The consequences of school maladjustment. The first signs of school maladjustment. The teaching aid refreshed: the technology of the main directions of the work of a practical psychologist; the method of work of a psychologist with children of different ages; ps technology
Final qualifying work
Reasons for school maladjustment of students primary grades
Introduction
DEADAPTATION AS A TOPICAL PSYCHOLOGICAL AND PEDAGOGICAL PROBLEM
1 The concept of adaptation and maladjustment in psychology
2 Indicators, forms, degrees, factors of maladjustment
2.PSYCHOLOGICAL AND PEDAGOGICAL CHARACTERISTICS OF THE YOUNGER SCHOOL CHILDREN
2.1 Features of primary school age
2.2 Specificity of educational activities in primary grades, motivation for school
3 Causes of school maladjustment
3. EXPERIMENTAL WORK ON STUDYING AND IDENTIFICATION OF THE CAUSES OF SCHOOL DEADAPTATION OF PRIMARY SCHOOL STUDENTS
1 Purpose, objectives and methods of the ascertaining experiment
2 Studying the level of adaptation of first grade students
3 Identification of the causes of maladjustment of first grade students
Conclusion
List of references
Applications:
Information about the state of health of children.
General information about the child.
.Questionnaire for determining the school motivation of primary school students (N.G. Luskanova).
The level of school motivation (results of the September survey).
Test "Assessment of the level of school motivation."
.A questionnaire for a teacher aimed at studying the social and psychological adaptation of children to school (N.G. Luskanova).
.Summary table "The level of social and psychological adaptation of children" (according to the teacher's questionnaire).
The level of socio-psychological adaptation (according to the teacher's answers).
.Summary table "Level of social and psychological adaptation of children" (according to the parents' questionnaire)
The level of socio-psychological adaptation (results of a study among parents)
Method "Non-existent animal" (M.Z.Drukarevich)
The level of development of the emotional sphere (method "Non-existent animal", September 2010, April 2011).
13. Methodology "Graphic Dictation" (D.B. Elkonin)
The results of the research method "Graphic dictation" (D.B. Elklin)
.Questionnaire for parents, aimed at studying the social and psychological adaptation of children to school (N.G. Luskanova).
INTRODUCTION
A child's admission to school is a fundamentally new stage in his life. The first year of schooling is not only one of the most difficult stages in a child's life, but also a kind of trial period for parents: it is during this period that their maximum participation in the child's life is required, and also in the absence of a psychologically competent approach, the parents themselves often become the culprits school stress in children.
From the first days, the school sets before the child a number of tasks that require the mobilization of his intellectual and physical strength. Many aspects of the educational process present difficulties for children. It is difficult for them to sit a lesson in the same position, it is difficult not to be distracted and to follow the teacher's thought, it is difficult to do all the time not what they want, but what is required of them, it is difficult to restrain and not express aloud their thoughts and emotions, which appear in abundance. He needs to establish contacts with peers and teachers, learn to fulfill the requirements of school discipline, new responsibilities related to study. Therefore, it takes time to adapt to school education, the child gets used to new conditions and learns to meet new requirements.
Adapting to school is a multidimensional process. Its components are physiological adaptation and socio-psychological adaptation (to teachers and their requirements, to classmates). All the components are interconnected, the disadvantages of the formation of any of them affect the success of training, the well-being and state of health of the first grader, his ability to work, the ability to interact with the teacher, classmates and follow school rules.
With easy adaptation, the children join the team within two months, get used to school, and make new friends. They are almost always in a good mood, they are calm, benevolent, conscientious and fulfill all the teacher's requirements without visible tension. Sometimes they still have difficulties either in contacts with children or in relations with a teacher, since it is still difficult for them to comply with all the requirements of the rules of conduct. But by the end of October, the difficulties are usually overcome. With a longer period of adaptation, children cannot accept a new teaching situation, communication with a teacher, children. They can play in the classroom, sort things out with a friend, they do not react to the teacher's comments or react with tears, resentment. As a rule, these children also experience difficulties in mastering the curriculum. In these children, adaptation ends by the end of the first half of the year. And for some children, adaptation is associated with significant difficulties. They show negative forms of behavior, a sharp manifestation of negative emotions, they learn the curriculum with great difficulty. Teachers most often complain about such children that they "interfere" with their work in the classroom. These factors indicate the child's maladjustment to school. School maladjustment is the formation of inadequate mechanisms of adaptation of a child to school, which manifest themselves in the form of violations of educational activity, behavior, conflict relations with classmates and adults, an increased level of anxiety, and violations of personal development. The study of the issue of school maladjustment was carried out by psychologists N.N. Zavedenko, G.M. Chutkina, A.S. Petrukhin (9).
Purpose of the research: to study the reasons for school maladjustment of primary school students.
Object of research: adaptation of primary schoolchildren as a psychological and pedagogical problem. Subject of research: the reasons for school maladjustment in primary school children.
To achieve this goal, it seems to us to solve a number of tasks:
To characterize the concepts of adaptation and maladjustment.
Identify the characteristics of primary school age.
Consider the specifics of the educational activities of primary school students.
Identify the level of school adaptation of first grade students.
To study the causes of maladjustment of first grade students.
Children's health status;
School maturity level.
The practical significance of our research lies in the fact that the results obtained can be used by parents, class teacher, psychologist, can be the basis for the development of training programs for teachers in the technologies of using elements of a psychophysiological correctional program in the educational process.
1. DEADAPTATION AS AN ACTUAL PSYCHOLOGIST
PEDAGOGICAL PROBLEM
1.1 The concept of adaptation and maladjustment in psychology
In its most widespread meaning, school adaptation is understood as the child's adaptation to a new system of social conditions, new relationships, requirements, types of activity, and a mode of life. The concept of "adaptation", which arose initially in biology, can be attributed to such general scientific concepts, which, according to G.I. Tsaregorodtsev, arise at the "junctions", "points of contact" of sciences or even in certain areas of knowledge and are further extrapolated to many areas of natural and social sciences. The concept of "adaptation", as a general scientific concept, promotes the synthesis, unification of knowledge of various (natural, social, technical) systems. "Along with philosophical categories, general scientific concepts contribute to the unification of the studied objects of various sciences into integral theoretical constructions." In this regard, the point of view of F.B. Berezin, who considers the adaptation concept as "one of the promising approaches to the complex study of man"
There are many definitions of adaptation, both having a general, very broad meaning, and reducing the essence of the adaptation process to phenomena of one of many levels - from biochemical to social. So, for example, in general psychology A.V. Petrovsky, V.V. Bogoslovsky, R.S. Nemov almost identically defines adaptation as "a limited, specific process of adapting the sensitivity of analyzers to the action of a stimulus." In more general definitions of the concept of adaptation, it can be assigned several meanings, depending on the aspect under consideration.
The term "adaptation" has a Latin origin and means the adaptation of the structure and functions of the body, its organs and cells to environmental conditions. The concept of "school adaptation" has been used in recent years to describe the various problems and difficulties that children of different ages face in connection with school.
Adaptation is a dynamic process due to which the mobile systems of living organisms, despite the variability of conditions, maintain the stability necessary for the existence, development and procreation. It is the adaptation mechanism developed as a result of long-term evolution that makes it possible for the organism to exist in constantly changing environmental conditions (19).
The result of adaptation is "adaptation", which is a system of personality traits, skills and abilities that ensure the success of the child's subsequent life at school.
The concept of adaptation is directly related to the concept of "the child's readiness for school" and includes three components: physiological, psychological and social, or personal adaptation. All components are closely interconnected, the disadvantages of the formation of any of them affect the success of training, the health and state of health of the first grader, his ability to work, the ability to interact with the teacher, classmates and obey school rules. The success of the assimilation of program knowledge and the level of development of mental functions necessary for further education indicate the physiological, social or psychological readiness of the child (11).
The high demands of life on the organization of education and training intensify the search for new, more effective psychological and pedagogical approaches aimed at bringing teaching methods in accordance with the requirements of life. In this context, the problem of readiness to learn at school is of particular importance.
Knowledge of the individual characteristics of students helps the teacher to correctly implement the principles of the developmental education system: a fast pace of passing the material, a high level of difficulty, the leading role of theoretical knowledge, the development of all children. Without knowing the child, the teacher will not be able to determine the approach that will ensure the optimal development of each student and the formation of his knowledge, abilities and skills.
The term "maladjustment", denoting a violation of the processes of human interaction with the environment, aimed at maintaining balance within the body and between the body and the environment, appeared relatively recently in the domestic, mostly psychiatric, literature. Its use is ambiguous and contradictory, which is revealed, first of all, in assessing the role and place of maladjustment states in relation to the categories "norm" and "pathology", since the indicators of mental "norm" and "not norm" are currently not sufficiently developed. In particular, most often maladjustment is interpreted as a process that occurs outside of pathology and is associated with weaning from some familiar conditions and, accordingly, getting used to others.
The triggering mechanism of this process is a sharp change in conditions, a familiar living environment, the presence of a persistent traumatic situation. At the same time, individual characteristics and shortcomings in human development, which do not allow him to develop forms of behavior adequate to new conditions, also play a significant role in the deployment of the process of maladjustment (8).
From the standpoint of the ontogenetic approach in the context of the problem under discussion, the greatest risk for the emergence of maladaptive communication is represented by crisis, turning points in a person's life, in which a sharp change in the situation of social development occurs, which necessitates the reconstruction of the existing mode of adaptive behavior. These moments, of course, should include the child's admission to school - the stage of the primary assimilation of school requirements. The second such moment is the period of adolescent crisis, during which a teenager moves from the community of children to the community of adults, when, according to L.I.Bozhovich (1968), not only "the child's objective position, which he occupies in life, but also his own internal position "(2), which entails a change in his position both in the family and in school, including a change in the requirements for him.
