How to help a first grader adapt to school? School adaptation: how to help a first grader.

The problem of school adaptation is not new. However, due to modern conditions (mobility and globalization of the world; social, economic and political changes) and the structure of the education system (system-activity approach; changing the goal of education - “teach learning”, new standards), the relevance of this problem has increased significantly.

Education at school, the transition from one link to another and the admission itself always requires special costs from the child. But the situation of entering school deserves special consideration, especially since over the past few years it has acquired new features while maintaining the established ones.

• Technological progress and informatization of society, as well as the introduction of educational standards complicate the process of adaptation.
• Federal state educational standards require serious expenses (physical, moral, psychological) from first-graders. In addition to the usual educational knowledge, skills and abilities, the child needs to achieve subject, meta-subject and personal results, correspond to the portrait of a primary school graduate.
• Overnight, a first grader finds himself in a new status and role, environment, system of duties and rights. The child receives an endless stream of new information.

Adapting to school is a kind of difficult life situation for the child and parents. At the same time, it is the primary adaptation to school that influences the entire further educational, professional and personal path of the individual.

What is adaptation to school

The problem of school adaptation is at the junction of a number of sciences (psychology, pedagogy, sociology, medicine). Speaking about school adaptation, we will consider it as a psychological and pedagogical phenomenon.

• The very concept of adaptation refers to biology and means the adaptation of an organism to changing environmental conditions. According to the definition of V. I. Dolgova, adaptation is the process and result of internal changes, external active adaptation and self-change of the individual to new conditions of existence.
• For a person, this is the process of assimilation of norms and values, changing conditions, duties and requirements.

School adaptation - the process of acceptance and assimilation by the child of the social situation of schooling, his new status (student) and new systems of interaction ("child - teacher", "child - peer"); development of new means of behavior.

From the point of view of psychology, school adaptation can be characterized by 4 specific criteria:

• Mastering by the child of a new social situation in the unity of its components.
• Acceptance of a new social position and status, reflected in the internal position of the student.
• Mastering new forms and means of social interaction in the emerging systems "student-teacher", "student-student".
• Differentiation of the “child-adult” relationship, purposeful restructuring of the entire way of life of the child (the initiator and manager is an adult).

The period of adaptation to school can last from 2-3 months to a year. Therefore, it is the first class that is considered the most difficult and important.

Structure and types of adaptation

Adaptation to school is a systemic process. It is divided into social, physiological and psychological adaptation, each of which goes through:

• indicative phase (2-3 weeks);
• unstable fixture (2-3 weeks);
• relatively stable adaptation (from 5-6 weeks to a year).

In the first phase, all body systems are strained, in the second - the body is looking for optimal solutions, in the third - the stress subsides, the body systems return to normal, stable forms of behavior are developed.

Assumes skill:

• listen;
• respond to teachers
• perform tasks independently;
• organize and analyze their implementation.

At the same time, the ability to establish contacts with peers, to adequately evaluate oneself and others is important.

Physiological adaptation

Assumes the tension of the body from the piled loads. Regardless of what kind of activity and what kind of activity a child is engaged in at school, his body works to the limit. This is dangerous overwork.

Depends on the readiness of the child for school. Assumes:

• desire to learn and complete tasks;
• striving for their successful implementation and understanding.

The developed ability to memorize and process information is important. You can read more about this element in the article.

Impact of adaptation

From the above it follows that school adaptation affects the whole organism and personality as a whole. There are 3 main areas and characteristic changes in them with unsuccessful adaptation:

1. Mental (cognitive component). With problems, internal tension (anxiety) and stress arise.
2. Psychophysiological (emotional component). With problems, emotional maladaptation and physical manifestations of stress occur.
3. Psychosocial (behavioral component). In case of problems, the impossibility of forming new communication links is noted.

This can be tracked (table below).

Criteria and indicators of a child's adaptation to school (according to V. V. Gagai)

Signs of successful adaptation to school

1. Satisfaction of the child with the learning process, mastering the skills of educational activities.
2. Independent organization of educational, homework; appropriate behaviour.
3. Satisfaction with relationships with teachers and classmates; established contact.

Adaptation levels

A. L. Wenger singled out 3 levels of school adaptation (low, medium, high) and the following components of school adaptation: attitude towards school, interest in learning activities, behavior, position in the class (see table below).

