There are different types, shapes and levels school maladjustment. Let us consider school maladaptation as a violation of the interaction between the child’s personality and the school environment.

T. D. Molodtsova proposed her classification of types of school maladjustment, based on general causes, age characteristics and severity of maladaptive states:

• · the types of “institutions” where maladjustment occurred are considered: school, family, group;
• · By age characteristics- preschool, junior schoolchildren, adolescence, teenage, etc.;
• · by degree of severity: difficult to educate, educationally neglected, adolescent delinquents and juvenile delinquents;
• ·difference between types of maladjustment: pathogenic, psychological, psychosocial, socio-psychological (or socio-pedagogical) and social.

Due to the fact that there are some differences in understanding the causes of school maladjustment, there are also certain terminological differences.

N.G. Luskanova identifies three forms of maladjustment.

Psychological school maladjustment. It is based on internal factors (asynchrony in development, pathologies of education, etc.).

School phobia (or school neurosis). It consists in the predominance of inadequate ways of responding to school situations.

Didactogenic neurosis, as a consequence of a violation of relations in the teacher-student system.

The degree of severity of the disaptation process may vary depending on the degree of complexity of the traumatic situation. Depending on this, 5 groups of school maladjustment are distinguished with their inherent external characteristics:

School maladjustment groups

Group 1. (Conventionally called the norm). It includes children without obvious signs of maladjustment. They are distinguished by:

• a) a level of intelligence that corresponds to the norm, which helps them cope well with school workloads;
• b) the actual absence of problems in the sphere of interpersonal relationships;
• c) no complaints about deteriorating health;
• d) absence of antisocial forms of behavior.

During the period of initial education, adaptation in these children is successful.

Group 2. (Risk group). Children in this group usually cope well with the academic load and do not show any visible impairments. social behavior. As a result, they are difficult to detect.

A psychological indicator of belonging to this group is a violation of the sphere of communication. A signal for differentiation of children in this group can be low self-esteem when elevated level school motivation, as well as increased incidence of illness. The well-being of this group will largely depend on the emotional and psychological climate in the educational community.

Group 3. (Unstable school maladjustment).

Children in this group differ primarily in that they cannot successfully cope with the academic load. Failure in in this case entails a disruption of the socialization process. This is accompanied by a significant change in the psychosomatic health of children and serious problems in the sphere of interpersonal relationships, such as:

• a) going ill in critical situations, especially at the end of a quarter or during a period of intense academic work;
• b) low culture of organizing one’s own activities, high tension, anxiety;
• c) high level of conflict, unproductive communication.

Group 4. (Stable school maladaptation) In children of this group, antisocial behavior is added to school failure. They are characterized by:

• a) constant readiness to withdraw from productive activities;
• b) provocations during a learning situation, disruption of lessons, demonstrative refusals to do any work;
• c) swings in mood and performance and a low culture of organization and discipline.

Group 5. (Pathological disorders).

Children in this group have both obvious and subtle pathological deviations in development: unnoticed, manifested as a result of education or, in some cases, deliberately hidden by parents, as well as acquired as a result of a previous illness.

Now let's see how psychologists view the adaptation process.

Wenger A.L. describes three levels of adaptation to school learning.

High level of adaptation. The first grader has a positive attitude towards school; perceives requirements adequately; educational material absorbs easily, deeply and densely; solves complex problems; diligent, listens carefully to the teacher’s instructions and explanations; carries out instructions without unnecessary control; shows great interest in independent work; prepares for all lessons; occupies a favorable status position in the class.

Average level of adaptation. The first-grader has a positive attitude towards school, visiting it does not cause negative experiences; understands educational material if the teacher presents it in detail and clearly; masters the main content of educational programs; independently solves typical problems; is concentrated only when he is busy with something interesting to him; carries out public assignments conscientiously; is friends with many classmates.

Low level of adaptation. A first-grader has a negative or indifferent attitude towards school, and complaints about ill health are common. He is in a depressed mood, there are violations of discipline, he assimilates the material explained by the teacher in fragments, independent

working with the textbook is difficult. Also, a first-grader does not show interest in completing independent learning tasks, prepares for lessons irregularly, and needs constant monitoring, systematic reminders and encouragement from the teacher and parents. The child retains working capacity and attention only during extended rest breaks, has no close friends, and knows only some of his classmates by first and last name.

