of behavior fragments characteristic of a particular child are crossed out.

Question no.	abbreviation for behavior factor	transcript
		parental attitude
		unpreparedness for school
		left-handedness
7,8,9,10,11		neurotic symptoms
		infantilism
		hyperkinetic syndrome, excessive disinhibition
		inertia of the nervous system
		insufficient voluntariness of mental functions
		low motivation for educational activities
		asthenic syndrome
41,42,43,44,45,46		intellectual disability

During processing, the number crossed out on the left is 1 point, on the right - 2 points. The maximum amount is 70 points. The maladjustment coefficient is calculated using the formula: K=n/ 70 x 100, where n is the number of points of a first-grader. Analysis of the results obtained:

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

15-30 - indicates an average degree of maladjustment.

Above 30 indicates a serious degree of maladjustment. If the score is above 40, the student usually needs to consult a neuropsychiatrist.

Corrective work.

Scientific studies have shown that in each class there are approximately 14% of children who have difficulties during the adaptation period. How to help these children? How to build correctional work with maladjusted children? To solve the problem of school maladjustment of a child in social and pedagogical activities The parent, the psychologist, and the teacher must all be involved.

Psychologist, based on the identified specific problems of the child, makes individual recommendations for corrective work with him.

Parents it is necessary to maintain control over his assimilation of educational material and an individual explanation at home of what the child missed in class, since psychological maladaptation manifests itself primarily in the fact that the child cannot effectively assimilate educational material in class, therefore, his psyche has not yet adapted to the conditions lesson, it is important to prevent its pedagogical lag.

Teacher creates a situation of success in the lesson, comfort in the lesson situation, helps to organize a student-oriented approach in the class. He should be restrained, calm, emphasize the merits and successes of children, and try to improve their relationships with peers. It is necessary to create a trusting, sincere emotional environment in the classroom.

Adult participants in the educational process - teachers and parents - play an important role in ensuring the comfort of learning. The personal qualities of the teacher, the preservation of close emotional contacts between children and close adults, the friendly constructive interaction between the teacher and parents are the key to the creation and development of an overall positive emotional background relationships in a new social space - at school.

Cooperation between teacher and parents ensures a decrease in the child’s anxiety level. This makes it possible to make the adaptation period for first-graders short.

1. Pay more attention to the child: observe, play, advise, but educate less.

2. Eliminate the child’s insufficient preparedness for school (underdeveloped fine motor skills - consequence: difficulties in learning to write, lack of development voluntary attention- consequence: it is difficult to work in class, the child does not remember, misses the teacher’s assignments). Necessary pay more attention to development imaginative thinking: drawings, design, modeling, applique, mosaic.

3. Inflated expectations of parents create low self-esteem and self-doubt. The child’s fear of school and of his parents increases for his failure and inferiority, and this is the path to chronic failure and developmental inhibition. Any real success must be assessed sincerely and without irony by parents.

4. Do not compare the child’s mediocre results with the achievements of other, more successful students. You can compare a child only with himself and praise him only for one thing: improving his own results.

5. The child needs to find an area where he could realize his demonstrativeness (clubs, dancing, sports, drawing, art studios, etc.). In this activity, ensure immediate success, attention, and emotional support.

6. Emphasize, highlight as extremely significant the area of activity where the child is more successful, thereby helping to gain faith in himself: if you learn to do this well, then you will gradually learn everything else.

7. Remember that any emotional manifestations on the part of an adult, both positive (praise, kind words) and negative (shouting, remarking, reproaches) serve as reinforcement that provokes demonstrative behavior in the child.

Conclusion.

Adaptation to school is a multifaceted process. SD is a very common phenomenon among primary school students. In case of successful adaptation to school, the leading activity of the primary school student gradually becomes educational, replacing play. In case of maladaptation, the child finds himself in an uncomfortable state, he literally excludes himself from the educational process, experiences negative emotions, blocks cognitive activity, and, ultimately, slows down his development.

