High level of adaptation. The highest degree of adaptation. Methods for studying school adaptation and maladaptation

Stanley Weinbaum

The highest degree of adaptation

So. He began searching for the insect with the highest degree of adaptation. And who do you think it was?

Daniel Scott's dark eyes shone with enthusiasm as he cast a glance over the city, or rather at the part of it that could be seen from the window of Dr. Hermann Bach's office at the Grand Mercy Hospital. Silence reigned for a while, the old doctor smiling indulgently.

Then,” Scott continued, “I began to look for living organisms with the highest degree of adaptation. And who do you think got my attention? Of course, insects. If an insect's wing is cut off, a new one will grow in its place. If the head of one insect is transplanted into another, then it will grow. You, of course, ask, colleague, what is the secret of such a high degree of adaptation?

Dr. Bach shrugged.

Well, what is it?

Scott's face suddenly turned grim.

I don't know for sure," he muttered. - Undoubtedly, everything depends on the work of the glands. All processes in the body are controlled by hormones. His face brightened up again. - However, I deviate from the topic.

Ants? Dr. Bach suggested. - Bees? Termites?

No. They are the most highly developed of the insects and do not have great adaptability. But the web is an insect known for its ability to mutate more than any other. It was he who was used by Dr. Morgan in his studies of the influence of x-rays on heredity. This is the most common fruit fly, Drosophila. Her eyes have a reddish tint, but after prolonged exposure to X-rays, she gives birth to white-eyed offspring. Moreover, this is a real mutation, since the white color of the eyes is inherited further. It is generally accepted that acquired properties are not passed on to offspring, but the white eyes of Drosophila were passed on. That's why…

I know,” Dr. Bach interrupted him.

So I used fruit flies,” Scott concluded. - I subjected their bodies to the decomposition process and injected the cow with the extract thus obtained. Then after bleaching with protein for a week, after vacuum evaporation and various cleansing processes, I got the serum. I think the technical details will be of no interest to you. In general, I tested the effect of the serum on guinea pigs infected with tuberculosis. And the serum helped! Pigs have adapted to tubercle bacilli. Then I tried the serum on a rabid dog - and she also recovered! After that, the turn came to a cat with a broken spine. The cat is like new. And now I ask you to give me the opportunity to try your serum on one of your patients.

Dr. Bach wrinkled his forehead.

Too early, he said. - You're trying to get ahead of the events of the year by two, Dr. Scott! First expand the circle of your experiments. Test the serum on monkeys, then try it on yourself. I have no right to risk human life for such a dubious experiment as yours!

Everything is correct. However, as far as I am concerned, I myself am perfectly healthy, and the purchase of a great ape requires funds. I tried to get them out, but to no avail. Maybe you can do something?

Try to make your request to the Stoneman's office.

And then they will appropriate all my merits and deprive your hospital of the opportunity to make an important discovery. Listen, Dr. Bach, I'm only asking you to give me the opportunity. Trust me with some hopeless patient! A beggar, finally!

The beggars and the unemployed are people too,” Bach objected, looking sullenly at his hands. - Listen to me, Dr. Scott. I have no right to make you this offer, since it is contrary to all medical ethics, but if I have a completely hopeless case and the patient personally agrees to use your inversion, I will take the risk. Here is my last word.

Scott sighed.

Such a case is unlikely to occur to me. While the patient is conscious, everyone still hopes for something, and when he loses consciousness, he will no longer be able to give consent! So this is a hopeless case!

However, everything happened differently. Less than a week after this conversation, a selector suddenly spoke in Dr. Scott's small laboratory:

Dr. Scott, please come into the chief's office.

Hastily adding a few figures to the results of the last analysis, Scott hurried to the call. When he entered Dr. Bach's office, the director of the clinic paced nervously from corner to corner.

Scott, we have a suitable patient for you, he squeezed out. “Although it is against all the rules of medical ethics, given his condition, I don't think you can harm him any further. However, we must hurry. Let's go to the isolation room.

The two doctors hurried over there. Once inside the tiny square room, Scott stared at the chin-covered figure.

Girl! he muttered.

She was quite homely and miserable, but her face, already touched by deathly pallor, gave her appearance an expression of gloomy dignity. Her dark hair, cut too short, was tangled, and her face looked completely unattractive. Her eyes were closed, and if it weren't for the weak breath that rattled out of her chest, she might have been mistaken for a dead person.

And this is what you call an opportunity for me? Scott asked, unpleasantly startled. "She's almost dead!"

Dr. Bach nodded.

Tuberculosis, he said. - Final stage. There are only a few hours left to live.

The girl coughed, blood stains appeared on her blue lips. She opened her almost completely lifeless watery blue eyes.

Well, - said Bach with mock cheerfulness, - so we woke up. Let me introduce you to Dr. Scott. And this,” he glanced at the card pinned to the headboard, “is Miss Kira Zelas. As I told you, Miss Zelas, Dr. Scott has the latest serum. Most likely, it will not cause a radical improvement, but still worth a try! Besides, I don't think that its use at the present time is too risky. Do you agree with me?

Of course, because I don't care the end, doctor! Do whatever you see fit.

Then it's all right. Have you prepared the syringe, Scott? - Bach took a syringe with a transparent serum and put a needle on it. - Enter in a certain place? Not? But, of course, intravenously. He stuck the needle into the patient's arm, and Scott noticed that she did not react to the injection with the slightest movement of the muscles. Only in complete apathy lay with her eyes closed while thirty cubes of liquid dissolved in her blood.

They went out into the corridor. Bach closed the door behind him.

Damn me if I like it! I feel like...like a corpse defiler.

However, the next day he seemed to overcome his doubts.

This patient, Zelas, is still alive,” he told Scott, “and if I dare to believe my eyes, I will say that her condition has even improved a little. But maybe it's just an optical illusion? I still continue to consider her case hopeless.

The next day, sitting in Dr. Bach's office, Scott noticed a slight embarrassment in the old man's gray eyes.

The girl is better,” Bach muttered. - Without a doubt. But don't lose your head, Scott, miracles have happened before, without any serum. Let's keep an eye on her.

By the end of the week, it became clear that there was no need for long observations. Kira Zelas was recovering before her eyes, like a fast-growing tropical plant. Although the pallor has not yet left her face, but it has lost its deathly pallor, it has grown stout, the shadows under the eyes have disappeared, and the look has revived.

The traces of tuberculosis in the lungs are disappearing, Bach announced. - She no longer coughs and her swab is free of TB bacteria. But the most interesting thing is how she reacts to injections. Yesterday I took a blood sample from her for the Wasserman reaction ... Of course, this sounds idiotic, but ... the puncture from the needle closed before I had time to collect at least one cube of blood. Closed and alive! When I left the ward, there was no trace of him left!

A week has passed.

Scott, I don't see any reason to keep Zelas in the clinic any longer. She is healthy. But I would like to have it at hand, so that I can observe it. Your serum has some mysterious effect on the body. And besides, I would not want the girl to continue to lead the same way of life.

What did she do before she got into the clinic?

She sewed hats in the workshop for twenty-five cents an hour. She said that she managed to make two or three hats in an hour, while she was generally able to work. Kira is an inconspicuous and unattractive girl who has received neither upbringing nor education. But I feel sorry for her. And besides, there is something attractive in it. She adapts very quickly.

Scott gave him a strange look.

Yes, he said, she adapts quickly.

I had an idea,” Bach continued. - I think that Kira could live in my house for the time being. Then we would have the opportunity to watch her, and the girl would help the housekeeper. This case interested me ... very interested. Maybe I'll make her an offer.

And did.

With pleasure, - Kira answered, and the girl's pale face brightened. - Thanks.

Bach gave her his address.

I'll call my housekeeper Mrs Goetz and tell her to see you. But don't do anything for today. Anyway, you would do well to take a walk for a couple of hours in the park.

Scott watched her go as she walked down the hospital corridor to the elevator. Kira had recovered a little, but she was still too thin, and her worn black dress dangled from her as if on a hanger. After the girl disappeared, the doctor thoughtfully began to perform his duties.

On the ground floor, a surprise awaited him. Two policemen brought in the lifeless body of an elderly man with a bruised head. The staff was pretty clueless. Near the entrance, Scott noticed a large crowd of people.

What happened? he asked the policeman. - Accident?

Wow, an accident! he answered. - Tell me better, attempted murder! Some woman hit this old man in the park with a stone in the head and took his wallet. In front of everyone. In broad daylight!

Scott glanced towards the park. In the middle of the crowd of people gathered on the roadway, a green car stopped. Two burly policemen led a small figure dressed in black towards her and pushed her inside.

Scott caught his breath. It was Kira Zelas!

A week later, Dr. Bach was sitting in his living room, gazing into the dark hole in the fireplace.

It's none of our business! he repeated.