And here is how Dmitry Zhuravlev (head of the psychological service of gymnasium No. 1516, Moscow, candidate of psychological sciences) views adaptation and maladjustment.

Table 1.

Levels of adaptation

Level of adaptation DescriptionAdapted Children with a high level of development of motivation and volition with excellent, good, satisfactory academic performance and adequate self-esteem Average Children with a high level of development of voluntariness, insufficient motivation (indifferent attitude towards school) with excellent, good and satisfactory academic performance, adequate self-esteem Low With external formation educational activities, with good and excellent academic performance, lack of interest in school, insufficient level of regulation of one’s own behavior (voluntariness), high level anxiety associated with dissatisfaction with one’s image - I, inadequate self-esteem, difficulties in communicating with others Disadapted Children with clear signs of school maladjustment, with a very low level of development of voluntariness and lack of motivation in the presence of satisfactory and unsatisfactory grades, with inadequate self-esteem

If we consider school maladaptation as a violation of the interaction between the child’s personality and the school environment, then it is necessary to carry out a set of corrective measures to reduce the level of maladjustment in first-graders.

The main thing in correctional work teachers primary classes- use of the child’s own potential. Interaction with a student will be effective only when the teacher “enters” a single emotional field with him, then much more can be achieved high results than with directive teaching of any skills. Moreover, a maladjusted child, dropping out of the educational process during the holidays or during illness, can completely lose the acquired skills and roll back in intellectual development. To prevent this from happening, it is necessary to focus on the child’s interests, based on his needs and capabilities. A number of techniques and statements will help the teacher establish a special contact with the child, and this will become the basis for overcoming school difficulties. When talking with parents and the child, it is better to focus the student and his parents on the future success of the student.

Disadaptation is any violation of adaptation, the body’s adaptation to constantly changing conditions of the external or internal development environment.

A general picture of school maladaptation can be presented as follows:

Table 1

Analysis of the results of complex medical and sociological studies allows us to identify the following prerequisites for this phenomenon:

• · Disturbance of ecological balance in environment, affecting the health of the mother, leads to morphofunctional disorders already in newborns;
• · Weakening reproductive health in girls, physical and emotional overload of women in the existing system of industrial and family relations, which doctors directly associate with the increase in female diseases, pathology of pregnancy and childbirth;
• · The growth of alcoholism and drug addiction, associated with miscalculations in social policy and public infrastructure, as well as creating a potential threat of the birth of physically and mentally vulnerable offspring;
• · Low culture of family education and crisis modern family, which led to a sharp increase in the number of single-parent families, families with dysfunctional relationships, creating the basis for both the development and aggravation of neuropsychic abnormalities, and for the formation of social neglect of children;
• · Shortcomings in medical care that do not allow timely detection and identification of mentally endangered children and provide them with the necessary medical care;
• · Imperfection of the preschool education system, neglect in organization, forms and methods pedagogical work objective characteristics of weakened and mentally endangered children.

Of course, healthy children who grew up in prosperous environmental conditions adapt best. Healthy children who are burdened adapt somewhat worse, especially in relation to educational requirements. social factors risk. Often, however, healthy child It turns out to be surprisingly resistant to adverse environmental factors.

In order to determine the school regime, form, and didactic load, it is extremely important to know and take into account all internal conditions and to correctly assess the child’s adaptation conditions at the stage of his admission to school.

Pedagogical level of school maladjustment

The pedagogical level of development of school maladaptation is the most obvious and conscious for school workers. He discovers himself with the child's problems in learning (activity plan) and mastering a new social role for him - the role of a student (ontognetic plan).

In terms of activity, if the development of events is unfavorable for the child, his primary difficulties in learning (stage I) develop into knowledge gaps (stage II), a lag in mastering educational material in one or more subjects (stage III), and partial or general failure (stage IV). ) and as a possible extreme case - in refusal of educational activities (stage V).