Therefore, one of the main tasks for ensuring the successful course of the child’s adaptation period for the teacher is to ensure continuity in the development of abilities, skills and methods of activity, to analyze the developed skills and determine, if necessary, the necessary correction paths.

With the correct identification of the specific individual problems of a maladjusted child and the joint efforts of the psychologist, teacher and parents, changes in the child are sure to occur and he really begins to adapt to the learning conditions at school.

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

Glossary.

7. Hyperkinetic syndrome is a disorder characterized by impaired attention, motor hyperactivity and impulsive behavior.

Literature.

Barkan A.I. Types of adaptation of first-graders / Pediatrics, 1983, No. 5.
Vygotsky JI.C. Collected works in 6 volumes. - M., 1984. T.4: Child psychology.
Vostroknutov N.V., Romanov A.A. Socio-psychological assistance to difficult-to-educate children with developmental and behavioral problems: principles and means, game methods of correction: Method, recommendations - M., 1998.
Dubrovina I.V., Akimova M.K., Borisova E.M. and others. Workbook of a school psychologist / Ed. I.V. Dubrovina. M., 1991.
Magazine “Primary School”, No. 8, 2005
Gutkina N.I. Psychological readiness for school. - M.: NPO "Education", 1996, - 160 p.

In the most general sense, school maladjustment usually means a certain set of signs indicating a discrepancy between the sociopsychological and psychophysiological status of a child and the requirements of the school learning situation, the mastery of which becomes difficult for a number of reasons.

An analysis of foreign and domestic psychological literature shows that the term “school maladjustment” (“school maladjustment”) actually defines any difficulties that arise in a child during schooling. Among the main primary external signs doctors, teachers and psychologists unanimously attribute physiological manifestations of difficulties in learning and various violations of school norms of behavior. From the perspective of an ontogenetic approach to the study of the mechanisms of maladaptation, crisis, turning points in a person’s life, when sharp changes occur in his situation of social development, become of particular importance. The greatest risk comes from the moment a child enters school and the period of initial assimilation of the requirements imposed by the new social situation.

At the physiological level, maladaptation manifests itself in increased fatigue, decreased performance, impulsivity, uncontrolled motor restlessness (disinhibition) or lethargy, disturbances in appetite, sleep, and speech (stuttering, hesitation). Weakness, complaints of headaches and abdominal pain, grimacing, trembling of fingers, biting nails and other obsessive movements and actions, as well as talking to oneself, and enuresis are often observed.

At the cognitive and socio-psychological level, signs of maladaptation are failure to study, a negative attitude towards school (even refusal to attend it), towards teachers and classmates, educational and play passivity, aggressiveness towards people and things, increased anxiety, frequent mood swings, fear, stubbornness, whims, increased conflict, feelings of insecurity, inferiority, difference from others, noticeable solitude among classmates, deceit, low or high self-esteem, hypersensitivity, accompanied by tearfulness, excessive touchiness and irritability.

Based on the concept of “psychic structure” and the principles of its analysis, the components of school maladaptation can be the following.

1. A cognitive component, manifested in the failure of training according to a program appropriate to the age and abilities of the child. Includes such formal signs as chronic underachievement, repeating a year, and qualitative signs such as insufficient knowledge, skills and abilities.

2. An emotional component, manifested in a violation of the attitude towards learning, teachers, and life perspective related to studies.

3. Behavioral component, the indicators of which are repeated behavioral disorders that are difficult to correct: pathocharacterological reactions, anti-disciplinary behavior, disregard for the rules of school life, school vandalism, deviant behavior.

Symptoms of school maladaptation can be observed in absolutely healthy children, and can also be combined with various neuropsychiatric diseases. At the same time, school maladjustment does not apply to violations of educational activity caused by mental retardation, gross organic disorders, physical defects, and sensory organ disorders.