My God! Scott exclaimed. - None of our business! How can we be completely sure that what happened is not our fault? How do we know if her mind has gone awry from the injection? This could be caused by a malfunction of the glands. But our substance affects the glands. Maybe we made her crazy.

Stop it, Scott, Bach said. - Tomorrow we will go to the court session, and if her affairs do not turn out well, we will call the lawyer aside and say that we want to act as witnesses. Then we will state that she has just been discharged from the clinic and cannot be held responsible for her actions.

The next day, they both sat in the courtroom and listened to the testimony of the witness for the prosecution:

This gentleman used to buy peanuts for pigeons from my stall. I have known him for a long time. This time he didn't have change, and he reached into his pocket for his wallet. When he opened it, I noticed that the purse was full of money. A minute later, I suddenly see a girl picking up a stone from the ground and hitting this man on the head with it. Then she reaches into his jacket pocket and takes the money for herself...

Describe her, please.

Skinny, in a black dress. Beauty does not shine. Brown hair, dark eyes, I don't know if it's blue or brown.

The defense can ask the witness questions, the prosecutor announced.

A young man who was visibly nervous got up from his seat - it was the court-appointed defense attorney for Kira Zelas.

Did you say,” he began, “that the assailant had brown hair and dark eyes?”

I ask the accused to stand up.

Kira Zelas rose from her seat. Scott and Bach could only see her from behind, but Scott's body suddenly stiffened involuntarily. Her appearance had changed in some strange way: the worn black dress no longer hung on her like on a hanger. The part of her figure that he could see seemed simply amazing to him.

Please take off your hat, Miss Zelas, - asked the defender in a raspy voice.

Scott caught his breath. The thick mass of her hair shimmered with platinum.

As you can see for yourself, Mr. Chairman, the color of the defendant's hair is not at all chestnut. And her eyes are not dark either, as you can see when you get closer. You might think that during pre-trial detention my client bleached her hair, and therefore, - he raised his hand holding scissors, - I am ready to provide a lock of her hair for analysis to any chemist appointed by the court. Hair pigmentation is completely natural. And as for the color of her eyes, perhaps the respected Mr. Prosecutor is of the opinion that she has discolored them too?

He turned to the witness, gaping in surprise.

Is this the same lady you saw committing the crime?

The man looked around in confusion and cleared his throat.

Er... er... I don't know.

Was it her or not?

The lawyer laughed.

Thanks, no more questions. Miss Zelas, may I ask you to take the witness stand.

The girl's movements were soft, like those of a panther. Scott grabbed Bach's hand. This extravagant creature with platinum hair, light eyes and alabaster skin was without a doubt the most beautiful woman he had ever seen.

The defender continued:

Tell me in your own words how it all happened, Ms. Zelas.

The girl began to speak in an excited sonorous voice. Scott could hardly force himself to concentrate on the meaning of the words - such a bewitching effect was produced on him by the sound of this voice.

I had just left the Grand Mercy Hospital, she began, where I spent several months due to a serious illness. I was walking through the park when suddenly a woman in black rushed at me, shoved her wallet into my hand and ran away. And a minute later, a screaming crowd already surrounded me and ... well, in general, that's all.

Did you say the wallet was empty? - asked the defender. “But what about the money found in your purse, which the distinguished accuser believes was stolen?”

They belong to me, - the girl answered. - It's about seven hundred dollars.

It's a lie? whispered Dr. Bach. “When she joined us, she had two dollars and thirty-three cents with her.

Scott looked at him in confusion.

Do you think that this is the same Kira Zelas, who was in our clinic?

Do not know. But if I touch your damned serum one more time... look! Look Scott!

Her hair. Look ... when the sun falls on them! ..

Scott took a closer look. Sunlight streamed in through the high window, and from time to time, when Kira Zelas turned her head, fell on her metallic hair. And every time the sunbeam touched the hair, they changed their color from platinum to golden. "

Something suddenly clicked in his brain. There was an explanation somewhere. All the pieces of the mosaic were there, but how difficult it was to put them together. The girl in the hospital and the strange reaction of her body to the needle pricks, the same girl in the courtroom and the reaction of her hair to sunlight.

I absolutely must see her,” Dr. Scott whispered. - I need to find out something!

The defender at this time was just finishing his short victorious speech:

I ask the distinguished members of the court to dismiss the case, since the only witness for the prosecution could not even identify the accused.

The referee hit the table with his gavel. For a moment, his gaze lingered on a girl with amazing hair, and he briefly said:

The defense statement has been accepted. Case closed!

There was a commotion in the hall, flashes flashed. With extraordinary grace, the girl got up from the bench and, smiling at the camera lenses, headed for the exit. Waiting for her to pass him, Scott called:

Miss Zelas!

She stopped. The look in her pale gray eyes showed that she recognized him.

Doctor Scott! her melodic voice rang out. - And you're here, Dr. Bach!

It really was her. This extraordinarily attractive woman, until quite recently, was a poor, colorless girl, lying in an isolation cell on the verge of death. Up close, Scott recognized the features of her face, though they had somehow mysteriously changed.

With her, he pushed his way through the crowd of photographers, court reporters and onlookers.

Do you have a shelter? - he asked. - Dr. Bach's offer still stands.

Kira smiled.

I am very grateful, - she muttered, and immediately turned to the reporters with the words: - Dr. Bach is my old friend.

In the midst of the general turmoil, she remained completely calm, behaved extremely coolly.

Come in here,” Scott said, pointing to the side door leading out onto the street. And he looked at her again, dumbfounded. In the bright light of the midday sun, the girl's skin was no longer an alabaster color, it took on a peach hue, as if she had been exposed to sunlight for a long time. And his eyes suddenly turned dark purple. But Scott was most struck by the fact that her hair, at least the ends of the strands visible from under the hat, had become black as the gates of hell.

Kira insisted on buying herself something to replace her worn black dress, and ended up buying a whole wardrobe. And soon she was already sitting in the library of Dr. Bach, sinking into a soft sofa, tucking her legs under her. Her tight-fitting black silk dress formed an extraordinary contrast with her smooth white skin, which took her breath away.

She shot an innocent look at Scott.

Why can't I afford it? After all, the court returned my money to me, and now I can buy whatever I want with it.

Your money? Scott exclaimed. - When you left the hospital, you did not even have three dollars!

But now the money belongs to me.

Miss Zelas, he said patiently, where did you get that money?

Her face remained pure and unblemished, like that of a saint.

At the old man.

You... killed him!

Why… oh yes, of course.

He swallowed hard.

My God! he moaned. "Don't you understand that we are obliged to report this to the authorities?"

Kira glanced from one man to another with a smile and shook her head slightly.

Dear Scott, you will not report anywhere, because it is already completely pointless. According to the Constitution, I cannot be tried twice for the same crime. At least in America.

But why did you do it, Kira?

Would you, in my place, continue to lead the old way of life, thanks to which I fell into your hands? Of course not! I needed money. I found them and took them.

It was murder and robbery!

In my situation - the most appropriate way!

No, because you could be punished for it! he retorted grimly.

But they didn’t punish me, - Kira gently reminded.

Scott took a deep breath.

Kira, - he turned to her, changing the subject. - Why does the color of your eyes, hair and skin become darker in the sun?

Truth? she laughed. - I haven't noticed it yet.

She stretched out her slender legs and, stretching, yawned.

Perhaps I’ll go lie down,” she announced, looking at both men with unusual eyes, and her face at the same time acquired a slightly mocking expression. Then Kira got up and retired to the room that Dr. Bach had placed at her disposal.

Scott looked at his colleague.

You understand? he asked quietly. The excitement prevented him from speaking. - My God, do you understand what's the matter?

And you, Scott?

Gradually everything becomes clear to me.

Seems like me too!

I believe,” Scott continued, “that the cursed serum has increased the degree of adaptation of this girl to an unprecedented degree. How is living matter different from non-living matter? Among other things - its ability to adapt. Living matter adapts to its environment, and the higher its ability to adapt, the more successfully the organism develops.

Each person has a very significant ability to adapt. When exposed to sunlight, for example, our body produces certain pigments and the skin turns brown. Sunburn is nothing more than an adaptation to the environment that sunlight creates. Having lost his right hand, a person learns to master the left. This is another form of adaptation. When the skin is damaged, the process of healing and regeneration begins - another manifestation of the body's adaptability.

In the south, in hot and sunny countries, people usually have dark hair and skin, in the northern regions, residents are distinguished by light skin and hair color - this is again nothing more than a form of adaptation.

The case with Kira Zelas, I can only explain by the fact that her ability to adapt, due to some unforeseen biochemical reaction that took place in her body, and which I still cannot explain in any way, has increased extremely. It instantly adapts to the characteristics of the environment. When exposed to the sun, her skin takes on a brown tint, and in the shade it instantly turns pale again. In sunlight, her eyes and hair become characteristic of a person of a tropical race, in the shade - Nordic. And when she felt the danger threatening her in the courtroom from the jury and the prosecutor, who, by the way, were all men, she adapted to this position too! She averted danger from herself by not only changing her appearance, but also acquiring such an unprecedented beauty that no man would have been able to pass a guilty verdict on her!