In relational terms, the negative dynamics are expressed in the fact that the tensions that initially arose on the basis of failures in educational activities in relation to the child with the teacher and parents (stage I) develop into semantic barriers (stage II), into episodic ones (stage III), and then into systematic conflicts (IV stage),

As an extreme case - in (refusal of educational) severance of these personally significant relationships for him (stage V).

Psychological level of school maladjustment.

Lack of success in educational activities, troubles in relationships with personally significant people that arose on her side cannot leave the child indifferent. Experienced by a child, they negatively affect his higher level of individual organization- psychological, directly affect the formation of the character of a growing person, his life attitudes, and personality orientation. IN emotional sphere anxiety predominates, cries easily, blushes, gets lost at the slightest remark from the teacher (stage I). The child manifests (stage II of development of adaptation disorders) and consolidates (stage III) various psychoprotective reactions: during lessons he is constantly distracted, gets involved in extraneous matters, and opposition to school norms occurs—violation of discipline (stage IV).

Physiological level of school maladjustment.

The most studied to date, but at the same time, the least realized by teachers should be considered the mechanism of influence school problems on human health. Ultimately, it is here, at the physiological level, the deepest level of a person’s individual organization, that both experiences caused by failure in educational activities, the conflictual nature of relationships, and the exorbitant expenditure of time and effort on learning are confined.

The negative impact of school on children's health has been noted by many scientists in Russia and beyond. Today, a large scientific and journalistic community is ringing the alarm bell.

Under what circumstances does health turn into illness? What are the mechanisms of this transition, it became clear to scientists, perhaps the most important thing for us, teachers, that in preventing illness, in maintaining health, and ideally in increasing it, the decisive role belongs to those social institutions, which predetermine the conditions and lifestyle of the child - in the family, school.

At the stage of school life, it is the school and teachers who play a decisive role, both in the diagnosis and prevention of mental and psychosomatic health disorders in children.

The role of the teacher, the importance of the family in the process of preventing maladjustment.

The positive emotions that a child experiences when learning with peers largely shape his behavior, facilitate adaptation at school, and the role of the teacher is extremely important here. We often forget that children look at each other through the eyes of adults, and at school most often through the eyes of a teacher. The attitude of a child's teacher is an indicator of the attitude towards him and his classmates. Moreover, the first teacher is always remembered for life - he makes such a strong impression on the children. And by his treatment of children, by his personal example, by words that penetrate deeply into consciousness, by his skillful organization of the positive, moral experience of children, a teacher can always awaken even deadened moral tendencies.

Unfortunately, not all teachers can avoid highlighting “favorites”; not everyone understands that one should not draw attention to someone’s failures, shortcomings, or emphasize the unattractive negative qualities of a child. It must be remembered that from negative attitude teacher, the child suffers doubly, and the teacher treats him poorly, and the parents are unhappy. And, most importantly, children also relate to him. Therefore, adults should try to avoid negative assessments of the child's behavior and school success. Why when adapting a child to school special meaning has an assessment of his successes and failures in the learning process? The fact is that the psychology of a child’s perception of an assessment of his activity (and not just a mark as current) is ultimately an assessment of his personality as a whole. This is facilitated by the reaction of everyone around him: both peers and adults. Remember what you ask your child when he comes home from school: “What did you get today?”, “Well. What grades do you have?”, thereby emphasizing the importance not of the learning process, not of interest in knowledge, but of the final result - an assessment that is always subjective, and sometimes given not for academic success, but for diligence and behavior.

Now in a school teaching project at the initial stage (in the process of adaptation), the teacher should not use marks to assess success, to evaluate his knowledge and behavior. It shouldn’t because a mark can be a permanent psychologically traumatic situation that makes it difficult for a child to adapt to school, but in practice it is difficult for teachers to refuse this quite simple and visual way assessments, therefore, instead of marks - the traditional “twos-fives” - drawings, “stamps”, “stars”, various symbols, icons are used, differentiating successes in the same way as the old fives, fours and threes. “And today they gave me a stamp - Pinocchio, he is the most beautiful, I wrote the best. But Sashka (his desk neighbor) wasn’t given anything, and in general he doesn’t have a single stamp in his notebook,” says the first-grader. In such cases, both stamps and stars are equivalent to marks, because for the child all these are conventional signs of his success. The official absence of a mark does not exclude the child’s dependence on any such sign, which actually evaluates his activity, bringing him joy or grief. Those. the situation of anxiety is directly related to the mark, but it still persists. In addition, from the first days of schooling, the child understands the dependence of his position in the class on the grade (in our class the best is Alyosha, he has five “stars” and one big “star”), turns it into fetishes, a sign of aspiration, achievements.