There is a tradition of linking school maladaptation with those disorders of educational activity that are combined with borderline disorders. Thus, a number of authors consider school neurosis as a kind of nervous disorder that occurs after entering school. As part of school maladaptation, various symptoms are noted, characteristic mainly of children of primary school age. This tradition is especially typical of Western research, in which school maladjustment is considered as a special neurotic fear of school (school phobia), school avoidance syndrome or school anxiety.

Indeed, increased anxiety may not manifest itself in violations of educational activity, but it leads to serious intrapersonal conflicts in schoolchildren. It is experienced as a constant fear of failure at school. Such children are characterized by an increased sense of responsibility, they study and behave well, but they experience severe discomfort. To this are added various vegetative symptoms, neurosis-like and psychosomatic disorders. What is significant about these disorders is their psychogenic nature, their genetic and phenomenological connection with school, and its influence on the formation of the child’s personality. Thus, school maladaptation is the formation of inadequate mechanisms of adaptation to school in the form of disruptions in learning and behavior, conflict relationships, psychogenic diseases and reactions, increased levels of anxiety, and distortions in personal development.

Analysis of literary sources allows us to classify the variety of factors contributing to the occurrence of school maladjustment.

Natural biological prerequisites include:

Somatic weakness of the child;

Violation of the formation of individual analyzers and sensory organs (uncomplicated forms of typhoid, deafness and other pathologies);

Neurodynamic disorders associated with psychomotor retardation, emotional instability (hyperdynamic syndrome, motor disinhibition);

Functional defects of the peripheral speech organs, leading to disruption of the development of school skills necessary for mastering oral and written speech;

Mild cognitive disorders (minimal brain dysfunction, asthenic and cerebroasthenic syndromes).

The socio-psychological causes of school maladjustment include:

Social and family pedagogical neglect of the child, defective development at previous stages of development, accompanied by disturbances in the formation of certain mental functions and cognitive processes, deficiencies in preparing the child for school;

Mental deprivation (sensory, social, maternal, etc.);

Personal qualities of the child formed before school: egocentrism, autistic-like development, aggressive tendencies, etc.;

inadequate strategies for pedagogical interaction and learning.

E.V. Novikova offers the following classification of forms (causes) of school maladjustment, characteristic of primary school age.

1. Disadaptation due to insufficient mastery of the necessary components of the subject side of educational activity. The reasons for this may be insufficient intellectual and psychomotor development of the child, inattention on the part of parents or teachers to how the child is mastering his studies, and the lack of necessary assistance. This form of school maladaptation is experienced acutely by primary schoolchildren only when adults emphasize the “stupidity” and “incompetence” of children.

2. Disadaptation due to insufficient voluntary behavior. A low level of self-government makes it difficult to master both the subject and social aspects of educational activities. During lessons, such children behave unrestrainedly and do not follow the rules of behavior. This form of maladjustment is most often a consequence of improper upbringing in the family: either the complete absence of external forms of control and restrictions that are subject to internalization (parenting styles of “overprotection”, “family idol”), or the transfer of means of control to the outside (“dominant hyperprotection”).

3. Disadaptation as a consequence of the inability to adapt to the pace of school life. This type of disorder is more common in somatically weakened children, in children with weak and inert types of nervous system, and sensory organ disorders. Maladjustment itself occurs when parents or teachers ignore the individual characteristics of such children who cannot withstand high loads.

4. Disadaptation as a result of disintegration of the norms of the family community and the school environment. This variant of maladaptation occurs in children who have no experience of identifying with members of their family. In this case, they cannot form real deep connections with members of new communities. In the name of preserving the unchanged Self, they have difficulty making contacts and do not trust the teacher. In other cases, the result of the inability to resolve the contradictions between the family and school WE is a panicky fear of separation from parents, a desire to avoid school, and impatient anticipation of the end of classes (i.e., what is usually called school neurosis).