In recent years, various approaches to the typology of maladjustment have been proposed. In particular, the types "by social institutions" are considered, where it manifests itself: school, family, etc. Various aspects of the problem of adapting a child to the atmosphere of school education, which consist of a combination of mental, emotional and physical stress, have long attracted the attention of teachers and psychologists, psychophysiologists and psychiatrists. Thus, numerous studies of school slowness in children without signs of pronounced intellectual disability and school behavior disorders that do not have a clear clinical outline, served as the basis for identifying a relatively independent direction of interdisciplinary research, called "Problems of school maladjustment" (11).
According to the definition formulated by V.V. Kogan, “school maladjustment” is a psychogenic disease or psychogenic formation of a child's personality, which violates his objective and subjective status in school and family and affects the educational and extracurricular activity of the student (12).
Analysis of the psychological literature of recent decades shows that the term "school maladjustment" (in foreign studies, its analogue "school inability" is used) actually defines negative personality changes and specific school difficulties that arise in children of different ages in the learning process. Among its main external signs, both teachers and psychologists unanimously consider difficulties in learning and various violations of school norms of behavior. It should be emphasized that the concept of school maladjustment does not apply to violations of educational activity caused by oligophrenia, gross uncompensated organic disorders, etc.
School maladjustment is the child's lag behind his own capabilities. While maintaining approximately the same mechanism of occurrence in development, school maladjustment at different age levels has its own dynamics, signs and manifestations. Two indicators are usually used as criteria for classifying children as biadapted: academic failure and lack of discipline. The concentration of the teacher's attention on the difficulties of the educational process leads to the fact that mainly students, who are an obstacle to the implementation of purely educational tasks, fall into his field of vision; children, whose behavior does not have a destructive effect on discipline and order in the classroom, although they themselves experience significant personal difficulties, are not considered as maladjusted. Therefore, we believe that in order to classify a student as maladjusted, it is necessary to introduce additional criteria related to the student himself, since school maladjustment in anxious children, for example, is possible without violations of learning and discipline. Working in a mode far from their individual optimum, "overloading their abilities," such students experience a constant fear of failure at school, which can cause serious internal conflicts. Disadapted students are characterized by pronounced autonomic reactions, neurosis-like psychosomatic disorders, pathocharacterological personality development (accentuation). Essential in these disorders is their genetic and phenomenological connection with the school, their influence on the formation of the child's personality. School maladjustment manifests itself in the form of learning and behavior disorders, conflict relationships, psychogenic diseases and reactions, an increased level of school anxiety, and distortions in personal development (8).
Quite strong positions in the psychological and pedagogical literature on the problems of upbringing are occupied by the terms "difficult", "difficult to educate", "pedagogically neglected", "socially neglected", as well as "pressure", "delinquency", "deviating behavior" and a number of others, which are close to each other, but, of course, not identical and each of them has its own specifics. In our opinion, the most voluminous and integrative concept, covering the difficulties of a student and those around him, it is more expedient to consider the term "school maladjustment", since it most fully covers the entire range of internal and external psychological difficulties of the student. Along with different approaches to the definition of the concept of "school maladjustment", which emphasize certain aspects of this phenomenon, in the psychological literature there are similar terms "school phobia", "school neurosis", "didactogenic neurosis". In a narrow, strictly psychiatric sense, school neuroses are understood as a special case of anxiety neurosis associated either with a feeling of alienation and hostility in the school environment (school phobia), or fear of difficulties in learning (school fear). In a broader psychological and pedagogical aspect, school neuroses are understood as special mental disorders caused by the learning process itself - didactogeny and psychogenic disorders associated with the teacher's wrong attitude - didascalogenia. Reducing the manifestations of school maladjustment to school neurosis does not seem entirely inappropriate, since violations of educational activity and behavior may or may not be accompanied by borderline disorders, ie, the concept of "school neurosis" does not cover the entire problem. We believe that school maladjustment is more correct to consider as a more specific phenomenon in relation to general socio-psychological maladjustment. Based on the general theoretical ideas about the essence of the socio-psychological adaptation of the personality, in our opinion, school maladjustment is formed as a result of the inconsistency of the sociopsychological and psychophysiological status of the child with the requirements of the schooling situation, the mastering of which for a number of reasons becomes difficult or, in extreme cases, impossible.
Given the significance of the scale, as well as the high probability of negative consequences reaching the level of clinical and criminal severity, school maladjustment should certainly be attributed to one of the most serious problems requiring both in-depth study and urgent searches for its solution at a practical level. In general, it should be noted that there are no major theoretical and concrete experimental studies in this direction, and the existing works reveal only certain aspects of school maladjustment. Also in the scientific literature there is still no clear and unambiguous definition of the concept of "school maladjustment", which would take into account all the inconsistency and complexity of this process and would be disclosed and investigated from various positions.
1.2 Indicators, forms, degrees, factors of maladjustment
With the concept school maladjustment connect any deviations in the educational activities of schoolchildren. These deviations can be present in mentally healthy children and in children with various neuropsychiatric disorders (but not in children with physical defects, organic disorders, mental retardation, etc.). School maladjustment, according to the scientific definition, is the formation of inadequate mechanisms of adaptation of a child to school, which manifest themselves in the form of disorders of educational activity, behavior, conflict relations with classmates and adults, an increased level of anxiety, disorders of personal development, etc. (5). External manifestations that teachers and parents pay attention to are characteristic - a decrease in interest in learning up to a reluctance to attend school, a deterioration in academic performance, a slow pace of assimilation of educational material, disorganization, inattention, slowness or hyperactivity, self-doubt, conflict, etc. One of the main factors contributing to the formation of school maladjustment are dysfunctions of the central nervous system.
Usually, 3 main types of manifestations of school maladjustment are considered:
The cognitive component of school maladjustment is the child's failure to learn according to the child's abilities, including such formal signs as chronic academic failure, repetition, and qualitative signs in the form of insufficient and fragmentary general educational information of unsystematic knowledge and learning skills.
Emotional-evaluative, personal component of school maladjustment constant violations of the emotional and personal attitude to individual subjects and learning in general, to teachers, to a life perspective associated with learning, for example, indifferently indifferent, passive-negative, protest, demonstratively dismissive and other significant forms of deviation actively manifested by a child and youngster to learning.
The behavioral component of school maladjustment is systematically recurring behavioral disorders in school education and in the school environment. Non-contact and passive refusal reactions, including complete refusal to attend school; persistent antidisciplinary behavior with oppositional defiant behavior, including active opposition to fellow practitioners, teachers, demonstrative disregard for the rules of school life, cases of school vandalism (9).
There are three turning points that a child goes through in the process of learning at school: they are entering the first grade, the transition from elementary school to secondary (5kl) and the transition from middle to senior (10kl).
In the majority of maladaptive children, all 3 indicated components can be clearly traced, however, the predominance among the manifestations of school maladjustment of one or another of them 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 maladjustment [Vostroknutov, 1995]. According to various authors, maladjustment is noted in 10-12% of schoolchildren (according to E.V. Shilova, 1999), in 35-45% of schoolchildren (according to A.K. Maan, 1995). For many schoolchildren, learning adaptation disorders occur against the background of existing problems with somatic or neuropsychiatric health, as well as as a result of these problems. Consider several stages of school life.
The period of adaptation of a child to school can last from 2-3 weeks to six months, it depends on many factors: the individual characteristics of the child, the nature of relationships with others, the type of educational institution (and therefore the level of complexity of the educational program) and the degree of preparedness of the child for school life ... An important factor is the support of adults - mothers, fathers, grandmothers and grandfathers. The more adults provide all possible assistance in this process, the more successfully the child adapts to new conditions.
The second crisis stage in school life is the transition from primary to secondary school. The most difficult thing for a 5th grader is the transition from one familiar teacher to interacting with several subject students. The usual stereotypes, the child's self-esteem are breaking - after all, now he will be assessed not by one teacher, but by several. It is good if the actions of the teachers are coordinated and it will be easy for children to get used to the new system of relationships, to the variety of requirements in different subjects. It is great if an elementary school teacher told the class teacher in detail about the characteristics of a particular child. But this is not the case in all schools. Therefore, the task of parents at this stage is to get acquainted with all the teachers who will work in your class, to try to delve into the range of issues that can cause difficulties for children of this age both in educational and extracurricular activities. The more information you get at this stage, the easier it will be for you to help your child.
It is possible to single out such "pluses", which carries in itself the transition from primary school to secondary school. First of all, children learn their strengths and weaknesses, learn to look at themselves through the eyes of different people, flexibly rebuild their behavior depending on the situation and the person with whom they communicate. At the same time, the main danger of this period is the factor of change in the personal meaning of learning, a gradual decrease in interest in learning activities. Many parents complain that the child does not want to learn, that he has "slipped" into "Cs" and does not care about anything. Adolescence is associated, first of all, with the intensive expansion of contacts, with the acquisition of their "I" in the social plane, children master the surrounding reality outside the classroom and school (10).
Of course, it is imperative to supervise the child, especially in the first 1-2 months of secondary school. But nevertheless, in no case should the concepts of "good student" and "good person" be confused, not to evaluate the adolescent's personal achievements only by academic achievements. If your child has problems with academic performance and it is difficult for him to maintain it at the usual level, try to give him the opportunity during this period to prove himself in something else. Something that he could be proud of in front of his friends. A strong fixation on educational problems, provoking scandals associated with "twos" in most cases leads to alienation of the teenager and only worsens your relationship.
And the last important stage that a student passes through the process of studying in an educational institution is the transition to the status of a high school student. If your child has to move to another school (with a competitive enrollment), then all the advice that we gave for the parents of first graders will be relevant for you. If he just goes to the 10th grade at his school, then the process of adaptation to the new status will be easier. It is necessary to take into account such features as, firstly, some of the children (apparently, nevertheless, not a large one) have already decided on their professional preferences, although psychologists pay special attention to the fact that the choice of a profession is a developing process that takes a long time period. According to F. Rice, this process includes a series of "intermediate decisions", the totality of which leads to the final choice. However, high school students do not always make this choice consciously and often decide on their preferred area of \u200b\u200bfuture work activity under the influence of the moment. Consequently, they clearly differentiate objects into "useful" and "unnecessary", which causes the latter to be ignored.