But often objective reasons (lack of readiness for school, poor health, poor development of motor skills, defects speech development) do not allow you to achieve the desired result. All this traumatizes the child and creates an inferiority complex and uncertainty.

An essential feature of schooling is that it requires all children to compulsorily complete a number of the same rules, to which all their behavior at school is subordinated.

During the first time at school, the rules are associated with the child’s new position as a student and with his fulfillment of this new role. It's like following the rules in a game. If the child has taken control of the captain or sailor, driver or passenger, then he is subject to the rules contained in this role. If a child follows the rules of behavior well at school or in the classroom, “obeys the teacher,” then he is thereby a good student, primarily in his own eyes. But this is not enough. It is important that compliance with the rules of behavior expresses the student’s attitude towards his friends and towards the class.

It should be noted that first-graders, especially in the first days and weeks of school, are extremely sensitive to the implementation of all rules. They are, in a sense, formalists: they themselves try to strictly follow the rules, and they demand this from their comrades. Often, children point out to the teacher that their neighbor at the desk is not following the rules: “He’s holding his pen incorrectly!”, “He put the book in the wrong place!” With these remarks, they do not so much want to “inform” their comrade as to emphasize that they know all these rules.

The teacher tries to react to this in such a way as not to disrupt the friendly relations between the children and not to upset the unintentional offender: “He also knows how to raise his hand; I just forgot to do it correctly.” Since parents also have to deal with similar “messages” from children, they must take into account how to deal with them. In general, the requirements must be strict, but they must be expressed in a respectful and friendly manner.

Obeying the rules requires the child to have a fairly developed ability to “self-regulate.” It must be said that the concept of readiness for school also includes the extent to which a child is able to control his behavior. In preschool childhood, a child, under the guidance of adults, masters not only standards and measures that allow him to understand the world of things. He learns the “measures” for the world of people, namely, he gradually masters the norms of behavior, communication, and social standards for assessing his actions by others. These assessment possibilities are clearly presented in a well famous poem V.V. Mayakovsky “What is good and what is bad.” A preschooler already knows how to behave with strangers, mastered the skills of basic self-care and personal hygiene. He learned basic teamwork and communication skills. The child has developed the ability to correlate his behavior with the demands of his elders, and experiences of a moral nature have appeared: he is ashamed if he has done something that adults do not approve of; he rejoices when he is praised for a good deed; he experiences a certain anxiety when he has not followed the instructions of an adult; experiences grievances and discontent.

Even before entering school, a child has responsibilities available to his age and is responsible for their fulfillment. He can walk with his little brother, look after him, take care of feeding the fish or watering the flowers, help wash the dishes or set the table. It is only important that these instructions be constant and that parents do not rush to do for the child what he forgot or simply did not want to do.

Unfortunately, there are some parents who generally protect their children from fulfilling any responsibilities.

A feeling of success is important for a child when a goal is achieved, when a skill is mastered. Of course, this success should also be noticed by adults: their approval is a strong “reinforcement” at the first stage of learning.

When asking a teacher how a child is studying, parents sometimes only mean how the child has mastered the skills and knowledge provided for in the program. This is a one-sided, limited view of learning. Through its content and form of organization, education educates and shapes certain traits and properties of a person’s personality. Moreover, educational objectives learning can only be accomplished well when its educational side is at its best.

Let me give you a few examples directly related to learning: “Don’t be late for class.” Of course, we can say that being late is not good, because if you don’t hear any important explanations from the teacher, you will fall behind the class. But it would be more correct to emphasize, first of all, that someone who is late interferes with the overall work and is distracted. Or: “Listen carefully to the teacher’s explanations...”, explain that it can happen like this: the teacher will notice that you are listening inattentively, are distracted, now do not understand what he is talking about - and will be forced to repeat it specifically for you; everyone else is wasting time.