Levels of school adaptation (A. L. Wenger)

From the table it can be stated that a low level indicates , an average level indicates mild manifestations of maladjustment and risks, a high level indicates a successful adaptation of a first-grader.

Adaptation Success Factors

The success of adaptation to school depends on a number of factors. Allocate external and internal factors of school adaptation.

• External relationships include relationships with the class, teacher, and family.
• To internal - educational motivation, readiness for school, health and stress resistance of the child.

External and internal factors are interrelated. There is no consensus on what is secondary and determines the rest. This issue has not been studied to the end. But many psychologists and teachers (S. N. Vereykina, G. F. Ushamirskaya, S. I. Samygin, T. S. Koposova, M. S. Golub, V. I. Dolgova) agree that the family is paramount. The health of the child (physical, psychological and mental), preparation for school, educational motivation and the ability to establish social contacts depend on the child-parent relationship.

The role of the family in adaptation

V. I. Dolgova calls the child-parent relationship the main factor in the adaptation of the child. The author, in her study to identify the impact on school adaptation, relied on 2 indicators of the success of adaptation: and educational motivation. The results of the study showed the following:

• in families with the "symbiosis" type, children have increased anxiety;
• high parental control contributes to a decrease in the educational motivation of the child;
• the style of "cooperation" and the ability of parents to accept the failures of the child contribute to the reduction of anxiety.

The best position (style) in the family during the adaptation of a first grader is the recognition of the child as an active subject of family relations; adequate control in the form of emotional acceptance of the child and voluminous, clear, feasible, consistent requirements.

Children from such well adapt to school. They:

• active (socially, physically and communicatively);
• initiative;
• independent;
• empathic and kind.

However, the subject-object relationship of parents to the child is really predominant in most families. This causes problems with the adaptation and socialization of the child.

Afterword

School adaptation is a crisis situation, as the child finds himself in new conditions without the appropriate "tools" and experience of similar situations. Education in the first grade coincides with the crisis of 7 years. This further complicates the adaptation process. The period of school adaptation can be called a controversial period of transformation of a preschooler into a schoolchild.

If the child is ready for school, with the support of the family and the teacher, school adaptation can take place in 2-3 months. Otherwise, the process can drag on for a year and be accompanied by problems or result in maladjustment (the inability of the child psychologically and physically to accept a new way of life).

The democratic style of education favorably affects the development of the child and his adaptation to any conditions. Child-parent relationships, in which each family member acts as an active subject, is interested in the affairs of others, supports, participates in everything that happens and expects the same from others.

Any events are important

In this crucial period in the life of a student, the period of adaptation to school, parents should be especially attentive to their child. The events that take place in his life are new to him and represent a considerable burden for the unseasoned psyche. Perhaps that is why, you notice, your child is so tired, and that joyful excitement that accompanied school visits in the early days

September, rather quickly gives way to a noticeable despondency. Some problems may arise with a first-grader and with peers, and a child who has been with his mother all his life, in "greenhouse conditions", has no experience in solving these problems; he quarreled with someone or even got into a fight, and now he is confused, depressed, he, of course, has no mood, and what fascinated yesterday is completely uninteresting today, the whole world appears to him in gray tones ... And here it is the intervention of an attentive mother is necessary.

Having tactfully found out the reason for the mood that has changed for the worse (one child will tell about his troubles immediately, as soon as his mother begins to question him, the other will hide his problems in himself, but since he needs the help of an adult and must understand this, he will not to hide for a long time), the mother should reassure the child and offer several options for his worthy behavior and, accordingly, several options for the development of the situation; and let the child choose and try to realize the one that he likes best.

Sometimes children, faced with “insoluble” problems at school, experience them so deeply that they even begin to feel bad. Therefore, it is so important to notice in time that the child does not seem to be all right.

Facilitate adaptation to school

Getting used to, or otherwise adapting, a child to school is a rather lengthy process, and for many children, especially “homemade”, as well as for overly impressionable and vulnerable ones, for owners of the so-called artistic nature, it is quite difficult. And the child should be helped to adapt.