Another feature of older adolescents is the return of interest in learning activities. As a rule, at this time, children and parents become like-minded people, actively exchange views on choosing a professional path. However, there are some difficulties in the interaction between adults and children. This applies to the personal life of teenagers, where parents are often prohibited from entering. With skillful dosing of communication, respect for the child's right to personal space, this stage is painless enough. Please note that the opinion of peers in this age period is considered by children to be much more valuable and authoritative than the opinion of adults. But only adults can demonstrate to adolescents optimal models of behavior, show them by their own example how to build relationships with the world (18).
Forms of school maladjustment.
Symptoms of school maladjustment may not have a negative effect on the academic performance and discipline of students, manifested either in the subjective experiences of schoolchildren, or in the form of psychogenic disorders, namely: inadequate responses to problems and stresses associated with behavioral disturbances, the emergence of conflicts with others, a sudden sharp decline interest in learning, negativism, increased anxiety, with manifestations of signs of the decay of learning skills.
Manifestations of psychogenic school maladjustment are found in a significant number of students. So, V.E. Kagan believes that 15-20% of schoolchildren need psychotherapeutic help. V.V. Grokhovsky points to the dependence of the frequency of occurrence of this syndrome on age: if in younger schoolchildren it is observed in 5-8% of cases, then in adolescents - in 18-20%. G.N. Pivovarov. According to her data: 7% - children 7-9 years old; 15.6% -15-17 years old.
In most ideas about school maladjustment, the individual and age specificity of the child's development is ignored, the fact that L.S. Vygotsky called a "social situation of development", without taking into account which it is impossible to explain the reasons for the emergence of certain mental neoplasms.
One of the forms of school maladjustment of primary school students is associated with the peculiarities of their educational activities. At primary school age, children first of all master the subject side of educational activity - the techniques, skills, and abilities necessary for the assimilation of new knowledge. The mastery of the motivational-needs side of educational activity at primary school age occurs as if latently: while gradually assimilating the norms and methods of social behavior of adults, the younger schoolchild still does not actively use them, remaining mostly dependent on adults in his relations with the people around him.
If a child does not develop learning skills or techniques that he uses, and which are fixed in him, turn out to be insufficiently productive, not designed to work with more complex material, he begins to lag behind his classmates, to experience real difficulties in learning (12).
One of the symptoms of school maladjustment arises - a decrease in academic performance. One of the reasons for this may be the individual characteristics of the level of intellectual and psychomotor development, which, however, are not fatal. According to many teachers, psychologists, psychotherapists, if you properly organize work with such children, taking into account their individual qualities, pay special attention to how they solve certain tasks, it is possible within a few months without isolating children from the class only the elimination of their learning gap, but also compensation for the delay in development.
Another form of school maladjustment of primary schoolchildren is also inextricably linked with the specifics of their age-related development. Change of leading activity (play to educational), which occurs in children at the age of 6-7; is carried out due to the fact that only understood motives of learning under certain conditions become effective motives.
One of these conditions is the creation of favorable relations between the reference adults and the child - the student - the parents, who emphasize the importance of learning in the eyes of primary school students, teachers who encourage the independence of students, contribute to the education of students of stable educational motivation, interest in a good assessment, gaining knowledge, etc. However, there are also cases of undeveloped learning motivation among junior schoolchildren.
Is not it. Bozovic, N.G. Morozov write that among the pupils of grades I-III surveyed by them there were those whose attitude towards schooling continued to be preschool in nature. For them, it was not the learning activity itself that came to the fore, but the school environment and external attributes that could be used by them in the game. The reason for this form of maladjustment in younger schoolchildren is the inattentive attitude of parents towards children. Outwardly, the immaturity of educational motivation is expressed in the irresponsible attitude of schoolchildren to classes, in indiscipline, despite a fairly high level of development of their cognitive abilities.
The third form of school maladjustment of primary schoolchildren is their inability to arbitrarily control their behavior, attention to educational work. The inability to adapt to the requirements of the school and to manage one's behavior in accordance with accepted norms may be the result of improper upbringing in the family, which in some cases aggravates such psychological characteristics of children as increased excitability, difficulty concentrating, emotional lability, etc. The main thing that characterizes the style of family relations to such children is either a complete absence of external restrictions and norms that should have been internalized by the child and become his own means of self-government, or the "outwardness" of the means of control exclusively outside. The first is inherent in families where the child is completely left to himself, is brought up in conditions of neglect, or in families in which the "cult of the child" reigns, where he is allowed everything, he is not limited by anything. The fourth form of maladjustment of primary school students to school is associated with their inability to adapt to the pace of school life. As a rule, it occurs in somatically weakened children, children with delayed physical development, weak type of VDN, disorders in the work of analyzers and others. The reasons for the emergence of maladjustment of such children are in improper upbringing in the family or in adults "ignoring" their individual characteristics.
The listed forms of disadaptation of schoolchildren are inextricably linked with the social situation of their development: the emergence of a new leading activity, new requirements. However, in order for these forms of maladjustment not to lead to the formation of psychogenic diseases or psychogenic neoplasms of the personality, children should be aware of them as their difficulties, problems, failures. The cause of psychogenic disorders is not the blunders in the activities of primary school students per se, but their worries about these blunders. By the age of 6-7 years, according to LS Vygodsky, children are already quite well aware of their experiences, but it is the experiences caused by the assessment of an adult that lead to a change in their behavior and self-esteem.
So, the psychogenic school maladjustment of primary schoolchildren is inextricably linked with the nature of the attitude of significant adults to the child: parents and teachers. The form of expression of this attitude is the communication style. It is the style of communication between adults and younger schoolchildren that can make it difficult for a child to master educational activities, and sometimes can lead to the fact that real, and sometimes even contrived, difficulties associated with learning will begin to be perceived by the child as insoluble, generated by his incorrigible shortcomings. If these negative experiences of the child are not compensated for, if there are no significant people who would be able to increase the student's self-esteem, he may experience psychogenic reactions to school problems, which, if repeated or fixed, add up to a syndrome called psychogenic school maladjustment.
There are the following degrees of school maladjustment: mild, moderate, severe (3).
With a mild degree of impairment in first graders, maladjustment is delayed until the end of the first quarter. With moderate severity - until the New Year, with severe - until the end of the first year of study. If maladjustment manifested itself in the fifth grade or adolescence, then the mild form fits in one quarter, the moderate form - in six months, the severe form stretches for the entire academic year.
The first period when maladjustment can manifest itself brightly and strongly is when you enter school. The manifestations are:
The child cannot control his emotions and his behavior. Stuttering, obsessive movements, tics, frequent absences to the toilet, urinary incontinence appear.
The child is not involved in the life of the class. Cannot learn a model of behavior in the classroom, does not try to establish contact with peers.
Cannot control the correctness of the assignment, details of the work execution. Academic performance decreases every day. Cannot complete the tests that he performed during the admissions test or during the medical examination.
Unable to find a solution to the educational problems created. Doesn't see his own mistakes. Cannot independently solve problems of relations with classmates.
Anxious on the background of good academic performance. There is anxiety, increased anxiety at school, expectation of a bad attitude towards oneself, fear of a low assessment of one's abilities, skills and abilities.
School neurosis - severe manifestations of school maladjustment.
Touching upon the issue of school maladjustment, one cannot fail to mention the child's physical and psychological readiness for school. In unprepared children, school adaptation is delayed and can lead to the development of neurosis, dysgraphia, antisocial behavior and even provoke the development of mental illness.
The second period is the transition from primary to secondary school. Dangerous in terms of the development of school maladjustment. Changing a significant adult, changing the route, albeit in a familiar school, getting used to unfamiliar teachers, classrooms - all confuse the minds of children.
Third, adolescence. At the age of 13-14, there is a sharp decline in academic performance. For lessons in grades 7-8, teachers go to war. In this difficult period, completely different factors in the development of school maladjustment are included. Having learned to learn, adolescents lose this skill, begin to be insolent and not do their homework. Why is this happening? The environment is familiar, the learning skill has been formed. Why does it suddenly become difficult to teach those who yesterday were a star or a good guy?
Now, having familiarized yourself with the signs of school maladjustment, you can move on to the issues of more accurate diagnosis and interaction of specialists from different specialties (16).
In the first period (adaptation to primary school), the help of a neuropathologist, defectologist, family psychologist, game therapist, kinesiotherapist (movement specialist) is often required. It is possible to connect kindergarten specialists to form the successive transfer of children of preparatory groups.
In the second period (adaptation to secondary school), one has to resort to the help of a neuropsychologist, family psychologist, art therapist.
In the third period (adolescent crisis) - a psychotherapist, who owns the methods of individual and group work with adolescents, teachers of additional education, an art therapist, curator of schools for a “young journalist (biologist, chemist)”.
Thus, the concept of adaptation is understood as a long-term process associated with significant stress in all psychological systems, maladjustment is understood as a set of psychological disorders that indicate the inadequacy of the sociopsychological and psychophysiological status of the child to the requirements of the schooling situation, mastering which becomes difficult for a number of reasons.
2. PSYCHOLOGICAL AND PEDAGOGICAL CHARACTERISTICS
JUNIOR SCHOOLBOY
2.1 Features of primary school age
Younger school age (from 6 to 7) is determined by an important external circumstance in the child's life - entering school. Currently, the school accepts, and the parents send the child at 6 - 7 years old. The school assumes responsibility, through the forms of various interviews, to determine the child's readiness for primary education. During this period, the further physical and psychophysiological development of the child takes place, providing the opportunity for systematic education at school.