A number of researchers (in particular, V.E. Kagan, Yu.A. Aleksandrovsky, N.A. Berezovin, Ya.L. Kolominsky, I.A. Nevsky) consider school maladjustment as a consequence of didactogeny and didaskogeny. In the first case, the learning process itself is recognized as a traumatic factor. Information overload of the brain, combined with a constant lack of time, which does not correspond to the social and biological capabilities of a person, is one of the most important conditions for the emergence of borderline forms of neuropsychic disorders.

It is noted that in children under 10 years of age, with their increased need for movement, the greatest difficulties are caused by situations in which it is necessary to control their motor activity. When this need is blocked by school behavior norms, muscle tension increases, attention deteriorates, performance decreases, and fatigue quickly sets in. The subsequent release, which is a protective physiological reaction of the body to excessive overexertion, is expressed in uncontrollable motor restlessness and disinhibition, which are perceived by the teacher as disciplinary offenses.

Didascogeny, i.e. psychogenic disorders caused by improper behavior of the teacher.

Among the reasons for school maladaptation, some personal qualities of the child formed at previous stages of development are often cited. There are integrative personal formations that determine the most typical and stable forms of social behavior and subordinate its more private psychological characteristics. Such formations include, in particular, self-esteem and level of aspirations. If they are inadequately overestimated, children uncritically strive for leadership, react with negativity and aggression to any difficulties, resist the demands of adults, or refuse to perform activities in which failures are expected. The basis of the negative emotional experiences that arise is an internal conflict between aspirations 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 socio-psychological maladaptation. No less serious problems arise in children with reduced self-esteem and level of aspirations. Their behavior is characterized by uncertainty and conformity, which hinders the development of initiative and independence.

It is reasonable to include in the group of maladjusted children those who have difficulty communicating with peers or teachers, i.e. with impaired social contacts. The ability to establish contact with other children is extremely necessary for a first-grader, since educational activities in elementary school are of a pronounced group nature. Lack of development of communicative qualities gives rise to typical communication problems. When a child is either actively rejected by classmates or ignored, in both cases there is a deep experience of psychological discomfort that has a maladaptive meaning. The situation of self-isolation, when a child avoids contact with other children, is less pathogenic, but also has maladaptive properties.

Thus, the difficulties that a child may experience during his or her education, especially the primary period, are associated with the influence of a large number of factors, both external and internal. Below is a diagram of the interaction of various risk factors in the development of school maladjustment.

Adaptation to school is not painless for all children. Observations show that relatively stable adaptation to school occurs in the 5-6th week of school. However, for some first-graders it does not occur at all, and then we have to talk about socio-psychological maladjustment.

What reasons underlie school maladjustment?

One of the main reasons, many researchers call the discrepancy between the functional abilities of children and the requirements imposed by the existing education system, in other words, the lack of “school maturity”.

Other reasons include the child’s insufficient level of intellectual development, his social immaturity, inability to communicate with others, and poor health. All this is a complex of internal reasons, the so-called "child's problems"

However, there are also external reasons for school maladaptation - "teacher problems": content of teaching and teaching methods that do not correspond to the child’s capabilities, the very personality of the teacher, the style of his relationships with children and parents, etc.

Most often, these factors exist interconnectedly, stem from one another, and in general lead to very specific learning difficulties. The whole variety of school difficulties can be divided into two types (M.M. Bezrukikh):
- specific, based on certain disorders of motor skills, hand-eye coordination, visual and spatial perception, speech development, etc.;
- nonspecific, caused by general weakening of the body, low and unstable performance, increased fatigue, low individual pace of activity.

How does a child’s maladaptation manifest itself in educational activities?

At the lesson Such a student is characterized by disorganization, increased distractibility, passivity, and a slow pace of activity. He is not able to understand the task, comprehend it in its entirety and work concentratedly, without distractions and additional reminders; he does not know how to work thoughtfully, according to plan.