And such things as “...help your friends study better...” are self-explanatory.

Not everyone succeeds in behaving “as needed” at once: some talk during lessons, others “hang around”, and others “join” the teacher’s conversation with the person answering at the blackboard without asking. These are not “malicious violators of discipline” at all; their mistakes, for the most part, are due to inability to behave; but one way or another, they interfere with the teacher - the naughty ones have to be appeased or punished.

When such reproaches befall a child from the first days and constantly, the initial craving for school can quickly be replaced first by antipathy towards the teacher, and then by reluctance to learn. The school turned out to be a source of trouble - how can you maintain your love for it?

The real way of influence, if you are called upon to “take action,” is not in mere reproaches, nor in abstract calls to “behave well” (are you sure that the baby understands what is specifically required of him?). This is where we need to clearly and clearly show him what he has to learn, since he is now a schoolboy.

The school is waiting for help from parents. It is no secret that sometimes preparing homework takes an excessive amount of time for younger schoolchildren, and this leads to overload of children and even affects their health, although the time allocated for daily homework, should not exceed 30 minutes in the second grade, and 1 hour in grades 3-4. 1st grade students are not given homework.

If the task is not fully prepared by previous work in the class and the child does not know precisely enough how it should be completed, then the elders are involved in preparing the lessons in a “fire order”, who in this case also do not have guidelines for the correct completion of the task and cannot even ask from the child: “How did you do this in class?”

Often their demands and explanations do not coincide with the demands and explanations of the teacher, and this leads to conflict between the child and the “home teachers” - parents, older brothers and sisters.

An atmosphere of emotional dissatisfaction is created, a negative attitude towards preparing homework, which is then transferred to school lessons at all.

If a child does not know the way to complete a task well enough, then he may resort to an irrational method and, using it, reinforce the wrong skill. Just like when solving arithmetic examples children, striving, first of all, to get correct result. They resort to counting on their fingers. The result they get may be correct, but the method they use and which is reinforced as a result of such exercise is harmful. Thus, doing homework on your own can bring harm rather than benefit.

From the above, several conclusions for parents follow. If for quite a long time they observe that their child has to, as it were, rediscover educational material, then they should be alert: something is clearly wrong. Perhaps the child is passive in class, simply “sit back.” Or the class is behind the program and the teacher, unable to find better conclusion, brings home some of the work that should be done in the classroom. Timely signals from parents will help the teacher adjust in time and find another way out of the situation. The last option is the most complex, but we believe that the formula “ collaboration families and schools" is designed not only for mild cases...

Independent homework can help strengthen the student’s social position, his new position in the family and among friends. They are also important because they are performed outside the direct control of the teacher and require special care. The teacher in the classroom may not interfere with the work of each individual student, but his very presence makes behavior controllable. Organized and arbitrary behavior is revealed and cultivated in independent work. From what has been said, it is clear that the child really must complete his homework on his own. In this case, adult intervention in the preparation of homework is just as harmful as complete inattention to the lessons of a primary school student.

Parents, as a rule, judge the success of homework by the grades with which their children return from school. And naturally, I want these grades to be good. But it does not follow from this that parents should take upon themselves the first difficulties of a student.

The child must figure it out on his own. If parents, guided by the best intentions, interfere too actively in the preparation of homework, do not give the student something to think about, suggest a solution to the problem, and sometimes do all the work themselves, then the little schoolchild is left with the only independent responsibility - to rewrite what mom or dad did in notebook.

Therefore, I would like to recommend that parents exercise great caution in guiding their children’s homework. Real case: parents show interest in how the child is doing and limit their help to organizing external conditions for work: a permanent workplace, good light, fresh air.

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

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

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

The concept of maladjustment.

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

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

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

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

You can also use this definition:

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

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

Start of school (1st grade);

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

Completion of high school (7th - 9th grades).

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

Causes of school maladjustment.

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

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

Types of school maladjustment

Currently, three main types of SD manifestations are considered:

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

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

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

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

The main manifestations of school maladjustment

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

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

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

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

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

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

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

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

Clinical and psychological study of school maladjustment.