The beginning of schooling leads to a radical change in the social situation of the child's development. He becomes a "public" subject and now has socially significant responsibilities, the implementation of which receives a public assessment. Throughout primary school age, a new type of relationship with the people around begins to take shape. The unconditional authority of an adult is gradually being lost, and by the end of primary school age, peers begin to acquire more and more importance for the child, and the role of the children's community is growing (5).
Educational activity becomes the leading activity in the primary school age. It determines the most important changes occurring in the development of the psyche of children at a given age stage. Within the framework of educational activity, psychological neoplasms are formed that characterize the most significant achievements in the development of primary schoolchildren and are the foundation that ensures development at the next age stage. Gradually, the motivation for learning activity, so strong in the first grade, begins to decline. This is due to a drop in interest in learning and the fact that the child already has a conquered social position he has nothing to achieve. In order for this not to happen, educational activity must be given a new personally significant motivation. The leading role of educational activity in the development of a child does not exclude the fact that the younger student is actively involved in other activities, during which his new achievements are improved and consolidated (22).
According to L.S. Vygotsky, with the beginning of school education, thinking moves to the center of the child's conscious activity. The development of verbal-logical, reasoning thinking, which occurs during the assimilation of scientific knowledge, also rearranges all other cognitive processes: "memory at this age becomes thinking, and perception becomes thinking."
According to O.Yu. Ermolaev, during primary school age, significant changes take place in the development of attention, there is an intensive development of all its properties: the volume of attention increases especially sharply (2.1 times), its stability increases, and skills of switching and distribution develop. By the age of 9-10, children become able to maintain attention for a long time and carry out an arbitrarily set program of actions.
At primary school age, memory, like all other mental processes, undergoes significant changes. Their essence lies in the fact that the child's memory gradually acquires the features of arbitrariness, becoming consciously regulated and mediated.
Younger school age is sensitive for the development of higher forms of voluntary memorization, therefore, purposeful developmental work on mastering mnemonic activity is the most effective during this period. V.D.Shadrikov and L.V. Cheremoshkin identified 13 mnemonic techniques, or ways of organizing memorized material: grouping, highlighting reference points, drawing up a plan, classification, structuring, schematization, establishing analogies, mnemonic techniques, recoding, completing the memorized material, serial organization of the association, repetition.
The difficulty of isolating the main, essential is clearly manifested in one of the main types of educational activity of the student - in the retelling of the text. Psychologist A.I. Lipkina, who studied the features of oral retelling in younger schoolchildren, noticed that a short retelling is given to children much more difficult than a detailed one. To speak briefly means to highlight the main thing, to separate it from the details, and this is precisely what children do not know how. The noted features of the mental activity of children are the reasons for the failure of a certain part of students. The inability to overcome the difficulties arising in this study sometimes leads to a refusal from active mental work. Students begin to use various inadequate techniques and methods of completing educational tasks, which psychologists call "workarounds", including the mechanical memorization of material without understanding it. Children reproduce the text almost by heart, verbatim, but at the same time they cannot answer questions about the text. Another workaround is to perform a new task in the same way that any task was performed before. In addition, students with deficiencies in the thought process, when verbally answering, use a hint, try to cheat from friends, etc.
At this age, another important neoplasm appears - voluntary behavior. The child becomes independent, he chooses how to act in certain situations. This type of behavior is based on moral motives that are formed at this age. The child absorbs moral values, tries to follow certain rules and laws. This is often associated with selfish motives, and desires to be approved by an adult or to strengthen their personal position in a peer group. That is, their behavior in one way or another is associated with the main motive that dominates at this age - the motive for achieving success (5).
The formation of voluntary behavior in younger schoolchildren is closely related to such neoplasms as planning the results of action and reflection.
The child is able to evaluate his action in terms of its results and thereby change his behavior, plan it accordingly. A semantic-orientational basis appears in actions, this is closely related to the differentiation of internal and external life. A child is able to overcome his desires in himself if the result of their fulfillment does not meet certain standards or does not lead to the set goal. An important aspect of the child's inner life is his semantic orientation in his actions. This is due to the child's feelings about the fear of changing attitudes with others. He is afraid of losing his importance in their eyes.
The child begins to actively reflect on his actions, to conceal his feelings. Outwardly, the child is not the same as inwardly. It is these changes in the child's personality that often lead to outbursts of emotions on adults, the desire to do what they want, to whims. The development of the personality of a younger student depends on school performance, the assessment of the child by adults. As I already said, a child at this age is very susceptible to external influences. It is thanks to this that he absorbs knowledge, both intellectual and moral. "The teacher plays a significant role in the establishment of moral norms and the development of children's interests, although the degree of their success in this will depend on the type of his relationship with students." Other adults also play an important role in a child's life (24).
At the primary school age, there is an increase in the desire of children to achieve. Therefore, the main motive for a child's activity at this age is the motive for achieving success. Sometimes another kind of this motive is found - the motive for avoiding failure.
Certain moral ideals and patterns of behavior are laid in the child's mind. The child begins to understand their value and necessity. But in order for the formation of the child's personality to proceed most productively, the attention and assessment of an adult is important. "The emotional and evaluative attitude of an adult to the actions of a child determines the development of his moral feelings, an individual responsible attitude to the rules with which he gets acquainted in life." "The child's social space has expanded - the child constantly communicates with the teacher and classmates according to the laws of clearly formulated rules."
It is at this age that the child experiences his uniqueness, he realizes himself as a person, strives for perfection. This is reflected in all spheres of a child's life, including in relationships with peers. Children find new group forms of activity, activities. They try to behave at first as is customary in this group, obeying the laws and regulations. Then the striving for leadership, for superiority among peers begins. At this age, friendships are more intense, but less lasting. Children learn the ability to make friends and find common ground with different children. "Although it is assumed that the ability to form close friendships is to some extent determined by the emotional bonds established in the child during the first five years of his life."
Children strive to improve the skills of those activities that are accepted and appreciated in an attractive company in order to stand out in its environment, to achieve success.
At primary school age, the child develops an orientation towards other people, which is expressed in prosocial behavior, taking into account their interests. Prosocial behavior is very important for a developed personality.
The ability to empathize gets its development in the conditions of school education because the child participates in new business relationships, he is involuntarily forced to compare himself with other children - with their successes, achievements, behavior, and the child is simply forced to learn to develop his abilities and qualities (5) ...
Thus, the younger school age is the most responsible stage of school childhood. The main achievements of this age are due to the leading nature of educational activity and are in many respects decisive for the subsequent years of study: by the end of primary school age, the child must want to learn, be able to learn and believe in himself. The full-fledged living of this age, its positive acquisitions are a necessary foundation on which the further development of the child is built as an active subject of knowledge and activity. The main task of adults in working with children of primary school age is to create optimal conditions for disclosing and realizing the capabilities of children, taking into account the individuality of each child.
2.2 The specifics of educational activities in primary grades,
motivation for school
The child's learning activity also develops gradually through the experience of entering it, like all previous activities (manipulation, objective, play). Learning activity is an activity aimed at the student himself. The child learns not only knowledge, but also how to carry out the assimilation of this knowledge. Learning activity, like any activity, has its own subject. The subject of educational activity is the person himself. In the case of a discussion of the educational activities of a younger student, the child himself. Learning the ways of writing, counting, reading and other types, the child fixes himself on self-change - he masters the necessary methods of service and mental actions inherent in the culture surrounding him. Reflecting, he compares himself and the present himself. Own change is traced and revealed at the level of achievements. The most essential thing in educational activity is reflection on oneself, tracking new achievements and changes that have occurred. Could not - I can ,Could not - I can , Howl - Has become - key assessments of the result of in-depth reflection on their achievements and changes. It is very important if the child becomes for himself at the same time an object of change and a subject who realizes this change in himself. If the child receives satisfaction from reflection on his ascent to more perfect ways of learning activity, to self-development .
In modern school, the issue of motivation for learning can be called central without exaggeration, since the motive is the source of activity and performs the function of motivation and meaning formation. The younger school age is favorable to lay the foundation for the ability, the desire to learn, because Scientists believe that the results of human activity are 20-30% dependent on intelligence, and 70-80% - on motives.
What is motivation? What does it depend on? Why does one child learn with joy and the other with indifference?
Motivation- This is an internal psychological characteristic of a person, which finds expression in external manifestations, in a person's attitude to the world around him, in various types of activity. Activity without motive or with a weak motive is either not carried out at all, or turns out to be extremely unstable. How a student feels in a particular situation determines the amount of effort he makes in his studies. Therefore, it is important that the entire learning process evokes in the child an intense and inner urge to knowledge, intense mental work. The development of a student will be more intense and effective if he is included in the activity corresponding to the zone of his proximal development, if learning will cause positive emotions, and the pedagogical interaction of the participants in the educational process will be trusting, strengthening the role of emotions and empathy (14).
One of the main conditions for the implementation of activities, the achievement of certain goals in any area is motivation. And motivation is based, as psychologists say, the needs and interests of the individual. Therefore, in order to achieve good academic success in schoolchildren, it is necessary to make learning a desirable process.
Numerous studies show that in order to form a full-fledged educational motivation in schoolchildren, it is necessary to carry out purposeful work. Educational and cognitive motives, which occupy a special place among the groups presented, are formed only in the course of active development of educational activity (LE). Learning activity includes: motives of learning, goal and goal setting, actions (learning), control, assessment.
Motivation types:
Motivation outside of learning activities
"Negative" is the student's motives caused by the consciousness of the inconveniences and troubles that may arise if he does not study.
Positive in two forms
Determined by social aspirations (a sense of civic duty to the country, to loved ones)
It is determined by narrow-minded motives: the approval of others, the path to personal well-being, etc.