How to do this?.. Talk more often with a child about school, about its great significance, about the fact that even if it is difficult at school, but without a school, a modern person is nowhere; in your free time, take a walk with your child near the school, talk with him about new friends, if necessary, help with advice - how to get out of a difficult (conflict) situation; you can talk about your past relationship with the school, about your difficulties and successes, so that the child has the opportunity to compare and so that he can once again feel like a person in society (anyone is supported by the knowledge that everyone experiences the same difficulties). One of the parents should help the child organize a workplace at home: textbooks should be in this desk drawer, and notebooks in this; what is needed at work now should be neatly laid out on the table, and not dumped in a heap. Of course, mother will sign notebooks in beautiful handwriting, and wrap textbooks with thick paper, and put things in order in the pencil case, and pin a pretty badge to the satchel ... moreover, the child should see everything that she does; observing, he learns, joins and, of course, strengthens his spirit, gradually adapts.

Correct attitude to the marks of children

In some schools, at the beginning of the first year of study, the child is not given marks at all. Then a system of marks is introduced, but they treat the marks more as manifestations of a certain game. In general, the beginning of a child's education at school is more of a game than a serious responsible matter. And rightly so: a game for a child is the most harmonious and effective way of gaining knowledge. The teacher puts marks rather for himself than for the child and his parents. Therefore, the attitude of parents to marks should be appropriate.

If a child receives the highest marks, you can rejoice a little at his success, but do not exalt your child to heaven, do not sit him in the "red" corner and do not bow to him; if the marks, to put it mildly, leave much to be desired, then you should not grab your head, panic, and even more so scold and punish the child; you can only be defiantly sad - this reaction of yours will be enough for the young schoolboy to figure out what's what and draw conclusions (if you don't want to upset your beloved mother - try).

Those parents who encourage their child financially do wrong: they give money for good grades, give expensive gifts; there is no doubt that this method of encouragement is effective, but it is nothing more than the beginning of the path of educating a selfish, hypocritical person; having become adept at “earning” good grades (the trickster will be interested in grades, not knowledge), the child will “buy” everything he needs from his parents; he will even enter into some kind of contracts with his parents, and in the end, the learning process may turn into a bargain (if you do not allow me to play on the computer for another hour, I will not teach lessons today).

Democracy at home

Parents who want to raise a real strong personality in their child should strive to establish democratic relations in their home. It is very important for a child to feel respect from parents; from time to time he needs to demonstrate that he is not the last member of the family (whose place in the family hierarchy is somewhere between the older brother and the dog), that he is equal to others, the most respected, and can enjoy equal rights with others (but do not forget also has responsibilities).

The moral superiority that parents and other senior family members have, the richness of their life experience, should be aimed at achieving true authority. Without such authority, democratic order in the family is impossible.

Times change...

A well-known wisdom attributed to the Frankish emperor Lothair (9th century AD) is: "Teshroga mutantur et nos mutamur in illis", which means: "Times change, and we change in them." The fact that times are changing, we can see even during our not very long life. And we must draw certain conclusions. Children change over time, and so do their interests. What was interesting in childhood to parents, and even more so to grandparents, is unlikely to greatly captivate today's children. It is hard to imagine, for example, that our children would play “grandmothers” or “bast shoes” in the yard for days on end, or throw copper nickels at the wall with passion. Times have changed, and opportunities have changed. Give your children a "set-top box" to the TV, or even better - a computer with a sea of ​​spilled electronic games ... Some parents, nostalgically recalling their own happy childhood, are trying to teach their children the games in which they themselves developed, and attach them to those values ​​to which once joined. But their efforts in this direction do not have much success, other parents, showing perseverance, downright plant the so-called stereotypes of their childhood on the child.

They believe that their child will certainly grow up as a good person (and just as experienced, wise, hardened in the face of life's difficulties, like themselves), if they go through exactly the steps they once went through. However, it is not. He, of course, will grow up to be a good person, worthy of his parents, if the parents show flexibility, if they systematically deal with their child, if they take into account that with the change of times there is a reassessment of values, if they understand that their child (this new generation in general) will have to go through its own steps.

From parents who love their baby and want to have a really positive influence on him, it is required, calling for help with their high moral qualities, using their considerable life experience, their intellect, to help the child distinguish true values ​​from false ones - how to move along with him along his steps, to secure him.

Build trust with your children

Relations with the child must be established by all means trusting. With whom else, besides the closest relatives, can a child have such a relationship? .. Meanwhile, the child often needs sincere communication; some problems that he has, he is unable to solve on his own; he needs the advice and active participation of an experienced person - his mother. And if for some reason a child does not have a trusting relationship with his mother, then it is almost impossible for him to get rid of his problems, he is forced to suffer under their burden. Confidence in relationships is achieved by the constant goodwill of the mother, her affection, respect for the child, active attention, etc.