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

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

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

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

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

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

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

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

Psychological maladjustment.

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

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

Psychological problems of maladaptation of a child can be formed and facilitated by any individual lessons with him, if the methodology for conducting them differs significantly from lesson lessons.

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

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

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

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

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

Methodology for determining the level of maladjustment.

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

Questionnaire questions:

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

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

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

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

15-30 - indicates an average degree of maladjustment.

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

Corrective work.

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

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

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

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

Adult participants in the educational process - teachers and parents - play an important role in ensuring the comfort of learning. Personal qualities teacher, maintaining close emotional contacts of children with close adults, friendly constructive interaction between teacher and parents is the key to creating and developing a general positive emotional background of relationships in a new social space - at school.

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

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

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

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

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

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

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

7. Remember that any emotional manifestations on the part of an adult are considered positive (praise, kind word), and negative ones (screaming, remarking, reproaching) serve as reinforcement, provoking demonstrative behavior of the child.

Conclusion.

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

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

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

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

Glossary.

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

Literature.

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

It is difficult for children to adapt to the world around them. Parents often attribute their child’s reluctance to find a common language with peers to personality traits and temperament, but this may indicate the presence of certain disorders.

The reasons for isolation and conflict may be various factors, such as lack of communication skills, fear of everything new, emotional instability, high demands on peers. Moreover, sometimes one of them is enough for maladaptation.

School maladaptation, the levels of which can be different, is a partial loss of the ability to adapt to new conditions of the social environment. It is possible to distinguish pathogenic maladaptation, psychosocial and social, not only of children, but also of adolescents. Child psychologists believe that this is a rather complex process that includes neurological, psychological and social aspects.

School maladjustment is divided into levels:

· Physiological level. The child gets tired too quickly, loses working capacity and suffers from headaches. Bad habits, trembling fingers, stuttering and lethargy appear.

·Cognitive level. Constantly fails to cope with the program and homework, considers studying boring and uninteresting.

·Emotional level. The student has an extremely negative attitude towards educational institution, is unfriendly towards teachers and classmates.

· Behavioral level. It manifests itself in vandalism, uncontrolled behavior, misunderstanding of school rules and generally accepted norms.

But it is worth understanding that a child can only be half adapted. For example, have good academic performance, but do not find a common language with classmates, or vice versa.

Teachers should be more lenient towards children with similar characteristics, calmly point out mistakes and offer their help in analyzing the material. The best option will build the educational process in a playful way.

There are also five subgroups of the adaptation process:

Norm. Children do not experience any particular difficulties in learning and get along well with their peers.

Risk group. Signs of psychological abnormalities do not appear, disturbances in interpersonal relationships, problems in studies, excessively high or low self-esteem are possible.

Unstable school maladjustment. Changes are noticed psycho-emotional state, reluctance to learn and communicate.

Sustained school maladjustment. In addition to learning difficulties, such children are characterized by antisocial behavior, hooliganism and truancy.

Pathology. Children have obvious developmental disorders and various physical ailments. Neuroses and phobias appear.

Correcting such behavior involves identifying the reasons for the student’s negative attitude towards society. Analysis of the child’s social status in the team is considered extremely important. Corrective measures include counseling parents and teachers who will help adults understand the current situation and assess their teaching capabilities.

The task of psychologists is to determine which characteristics of a child can be corrected and improved, and which they cannot change. The correction program is aimed at children and their parents and includes psychological training and sociodrama, modern options auto-training and suggestive programs. Psychologists advise developing the child’s mental and cognitive processes, training memory and perseverance, creating ideal conditions to communicate with peers outside of school.

Adaptability is the ability to adapt different people it is different and reflects the level of both innate and acquired qualities of a person in life.

A child's admission to school - turning point his socialization, it brings with it serious tests of his adaptive capabilities. Almost no child has a transition from preschool childhood schooling does not progress smoothly. New team, new mode, new activities, a new nature of relationships require new forms of behavior from the baby.