The motivation behind the learning activity itself
Associated directly with the goals of learning (satisfaction of curiosity, acquisition of certain knowledge, broadening one's horizons)
It is embedded in the very process of educational activity, (overcoming obstacles, intellectual activity, the realization of one's abilities.
The motivational basis of the student's learning activity consists of the following elements:
· focusing on the learning situation
· awareness of the meaning of the upcoming activity
· conscious choice of motive
Goal setting
· striving for a goal (implementation of educational activities)
· striving to achieve success (awareness of confidence in the correctness of their actions)
· self-assessment of the process and results of activity (emotional attitude to activity).
Knowing the type of motivation, the teacher can create conditions for reinforcing the corresponding positive motivation. Learning will be successful if internally accepted by the child, if the needs, motives, interests are based on him, that is, it has a personal meaning for him.
It is very helpful to understand the general structure of motivation to learn at this age:
a) Cognitive motivation.
A deep interest in learning a subject in primary school is rare, but successful children are attracted to a variety of subjects, including the most challenging subjects.
If a child in the learning process begins to rejoice that he has learned something, understood, learned something, it means that he develops a motivation corresponding to the structure of educational activity. Unfortunately, even among the well-performing students there are very few children with educational and cognitive motives.
A number of modern researchers directly believe that the reasons explaining why some children have cognitive interests, while others do not, should be sought, first of all, at the very beginning of school education.
A person is enriched with knowledge only when this knowledge means something to him. One of the tasks of the school is to teach subjects in such an interesting and lively way that the child himself wants to study and remember them. Learning from books and conversations is quite limited. The subject is comprehended much deeper and faster if it is studied in a real environment.
Most often, cognitive interests are formed purely spontaneously. In rare cases, some have a dad, a book, an uncle next to them, while others have a talented teacher. However, the problem of the natural formation of cognitive interest in most children remains unresolved.
b) Motivation to achieve success
Children with high academic performance have a pronounced motivation for achieving success - the desire to do a good job, to complete the task correctly, to get the desired result. In primary school, this motivation often becomes dominant. Success motivation, along with cognitive interests, is the most valuable motive and should be distinguished from prestigious motivation.
c) Prestigious motivation
Prestigious motivation is characteristic of children with high self-esteem and leadership inclinations. She encourages the student to learn better than classmates, to stand out among them, to be the first.
If sufficiently developed abilities correspond to prestigious motivation, it becomes a powerful engine for the development of an excellent student who will, at the limit of his working capacity and hard work, achieve the best educational results. Individualism, constant rivalry with capable peers and a disdain for others distort the moral orientation of the personality of such children.
If, on the other hand, prestigious motivation is combined with average abilities, deep self-doubt, usually not realized by the child, along with an overestimated level of aspirations, lead to violent reactions in situations of failure.
d) Motivation to avoid failure
Low-performing students do not develop prestigious motivation. The motivation for achieving success, as well as the motive for getting a high mark, are characteristic of starting school. But even at this time, the second tendency is clearly manifested - the motivation to avoid failure. Children try to avoid the "two" and the consequences that a low grade entails - teacher discontent, parental sanctions.
By the end of primary school, students who are lagging behind are often deprived of the motive for achieving success and the motive for getting a high grade (although they continue to count on praise), and the motive for avoiding failure acquires significant force. Anxiety, fear of getting a bad grade gives educational activities a negative emotional coloring. Almost a quarter of unsuccessful third-graders have a negative attitude towards learning because this motive prevails in them.
e) Compensatory motivation
By this time, underperforming children develop a special compensatory motivation. These are secondary motives in relation to educational activity, allowing to establish themselves in another area - in sports, music, drawing, in caring for younger family members, etc. When the need for self-affirmation is satisfied in some area of \u200b\u200bactivity, low academic performance does not become a source of difficult feelings for the child. In the course of individual and age-related development, the structure of motives changes. Usually a child comes to school with a positive motivation. So that his positive attitude towards school does not fade away, the teacher's efforts should be aimed at forming a stable motivation for achieving success, on the one hand, and developing educational interests, on the other (6).
The formation of a stable motivation for achieving success is necessary in order to blur the "position of the unsuccessful", to increase the student's self-esteem and psychological stability. High self-esteem by unsuccessful students of their individual qualities and abilities, their lack of an inferiority complex and lack of self-confidence play a positive role, helping such students to establish themselves in the activities that are feasible for them, are the basis for the development of educational motivation.
The younger the students, the weaker their ability to act independently and the stronger the element of imitation in their behavior. Any teacher knows this: if you ask first-graders to give examples in support of a rule, then many name examples that have already been expressed by others or are very similar.
Children imitate both good and bad with equal ease, so adults should be especially demanding of themselves, setting an example in behavior and communication with others.
The more an adult trusts a child, expands the boundaries of his freedom within the limits of what is permitted, the faster the child learns to act independently, to rely on his own strength. And vice versa, guardianship always inhibits the development of will, forms an attitude that there is an external controller who has assumed full responsibility for the child's actions.
Younger students in most cases willingly obey the requirements of adults, and teachers in particular. And if children first violate the rules of behavior, then most often not consciously, but because of the impulsiveness of their behavior. But already in the middle of the first school year in the classroom, you can find children who have taken on the functions of organizing the behavior of other children in terms of restraining it. Such children release remarks like "Hush!", "It has been said: hands on the table, get your chopsticks!" etc. These are children who shift to internal control, learning to restrain their immediate reactions. Psychologists have found that girls are more likely to master their behavior. than boys. This is explained both by the greater involvement of girls in the rules of family life, and by less tension and anxiety towards the teacher (primary school teachers are mainly women) (7).
By the third grade, persistence and perseverance are formed in achieving the set goals. Persistence should be distinguished from stubbornness: the first is associated with the motivation to achieve a socially approved or valuable goal for the child, and the second pursues the satisfaction of personal needs, where the goal itself becomes its achievement, regardless of its value and necessity. Most children, however, do not draw this line, considering themselves persistent, but not stubborn. Stubbornness at primary school age can manifest itself as a protest or defensive reaction, especially in cases where the teacher weakly motivates his assessments and opinions, focuses not on the achievements and positive qualities of the child, but on his failures, miscalculations, negative character traits.
In principle, the relationship of a younger student to a teacher differs little from his relationship to his parents. Children are ready to obey his requirements, accept his assessments and opinions, listen to teachings, imitate him in behavior, manner of reasoning, intonation. And from the teacher they expect an almost "motherly" attitude. At first, some children caress the teacher, try to touch him, ask him about himself, share some intimate messages, consider the teacher as a judge and arbiter in quarrels and offenses. In some cases, if the relations in the child's family are not well-being, the role of the teacher grows, and his views and wishes are accepted by the child more readily than parental ones. In general, the social status and authority of the teacher in the eyes of a child is often higher than that of a parent.
The child's relationships with peers also change. Psychologists note a decrease in collective bonds and relationships between children compared to preparatory group kindergarten. The relationship of first-graders is largely determined by the teacher through the organization of educational activities; he contributes to the formation of statuses and interpersonal relationships in the classroom. Therefore, when conducting sociometric measurements, one can find that among the preferred children there are often children who study well, who are praised and singled out by the teacher.
By the second and third grades, the teacher's personality becomes less significant, but the ties with classmates become closer and more differentiated. Usually, children begin to unite according to their sympathies and common interests; the proximity of their place of residence and gender also play a significant role. At the first stages of interpersonal orientation, some children sharply manifest generally uncharacteristic traits of character (in some, excessive shyness, in others, swagger). But as relationships with others are established and stabilized, children develop true personality traits. A characteristic feature of the relationship of younger schoolchildren is that their friendship is based, as a rule, on a common external life circumstances and random interests: for example, they sit at the same desk, live next to them, are interested in reading or drawing. The consciousness of junior schoolchildren has not yet reached the level to choose friends for any essential personality traits, but in general, children in grades III-IV are more aware of certain personality traits and character. And already in the third grade, when it is necessary to choose classmates for joint activities, about 75% of students motivate the choice with certain moral qualities of other children (20). Already in the lower grades, a division of the class into informal groups is found, which sometimes become more important than the official school associations (links, stars, etc.). They can develop their own norms of behavior, values, interests, in many respects related to the leader. These groups are far from always antagonistic to the entire class, but in some cases a certain semantic barrier can form. In most cases, children belonging to these groups, having any private interests (sports, games, hobbies, etc.), do not cease to be active members of the team.
At primary school age, the style that the teacher chooses to communicate with the child and manage the class is of particular importance. This style is easily assimilated by children, influencing their personality, activity, communication with peers. For a democratic style characterized by wide contact with children, manifestations of trust and respect for them, explanation of the introduced rules of behavior, requirements, assessments. The personal approach to the child among such teachers prevails over the business one; typical for them is the desire to give exhaustive answers to any children's questions, taking into account individual characteristics, the lack of preference for some children over others. This style provides the child with an active attitude: the teacher seeks to put students in a cooperative relationship. At the same time, discipline acts not as an end in itself, but as a means of ensuring successful work and good contact. The teacher explains to children the meaning of normative behavior, teaches them to manage their behavior in conditions of trust and mutual understanding.
The democratic style puts adults and children in a position of friendly understanding. It provides children with positive emotions, self-confidence, comrade, adulthood, gives an understanding of the value of cooperation in joint activities. At the same time, it unites children, forming a sense of "we", a sense of belonging to a common cause, giving the experience of self-government. Left for some time without a teacher, children raised in a democratic style of communication try to discipline themselves. Teachers with an authoritarian leadership style exhibit pronounced subjective attitudes, selectivity in relation to children, stereotypes, and poor assessments. Their leadership of children is highly regimented; they are more likely to use prohibitions and punishments, restrictions on the behavior of children. In work, the business approach prevails on the personal. The teacher requires unconditional, unswerving obedience and determines the child's passive position, seeking to manipulate the class, prioritizing the task of organizing discipline. This style alienates the teacher from the class as a whole and from individual children. The position of alienation is characterized by emotional coldness, lack of psychological closeness, trust. The imperative style quickly disciplines the class, but causes children to experience abandonment, insecurity, and anxiety. As a rule, children are afraid of such a teacher. The use of an authoritarian style speaks of the strong will of the teacher, but on the whole it is anti-pedagogical, since it deforms the child's personality.