The child must be sure that if he turns to his mother for help, all his difficulties will be quickly and in the best way eliminated.

Do not insult the child with suspicion

The child must be sure that the parents trust him completely. If a child does not have such confidence, if he has to ask permission for every little thing, then he is unlikely to become an independent person. A child who feels that his parents, who are too vigilant and control his every step, suspect him of committing some unworthy acts, “guard” such acts, cannot get rid of the guilt complex, even if there is no guilt; over time, he gets used to the guilt complex, and this habit is not reflected in the psychological profile of the child in the most favorable way - to the extent that it is precisely what moves the child to those unworthy acts (in other words: what they were afraid of, that’s what they waited for). One of the conditions for the normal mental development of a child is the confidence that his parents respect him. But isn't respect manifested in trust?.. Without the trust of parents, a child cannot feel free, cannot fully respect himself.

Preschool children usually look forward to when school life begins. They are eager for new knowledge, school life, the opportunity to feel more independent. But it happens that the process of school adaptation in children is disturbed, there are difficulties in learning. Psychologists are increasingly talking about such a phenomenon as school maladaptation. A psychologist for a child will help to cope with any age and social difficulties on the path of development.

The child, having come to the first class, meets new friends, gets acquainted with new adults. This is a difficult period. It is not easy for a child to learn to establish contacts with everyone, to observe school discipline. Psychologists say that a six-year-old child has not yet formed a personality that can easily get used to the school team and responsibilities.

Disadaptation in first-graders is manifested in a decrease in the emotional background, the appearance of fatigue. As a rule, this happens in the first weeks of training. This is due to changes in lifestyle, with increased workload and autumn weather changes. The child becomes irritable, capricious, there is a decrease in appetite, sleep disturbances. It is difficult for him to wake up in the morning and difficult to fall asleep in the evening. Disadaptation lasts no more than a month, then the child gets used to school life. The school often shortens school lessons to help children adapt more easily.

How should parents behave in order to avoid maladjustment in a child?

It is necessary to follow the regime, even on weekends. So the child will more easily get used to school life and will not undergo a nervous breakdown.

When doing homework, first do written, then oral, so it is easier to master the educational material.

Take small breaks while doing homework.

Take a good rest before school. It is not necessary to load the child with training sessions during the summer holidays.

Praise the child for school success, increase his self-esteem, encourage him in his studies.

At home, we equip a comfortable workplace for preparing lessons. The chair should be comfortable, you need to sit straight.

Parents need to organize the educational process of the child in such a way that he can fully relax. Well, if the first grader gets some sleep in the afternoon after school, this will help restore strength. Breakfast should be something light. If the child does not want to eat at school, do not force him. During the adaptation period, appetite decreases. Let the child eat when he is really hungry. Not all children eat state-owned food, it's okay, so the child will better dine at home.

Before sending a child to school at the age of six, it is worth considering whether he is ready for school loads. Often the child is ready to learn, but only in the presence of an adult. The authority of the teacher for him at this age is indisputable. And parents in the understanding of the child are outside the educational situation, so they can not be obeyed. At home, the student behaves differently, ignoring the advice of adults. This phenomenon is temporary.

How can parents understand that the adaptation is going well?

The child is healthy, does not complain of headaches, has a good appetite, does not look tired.

The first-grader himself wakes up in the morning, feels rested.

The child successfully copes with homework, has time to relax and take a walk.

To help your child relax after school, you can do a light massage. Massage mats, massage of the head, earlobes are useful. You can do light gymnastics.

The task of parents is to be as attentive and sensitive to the child as possible, and then the first grader quickly and easily adapts to the school lifestyle.

School is the most important stage in a child's life, preceding his full entry into adulthood. It is here that he will acquire all the necessary knowledge, skills, skills for further creative, professional and spiritual development.

As practice shows, even successful and loyal children in kindergarten, it is difficult to perceive a completely new society for themselves, with a lot of strict requirements, the need for full-fledged and systematic study, discipline, not to mention those future first-graders who did not attend preschool at all. All of them require proper, systemic adaptation.