Many schoolchildren are characterized by unstable adaptation to new conditions. Today, the concept of “school maladaptation” or “school maladjustment” is quite widely used in psychological and pedagogical science and practice. These concepts define any difficulties, violations, deviations that arise in a child in his school life.

By school maladaptation we mean only those disorders and deviations that arise in a child under the influence of school, school influences, or provoked by educational activities, educational failures.

The greatest maladaptive influence on initially vulnerable children is exerted by the irrational organization of the educational process: the school, according to an established tradition, continues to ignore those natural and logical differences in the state of health, psychophysical development, and adaptation abilities that characterize the children entering and studying there. By creating formally equal conditions for all schoolchildren - a single regime, uniform educational programs, uniform requirements to knowledge, skills and abilities, the school initially generates deep actual inequality between them. Inequality - both in learning outcomes and in the price that will be paid for these results.

TO pedagogical reasons School maladaptation of children at risk can be attributed to:

1. Inconsistency of the school regime and sanitary and hygienic conditions of education with the psychophysiological characteristics of children. Most children at risk are characterized by increased fatigue, rapid exhaustion of the central nervous system, and a tendency to pathological reactions to excessive stress. The normatively determined occupancy of ordinary classes carries with it an amount of irritants that is unbearable for many children. The normative regime of a regular school day, determined by the lesson schedule and the alternation of work and rest, also does not correspond to their characteristics.

The vast majority of children at risk experience unfavorable performance dynamics during the school day, school week and school year. There is a noticeable increase in signs of poor health (complaints of fatigue, headache, poor appetite, sleep disturbance, etc.). Teachers complain about the behavior of such children in class: they are constantly distracted, do not listen to explanations, and are restless. Meanwhile, this is only a reaction to overwhelming demands, a way of protecting the body from overwork and exhaustion.

2. Inconsistency between the pace of educational work and the capabilities of children at risk. They lag behind their peers by 2-3 times in terms of the pace of activity; during lessons in regular classes they do not have time to realize and understand the explanation. When the pace of explanation of the material does not correspond to the ability to comprehend it, the process of assimilation proceeds with the loss of a number of links. As a result, knowledge is not learned or learned incorrectly. Children develop internal discomfort caused by a situation of misunderstanding, difficulty, and mistakes when completing tasks, this traumatizes the children.

3. Nature of training loads. The pace of learning in a regular classroom does not correspond to the characteristics of children at risk: at the most important and responsible stage of learning - when explaining new material - they do not have time to understand it, then, naturally, the consolidation stage actually becomes the consolidation of incorrect knowledge, an exercise in the wrong way of acting . As a rule, the teacher does not have time to correct this in class. Weak students in regular classes work productively in class for no more than 10-15 minutes; the rest of the time they are occupied formally. The pedagogical effectiveness of teaching time can be zero. Unable to keep up with the pace of the class, these children look for and master workarounds - they cheat, hope for a hint, and get used to doing extraneous things.

4. Predominance of negative evaluative stimulation. Children at risk in a regular class, for objective reasons, find themselves in the least favorable situation: they receive the greatest number of comments and negative assessments from the teacher. This is understandable - they work slower, think worse, and make more mistakes. Convinced that the efforts they initially put in to earn the approval and praise of the teacher do not yield results, that they are unable to become on par with other children, they lose hope of success. Increased anxiety, fear of reproach and bad grades become constant companions, contributing to the development and deepening of painful reactions. All this becomes a brake on the path to mastering knowledge.

Classmates very soon begin to treat such children with disdain: they don’t want to be friends with them or sit at the same desk. These little “outcasts” inevitably have an increased sense of internal discomfort, inferiority, and inferiority. The consequences of these changes, not realized by teachers, turn out to be extremely unfavorable for their social development, for learning and, especially, for health.

5. Conflict relationships in the family arising from educational failures of schoolchildren. When a child enters school, his or her status as a student and the discussion of grades and value judgments of the teacher determine the nature of the child’s communication with his parents. If he does not live up to the expectations of his parents, and his educational successes and behavior at school do not correspond to their aspirations, his character family relations undergoes significant changes. Negative assessments of behavior and educational activities from the teacher become a source of conflict. There are rare cases when parents try to help their child overcome difficulties, smooth out negative school experiences, discomfort and dissatisfaction. In the overwhelming majority, adults act exactly the opposite: with the tacit consent of the teacher, they use various forms of censure and punishment of the child: they threaten, cancel promises, scold, and deprive them of meetings with friends. Family discord contributes to the gradual alienation of the child from home and parents, becoming an additional source of trauma and new mental disorders.