Letter Such a student stands out for his unstable handwriting. Uneven strokes, different heights and lengths of graphic elements, large, stretched, differently angled letters, tremor - these are its characteristic features. Errors are expressed in underwriting letters, syllables, random substitutions and omissions of letters, and failure to use rules. They are caused by a discrepancy between the pace of activity of the child and the entire class, and lack of concentration.

The same reasons determine the characteristic difficulties reading: omission of words, letters (inattentive reading), guessing, backward eye movements (“stumbling” rhythm), fast pace of reading, but poor comprehension of what was read (mechanical reading), slow pace reading.

During training mathematics difficulties are expressed in unstable handwriting (uneven, stretched numbers), fragmented perception of the task, difficulties in switching from one operation to another, difficulties in transferring verbal instructions into a specific action.

How can a teacher identify the adaptation features of first-graders?

We suggest teachers use the “Questionnaire”, work with which will help to identify the features of adaptation of first-grade students to school, and then determine a strategy for individual work with those children who need psychological correction. When working with the “Questionnaire”, the teacher will use the “Answer Form” ( see below) crosses out the numbers that describe fragments of behavior characteristic of a particular child.

Questionnaire for teachers

1. Parents have completely withdrawn from education and almost never go to school.
2. When entering school, the child did not have basic academic skills (could not count, did not know letters).
3. Does not know much of what most children of his age know (for example, days of the week, seasons, fairy tales, etc.).
4. Poorly developed small muscles of the hands (difficulties with writing, uneven letters).
5. Writes with his right hand, but according to his parents, he is a retrained left-hander.
6. Writes with his left hand.
7. Moves his hands aimlessly.
8. Blinks frequently.
9. Sucking a finger or pen.
10. Sometimes he stutters.
11. Bites his nails.
12. The child has a fragile build and small stature.
13. The child is clearly at home, needs a friendly atmosphere, loves to be petted and hugged.
14. He loves to play, he even plays in class.
15. It seems that he is younger than other children, although he is the same age as them.
16. Speech is infantile, reminiscent of the speech of a 4-5 year old child.
17. Excessively restless in class.
18. Quickly comes to terms with failures.
19. Loves noisy, active games during recess.
20. Cannot concentrate on one task for a long time; he always tries to do it quickly, without caring about quality.
21. After an interesting game or a physical training break, it is impossible to get him ready for serious work.
22. Experiences failures for a long time.
23. When asked an unexpected question from a teacher, he often gets lost. If given time to think, the answer may be good.
24. It takes a very long time to complete any task.
25. Completes homework much better than class assignments (the difference is very significant, more than other children).
26. It takes a very long time to switch from one activity to another.
27. Often cannot repeat the simplest material after the teacher, but demonstrates excellent memory when it comes to things that interest him (for example, he knows all brands of cars).
28. Requires constant attention from the teacher. He does almost everything only after a personal request.
29. Makes many mistakes when copying.
30. The slightest reason is enough to distract him from the task: the door creaked, something fell, etc.
31. Brings toys to school and plays in class.
32. Never does anything beyond the required minimum: does not strive to find out or tell something.
33. Parents complain that it is difficult for him to sit down for his lessons.
34. It seems that he has difficulty sitting down to study.
35. Doesn’t like any effort, if something doesn’t work out, he gives up, looks for some excuses: his arm hurts, etc.
36. Not quite healthy looking (pale, thin).
37. By the end of the lesson, he works worse, is often distracted, sits with an absent look.
38. If something doesn’t work out, he gets irritated and cries.
39. Doesn't work well under limited time. If you rush him, he may completely “switch off” and quit work.
40. Often complains of fatigue.
41. Almost never answers correctly if the question is posed in a non-standard way; it requires quick wits.
42. Answers become better if there is support on some external objects (counting fingers, etc.).
43. After the teacher’s explanation, he cannot complete a similar task.
44. It is difficult to apply previously learned concepts and skills when the teacher explains new material.
45. Often answers not to the point, cannot highlight the main thing.
46. It seems that it is difficult for him to understand the explanation, since he has not formed the basic skills and concepts.