Finally, the teacher can implement a liberal-conniving style of communication with children. He permits unjustified tolerance, condescending weakness, connivance, harmful to schoolchildren. Most often, this style is the result of insufficient professionalism and does not ensure either joint activities of children, or their performance of normative behavior. Even disciplined children get loose with this style. The educational process here is constantly disturbed by willful actions, pranks, antics of children. The child is not aware of his responsibilities. All this also makes the liberal-conniving style anti-pedagogical.
2.3 Reasons for school maladjustment
Entering school and the first months of schooling cause changes in the entire way of life and activity in the younger student. This period is equally difficult for children entering school at both six and seven years old. Observations of physiologists, psychologists and teachers show that among first-graders there are children who, due to their individual psychophysiological characteristics, find it difficult to adapt to new conditions for them, only partially cope or do not cope at all with the work schedule and curriculum. Under the traditional education system, these children tend to form laggards and repeaters.
Currently, there is an increase in neuropsychic diseases and functional disorders of the environment of the child population, which affects the adaptation of the child to school. The atmosphere of school education, formed from the totality of mental, emotional and physical stress, makes new and complicated requirements not only to the psychophysiological constitution of the child or his intellectual abilities, but also to his whole personality, and, above all, to its socio-psychological level.
All the variety of difficulties at school can be divided into 2 stages:
1.Specific, based on certain disorders of the development of motor skills, visual-motor coordination, visual-spatial perception, speech development;
2.Nonspecific, caused by the general weakening of the body, adjacent and unstable performance, individual pace of activity.
As a result of socio - psychological maladjustment, a child can be expected to manifest the whole complex of nonspecific difficulties associated with impaired activity. In the lesson, a student who has not adapted is disorganized, often distracted, passive, there is a slow pace of activity, mistakes are often encountered (1).
One of the reasons for school maladjustment in the first grade is the nature of family education. If a child comes to school from a family where he felt the experience of "we", he also has difficulty entering a new social community - school. An unconscious desire for alienation, rejection of the norms and rules of any community in the name of preserving the unchanging "I" underlies the school maladjustment of children brought up in a family with an unformed sense of "we" or in families where parents are separated from their children by a wall of rejection and indifference. Very often, a child's maladjustment at school, the inability to cope with the role of a student, negatively affect his adaptation in other communication environments. In this case, a general environmental maladjustment of the child arises, indicating his social isolation, rejection. All of these factors pose an immediate threat to the child's intellectual development. The dependence of school performance on intelligence needs no proof. It is on the intellect at primary school age that the main load falls, since for the successful mastering of educational activities, scientific and theoretical knowledge, a sufficiently high level of development of thinking, speech, perception, attention, memory, a stock of elementary information, ideas, mental actions and operations are a prerequisite for the assimilation of the subjects studied at school. Therefore, even mild, partial intellectual disabilities, asynchrony in their formation will complicate the process of teaching a child and require special correction measures that are difficult to implement in a mass school. In children under the age of 10 with their need for movement, the greatest difficulties are caused by situations in which it is required to control their physical activity. When this need is blocked by the norms of school behavior, the child's muscle tension increases, attention worsens, efficiency decreases, and fatigue quickly sets in. The subsequent follow-up of this release, which is a protective physiological reaction of the child's body to excessive overstrain, is expressed in uncontrolled motor restlessness, disinhibition, which the teacher qualifies as disciplinary offenses.
The reason is also neurodynamic disorders, which can manifest itself in the form of instability of mental processes, which at the behavioral level reveals itself as emotional instability, ease of transition from increased activity to passivity and, conversely, from complete inaction to disordered hyperactivity. For this category of children, a violent reaction to situations of failure, sometimes acquiring a distinctly hysterical connotation, is quite characteristic. Typical for them is also rapid fatigue in the classroom, frequent complaints of poor health, which in general leads to uneven academic achievements, significantly reducing the overall level of academic performance even with a high level of intelligence development.
An important role in the successful adaptation to school is played by the characterological personality traits of children, which were formed at the previous stages of development. The ability to communicate with other people, possess the necessary communication skills, the ability to determine for oneself the optimal position in relations with others is extremely necessary for a child entering school, since educational activity, the situation of schooling as a whole is of a collective nature. The lack of development of such abilities or the presence of negative personal qualities give rise to typical communication problems, when a child is either actively, often with aggression, rejected by classmates, or simply ignored by them. And in fact, and in another case, there is a deep experience of psychological discomfort.
The social position of a student, imposing on him a sense of responsibility, at home, and responsibilities, can provoke the appearance of a fear of not being the one. The child is afraid of not being in time, being late, doing the wrong thing, not doing it, being condemned and punished. At primary school age, the fear of being the wrong one reaches its maximum development, as children try to master new knowledge, take their duties as a student seriously and are very worried about grades. Children who have not acquired the necessary experience of communicating with adults and peers before school, are not confident in themselves, are afraid not to meet the expectations of adults, experience difficulties in adaptation in the school team and fear of the teacher. At the root of this fear is the fear of making a mistake, doing something stupid, and being ridiculed. Some children are terrified of making a mistake when preparing lessons. This happens in cases where parents are meticulous about checking them and at the same time are very dramatic about mistakes. Even if the parents do not punish the child, psychological punishment is still present. adaptation maladjustment student psyche
Children with low self-esteem have no less serious problems: indecision in their own strengths, which form a feeling of dependence, hindering the development of initiative and independence in actions and judgments. A child's initial assessment of other children depends almost entirely on the teacher's opinion. The demonstratively negative attitude of the teacher towards the child forms a similar attitude towards him on the part of classmates, which prevents the normal development of their intellectual abilities and forms undesirable character traits. The inability to establish positive relationships with other children becomes the main traumatic factor and causes a negative attitude in the child towards school, leading to a decrease in his academic performance. The main reason for school difficulties is the mental development disorders recorded in children.
Correction and prevention of school difficulties should include targeted impact on the family; treatment and prevention of somatic disorders; correction of intellectual, emotional and personality disorders; psychological counseling of teachers on the problems of individualization of training and education of this contingent of children; creation of a favorable psychological climate in student collectives, normalization of interpersonal relationships among students. Thus, the most significant causes of maladjustment can be identified:
The child is not intellectually ready for school
For example, the stock of knowledge necessary for a 6-7 year old child has not been formed, or the child does not know how to build a logical chain and draw conclusions, or does not know how to act internally, i.e. does not know how to learn, or cognitive processes such as memory, attention, thinking are not at a sufficiently high level of development.
What to do, how to help?
A) You can engage with the child additionally every day for 15-20 minutes on your own or enroll the child in developmental classes in a group that will teach the child conscious, successful assimilation of knowledge and teach him how to learn.
B) There is no need for a child to compare, and even more so to tell him that he is worse than someone, instilling in him such a negative way of thinking. Show your child that you accept and love him for who he is. Everyone has their own path of development.
The child is not ready to move to a new position - the "student's position"
Such children, as a rule, showing childish spontaneity, in the lesson at the same time, without raising their hands, and interrupting each other, share their thoughts and feelings with the teacher. They are usually involved in the work when the teacher speaks directly to them, and the rest of the time they are distracted, do not follow what is happening in the classroom, and violate discipline. As a rule, having high self-esteem, children are offended by comments when a teacher or parents express their dissatisfaction with their behavior, and begin to complain that the lessons are not interesting, the school is bad and the teacher is angry.
What to do, how to help?
A) An attentive attitude of significant adults is important for the child: parents, teachers, who introduce them to the norms, rules, methods of behavior, emphasize the importance of learning in the child's life, encourage independence, and form an interest in learning.
B) Try to "educate" and "push" less. The more we try to do this, the more resistance grows, which sometimes manifests itself in sharply negative, pronounced demonstrative, hysterical, capricious behavior.
C) Try to pay attention to the child not only when he is bad, but also when he is good, and more - when he is good.
The child is not able to arbitrarily (independently and consciously) control his attention, emotions, behavior during lessons and at recess at school in accordance with school rules
Such a child does not hear, does not understand and cannot complete the tasks and requirements of the teacher; it is quite difficult for him to concentrate his attention during the lesson and throughout the day.
What to do, how to help?
This behavior of the child is primarily due to the style of upbringing in the family and the attitude of adults towards the child: either the child does not receive enough parental attention and is completely left to himself, or the child is the "center" of the family, the "cult of the child" reigns and everything is allowed to him, he is unlimited ...
A) See what style of upbringing exists in your family? Does your child receive enough attention, love, care? Do you accept your child with his successes and failures?
B) Try to talk to your child more, adhering to the rule: "At home - no grades."
C) During the day, try to find at least half an hour when you will belong only to the child, will not be distracted by household chores, conversations with other family members, etc.
E) Try to praise the child's successes, even the smallest ones. If the failures that the child encounters in the learning process, do not place much emphasis on them, try to disassemble them, find ways to fix them, and offer your help. If you are unhappy with a child's actions, then try to criticize not him as a person, but these actions.
F) Do not talk to the child "from top to bottom", try to keep your eyes on the same level with the eyes of the child, sit not opposite, but next to, turning to the child, hug him or take his hand, tactile sensations are very important - this is proof of our love and acceptance of the child.
The child feels constrained in the new team, it is difficult for him to establish contact with the teacher and classmates
What to do, how to help?
A) Try to be sincerely interested in the child's school life, and not only in studies, but also in the child's relationship with other children, the teacher. It will also be useful for the child if you begin to invite his friends to the house, go to visit him and introduce him to friends' families where his peers are, encourage the child to communicate at home, on the street, at school, helping to find good friends.