Here he paused and looked at Dr. Bach.

But how? How?

Perhaps a woman can answer this question,” Bach said. - The development of man is governed by the work of the glands, and the differences between races are undoubtedly based on these processes. Perhaps the most effective organs by which man adapts are his brain and nervous system, whose development is partly controlled by a small gland located directly in front of the cerebellum, considered in antiquity to be the seat of the soul. Of course, I mean the pineal gland. Obviously, your serum contains the same hormone pinealin, which biochemists are still unsuccessfully trying to obtain, and it was this hormone that caused hypertrophy of the pineal gland in Kira Zelas. You see, Scott, if her ability to adapt is really that perfect, then she must be not only changeable, but also invulnerable.

Scott swallowed hard.

You're right! She could not have been executed in the electric chair, because she would have immediately adapted to the environment containing the electric current. It is also impossible to kill her with a bullet, since she would adapt to the wound as quickly as to the needle prick. And poison... But somewhere there must be a border.

Undoubtedly, Bach confirmed. - I, for one, can hardly believe that she will be able to adapt to the environment when a hundred-ton locomotive passes over her body. And besides, we did not take into account another important point: the adaptability itself has two sides.

Two sides?

Yes. One of them is biological, the other is spiritual. A biochemist, like us, will only deal with the first of these, because it is closer to him. However, we must not forget about the other. Biological adaptability we have in common with plants and animals, it is only a simple adaptability to the environment. The chameleon, for example, shows the same abilities as Kira Zelas, as does the sable animal, which is white in winter and brown in summer. All living things are constantly adapting to the environment, otherwise it would cease to exist. But man goes even further.

A little further. Human adaptation is not only merging with the environment, but also changing it to suit their needs. The first primitive man, who left his cave and built himself a hut, changed his environment. And indeed - the entire scientific and technological progress of mankind is based on one principle: changing the environment instead of adapting to it.

We now know that Kira Zelas has the ability to biologically adapt. But what if she has other abilities in equal measure? If so, then God alone can foresee the end result. We can only watch it to see what direction it will take and, of course, hope for the best.

Everything in the human body is determined by the work of the glands. For mutants - and this girl is as much a mutant as your white-eyed fruit flies - anything is possible. If I dared to interpret this in terms of philosophy, I would say that Cyrus perhaps represents the next stage of human evolution.

I think your allegations are baseless.

Well, anyway, I don't think that evolution happened all the time, as Darwin thought. I have many reasons for this. Take, for example, the eye. Darwin believed that quite gradually, over thousands of generations, a spot on the skin of a sea animal that was sensitive to light had developed, and this gave it an advantage in foraging over its blind competitors. Therefore, this species survived while others became extinct. Now look carefully: if this eye developed slowly, then why did the first representatives of this species, who did not yet have vision, have a better chance of surviving than others? And look at the roof. What's the point of a wing if you can't fly on it? The fact that a flying lizard developed folds of skin between its front paws and chest to make jumping easier does not mean that this lizard could survive where others had to die. What conditions led the wing to develop to the point of actually becoming valuable?

And how do you think it happened?

Supporters of the mutational theory of evolution say that evolution must have proceeded in leaps and bounds, so that the eye, even at its first appearance, should already be productive enough to provide its owner with an increased ability to survive. The same thing happened with the wing. These are mutation jumps. In this sense, our Kira is also a mutant, a leap from a human to something else. Possibly a superman.

Scott nodded silently. He was thoroughly confused and quite nervous. Then he wished Bach good night, went home and lay awake for several hours in thought.

Both of them took leave the next day. Scott temporarily moved into the Bach house. He did this partly because of the great interest in the case of Kira Zelas, partly out of innate altruism: Scott feared that Kira, without great pangs of conscience, could also kill Dr. Bach. Therefore, he wanted to be nearby in order to prevent a new crime.

He had spent only a few hours in Kira's company when Bach's words about evolution and mutation took on new meaning for him. It wasn't just Kirina's chameleon-like appearance, the strangely innocent features of her face, or even her incredible beauty. There was something else. He could not immediately determine this, but the Kira girl seemed to him not quite human.

The event that gave him this impression took place in the afternoon. Bach left the house on business, and Scott asked the girl about her own impressions of the experience.

“…But don’t you know that you have changed? - he asked. - Don't you notice the changes that have taken place in you?

I have not changed. This world is changing.

But your hair was black. And now they have a light metallic sheen.

Really? she yawned.

He groaned in disappointment.

Kira, you should know something about yourself!

Her extraordinary eyes fixed on him.

I know, she replied laughing. - I know what I want, and I think I want you, Dan.

It seemed to him that she changed at that very moment. Her beauty was no longer the same as before, there was something wild, intoxicating in her. He understood what this meant: in her environment there was only one man to whom she was not indifferent, and Kira adapted to him, becoming irresistible just for him.

Bach seemed to understand the situation, but said nothing. For Scott, it was tormenting, because he knew only too well that Kira was a biological aberration and, even worse, a cold-blooded killer. But in the following days everything went smoothly for them. Kira quickly adapted to home routines, she readily answered all questions and patiently endured all examinations.

Then Scott got an idea. He took a guinea pig from his laboratory, which he injected with a similar serum, and they soon found that the animal reacted to cuts in the same way as Kira. They killed the animal, and Bach examined its brain.

That's right, he finally said. - There is hypertrophy of the pineal gland.

1. High level of adaptation.

The first grader has a positive attitude towards the school, he adequately perceives the presented requirements; learning material is easy to digest; deeply and fully masters the program material; solves complex problems, is diligent, carefully listens to instructions, explanations of the teacher, performs assignments without external control; shows great interest in independent study work (always prepare for all lessons); performs public assignments willingly and conscientiously; occupies a favorable position in the class.

2. Average level of adaptation.

The first grader has a positive attitude towards the school, attending it does not cause negative feelings, understands the educational material if the teacher presents it in detail and clearly, assimilates the main content of the curriculum, independently solves typical problems; focused and attentive when performing tasks, instructions, instructions from an adult, but under his control; he is concentrated only when he is busy with something interesting for him (preparing for lessons and doing homework almost always); performs public assignments in good faith; friends with many classmates.

3. Low level of adaptation.

A first grader has a negative or indifferent attitude towards school; frequent complaints of ill health; violations of discipline are observed; the material explained by the teacher assimilates fragmentarily; independent work with the textbook is difficult; when performing independent educational tasks does not show interest; prepares for lessons irregularly, requires constant monitoring, systematic reminders and incentives from the teacher and parents; maintains efficiency and attention with extended pauses for rest; to understand the new and solve problems according to the model, significant educational assistance from the teacher and parents is required; performs public assignments under control, without much desire, passive; He has no close friends, knows only a part of his classmates by their first and last names.

In order for the period of adaptation to school to be relatively easy for the child, it is very important that the relationships in the family are good, there are no conflict situations, and besides, the child himself must have a favorable status in the peer group.

Wrong methods of education in the family, dissatisfaction in communication, inadequate awareness of one's position in the peer group, conflict situation in the family, negative style of attitude of the teacher of the preparatory class, conflicts between parents and the first grade teacher - all this makes it difficult for the child to enter a new phase of life.

From all that has been said, we can conclude that the success of a child in mastering educational material at school and entering school life depends on the readiness of the child and his family for new conditions. Therefore, psychologists in the foreground put the psychological readiness of the child for school.

1.3 Psychological readiness of the child for school

Psychological readiness to study at school is a consequence of the child passing through the crisis of seven years.

It is the neoplasm that sets the social situation of development for the child, which “determines wholly and completely those forms and the path, following which the child acquires new and new personality traits, drawing them from social reality as the main source of development, the path along which the social becomes individual. »

Undoubtedly, readiness for school is not limited to physical readiness - it is also necessary to have a special psychological readiness for it, for new conditions of life. The content of this type of readiness is determined by the system of requirements that the school imposes on the child.

Psychological readiness for school

Ability to listen to speech, explanations, answers of comrades;

Ability to act in accordance with the rule;

Ability to perform actions in accordance with the model;

Ability to act on the direct instructions of an adult;

Ability to work in a group.

The specific content of psychological readiness is not stable - it changes, enriches.

What exactly does psychological readiness for school include?

The constituent components of psychological readiness are personal, volitional, intellectual.

1. Personal readiness of the child for school

Preparing a child for school includes the formation of his readiness to accept a new “social position” - the position of a schoolchild who has a range of important duties and rights, who occupies a special position in society other than preschoolers. Readiness of this type, personal readiness is expressed in relation to the child to school, to educational activities, to teachers, to himself.

As a rule, children express a desire to go to school. And here it is very important that the school attracts the child with its main activity - teaching.