Processing the results

The table is divided by a thick vertical line. If the number of the crossed out fragment is to the left of the line, 1 point is counted during processing, if to the right - 2 points. The maximum possible score is 70. By calculating the number of points a child has scored, you can determine his maladaptation coefficient:

K = P: 70 x 100,

where P is the number of points scored by the child.

Index up to 14% is normal, there is no maladjustment.
Index from 15 to 30% indicates a moderate degree of maladjustment.
Index above 30%- a serious degree of maladjustment.
Index above 40% indicates that the child needs consultation with a neuropsychiatrist.

1. RO - parental attitude.
2. NGSH - unpreparedness for school.
3. L - left-handedness.
4. NS - neurotic symptoms.
5. And - infantilism.
6. HS - hyperkinetic syndrome, excessive disinhibition.
7. INS - inertia of the nervous system.
8. NP - insufficient voluntariness of mental functions.
9. LM - low motivation for learning activities.
10. AS - asthenic syndrome.
11. NID - intellectual impairment.

Answer form

The joint efforts of teachers, teachers, parents, doctors and school psychologists can reduce the risk of school maladaptation and learning difficulties in a child. The main role in creating a favorable psychological climate in the classroom undoubtedly belongs to the teacher. How to help a teacher create a favorable climate in the classroom - in the following publications.

How to recognize school maladaptation, how to cope with it, and what can be done to make studying bring only joy?

Getting a first-grader accustomed to school is not an easy process. From a cozy, carefree childhood, the child finds himself in a completely different school environment, where new rights and responsibilities await him, new team, unfamiliar teacher, unknown subjects, different daily routine. It is not surprising that not all first-graders manage to adapt to a new life easily and quickly and avoid disruption of adaptation to school.

School maladjustment is a fairly common phenomenon among primary school students. In especially severe cases, the child experiences severe discomfort when attending school, and negative emotions literally block his cognitive activity and slow down his development. Therefore, the problem of maladaptation of younger schoolchildren cannot be ignored! How to recognize it, how to deal with it, and what can be done to ensure that studying brings only joy and does not cause inconvenience?

What is school maladjustment?

There are many definitions of maladaptation, one of them says that it is “a set of signs indicating a discrepancy between the sociopsychological and psychophysiological status of a child and the requirements of the school learning situation, the mastery of which for a number of reasons becomes difficult or, in extreme cases, impossible” (Belicheva S.A. ).

School maladjustment consists of three components:

cognitive,
emotional,
behavioral.

Cognitive component of school adaptation assumes that a child entering first grade understands that he is already a school student and that the requirements for him have changed. An indicator of successful adaptation at the cognitive level is the child’s awareness of his rights and responsibilities as a schoolchild and the presence of adequate ideas about what school is for. Accordingly, manifestations of school maladaptation are inability to adapt to the subject side of educational activity (“I can’t master the subject because I don’t like it, I don’t understand why I need it,” etc.) and the discrepancy in the pace of the student’s educational activity and teachers or training programs.

The emotional component of school adaptation includes self-esteem and level of aspirations. Adequate self-esteem and a high level of aspirations – “I am good and can achieve a lot” – are considered a good indicator. The forms of maladjustment will be:

inability to control one’s behavior (“I do what I want, I don’t need anything, I came to school to play”);
school phobias (“I’m afraid to go to the blackboard, I can’t answer in a situation where they’re looking at me”).

Behavioral component of school adaptation includes the student’s behavior at school, his interaction with other people, knowledge of the rules by which to behave in a given situation. Forms of school maladaptation will be the desire to violate the rules of school life, commit destructive actions, and organize a kind of “rebellion against the system”: “I don’t want to behave as expected of me.” In this case, you obviously cannot do without the help of a psychologist - after all, you need to understand what exactly in the child causes such a reaction of protest.