B) Try to communicate more with the teacher - how the child interacts with the teacher and other children, how he copes with assignments in the lesson, how he behaves at recess, etc. Such a versatile vision of the child will help you to form an objective picture of his successes and failures at school, and most importantly, to understand the reasons for his difficulties.
Try to treat your child's difficulties in school as temporary difficulties and be prepared to help your child cope with them. These difficulties cannot and should not affect the definition of the child's personality as stupid and unsuccessful (13).
So, having examined the features of primary school age, we have established that a child, having entered school, takes on a new role, the role of a student. Educational activity becomes the leading activity in the primary school age. But, unfortunately, not all children in the first year of schooling can adapt to the conditions of school life. The reasons for school maladjustment can be social factors, state of health, lack of formation of an arbitrary sphere, the child's unwillingness to take on the position of a student. At the same time, depending on the reason, the child must be provided with one or another help, as from the teacher , the psychologist and the parents.
3. EXPERIMENTAL EXPERIMENTAL WORK ON STUDY
AND IDENTIFICATION OF THE CAUSES OF DEADAPTATION OF CHILDREN
YOUNG SCHOOL AGE
.1 Purpose, objectives and methods of the ascertaining experiment
Purpose: to study the level of adaptation of first grade students. In the course of this, the following tasks were solved:
Describe the group of children of primary school age in which the work on the study of adaptation took place.
Determine the level of adaptation of the child to school and identify children with adaptation problems (maladapted children).
Identify the reasons for the maladjustment of first grade students.
Research hypothesis: we believe that the following factors influence the level of adaptation at primary school age:
Children's health status;
Social factors (family composition, parental education);
School maturity level.
The work was carried out on the basis of the secondary school №17 in Arkhangelsk. The experiment involved students in grade 1. The study was conducted outside of school hours. There are 30 people in the class, 9 of them are girls, 21 are boys. Children are 6-7 years old.
It was found that the second health group prevails in children of the 1st class - 26 people (88%), there is also a third health group - 3 people (9%) and one child has a fourth health group (3%). Based on data on the state of health and physical development, all students are also assigned to physical education groups. In our case, the main physical culture group predominates among students - 85% of the subjects, the preparatory group includes 10% people and 3% - a special group. Thus, most of the subjects did not have any serious health problems; we can say that physically children should adapt easily (see Appendix 1).
Data on family composition and parental education were obtained from the class teacher. We found that 27 families are complete (91%), in 3 families (9%) the parents are divorced and the child is raised by the mother. We also learned that 15 families, which is 50%, are complete families, in which one child prevails, and in 8 families, which is 25%, complete families, in which two children prevail. It was found that all parents have higher or secondary education, of which 34%, which is 10 families where both parents have higher education, 16% (5 families) - both parents have secondary education, in 50% of cases (15 families) one of the parents has a higher education, the other has a secondary education (see Appendix 2).
To achieve this goal, we used testing and questioning methods. Methods aimed at studying the adaptation of younger students:
.MZ Drukarevich's projective test "Non-existent animal" (see Appendix 11).
.DB Elkonin's test "Graphic dictation" (see Appendix 13).
.A questionnaire for parents aimed at studying socio-psychological adaptation (see Appendix 15).
.Questionnaire for a teacher, aimed at studying social and psychological adaptation (see Appendix 6).
.A questionnaire for students aimed at determining the level of motivation for school (see Appendix 3).
3.2 Studying the level of adaptation of first grade students
To determine the level of adaptation of students, a questionnaire was used, aimed at studying the motivation of students (see Appendix 3). This questionnaire consists of 10 questions that the student must answer. For each student's answer, a grade is given, as a result, the grades are summed up and a certain number of points is obtained, by which it is possible to find out at what level of school motivation the child is, whether he has a cognitive motive, whether he successfully copes with educational activities and how well he feels at school (see Appendix 5).
This questionnaire was presented to children twice in September 2010 and in April 2011.
After analyzing the data obtained from the students' answers in September, it turned out that 15% of the respondents had a high level of motivation, 65% had a good level of motivation, and 20% had a positive attitude towards school, but the school attracts such children with extracurricular activities (see. Appendix 4). Thus, the majority of children of primary school age have a high and good level of motivation for school, which indicates the successful adaptation of students to school, the presence of cognitive motives and interest in learning activities.
We determined the level of social and psychological adaptation of children to school indirectly by asking the class teacher to answer the questionnaire (see Appendix 6). The questionnaire contains 8 scales: 1- educational activity, 2- knowledge acquisition (academic performance), 3- behavior in the classroom, 4- behavior during recess, 5- relationships with classmates, 6- attitude towards the teacher, 7- emotions, 8- general assessment results; there are 5 levels of adaptation:
After analyzing the data obtained on the scales, we can conclude that the level of adaptation of students is above average. Also, a general assessment of the socio-psychological adaptation of students was revealed. It turned out that in 50% of students the socio-psychological adaptation is at a level above the average, 35% of students at a high level and 15% of students at a level below the average (see Appendix 7.8).
Also, to identify the level of adaptation of children, parents were asked to answer the questionnaire (see Appendix 15). The questionnaire contains 6 scales: 1- success in completing school assignments, 2- the degree of effort the child needs to complete school assignments, 3- the child's independence in completing school assignments, 4- the mood with which the child goes to school, 5- relationships with classmates, 6- general assessment of the results; there are 5 levels of adaptation:
a) a high level of adaptation;
b) the level of adaptation is above average;
c) the average level of adaptation;
d) the child's level of adaptation is below average;
e) low level of adaptation.
The results of the study showed that 45% of parents consider the level of socio-psychological adaptation of their children to be above average, 35% of respondents note a high level of adaptation in a child and 20% - an average level of adaptation (see Appendix 9, 10).
The level of adaptation (signs of maladjustment) can also be considered from the point of view of the formation of the emotional sphere of students. We have carried out the method “Non-existent animal”, aimed at studying the characteristics of the emotional sphere, the presence of anxiety, negative emotional manifestations, hidden fears (see Appendix 11). The technique was carried out twice in September 2010 and in April 2011.
As a result of the study (September 2010), we found that the majority of students were creative in the task. In 40% of the subjects, the level of development of the emotional sphere is at a high level (the drawings were assigned 1 point), which indicates that children have the ability to fantasize; 30% of respondents have an average level of development of the emotional sphere (figures correspond to 0.5 points), from the drawings of children you can see that the students have not fully understood themselves (the size of the picture is small, the picture is not in the center, but on the side) and many have low self-esteem and need recognition from others. 30% of children have a low level of development of the emotional sphere (figures correspond to 0 points), in the figures of children there are signs indicating the presence of aggression (shading, thorns, corners), instability of the emotional state (lines are broken, poorly visible). Thus, changes in the emotional sphere, the presence of anxiety, latent fears are observed in 30% of children, 30% have low self-esteem, which indicates signs of maladjustment to school (see Appendix 12).
The level of development of an arbitrary sphere (the ability to listen carefully, accurately follow the instructions of an adult) and the ability to navigate in space also indicate the adaptation (or maladjustment) of the child to school. We have used the "Graphic dictation" technique aimed at studying the level of an arbitrary sphere (see Appendix 13).
After analyzing the results of the study, we found that 40% of students have a high level of development of an arbitrary sphere, these drawings are assigned 10-12 points, which indicates that children have developed the ability to navigate in space, they accurately follow all the instructions of an adult and easily carry out the task. For 35% of students, the development of an arbitrary sphere is at an average level; the works of these children are assigned 6-9 points, which indicates that the children have developed the ability to navigate in space, but they make mistakes due to inattention. In 15% of children, the development of an arbitrary sphere is at a low and very low level, these drawings are assigned 3-5 points, which indicates that children have not developed the ability to navigate in space and these children make a large number of mistakes when completing the task (see. Appendix 14).
According to the results of the tests "Non-existent animal", "Graphic dictation", study of motivation, we can say that the level of adaptation in most children is at an average level, which means that students have a positive attitude towards school, visiting it does not cause negative feelings, understand the educational material, if the teacher expounds it in detail and clearly, assimilate the main content of the curriculum, independently solve typical problems. The teacher also attributes the level of development of children's adaptation to the middle and above average.
Some children (15%) experience difficulties in orientation in space, they have an insufficient level of development of an arbitrary sphere, emotionally (30%) are anxious, have low self-esteem, show aggression, school attracts them with extracurricular activities, which indicates the difficulties of adapting to school (signs of maladjustment). At the same time, the assessment of the class teacher of these children also indicates a low level of adaptation. At the same time, none of the parents noted that the level of adaptation in the child is reduced (according to the results of the questionnaire, the level of adaptation is high or medium). Perhaps this indicates the subjectivity of the answers (parents always want their child to appear better) or, parents are not sufficiently interested in their child, his success, problems at school (which may also be an indirect cause of maladjustment).
3.3 Identifying the causes of maladjustment of first grade students
The results of the ascertaining experiment, conducted in September, showed that a low level of adaptation is present in 5 children (15%). These children have low indicators of educational activity, academic performance, difficulties in relationships with peers and the teacher, these students have a low level of motivation, an insufficient level of development of the voluntary and emotional sphere. They have a low level of social and psychological adaptation, according to the class teacher.
If we compare the data obtained, then these children do not differ from other children in the health group (they have the second health group), analyzing the social reasons, we see that, with the exception of one child, all the rest live and are brought up in complete families. Thus, we assume that the reasons may be related to the period when the child entered school. These children must reach a certain level of physical and intellectual development, as well as social adaptation, which will allow them to meet traditional school requirements. Also, for the development of school maturity, height, body weight and intelligence are evaluated primarily. However, when assessing school maturity, it is necessary to take into account the child's social and psychological readiness for schooling. Unfortunately, social maturity, which is also not easy to assess, has not received sufficient attention. As a result, there are a lot of children entering school who would rather play than study. They have low working capacity, attention is still unstable and they do not cope well with the tasks proposed by the teacher, they are not able to observe school discipline.