If a child is not ready for the social position of a schoolchild, then even if he has the necessary stock of skills and abilities, the level of intellectual development is difficult for him at school. After all, a high level of intellectual development does not always coincide with the child's personal readiness for school.

Such first-graders study at school very unevenly and behave like a child. And if their classes are of direct interest, then they will have success. If he is not there and they will have to complete the educational task out of a sense of duty and responsibility, then such a first-grader does it carelessly, hastily, and it is difficult for him to achieve the desired positive result.

It's even worse when the kids don't want to go to school. The reason for this attitude to school, as a rule, lies in the very system of raising a child. Often a child is intimidated by school, and therefore it is most reasonable to immediately form a correct idea about the school, a positive attitude towards it, towards the teacher, towards the book.

The creation of emotional experience, the consistent deepening of the emotional attitude to learning in the process of the child's activity is a necessary condition for the formation of his positive attitude towards school. Therefore, it is very important that the material communicated to children about the school is not only understood, but also felt, experienced by them, an indispensable condition for which is the inclusion of children in activities that activate both consciousness and feelings.

The ability of a child to enter a children's society, to act together with others, to yield, to obey if necessary, a sense of camaraderie - these are the qualities that provide him with a painless adaptation to new social conditions, contribute to the creation of favorable conditions for his further development.

The consequences of social deprivation and maladaptive behavior, first of all, require the elimination and compensation of the conditions that caused it. The purpose of the study: to theoretically study the features of the emotional sphere of preschool children brought up in an orphanage. Object of research: social deprivation. Subject of study: the emotional sphere of preschool children, ...

who have ratified the Convention. Articles 46-54 refer to Part III of the Convention and define procedural and legal problems, acceptance and compliance by states with the requirements of the UN Convention. Let us consider in more detail a number of articles aimed at ensuring the emotional well-being of preschool children: 2.2. Classification of the rights of the child The right of the child to protection from all forms of cruel ...

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Introduction 3

Chapter 1.The problem of children's adaptation to schooling

1.1. The concept of adaptation and analysis of socio-psychological literature

on the problem of adaptation of children to schooling 6

1.2. Conceptual diagram of the study of emotional

the state of students and the level of their adaptation to schooling 15

Conclusions on the first chapter 17

Chapter 2. Empirical research of the emotional state

students and the level of their adaptation to schooling

2.1. Methodical approach to the study of emotional

the state of students and the level of their adaptation to learning 20

2.2. Study results 22

Conclusions on the second chapter 29

Conclusion 30

Appendix 34

Introduction

The work is devoted to a complex and, undoubtedly, significant problem of child psychology - the study of the role of the emotional state of the student in adapting to schooling.

Relevance research topic is largely due to the fact that the problem of psychological support for the emotional development of first-graders at the stage of adaptation to schooling is currently one of the most pressing scientific problems, primarily because the number of psychosomatic diseases among first-graders, their maladaptive behavior, one of the manifestations of neuroses.

Adaptation is the natural state of a person, manifested in adaptation (getting used to it) to new living conditions, new activities, new social contacts, new social roles. The significance of this period of entry into an unusual life situation for children is manifested in the fact that not only the success of mastering educational activities, but also the comfort of being at school, the health of the child, his attitude to school and learning depend on the well-being of its course.

The beginning of school life is a serious test for most children. They must get used to the new team, requirements, daily duties. As a rule, children strive to become schoolchildren, but for many of them, the school routine turns out to be too regulated and strict. When the most important need of the child - to meet the requirements of adults (teachers and parents) is not satisfied, he experiences emotional distress, expressed in fear of school or unwillingness to attend it. It is especially difficult for those children who are emotionally unprepared for the role of a schoolchild to readjust, for them the period of adaptation can be traumatic.

Purpose of the study: studying the emotional state of the student and determining its role in the student's adaptation to school.

Object of study: group of first grade students.

Subject of study: the influence of the student's emotional state on the level of adaptation to schooling.

theoretical basis research is developed by G.M. Chutkina levels of adaptation to schooling. Studying the emotional state of students, we also proceeded from the provisions of V.V. Kogan and T.D. Dorozhevets on school maladaptation. The reason for school maladjustment is often the unsatisfactory emotional state of students.

Research hypothesis: it is assumed that the success of children's adaptation to schooling depends on the level of their emotional state.

To achieve the set goal and test the hypothesis put forward in the study, the following tasks:

1. Define the concept of adaptation and analyze the socio-psychological literature on the problem of children's adaptation to schooling.

2. Build a conceptual scheme for studying the emotional state of students and the level of their adaptation to schooling, select methodological tools.

3. To investigate the emotional state of students and the level of their adaptation to schooling.

4. Reveal the role of the emotional state in the adaptation of students to schooling.

Research methods:

Analysis of psychological and pedagogical sources on the research problem;

An empirical study that includes a projective test of personal relationships, social emotions and value orientations "Houses";

Methods for quantitative and qualitative analysis of empirical data.

Practical value The research consists in the fact that its results made it possible to develop a number of psychological and pedagogical recommendations for improving the emotional state of students and, as a result, increasing their level of adaptation to schooling.

Reliability and validity the data obtained in the work is provided by the use of methods adequate to the purpose and object of the study, the methodological apparatus of psychological science, and a qualitative analysis of empirical material.

The structure of the course work. This work consists of an introduction, two chapters, a conclusion, a bibliography of 22 titles, and an appendix. The text of the course work contains 3 tables and 3 figures.

Chapter 1. The problem of children's adaptation to schooling

1.1. The concept of adaptation and analysis of socio-psychological literature on the problem of adaptation of children to schooling

Adaptation to school - the restructuring of the cognitive, motivational and emotional-volitional spheres of the child during the transition to systematic organized schooling. A favorable combination of social external conditions leads to adaptability, an unfavorable combination leads to maladaptation.

The main features of systematic schooling are the following:

firstly, with admission to school, the child begins to carry out socially significant and socially valued activities - educational activities;

secondly, a feature of systematic schooling is that it requires the obligatory implementation of a number of identical rules for all, to which all the behavior of the student is subject during his stay at school.

Admission to school requires a certain level of development of thinking, arbitrary regulation of behavior, communication skills. Assessment of the level of school adaptation consists of the following blocks:

1. An indicator of intellectual development - carries information about the level of development of higher mental functions, about the ability to learn and self-regulate the child's intellectual activity.

2. Indicator of emotional development - reflects the level of emotional and expressive development of the child, his personal growth.

3. The indicator of the formation of communication skills (taking into account the psychological neoplasms of the crisis of 7 years: self-assessment and the level of claims).

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

Research results of G.M. Chutkina showed that based on the level of development of each of the listed indicators, three levels of socio-psychological adaptation to school can be distinguished.

1. High level of adaptation.

The first-grader has a positive attitude towards the school, he perceives the requirements adequately; learning material is easy to digest; deeply and fully masters the program material; solves complex problems, is diligent, carefully listens to instructions, explanations of the teacher, performs assignments without external control; shows great interest in independent study work (always prepares for all lessons), performs public assignments willingly and conscientiously; occupies a favorable position in the class.

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

2. Average level of adaptation.

The first grader has a positive attitude towards the school, attending it does not cause negative feelings, understands the educational material if the teacher presents it in detail and clearly, learns the main content of the curriculum, independently solves typical tasks, is focused and attentive when performing tasks, instructions, instructions from an adult, but his control; he is concentrated only when he is busy with something interesting for him (preparing for lessons and doing homework almost always); performs public assignments conscientiously, makes friends with many classmates.

3. Low level of adaptation.

A first grader has a negative or indifferent attitude towards school; frequent complaints of ill health; depressed mood dominates; violations of discipline are observed; the material explained by the teacher assimilates fragmentarily; independent work with the textbook is difficult; when performing independent educational tasks does not show interest; prepares for lessons irregularly, requires constant monitoring, systematic reminders and incentives from the teacher and parents; maintains efficiency and attention during extended pauses for rest; to understand the new and solve problems according to the model, significant educational assistance from the teacher and parents is required; performs public assignments under control, without much desire, passive; He has no close friends, knows only a part of his classmates by their first and last names.

In fact, this is already an indicator of "school maladaptation."

In this case, it is difficult to single out age-related features, since we are dealing with disorders of the somatic and mental health of the child, which can be a determining factor in the low level of development of generalization processes, attention functions of other mental processes and properties included in the selected indicators of adaptation.

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

The next aspect to which attention should be paid is the unfavorable result of the adaptation process, the reasons leading to the so-called maladaptation.

According to the definition formulated by V.V. Kogan, "school maladaptation 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 student's educational and extracurricular activities" .

Deviations in school activities are associated with this concept - learning difficulties, conflicts with classmates, etc. these deviations may be in mentally healthy children or in children with various neuropsychiatric disorders, but do not apply to children in whom learning disorders are caused by mental retardation, organic disorders, physical defects.