Reasons for school maladaptation of primary school students

There may be several reasons for school maladaptation; they are often interrelated, and one follows from the other. They can be divided into three large groups.

Reasons that lie in the child. The most important are the lack of school maturity, in which the child’s functional capabilities do not meet the requirements set by the school, and health problems - frequent illnesses do not allow them to master the school curriculum well.

The reasons lie in the family. If mom and dad react too emotionally to their heir’s failures at school, this has a bad effect on his self-esteem, he is afraid of making mistakes, afraid of disappointing his parents, and as a result he develops a negative reaction to everything related to school.

The reasons lie in the school environment. The role of the first teacher in the success of a child’s education is very important. Even a simple discrepancy in the pace of learning (“tempo conflict”, in which the teacher gives knowledge quickly, but the child is slow) can lead to a problem. The school education system “Primary School of the 21st Century” takes into account these characteristics of children; the methodology places special emphasis on an individual approach to each student. The construction of the system ensures personal pace and assimilation of the material while maintaining the quality of the knowledge gained. For individual prevention of school maladjustment, each student needs a properly selected training program.

How not to miss the first signs of maladjustment

Parents who are attentive to their first-grader will definitely pay attention if the child:

afraid to go to school
started getting sick often
he lost his appetite, he lost weight,
he has sleep disorders: insomnia or drowsiness,
became forgetful (forgets things at school, textbooks at home),
loses independence and self-care skills,
became withdrawn
became absent-minded, inattentive, cannot tell what happened at school,
afraid to ask a teacher for help,
started to be capricious
stuttering, “blinking” of the eyes, and coughing appeared (this is how obsessive tics manifest themselves).

All this is a sign of maladjustment. The problem needs to be solved by combining the efforts of a school psychologist, a neurologist (in some cases), a teacher and the parents themselves.

Prevention of maladjustment

It is advisable to begin preventing school maladaptation even before the child enters first grade. After all, prevent possible problem easier than solving it during the learning process.

As part of the prevention of maladaptation even at the preschool stage:

tell your child about school. Discuss future learning, answer questions, explain how to behave in a particular school situation;
If possible, introduce your child to the physical environment where he will learn. It’s simpler – show, give a tour, explain where and what is located. So, upon entering first grade, the child will find himself in a familiar environment;
develop your child’s memory, thinking, attention with the help of games, manuals, reading books and just Everyday life;
put dolls and bears at the desk, play school, beat different situations problems that may occur in the child himself;
share yours good memories about school, about the first teacher, about favorite subjects. This will form positive image schools and teachers and will prevent school fears.

When your child has already started school, try to “keep abreast” of his school affairs.

Show interest and participation in what is happening at school, in class, and ask questions.
Refrain from criticizing the school and teachers.
Don't compare your little student with his classmates.
Be consistent in your demands: if you think that the child should study independently, do not rush to help him.
Be patient: the baby will not succeed in everything right away.
Don’t scold for mistakes: as you know, you learn from mistakes, and you need to treat them calmly and constructively; the child should not have the fear of making mistakes.
Give us the opportunity to relax, take a walk, play. These are important activities for a first grader that will help avoid health problems.
Take breaks from your homework every 10 to 15 minutes. Physical education is good during breaks.
Limit computer games, watching TV and other activities that require a lot of visual load - there is a lot of it during lessons.
Be on the child's side. Don't force him to be friends with people he doesn't like. Encourage his independence in both actions and judgments.

All help to a child who suffers from school maladjustment is aimed at restoring a positive attitude towards school life, towards learning, towards those people who surround him at school and participate in the educational process. All you have to do is bring joy back into a child’s life, and school will become a place where he will feel comfortable, interesting and useful.

Anna Kalinina-Artemova

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What reasons underlie school maladjustment?

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How can a teacher identify the adaptation features of first-graders?

Questionnaire for teachers

Processing the results

Answer form