These factors of school maladjustment convince us: its source is the school environment, the demands it makes on the student, who is unable to meet them without harm to himself. In this case, the very concept of school maladjustment is defined as a violation of balance, a harmonious relationship between the child and the school, in which the child suffers.

Types of adaptation disorders in primary school age.

There are frequent cases in school life when balance, harmonious relationships between the child and the school environment do not arise initially. The initial phases of adaptation do not go into a stable state, but on the contrary, maladaptation mechanisms come into play, ultimately leading to a more or less pronounced conflict between the child and the environment. Time in these cases only works against the student.

The mechanisms of maladaptation manifest themselves at the social (pedagogical), psychological and physiological levels, reflecting the child’s ways of responding to environmental aggression and protecting against this aggression. Depending on the level at which adaptation disorders manifest themselves, we can talk about risk conditions for school maladjustment.

If primary adaptation disorders are not eliminated, then they spread to deeper “floors” - psychological and physiological.

Pedagogical level of maladjustment.

This is the most obvious and recognized level by teachers. He discovers himself with the child's problems in learning and in mastering the new social role of a student. If the development of events is unfavorable for the child, his primary difficulties in learning develop into gaps in knowledge, a lag in mastering material in one or more subjects, partial or general failure, and, as a possible extreme case, refusal of educational activities.

In terms of mastering the new role of “student,” negative dynamics can be expressed in the fact that the initial tension in the child’s relationship with teachers and parents, based on educational failure, can develop into misunderstanding, into episodic and systematic conflicts, and, as an extreme case, into a personal break. -relationships that are significant to him.

Psychological level of maladjustment.

Failure in educational activities, trouble in relationships with personally significant people cannot leave a child indifferent: they also negatively affect the deeper level of his individual organization - psychological, affect the formation of the character of a growing person, his life attitudes. At first, the child develops a feeling of anxiety, insecurity, and vulnerability in situations related to educational activities: he is passive in class, tense and constrained when answering, cannot find something to do during recess, prefers to be near children, but does not come into contact with them , cries easily, blushes, gets lost even at the slightest remark from the teacher.

But gradually the initial tension decreases due to a change in attitude towards educational activities, which are no longer considered significant. Various defensive reactions appear and are reinforced: during lessons, such a student is constantly distracted, looks out the window, and is engaged in extraneous matters. And since the choice of ways to compensate for the need for success in younger schoolchildren is limited, self-affirmation is often carried out by opposing school norms and violations of discipline: the child is disobedient, violates discipline in class, quarrels with classmates during recess, interferes with their play, outbursts of irritation and anger. As he grows up, protest manifests itself in the fact that the student seeks, finds and asserts himself in some other type of activity.

Physiological level of maladjustment.

The impact of school problems on a child’s health today is most studied, but at the same time it is least understood by teachers. But it is here, at the physiological level, the deepest in a person’s organization, that experiences of failure in educational activities, the conflictual nature of relationships, and an exorbitant increase in time and effort spent on learning are confined.

In children who have crossed the threshold of school, already in the first grade there is a clear increase in deviations in the neuropsychic sphere, visual impairment, posture and foot problems, and diseases of the digestive system.

In order for the adaptation period to be successful, parents and teachers need to follow some recommendations:

The child’s adaptation process largely depends on the situation in the classroom, on how interesting, comfortable, and safe he feels during lessons, in situations of interaction with the teacher and classmates;

The teacher should take care of selecting and using special exercises in lessons that help children quickly enter the unfamiliar world of school life and master the student’s new social position;

Use play exercises that create a friendly environment and constructive interaction in the classroom, allowing children to relax internal tension, get to know each other, make friends.

The teacher must explain how you can “throw out” excess energy without harm to others and how to rest and fully recuperate after educational activities.