Studying the behavior of six- and seven-year-old children, first graders, T.V. Dorozhevets discovered three maladaptive styles: accommodative, assimilation and immature.

The accommodation style reflects the child's desire for complete subordination of his behavior to the requirements of the environment.

The assimilation style is characterized by the desire of the child to subordinate the social environment to his needs. In the case of an immature style of adaptation associated with the psychological immaturity of a child of a given age, we are talking about his inability to accept a new social situation of development.

An increased degree of expression of each of these styles of adaptation leads to school maladaptation.

The behavior of these children at school is different. First-graders with an accommodative style of adaptation corresponding to the typical image of a “good student” readily obey all the rules and norms of school life, and thus, as a rule, turn out to be the most adapted to learning activities and the norms of school life.

Positive assessments from teachers, due to their high authority, contribute to the formation of a positive "I-concept" of children and an increase in their sociometric status.

Children with an assimilation type of adaptation, who ignore school rules that are new to them or follow them only in the presence of a teacher, are, as a rule, maladapted in terms of accepting learning activities and school requirements. Typical in such cases, negative assessments of the teacher in the presence of classmates lead, as a rule, to an even greater decrease in their authority, status in the class, thereby making it difficult for them to socially adapt. However, it was noted that the relatively weak orientation of children to the authority of the teacher protects them from a strong underestimation of self-esteem.

The most difficult to adapt children with immature style, when it is due to insufficient development of the will. Such children are unable to coordinate their behavior in accordance with the rules and norms of school life.

In addition to the concept of "school maladaptation" in the literature there are the terms "school phobia", "school neurosis", "didactic neurosis". As a rule, school neurosis manifests itself in unreasonable aggressiveness, fear of going to school, refusal to attend classes, etc. More often there is a state of school anxiety, which manifests itself in excitement, increased anxiety in educational situations, the expectation of a bad attitude towards oneself, a negative assessment from teachers and peers.

In cases of didactogenic neuroses, the system of education itself is traumatic in the first place. In a modern school, as a rule, the activity of the teacher has very little contact with the activity of the student, while the joint activity of the teacher and the student is the most effective way to transfer experience and knowledge. The goals of the student and the teacher initially diverge: the teacher must teach, the student must learn, i.e. listen, perceive, memorize, etc. The teacher remains in a position "above" the student, and, sometimes, without realizing it, suppresses the student's initiative, his cognitive activity, much-needed educational activity.

Didactogenic neurosis in the case of teaching six-year-olds can arise when the teacher does not pay attention to their age-psychological characteristics. According to many authors (D.B. Elkonin, Sh.A. Amonashvili, V.S. Mukhina, and others), the style and nature of pedagogical interaction between a teacher and a six-year-old child differs significantly from the classical approach to teaching seven-year-olds.

For many children, going to school can be a difficult challenge. Every child faces at least one of the following problems:

regime difficulties (they consist in a relatively low level of arbitrariness in the regulation of behavior, organization);

communication difficulties (most often observed in children who have little experience in communicating with peers, manifested in the difficulty of getting used to the class team, to their place in this team);

relationship problems with the teacher;

problems associated with a change in the family environment.

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

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

unformed elements of educational activity;

unformed motivation for learning;

inability to voluntarily regulate behavior, attention, learning activities;

inability to adapt to the pace of school life.

The age of 6-10 years refers to the affective age stage of personality formation. At this time, the mobility of nervous processes increases, and the processes of excitation prevail over the processes of inhibition. This determines such characteristic features of younger students as restlessness and increased emotional excitability. The emotional level of response is the main level of the body's response to "harmfulness". If at this age a child suffers a mental trauma, a serious illness, or simply is in a chronic situation of neuropsychic stress at school or at home for a variety of reasons, he may experience a developmental delay at the stage of affective formation, and in the future, personality structure will retain , and such traits as emotional instability, immediacy of response to external events, distrust, self-doubt, anxiety, timidity, asthenia and other sharpening of emotional and behavioral properties will be detected. These character traits can not only make it difficult for a child to adapt to the environment, reduce the ability to correctly assess the situation, but in some cases act as a risk factor for the development of borderline mental disorders. With admission to school, the inner world of the child changes. The motive of obligation becomes the leading one, although the motive of desire is still very strong in many. The conflict of motives "I want - I must" can cause in a child both a manifestation of aggression and severe intrapersonal conflicts, painful emotions, and fears. This conflict can change the child's personality. At the same time, at the age of 7, due to the increasing role of the second signaling system, the child develops the ability to differentiate his emotions through speech, and these differentiated emotions become an important regulator of behavior. On the basis of the leading educational activity, thinking acquires an increasingly dominant meaning and begins to determine the work of all other functions of consciousness, which become intellectualized and become arbitrary. Thus, the child has the opportunity to more indirectly and consciously express emotions and feelings.

The need to study the emotional state of students is associated with the solution of a number of issues:

1. The influence of certain emotional states on activity. At present, extensive experimental data have been accumulated on the effect of emotional stress on activity (F. Meyerson, 1981, G. Selye, 1972, V. Suvorova, 1975, K. Sudakov, 1981, J. S. Everly, R. Rosenfield, 1985 and etc.). The main meaning of the results of these studies is that moderate levels of emotional stress contribute to the productivity of activity and the expediency of behavior, while high and low levels disrupt various forms of life activity. In the works of E. Gelgorn and J. Lufborrow, A. Svyadosh, another direction of the disorganizing influence of emotions is also considered. They disorganize not only thinking, memory, imagination, but also emotional behavior itself. Emotions are associated with intellectual, volitional processes, they are their mandatory regulatory components. Such emotional states as anxiety and frustration affect the productivity of activities, including educational ones. Thus, the state of frustration in all cases is accompanied by various forms of negative emotions that disorganize behavior. A high level of anxiety, manifested in the disorganization of activities, is one of the reasons for the "chronic failure" of students.

2. Increased emotional sensitivity, emotional instability of mood, mainly in the direction of its decrease, are one of the factors aggravating school difficulties. Emotional imbalance, anxiety, fear of communication, isolation, being the features of the psyche, formed under the influence of exogenous and endogenous factors, are the causes of social disadaptation and conflict, deviant / deviant / behavior.

Based on the foregoing, it is imperative to conduct a study of the emotional sphere of primary school students. At the same time, it should be borne in mind that psychodiagnostics is not an end in itself, not a guide to action, but only the first stage of working with a child, collecting information for reflection as a basis for subsequent psychological analysis, identifying a “risk group” of children for emotional distress and work with them.

1.2. Conceptual scheme for studying the emotional state of students and the level of their adaptation to schooling

1. Interview parents.

1. Survey of parents. Since the time and timing of this event do not depend on the psychologist, it is advisable to start with this. The survey can be conducted in a group version - at a parent meeting or by distributing the text of the questionnaire to parents and then collecting completed answers. Both methods have their advantages and disadvantages, which are well known to practitioners.

Since the questionnaire is used for specific purposes, it is important that its text contains questions about possible symptoms of psychosomatic phenomena, sleep disorders, appetite, and diseases of the child during the adaptation period. It is inappropriate to use such wording as “signs of childhood nervousness” in the survey, as this causes an inadequate reaction from parents. It is better to simply list its specific manifestations.

The processing of the data obtained using the questionnaire is not difficult. Ultimately, the following options are possible:

There are no psychosomatic symptoms or diseases.

Occasionally there are functional disorders.

There were diseases, psychosomatic symptoms are observed.

2. Analysis of medical statistics data:

Diseases of first-graders in the adaptation period.

Seeking medical help for possible psychosomatic symptoms and injuries (it happens that parents, especially if a first grader attends an extended day group, simply do not know about this).

Refusals of parents from routine vaccinations, motivated by the child’s poor health (it’s no secret that in elementary school, parents often treat the child themselves, leaving him at home for 2-3 days, so such a child’s absence from school may not be recorded as a disease).

3. Expert survey of the teacher. It is advisable to conduct a survey of a teacher (or teachers) using an abbreviated version of M. Bityanova's observation map. There is no need to complete the card for all students in the class. You need to ask the teacher to evaluate the activities of the following children:

causing concern to the teacher himself;

having deviations, insufficient level of development, recorded when the child was admitted to school;

often ill, showing psychosomatic symptoms;

having color inversions, weak differentiation of social emotions and showing a negative emotional attitude towards themselves, the learning process and the teacher (according to the "Houses" method).

It is advisable to interpret the information received together with the teacher in the following three categories:

a first-grader learns the school curriculum in full;

a first-grader learns the school curriculum partially (in this case, it is necessary to clarify what exactly this incompleteness is);

a first-grader does not master the school curriculum (it makes sense to specify - does not accept the learning task, imitates learning activities, etc.)

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

The following materials are required for the technique:

Answer sheet.