It is necessary to start ahead of time, preferably from the older group of kindergarten. Naturally, within the framework of the preschool educational institution, the work of a local social teacher is carried out to familiarize children with the principles of the school curriculum, behavior, discipline, and a short-term simulation of the work process of a first grader is carried out. However, as practice shows, these procedures are often clearly not enough - the baby still perceives the above activities in a purely playful way, regular visits to the preschool group contribute to this.

The main areas to be worked on in this context are:

• Creating the right psychological atmosphere and focusing on a comprehensive learning process. It should be explained in an accessible form and regularly repeated to the child why the school is needed, what he will do there, what rules must be followed and how to behave. Separately, it is necessary to focus on the obvious advantages of the school over the preschool educational institution, especially if the baby did not like certain aspects of attending a preschool institution (the need to sleep during the day, being in the institution until late in the evening, and so on);
• Imitation of the school learning process at home. If the child has days off and free days, you can play school at home. The role of students and teachers can be played as children, toys, adults;
• Normalization of circadian rhythms and bringing them into line with the school schedule. This nuance is especially relevant for those children who have not attended preschool and are not used to the standard schedule with early rising, clearly marked periods for eating, sleeping, and so on;
• Pairing the efforts of parents and the future teacher. It is necessary to maintain feedback with the teacher, teaching staff and parents of other children, jointly discussing potential problems and ways to resolve them in the field of child adaptation, discipline and other factors;
• Compliance with classical medical recommendations. The child must be ready for school not only psychologically, but also physically.

Features of the child's adaptation to school

Today's children find it difficult to adapt to school. A number of social and pedagogical studies show that only every fifth first-grader joins the team without any problems and almost immediately gets used to the standard educational process. About half of all future first-graders, even attending regular kindergartens and having good psychological characteristics, as well as successfully passed tests for school readiness, eventually have problems with adaptation, mainly related to discipline and academic performance. The reason for these problems in the absence of other negative factors (negative social situation in the family, the presence of health problems, and so on) is the focus on the gaming component of the described social unit of society. The child, not being properly and in advance prepared, does not adapt well to new conditions for himself, both mentally and socially.

All of the above problems can only be dealt with in a comprehensive manner, helping the child to correctly place emphasis in the process of learning and cognition, encouraging him for any success in education, forming a clear disciplinary framework for behavior at school.

Psychological adaptation of the child to school

If the child's social adaptation to the future school largely depends on the society and the children's environment, as well as the pedagogical influence of the preschool educational institution, home conditions, then the psychological adaptation vector is a holistic complex system of interrelated components. They include motivation, sufficiency of cognitive, speech and intellectual development, regulation of the child's actions in relation to a number of situations, the type of relationship the child has with peers and adults.

In modern practice, three components are considered priority:

• personal readiness. Indicates whether the child wants to study, go to school, establish new levels of cooperative relations with peers, realize other needs in the context of socially significant activities;
• The presence of will and motivation. Correlates with the ability to control actions and actions by willpower, listen, understand and delve into the instructions of the teacher, act within the rules, hold attention for a certain period of time;
• General intellectual level. It is interpreted by the level of cognitive development, the ability to assimilate new objective knowledge, to distinguish between individual aspects of the subject, to be able to form one's own opinion, compare, generalize, and show other mental activity.

So, the child finally went to primary school. The first days of the school within the framework of familiarization with the educational institution are usually positively perceived by any children - the atmosphere of the holiday, novelty, new sensations after a while is replaced by the classical educational process. It is at this stage that the first problems may arise - if they are not resolved in time, then the student begins to show signs of maladaptation.

Comprehensive work to provide assistance during the period of getting used to school should be carried out in two directions - these are activities by the teaching staff, a teacher and a psychologist, as well as providing support at home.

Basic procedures within the school:

• Diagnosis of first-graders and their families for readiness for the educational process;
• Providing personalized assistance to children with severe signs of maladaptation;
• Organization and proper implementation of psychological and pedagogical classes (both individual and group), which are aimed at mastering a new social space, the ability to interact with peers, to comply with the rules and norms of school life;
• Correct positioning of the first teacher with an emphasis on a systematic learning process, diluted with periods of rest, easy communication and a smooth transition from the concept of a teacher to the role of a teacher from the point of view of children.