Our survey was re-conducted in April. We used a questionnaire to determine the level of motivation, methods "Graphic dictation" and "Non-existent animal". It was found that the level of adaptation to school increased in 3 children: the level of motivation for learning activities increased, children became more interested in lessons, communication with peers. Thus, the number of children who did not adapt at the beginning of the year (5 children) of them by the end of the year moved to the average level of adaptation of 3 people.
A low level of adaptation was found in 2 schoolchildren. The level of emotional well-being can be judged by the drawings of children, from which it can be seen that students are insecure (lines are weak), are afraid of recognition from others (small drawing, in the corner of the sheet) and do not try to contact peers (there are thorns, corners) , school still attracts them with extracurricular activities. It turned out that children have no health problems (the second health group), one child is brought up in an incomplete family (one mother), the parents' education is secondary and higher.
So, initially it was found that in grade 1 out of 30 children had difficulties in adapting to school (signs of maladjustment) -5 people (15%). We tried to find out the reasons for the problems with adaptation. We paid attention to the group of children's health, the state of the family (complete, incomplete), it turned out that only one of these children has an incomplete family (the child is raised by a mother), which partially confirms our hypothesis, we also learned data on the education of parents, from which it is clear that all parents have either higher or secondary education. It turned out that these children do not differ from others in terms of health, social factors (by which we consider family composition, parental education) also do not affect adaptation according to the results of our study (although 1 child with signs of maladjustment is brought up in an incomplete family). In our opinion, a more detailed study of the health status of children is necessary, as well as an additional study of social factors, such as the style of upbringing in the family, the child's relationship with the rest of the family, is possible.
Assuming that the reason for the maladjustment of children is that the child is personally not ready for school, we conducted the study again in April and found that signs of maladjustment are observed in 2 out of 5 children. As it turned out, these children, in addition to low test scores, are not very successful in their studies (the prevailing mark is satisfactory), undisciplined, not always assiduous in the classroom. We believe that, nevertheless, the signs are explained by school immaturity, that is, the child is personally not ready to learn at school.
Thus, the hypothesis put forward by us was partially confirmed: social factors (namely, the family) manifested themselves and school immaturity was the cause of school maladjustment.
CONCLUSION
Disadaptation should certainly be attributed to one of the most serious problems requiring both in-depth study and urgent search for its solution at a practical level. The triggering mechanism of this process is a sharp change in conditions, a familiar living environment, the presence of a persistent psycho-traumatic situation. At the same time, individual characteristics and shortcomings in human development, which do not allow him to develop forms of behavior adequate to new conditions, also play a significant role in the development of the process of maladjustment.
By school maladjustment is meant a set of psychological disorders that indicate the inconsistency of the sociopsychological and psychophysiological status of the child with the requirements of the schooling situation, the mastering of which becomes difficult for a number of reasons. The main diagnostic criteria for detecting early school maladjustment are: lack of formation of the student's internal position, low level of intellectual development, high persistent anxiety, low level of educational motivation, inadequate self-esteem, difficulties in communicating with adults and peers.
The aim of the study was to study the reasons for the school maladjustment of primary school students.
To implement the set tasks, special literature was studied and analyzed, which made it possible to find out the characteristics of primary school age, consider the specifics of the educational activities of primary schoolchildren, identify the level of adaptation of children to school, and study the causes of maladjustment of younger students.
We put forward a hypothesis from which it followed that the following factors can influence the level of adaptation at primary school age: the state of health of children; social factors (family composition, parental education); level of school maturity.
We conducted a study to determine the level of adaptation of first grade students and tried to study different aspects of adaptation. To study the level of adaptation, we selected and carried out methods aimed at studying the development of the emotional sphere ("Non-existent animal"), at the level of formation of an arbitrary sphere (Graphic dictation), at identifying the level of motivation (according to the students' questionnaire). We identified the level of socio-psychological adaptation based on the results of the responses of parents and teachers. We also learned the health status of children and social factors (family composition, parental education). In our initial research, we found that not all children have adapted (there are signs of maladjustment). We were unable to identify all the factors influencing the signs of maladjustment.
We tried to re-conduct the study and used previously proposed methods. It turned out that only two out of five children remained unadapted. It turned out that one of these children is being raised in an incomplete family, and we cannot see the parenting style of this child.
Thus, we believe that school immaturity is the cause of school maladjustment. The child cannot cross the step from preschooler to schoolchild. The game remains in the first place, and the school attracts him with extracurricular activities. With these students it is necessary to conduct additional research, take advantage of the psychophysiological correctional program to overcome school maladjustment, and apply various training exercises.
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School maladjustment is a situation when a child is unsuitable for schooling. The most common maladjustment is observed in first graders, although it can also develop in older children. It is very important to detect the problem in time in order to take action in time and not wait until it grows like a snowball.
Reasons for school maladjustment
The reasons for school maladjustment can be different.
1. Insufficient preparation for school: the child does not have enough knowledge and skills to cope with the school curriculum, or he has poorly developed psychomotor skills. For example, he writes significantly slower than other students and does not have time to cope with assignments.
2. Lack of skills to control their own behavior. It is difficult for a child to sit for a whole lesson, not shout out from a place, be silent in the lesson, etc.
3. Lack of adaptation to the pace of schooling. More often it occurs in physically weakened children or in children who are slow in nature (due to physiological characteristics).
4. Social maladjustment. The child cannot build contact with classmates, teacher.
In order to detect maladjustment in time, it is important to carefully monitor the condition and behavior of the child. It is also helpful to communicate with a teacher who observes the child's direct behavior at school. Parents of other children can also help. many students tell them about the events at school.
Signs of school maladjustment
Signs of school maladjustment can also be divided into types. In this case, the cause and effect may not coincide. So, with social maladjustment, one child will experience difficulties in behavior, another will experience fatigue and weakness, and the third will refuse to study "in spite of the teacher."
Physiological level... If your child experiences increased fatigue, decreased performance, weakness, complains of headaches, abdominal pain, sleep and appetite disturbances, these are clear signs of difficulties that have arisen. Possible enuresis, the appearance of bad habits (biting nails, pens), trembling fingers, obsessive movements, talking to oneself, stuttering, lethargy, or, conversely, motor restlessness (disinhibition).
Cognitive level. The child is chronically unable to cope with the school program. However, he may unsuccessfully try to overcome difficulties or refuse to learn in principle.
Emotional level. The child has a negative attitude towards school, does not want to go there, and cannot improve relations with classmates and teachers. Has a bad attitude towards a learning perspective. At the same time, it is important to distinguish between individual difficulties, when a child faces problems and complains about it, and a situation when he has an extremely negative attitude towards school in general. In the first case, children usually strive to overcome problems; in the second, they either give up, or the problem translates into a violation of behavior.
Behavioral level. School maladjustment manifests itself in vandalism, impulsive and uncontrollable behavior, aggressiveness, rejection of school rules, inadequacy of requirements for classmates and teachers. Moreover, children, depending on their character and physiological characteristics, can behave in different ways. Some will show impulsiveness and aggressiveness, others - tightness and inappropriate reactions. For example, a child is lost and cannot answer the teacher, cannot stand up for himself in front of his classmates.
In addition to assessing the general level of school maladjustment, it is important to remember that a child may be partially adapted to school. For example, coping well with schoolwork, but not making contact with classmates. Or, on the contrary, with poor academic performance, be the life of the company. Therefore, it is important to pay attention both to the general condition of the child and to individual areas of school life.
A specialist can most accurately diagnose how well a child is adapted to school. Usually this is the responsibility of a school psychologist, but if the examination has not been carried out, then it makes sense for parents, if there are several disturbing symptoms, to contact a specialist on their own initiative.
Olga Gordeeva, psychologist
School maladjustment can happen to every first grader. According to child psychologists, the reason for the backwardness of a child - a first grader - is his maladjustment to school conditions.
And only a family can help a child become successful in a difficult time of transition from a carefree childhood to schooling. But many parents, without a pedagogical education, do not know how to properly prepare their baby. What is student maladjustment?
School maladjustment is a complex of problems
Upon entering the first grade, the child must wean himself from the old conditions of life and adapt to new ones. If the parents and the kindergarten were engaged in the preparation of the child, then the process is going well and after a couple of months the first grader feels great next to the teachers, orientates himself at school, makes new friends in the classroom. However, everyday problems often prevent parents from devoting the necessary time to their child.
And then it happens that the child:
- afraid to go to school;
- begins to hurt often;
- losing weight, losing appetite, sleeping poorly;
- behaves in a closed manner at school;
- does not seek help from school teachers;
- may get lost in the school building;
- loses self-service skills: cannot change clothes for physical education, forgets things, textbooks, etc.
- may start to stutter, blink their eyes often, cough, etc .;
- does not master the material in the classroom, is inattentive, absent-minded or capricious.
These are signs that the baby is experiencing school maladjustment in primary school children.
If you do not pay attention to these signs in time, the child will at best be a poor student, at worst - you will have to treat him for a long time with a neurologist, or even a psychiatrist.
Why does school maladjustment occur?
Difficulties in adjusting a child to school can be caused by both the characteristics of his 
personality, and improper upbringing in the family.
Reasons for school maladjustment:
- The child is not prepared for school: does not realize the importance of the transition to learning, does not know how to make volitional efforts in order to focus on learning. They say about such children: "he would have to play everything."
- Often sick, has serious health problems.
- The processes of formation of thinking, attention, memory are disrupted.
- Has movement disorders.
- Unbalanced, often unjustified mood swings.
How does school maladjustment manifest itself and what needs to be done to eliminate it?