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

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

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

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

sufficient

partial

insufficient (or maladjustment)

On the basis of the data obtained, it is possible to quite reasonably identify first-graders who need individual attention from a psychologist. It seems appropriate to distinguish two groups of such children:

first-graders with insufficient level of adaptation;

first-graders with partial adaptation.

Conclusions on the first chapter

So, adaptation to school is the restructuring of the cognitive, motivational and emotional-volitional spheres of the child during the transition to systematic organized schooling. A favorable combination of social external conditions leads to adaptability, an unfavorable combination leads to maladaptation.

Research results of G.M. Chutkina showed that based on the level of development of each of the listed indicators, three levels of socio-psychological adaptation to school can be distinguished:

1. High level of adaptation.

2. Average level of adaptation.

3. Low level of adaptation.

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

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

The main reason for school maladaptation in the lower grades, according to G.M. Chutkina, is connected with the nature of family education. If a child comes to school from a family where he did not feel the experience of "we", he enters the new social community - the school - with difficulty.

Another cause of maladaptive behavior may be excessive fatigue and overload. Going to school is a turning point in a child's life. The success of his education at school depends on the characteristics of education in the family, his level of readiness for school.

A number of authors (E.V. Novikova, G.V. Burmenskaya, V.E. Kagan, etc.) believe that the main reason for school maladjustment is not the mistakes themselves in educational activities or the relationship of the child with the teacher, but feelings about these mistakes. and relationships.

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

To assess the success of first-graders' adaptation to school education, the following scheme can be used:

1. Interview parents.

2. Interview the teacher.

3. Analyze data on the incidence of first-graders and their requests for medical care at school over the past period.

4. Conduct a group survey of first-graders using the methodology of personal relationships, social emotions and value orientations "Houses".

Chapter 2. Empirical study of the emotional state of students and the level of their adaptation to schooling

2.1. Methodological approach to the study of the emotional state of students and the level of their adaptation to learning

The study of the emotional state of students and the qualification of the level of their adaptation to schooling was carried out using the methodology of personal relationships, social emotions and value orientations "Houses".

The study involved 10 first-graders of secondary school No. 20 in Tyumen.

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

The following materials were used to carry out the technique:

Answer sheet (see Appendix).

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

The research procedure consists of three tasks.

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

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

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

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

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

Designations of houses:

No. 2 - your mood when you go to school,

No. 3 - your mood in the reading lesson,

No. 4 - your mood at the writing lesson,

No. 5 - your mood at the math lesson

No. 6 - your mood when you talk to the teacher,

No. 7 - your mood when you communicate with your classmates,

No. 8 - your mood when you are at home,

No. 9 - your mood when you do homework,

No. 10 - think for yourself who lives and what does in this house. When you finish coloring it, tell me quietly in my ear who lives there and what he does (the corresponding note is made on the response sheet).

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

2.2. Research results

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

VK = (18 - red place - blue place) / (18 - blue place - green place)

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

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

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

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

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

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

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

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

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

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

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

Happiness-grief - a block of basic comfort,

Justice - resentment - a block of personal growth,

Friendship - quarrel - a block of interpersonal interaction,

Kindness - anger - a block of potential aggression,

Boredom - admiration - a block of knowledge.

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

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

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

with a positive attitude towards school;

with an ambivalent attitude;

with a negative attitude.

Consider the results of the study.

The results of task number 1.

Table 1 shows the results of the analysis of the energy balance of students.

Table 1

Table 1 shows that chronic overwork is not observed in the subjects, a compensated state of fatigue is inherent in the majority of students - 6 people. (60%), optimal performance is observed in three students (30%), one student (10%) has overexcitation.

The structure of the energy balance of students is shown in fig. one.

Rice. 1. Energy balance of students

The results of the analysis of deviations from the autogenous norm are presented in Table 2.

table 2

Table 2 shows that half of the respondents are dominated by negative emotions - 5 people. (50%), a normal emotional state in three students (30%) and two (20%) - positive emotions prevail.

The structure of deviations from the autogenous norm is shown in fig. 2.

Rice. 2. Structure of deviations from the autogenous norm

The results of the study of the differentiation of students' emotions (task No. 2) showed their equal division: 5 people. (50%) - normal differentiation and 5 people. (50%) - insufficient differentiation.

The results of the study on task No. 3 are presented in table 3.

Table 3

The data in Table 3 show that the majority of the respondents (6 people or 60%) have a positive attitude towards school, 4 students (40%) have an ambivalent attitude, and no negative attitude towards school is observed.

The structure of the emotional attitude to school is displayed in fig. 3.

Rice. 3. The structure of the emotional attitude

Comparing the results of the study, the levels of adaptation of first-graders to learning were qualified:

Sufficient level - 5 people. (fifty%).

Partial level - 4 pers. (40%).

Insufficient level - 1 person. (10%).

Based on the analysis of the socio-psychological literature on the problem of children's adaptation to schooling and an empirical study of the emotional state of first-graders, the following recommendations can be made.

1. Parents who want to help their child reduce the level of anxiety must definitely work on this problem together with the child's teachers.

2. In order to significantly reduce the child’s anxiety, it is necessary for teachers and parents raising a child to find an approach to the child, to choose the “right” parenting style and type of parental attitude, to ensure the child’s real success in any activity (drawing, playing, helping around the house and etc.). The child needs to be scolded less and praised more, and not comparing him with others, but only with himself, evaluating the improvement in his own results (today he drew better than yesterday; he removed toys faster, etc.);

3. A gentle evaluation regime is needed in the area in which the child's progress is not great. However, if even the slightest success has appeared, it must be noted.

4. Pay more attention to the situation that develops at home and at school. Warm emotional relationships, trusting contact with adults can also help reduce the overall anxiety of the child.

5. It is necessary to study the system of personal relationships of children in the classroom in order to purposefully form these relationships in order to create a favorable emotional climate for each child in the classroom.

6. Unpopular children should not be left unattended. It is necessary to identify and develop their positive qualities, raise their low self-esteem, the level of claims in order to improve their position in the system of interpersonal relations. It is also necessary for the teacher to reconsider his personal attitude towards these children.

7. A child imitates an adult not only in behavior, but also becomes infected with his assessments. If an adult speaks about something with fear in his voice, then this emotional state is transmitted to the child, and he also begins to be afraid of something. Therefore, anxious, hysterical people should be removed from the environment of the child, or they should take care of the state of their psyche. Just as it is pointless to treat a child for an illness if there is an adult sick at home, it is impossible to help a child if there are any factors that contribute to a relapse.

Stabilization of the emotional state of first graders at the stage of their adaptation to school is facilitated by specially designed programs that improve the psychological competence of teachers, the psychological literacy of parents and students, as well as integrate and coordinate the actions of all subjects of educational activity (teacher-psychologist, teachers, students and their parents) on creation of psychological comfort for first-graders. Programs should provide for corrective and developmental work with individual first-graders based on the results of in-depth diagnostics that identify problems in the emotional development of children.

Conclusions on the second chapter

Based on the results of the study, the following conclusions can be drawn.

The success of students' adaptation to schooling depends on their emotional state. Therefore, the diagnosis of the emotional state of first-graders acquires one of the most important values ​​in the educational process.

The first months of schooling for children are characterized by increased emotional tension. Children at the age of 6-7 often experience anxiety, fear and stress associated with the educational situation, have little control over their emotional state and do not control themselves. This, in turn, causes inappropriate behavior in first graders: verbal and non-verbal aggression directed both at themselves and others, various neurotic reactions, protest reactions, etc.

Operational psychological diagnostics, which determines the emotional state of a first-grader, is best included directly in the educational process in the form of gaming and creative tasks carried out in the natural conditions of the lesson. Diagnostic techniques, organically integrated into the educational process, make it possible to relieve the tension that first-graders have before a new type of activity, not to waste additional time for children, thereby not increasing their fatigue, and not increasing irritability at the end of the school day.

Conclusion

As a result of the study, all the tasks were solved, and thus the hypothesis was confirmed that the success of children's adaptation to learning at school depends on the level of their emotional state.

Summing up, the following can be noted.

School adaptation is the process of restructuring the cognitive, motivational and emotional-volitional spheres of the child during the transition to a systematic, organized school education. The success of such a restructuring, from a psychological point of view, depends on the emotional-volitional sphere.

The age of 6-10 years refers to the affective age stage of personality formation. At this time, the mobility of nervous processes increases, and the processes of excitation prevail over the processes of inhibition. This determines such characteristic features of younger students as restlessness and increased emotional excitability. The emotional level of response is the main level of the body's response to "harmfulness". If at this age a child suffers a mental trauma, a serious illness, or simply is in a chronic situation of neuropsychic stress at school or at home for a variety of reasons, he may experience a developmental delay at the stage of affective formation, and in the future, personality structure will retain , and such traits as emotional instability, immediacy of response to external events, distrust, self-doubt, anxiety, timidity, asthenia and other sharpening of emotional and behavioral properties will be detected. These character traits can not only make it difficult for a child to adapt to the environment, reduce the ability to correctly assess the situation, but in some cases act as a risk factor for the development of borderline mental disorders.