Home activities:

• Maintaining the most favorable psychological climate without quarrels and tantrums;
• Encouragement of even small successes in the first stages of education;
• A detailed analysis of the school day - how it was spent by a first grader;
• Reducing the requirements for grades in the context of the fact that a child is loved not for good grades, but, of course;
• Search and finding an additional area of ​​activity where the child wants to express himself within the framework of school circles or other activities, naturally not to the detriment of recreation and entertainment;
• Maximum optimization of daily rhythms of rest and activity, ensuring a full 8-hour sleep;
• Complete varied and balanced nutrition, as well as the organization of additional dry rations for school (even if there is a school lunch) - cookies, apples, water, juice;
• During epidemics of acute respiratory viral infections (usually they begin in October) - additional vitamin-mineral complexes, preventive use of anaferon.

The period of adaptation of the child at school

There is simply no exact time frame that could interpret the successful completion of the first grader's adaptation period - too many factors affect this complex process. However, 3 main categories of children are conditionally distinguished in this aspect:

• Group 1. Children adapt to school during the first two months of the educational process. A child belonging to this category quickly joins the group of peers, masters the basics of behavior and study at school, and makes new acquaintances. His psychological background is stable, the requirements of the teacher are fulfilled without tension. During the first weeks they may feel some discomfort in relations with children or the class teacher, but by the end of October they are fully accustomed to their new status, are mostly in a good mood, externally and internally calm, friendly and conscientious;
• Group 2. Children in this category have a longer period of adaptation - usually up to six months. They find it difficult to perceive a new learning process for themselves, have problems with discipline, often play in the classroom, react negatively to the teacher's remarks, have slight or medium difficulties in mastering the basic school curriculum, and often go into conflict with their peers. By the end of the first half of the year, the main negative manifestations of the above are significantly weakened or disappear altogether;
• Group 3. The social and psychological adaptation of this group of children is associated with serious difficulties. Negative and negative emotions prevail in them regardless of the circumstances, often even by the second half of the year there is a partial or complete rejection of the school curriculum and knowledge. In the classroom, the child of the third group is practically not controlled, moreover, he systematically interferes with the educational process and the work of the teacher. In this case, it is not possible to achieve tangible results with classical adaptation measures - an individual systematic work of a psychologist and a social pedagogue is necessary, moreover, both in relation to the first-grader and his family (in the overwhelming majority of cases, it is the family factor that plays a key role in the rejection of the school as such).

In the first year of schooling, parents of a child often face systemic difficulties in adapting their child to a new society. In some cases, they can be eliminated painlessly, while individual problems can haunt a family for a long period of time, up to high school. Typical negative situations and methods of their possible resolution:

• Poor progress. It is necessary to separate the child's real dislike of the school curriculum and some lagging behind it - in the latter case, the main negative is often brought in by the parents themselves, who expect unreasonably high achievements from the child. In their absence, even a hidden demonstration of discontent can negatively affect a first grader. The inevitable adaptation difficulties associated with infusion into a new society are induced and developed by excessive requirements, which ultimately does not allow one to assimilate new material. Instead of a longer and smoother entry into the educational process, the child is falling further and further behind the main program. The solution to this problem lies in a more loyal attitude towards the performance of children of primary school age and the encouragement of any, even minor, success in the field of education;
• Laziness. This problem is well known and there can be many reasons for it. Most often, this is a low need for cognitive motives (the child is passionate about something else), the general slowness of the pace of his own mental activity due to temperament, anxiety and self-doubt, lack of clear motivation, fear of failure, and also being spoiled. You can overcome laziness only by long-term systematic work with the child (including doing homework), additional motivation and other methods without hard pressure on the child's psyche and scandals;
• Withdrawal from productive activities. The child is present at the lesson, but is not studying at the same time? A typical problem can be associated with increased distractibility, withdrawal, and lack of attention, love and warm feelings from parents. He perceives pastime at school as a vacation from domestic problems. Possible ways of correction are giving the child more attention, minimizing quarrels in the family;
• Demonstrative disobedience. If a child is overly demanding of attention, loves to be always in its center, then he often provokes situations associated with public disobedience, including gross violations of the general norms of discipline and rules of conduct, despite the requests of the teacher. "Playing for the public" sometimes leads to disruption of lessons and the forced call of the head teacher, director and parents, who partially satisfy this need with their personalized attention. The true punishment in this case, which often helps to overcome the problem, is a temporary deprivation of attention. At the same time, it is necessary to carry out an educational measure in a comprehensive manner, correlating the efforts of the teaching staff and parents;
• Verbalism. A very contradictory and deeply problematic situation associated with a violation of the processes of a child's adaptation to school is a high level of speech development in a first grader along with a delay in thought processes. At preschool age, many parents pay the maximum possible attention to the speech of the child, while not working with the abstract, practical, logical thinking of the child, as a result of which glib speech, inflated self-esteem on the part of parents and the student himself are not supported by high-quality assimilation of knowledge. This gives rise to many problems, including the negative attitude of the mother and father of the child towards the teaching staff - they cannot understand why their child, who speaks and recites poetry well, chronically does not learn the basic school curriculum. The resolution of this situation lies in the forced development of figurative thinking (mosaics, applications, drawings, and so on) with the stimulation of productive activity and inhibition of the speech flow.