Based on the conducted theoretical and empirical research, the study of the emotional sphere of primary school students must be carried out.

Parents who want to help their child reduce the level of anxiety should definitely work on this problem together with the child's teachers.

A gentle evaluation regime is needed in the area in which the child's progress is not great. However, if even the slightest success has appeared, it must be noted.

More attention should be paid to the situation that develops at home and at school. Warm emotional relationships, trusting contact with adults can also help reduce the overall anxiety of the child.

It is necessary to study the system of personal relationships of children in the classroom in order to purposefully form these relationships in order to create a favorable emotional climate for each child in the classroom.

Unpopular children should not be left unattended.

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

Therefore, the stabilization of the emotional state of first-graders at the stage of their adaptation to school is facilitated by specially designed programs that improve the psychological competence of teachers, the psychological literacy of parents and students, as well as integrate and coordinate the actions of all subjects of educational activity (teacher-psychologist, teachers, students and their parents) to create psychological comfort for first-graders.

Thus, the more favorable the emotional state of the student, the higher will be the level of his adaptability to learning at school.

List of used literature

Adaptation of the child at school: diagnostics, correction, pedagogical support: Sat. method. mat. for administrators, teachers and schools. psychol./ Bityanova M.R. - M .: Education. Center "Pedagogical Search", 1997. - 162 p.

Aleinikova T.V. Age-related psychophysiology: A textbook for students of higher educational institutions / T.V. Aleinikov. - Rostov-on-Don: UNII of Valeology RSU, 2002. - 421 p.

Alexandrovskaya E.M. Socio-psychological criteria for adaptation to school / E.M. Alexandrovskaya. – M.: Klass, 1988. – 153 p.

Andryushchenko T.Yu. Correction of the psychological development of younger schoolchildren at the initial stage of education / Andryushchenko T.Yu., Karabekova N.V. // Issues of psychology. - 1993. - No. 1. - S. 17 - 20.

Artemov S.D. Social problems of adaptation / S.D. Artemov. – M.: Eksmo, 1990. – 180 p.

Ball G.A. The concept of adaptation and its significance for personality psychology / Ball G.A. // Issues of psychology. - 1989. - No. 1. - S. 36 - 40.

Bezrukikh M.M. Difficulties in learning in elementary school: Causes, diagnosis, comprehensive assistance / M.M. Armless. - M.: Eksmo, 2009. - 464 p.

Bityanova M.R., Azarova T.V., Afanas'eva E.I., Vasilyeva N.L. The work of a psychologist in elementary school. - M: Perfection, 1998. - 418 p.

Bozhovich L.M. Personality and its formation in childhood / L.M. Bozovic. – M.: Prospekt, 1968. – 267 p.

Vasilyuk F.E. Psychology of experience (Analysis of overcoming critical situations). - M.: Perfection, 1984. - 99 p.

Venger A.L., Zuckerman G.A. Psychological examination of junior schoolchildren. – M.: Vlados-Press, 2003. – 120 p.

Diagnosis of school maladaptation / Ed. Belicheva S.A. Consortium "Social Health of Russia". - M., 1995. – 79 p.

Dorozhevets T.V. The study of school maladaptation / T.V. Dorozhevets. - Vitebsk: Knowledge, 1995. - 182 p.

Kolominsky Ya.L. Teacher about the psychology of children of six years of age / Ya.L. Kolominsky, E.A. Panko. – M.: Perfection, 1988. – 265 p.

Miloslavova, I.A. The role of social adaptation / I.A. Miloslavov. - L., 1984. - 284 p.

Ovcharova, R.V. Practical psychology in elementary school / Ovcharova R.V. - M.: APRIL Press, 2000. - 208 p.

Orekhova O.A. Color diagnostics of the child's emotions. - St. Petersburg: Peter, 2002. - 116 p.

Practical psychology of education. - M.: Sphere, 1998. - 351 p.

Parishioners A.M. Anxiety in children and adolescents: psychological nature and age dynamics / A.M. parishioners. – M.: Yurayt, 2000. – 230 p.

Psychologist in elementary school: Educational and practical guide / G.S. Abramova, T.P. Gavrilova, A.G. Leaders and others; ed. T.Yu.Andrushchenko. - Volgograd: Change, 1995. - 61 p.

Timofeev V., Filimonenko Yu. A brief guide to a practical psychologist on the use of the M. Luscher color test. - St. Petersburg: Peter, 2005. - 54 p.

Yasyukova L.A. Methodology for determining readiness for school. Forecast and prevention of learning problems in elementary school: Methodological guide. - St. Petersburg: Peter, 2006. - 77 p.

Let's touch one more Problems- early giftedness. On ... , which determines success adaptation. By the end of the formative experiment, most children creativity was...

1. Chernogolovka 2011 Chernogolovka 2011 scientific and information review

   Monograph

   A comparative analysis of the essence Problemsadaptationchildren to schoollearning in domestic and foreign educational ... in the team M .: Education, 1999. In chapter 2 "Problem creating a psychological climate in the teaching staff" ...

2. Scientific Center of Mental Health Shmakova Olga Petrovna School adaptation of children and adolescents with mental disorders Dissertation for the degree of Candidate of Medical Sciences Specialty 14 00 18 - "Psychiatry" Doctor of Medical Sciences

   Dissertation abstract

   ... CHAPTER 1. LITERATURE REVIEW 1.1 Background adaptationchildren and adolescents with mental disorders to process learning... a more competent approach to problemsschooladaptationchildren and adolescents with mental ...

The first-grader has a positive attitude towards the school, he perceives the requirements adequately; learning material is easy to digest; deeply and fully masters the program material; solves complex problems, is diligent, carefully listens to instructions, explanations of the teacher, performs assignments without external control; shows great interest in independent study work (always prepares for all lessons), performs public assignments willingly and conscientiously; occupies a favorable position in the class.

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

2. Average level of adaptation

The first grader has a positive attitude towards the school, attending it does not cause negative feelings, understands the educational material if the teacher sets it out in detail and clearly, assimilates the main content of the curriculum, independently solves typical tasks, is focused and attentive when performing tasks, assignments, instructions from an adult, but his control; he is concentrated only when he is busy with something interesting for him (preparing for lessons and doing homework almost always); performs public assignments conscientiously, makes friends with many classmates.

3. Low level of adaptation.

A first grader has a negative or indifferent attitude towards school; frequent complaints of ill health; depressed mood dominates; violations of discipline are observed; the material explained by the teacher assimilates fragmentarily; independent work with the textbook is difficult; when performing independent educational tasks does not show interest; prepares for lessons irregularly, requires constant monitoring, systematic reminders and incentives from the teacher and parents; maintains efficiency and attention during extended pauses for rest; to understand the new and solve problems according to the model, significant educational assistance from the teacher and parents is required; performs public assignments under control, without much desire, passive; He has no close friends, knows only a part of his classmates by their first and last names.

In fact, this is already an indicator of "school maladaptation."

In this case, it is difficult to distinguish age features, since we are dealing with violations of the somatic and mental health of the child, which may be a determining factor in the low level of development of generalization processes, attention functions of other mental processes and properties included in the selected indicators of adaptation.

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

The next aspect to which attention should be paid is the unfavorable result of the adaptation process, the reasons leading to the so-called maladaptation.

Disadaptation and maladjustment styles

According to the definition formulated by V.V. Kogan, " school maladaptation- a psychogenic illness or psychogenic formation of the child's personality, which violates his objective and subjective status in school and family and affects the student's educational and extracurricular activities.

This concept is associated with deviations in school activities - difficulties in learning, conflicts with classmates, etc. these deviations may be in mentally healthy children or in children with various neuropsychiatric disorders, but do not apply to children whose learning disorders are caused by mental retardation, organic disorders, physical defects.

School maladaptation- this is the formation of inadequate mechanisms for adapting a child to school in the form of learning disorders, behavior, conflict relations, psychogenic diseases and reactions, an increased level of anxiety, and distortions in personal development.

Studying the behavior of six- and seven-year-old children, first graders, T.V. Dorozhovets discovered three maladaptive styles: accommodative, assimilation and immature.

accommodation style reflects the child's desire for complete subordination of his behavior to the requirements of the environment.

For assimilation style the child's desire to subordinate the social environment to his needs is characteristic. In the case of an immature style of adaptation associated with the psychological immaturity of a child of a given age, we are talking about his inability to accept a new social situation of development.

An increased degree of expression of each of these styles of adaptation leads to school maladaptation.

The behavior of these children at school is different. First-graders with an accommodative style of adaptation corresponding to the typical image of a “good student” readily obey all the rules and norms of school life, and thus, as a rule, turn out to be the most adapted to learning activities and the norms of school life.