How to understand that the child has adapted to new conditions for himself and his adaptation process is coming to an end? To do this, it is worth making a qualitative assessment of the child according to a number of criteria:

• School norms of behavior. Monitoring lends itself to the behavior of the student in accordance with the norms of school discipline, perseverance in the classroom, compliance with the regime;
• The effectiveness of cognitive activity. How much effort does the child need to make to complete the initial school assignments, how does the first grader work independently on materials, what general characteristics of success does the teacher indicate;
• The presence of social contacts. The level of the child's relationship with classmates and the teaching staff is assessed;
• General emotional well-being. Levels of calmness, benevolence and attitude towards the educational process, as well as the child's value judgments about the school as a whole.

If, according to all the above criteria, you can put an average or high score, then with a high degree of probability, the child has adapted to a new society for himself and will be able to successfully master new knowledge.

Methods of adaptation of children to school

There are many methods for adapting children to school, including those of a specialized nature for students with specific needs (inclusive classes). We offer the simplest general approaches that can help a typical child with no special health problems (physical or mental) quickly settle into school. In case of serious difficulties associated with special factors of socio-psychological integration of children, in any case, parents need the help of qualified specialists.

General scheme:

• Praise, not scold. The temporary poor progress of a first-grader, especially at the initial stage of attending school, is explained by the difficulties of integrating into a new society for him. You can’t scold a child for poor results or express dissatisfaction in any way - this will cause a lot of negative emotions in him and reduce his interest in learning. Praise the child at the slightest opportunity and even a small success;
• Comparison with others is unacceptable. Quite often, not too far-sighted parents begin to publicly compare the abilities and talents of their child with any other (the son of a friend, the daughter of an acquaintance, and so on), pointing out the shortcomings of the child. Doing this is not allowed! Thus, self-esteem is significantly reduced and motivation for further study disappears. You can only compare the child with him, focusing on improving his own results;
• Gentle assessment. Do not expect quick and high results in the child's educational activities - the first year the cognitive process is formed in such a way as to instill in the child interest and love for school, while grades fade into the background. Moreover, to mitigate the process of adaptation in the 1st grade of primary school, there is no official assessment at all, and homework is minimal;
• Development of hidden potential. If a child loves public attention, is very inquisitive and has unspent energy at school, then it is worth finding the most suitable area for him where he can realize himself as part of a productive process. It can be sports, dancing, various circles. Naturally, additional classes and activities must necessarily be agreed with the child and not interfere with rest, as well as basic schooling;
• Reward. The best reward for a first grader is not toys and sweets (they should be provided in moderation and not as a payment for a good result in school or behavior), but trusting, open communication and praise.

Signs of successful adaptation of children to school

How can you understand that the child is fully accustomed to school? First of all, watch it!

Signs of completion of adaptation and transition to a productive educational process with social integration into a new society:

• The child likes going to school, he talks with great pleasure about all aspects of being in the classroom, his small victories and failures;
• The kid sleeps well, cheerful, active, curious, does not complain of various pains (including imaginary ones), rarely gets sick;
• The child independently dresses and changes clothes (both at home and at school), is well oriented in the building of an educational institution, goes to the dining room and toilet without problems, and if necessary, can turn to teachers for help;
• The child has friends in the class, he knows them by name and common interests;
• The child has a positive attitude towards the main teacher and other teachers, and resolutely refuses the offer to return to the preschool institution.