Positive assessments from teachers, due to their high authority, contribute to the formation of a positive "I-concept" of children and an increase in their sociometric status.

Children with an assimilation type of adaptation, who ignore school rules that are new to them or follow them only in the presence of a teacher, are, as a rule, maladapted in terms of accepting learning activities and school requirements. Typical in such cases, negative assessments of the teacher in the presence of classmates lead, as a rule, to an even greater decrease in their authority, status in the class, thereby making it difficult for them to socially adapt. However, it was noted that the relatively weak orientation of children to the authority of the teacher protects them from a strong underestimation of self-esteem.

The most difficult to adapt children with immature style when it is due to insufficient development of the will. Such children are unable to coordinate their behavior in accordance with the rules and norms of school life.

The main reason for school maladaptation in the lower grades, according to G.M. Chutkina, associated with the nature of family education. If a child comes to school from a family where he did not feel the experience of "we", he enters the new social community - the school - with difficulty.

In addition to the concept of "school maladjustment" in the literature there are terms "school phobia", "school neurosis", "didactic neurosis". As a rule, school neurosis manifests itself in unreasonable aggressiveness, fear of going to school, refusal to attend classes, etc. More often, a state of school anxiety is observed, which manifests itself in excitement, increased anxiety in educational situations, the expectation of a bad attitude towards oneself, a negative assessment from the outside teachers, peers.

In cases of didactogenic neuroses, the system of education itself is traumatic in the first place. In a modern school, as a rule, the activity of the teacher has very little contact with the activity of the student, while the joint activity of the teacher and the student is the most effective way to transfer experience and knowledge. The goals of the student and the teacher initially diverge: the teacher must teach, the student must learn, i.e. listen, perceive, memorize, etc. The teacher remains in a position "above" the student, and, sometimes, without realizing it, suppresses the student's initiative, his cognitive activity, much-needed educational activity.

Didactogenic neurosis in the case of teaching six-year-olds can arise when the teacher does not pay attention to their age-psychological characteristics. According to many authors (D.B. Elkonin, Sh.A. Amonashvili, V.S. Mukhina, and others), the style and nature of pedagogical interaction between a teacher and a six-year-old child differs significantly from the classical approach to teaching seven-year-olds. This issue will be discussed in more detail in the next section of this chapter.

Another reason for maladaptive behavior may be excessive fatigue and overload. Going to school is a turning point in a child's life. The success of his education at school depends on the characteristics of education in the family, his level of readiness for school.

A number of authors (E.V. Novikova, G.V. Burmenskaya, V.E. Kagan, etc.) believe that the main reason for school maladjustment is not the mistakes themselves in educational activities or the relationship of the child with the teacher, but worries about these failures and relationships.

For many children, going to school can be a difficult challenge. At least one of the following problems every child faces

Regime difficulties (they consist in a relatively low level of arbitrariness in the regulation of behavior, organization);

communication difficulties (most often observed in children who have little experience in communicating with peers, manifested in the difficulty of getting used to the class team, to their place in this team);

Relationship problems with the teacher

Problems associated with changing family environment.

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

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

unformed elements of educational activity;

unformed motivation for learning;

inability to voluntarily regulate behavior, attention, learning activities;

inability to adapt to the pace of school life.

Conditions that contribute to the successful adaptation of the child to school:

The role of continuity between kindergarten and school in the formation of psychological readiness and adaptation of children to school.

Interaction between school and family: Involving parents in active participation in the process of adaptation of the child helped to identify the features of the psychological state of younger students during the period of adaptation, the nature of changes in the physical condition of students, describe the impact of the teacher's activities and the nature of the interaction of students with each other, thereby indicating the features of the process of adaptation of students to a new activity.

Organization of a subject-developing environment and living space for a variety of activities for children.

Introduction of new forms of organization of non-regulated activities of students (dynamic pauses, targeted walks, excursions, educational games).

Examination of medical records of students.

Meetings in an informal setting (trip to the theater, excursions, etc.)

Identification of individual characteristics, inclinations, interests of students through individual conversations with students, parents.

Conducting moments of rest and relaxation, game moments in the lessons.

The term "adaptation" means adaptation of the structure and functions of the body, its organs and cells to environmental conditions. The concept of adaptation is directly related to the concept of "child readiness for school" and includes three components: adaptation physiological, psychological And social, or personal.

psychological readiness of the child. Psychological adaptation child to school covers all aspects of the child's psyche: personality-motivational,

• educational and cognitive.

  The main difficulty of "subject" adaptation for a novice student is the development of the content of education - literacy and mathematical concepts. Achieving this goal requires certain efforts from students and the development of a number of important educational qualities: 1. Personal motivational attitude to school and learning: desire (or unwillingness) to accept the learning task, to fulfill the tasks of the teacher, that is, to learn. 2. Acceptance of a learning task: understanding the tasks set by the teacher; desire to fulfill them; striving for success or the desire to avoid failure. 3. Ideas about the content of the activity and methods of its implementation: the level of elementary knowledge and skills formed by the beginning of training. 4. Information relation: provides perception, processing and preservation of a variety of information in the learning process. five. Activity management: planning, monitoring and evaluation of their own activities, as well as susceptibility to learning effects. During the period of adaptation of the child to school, the most significant changes occur in his behavior. As a rule, an indicator of difficulties in adaptation are such changes in behavior, like overstimulation and even aggressiveness, or vice versa, lethargy, depression and fear reluctance to go to school. All changes in the child's behavior reflect the characteristics of psychological adaptation to school. According to the degree of adaptation of children can be divided into three groups. First group children adapt during first two months learning.

  These children relatively quickly join the team, get used to school, make new friends. They almost always have a good mood, they are calm, benevolent, conscientious and fulfill all the requirements of the teacher without visible tension. Sometimes they still have difficulties either in contacts with children or in relations with the teacher, since it is still difficult for them to fulfill all the requirements of the rules of conduct. But by the end of October, the difficulties of these children, as a rule, are overcome, the child is fully mastered with the new status of a student, and with new requirements, and with a new regime. Second group children have a longer period of adaptation, the period of non-compliance of their behavior with the requirements of the school is delayed. Children cannot accept a new situation of learning, communication with a teacher, children. Such students can play in the classroom, sort things out with a friend, they do not respond to the teacher's remarks or react with tears, insults. As a rule, these children also experience difficulties in mastering the curriculum; only by the end of the first half of the year, the reactions of these children become adequate to the requirements of the school and teacher. Third group- children whose social and psychological adaptation is associated with significant difficulties. They have negative forms of behavior, a sharp manifestation of negative emotions, they learn the curriculum with great difficulty. It is these children that teachers most often complain about: they "interfere" with work in the classroom. Process physiological adaptation the child to school can also be divided into several stages, each of which has its own characteristics and is characterized by varying degrees of stress on the functional systems of the body. The first stage of physiological adaptation- indicative, when in response to the whole complex of new influences associated with the beginning of systematic learning, the body responds with a violent reaction and significant stress in almost all systems. This "physiological storm" lasts long enough (two or three weeks). Second phase- an unstable adaptation, when the body looks for and finds some optimal options, reactions to extraneous influences. Third stage- a period of relatively stable adaptation, when the body finds the most suitable options for responding to the load, requiring less stress on all systems. The duration of all three phases of physiological adaptation is approximately five to six weeks, and the most difficult are the first and fourth weeks. Personal, or social, adaptation associated with the desire and ability of the child to accept a new role - a schoolboy and is achieved by a number of conditions. An important indicator of a child's satisfaction with being at school is his emotional state, which is closely related to the effectiveness of educational activities, affects the assimilation of school norms of behavior, the success of social contacts and, ultimately, the formation of the student's internal position.

51. The specifics of teaching six-year-old children at school

As soon as a child enters school, a new social situation of development is established. The center of the social situation of development becomes teacher.

The beginning of schooling leads to a radical change in the social situation of the child's development. He becomes a "public" subject and now has socially significant duties, the fulfillment of which receives public assessment.

A child entering school automatically occupies a completely new place in the system of human relations: he posts appearclear responsibilities related to educational activities.

During primary school age, develop a new type of relationship with others.

The need for communication determines speech development. Throughout childhood, the child intensively masters speech. The development of speech turns into speech activity. A child who enters school is forced to move from his "own program" of speech education to the program offered by the school.

Speech communication implies not only a richly represented variety of words used, but also the meaningfulness of what is being said. Meaningfulness provides knowledge, understanding of what is at stake, and mastery of the meanings and meanings of verbal constructions of the native language. The main function of speech is communication, communication or, as they say, communication.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

High level of adaptation.

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

Average level of adaptation.

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

Low level of adaptation.

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

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

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

TO natural and biological prerequisites can be attributed:

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

TO socio-psychological reasons school maladaptation can include:

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

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

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

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

Bibliography:

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