Features of the prevention of school maladjustment of younger schoolchildren. Causes of maladjustment in primary school age

School maladaptation- this is a disorder of adaptation of a school-age child to the conditions of an educational institution, in which learning abilities decrease, relationships with teachers and classmates worsen. It most often occurs in younger schoolchildren, but can also occur in children in high school.

School maladjustment is a violation of the student's adaptation to external requirements, which is also a disorder of the general ability for psychological adaptation due to certain pathological factors. Thus, it turns out that school maladjustment is a medical and biological problem.

In this sense, school maladaptation acts for parents, educators and doctors as a vector of "illness/health disorder, developmental or behavioral disorder". In this vein, the attitude to the phenomenon of school adaptation is expressed as something unhealthy, which speaks of the pathology of development and health.

A negative consequence of this attitude is a guideline for mandatory testing before a child enters school or to assess the degree of development of a student, in connection with his transition from one educational level to the next, when he is required to show the results of the absence of deviations in the ability to study according to the program offered by teachers and in the school chosen by the parents.

Another consequence is the pronounced tendency of teachers, who cannot cope with the student, to refer him to a psychologist or psychiatrist. Children with a disorder are singled out in a special way, they are given labels that follow from clinical practice into everyday use - "psychopath", "hysteric", "schizoid" and various other examples of psychiatric terms that are absolutely wrongly used for socio-psychological and educational purposes for cover-ups and justifications for impotence, lack of professionalism and incompetence of persons who are responsible for the upbringing, education of the child and social assistance for him.

The appearance of signs of psychogenic adaptation disorder is observed in many students. Some experts believe that approximately 15-20% of students require psychotherapeutic help. It was also found that there is a dependence of the frequency of occurrence of adjustment disorder on the age of the student. In younger schoolchildren, school maladaptation is observed in 5-8% of episodes, in adolescents this figure is much higher and amounts to 18-20% of cases. There is also data from another study, according to which adjustment disorder in students aged 7-9 years is manifested in 7% of cases.

In adolescents, school maladaptation is observed in 15.6% of cases.

Most ideas about the phenomenon of school maladaptation ignore the individual and age specifics of a child's development.

Causes of school maladaptation of students

There are several factors that cause school maladaptation. Below we will consider what are the causes of school maladjustment of students, among them are:

- insufficient level of preparation of the child for school conditions; lack of knowledge and insufficient development of psychomotor skills, as a result of which the child is slower than others to cope with tasks;

- insufficient control of behavior - it is difficult for a child to sit a whole lesson, silently and without getting up;

- inability to adapt to the pace of the program;

- socio-psychological aspect - the failure of personal contacts with the teaching staff and with peers;

- low level of development of functional abilities of cognitive processes.

As the reasons for school maladaptation, there are several more factors that affect the behavior of the student at school and the lack of normal adaptation.

The most influential factor is the influence of the characteristics of the family and parents. When some parents show too emotional reactions to their child's failures in school, they themselves, quite unknowingly, damage the impressionable child's psyche. As a result of such an attitude, the child begins to feel ashamed of his ignorance about a certain topic, and accordingly he is afraid to disappoint his parents the next time. In this regard, the baby develops a negative reaction regarding everything connected with the school, which in turn leads to the formation of school maladaptation.

The second most important factor after the influence of parents is the influence of the teachers themselves, with whom the child interacts at school. It happens that teachers build the learning paradigm incorrectly, which in turn affects the development of misunderstanding and negativity on the part of students.

School maladjustment of teenagers is manifested in too high activity, manifestation of their character and individuality through clothes and appearance. If, in response to such self-expressions of schoolchildren, teachers react too violently, then this will cause a negative response from the teenager. As an expression of protest against the educational system, a teenager may face the phenomenon of school maladaptation.

Another influential factor in the development of school maladaptation is the influence of peers. Especially school maladjustment of teenagers is very dependent on this factor.

Teenagers are a very special category of people, which is characterized by increased impressionability. Teenagers always communicate in companies, so the opinion of friends who are in their circle of friends becomes authoritative for them. That is why, if peers protest the education system, then it is more likely that the child himself will also join the general protest. Although mostly it concerns more conformal personalities.

Knowing what are the causes of school maladjustment of students, it is possible, if primary signs appear, to diagnose school maladjustment and start working with it in time. For example, if at one moment a student declares that he does not want to go to school, his own level of academic performance decreases, he begins to speak negatively and very sharply about teachers, then it is worth thinking about possible maladaptation. The sooner a problem is identified, the sooner it can be dealt with.

School maladjustment may not even be reflected in the progress and discipline of students, expressed in subjective experiences or in the form of psychogenic disorders. For example, inadequate reactions to stresses and problems that are associated with the disintegration of behavior, the appearance of people around, a sharp and sudden decline in interest in the learning process at school, negativism, increased, decay of learning skills.

Forms of school maladaptation include the features of the educational activities of primary school students. Younger students most quickly master the subject side of the learning process - skills, techniques and abilities, thanks to which new knowledge is acquired.

Mastering the motivational-need side of learning activity occurs as if in a latent way: gradually assimilating the norms and forms of social behavior of adults. The child still does not know how to use them as actively as adults, while remaining very dependent on adults in their relationships with people.

If a younger student does not form the skills of educational activities or the method and techniques that he uses and which are fixed in him are not productive enough and not designed to study more complex material, he lags behind his classmates and begins to experience serious difficulties in learning.

Thus, one of the signs of school maladjustment appears - a decrease in academic performance. The reasons may be the individual characteristics of psychomotor and intellectual development, which, however, are not fatal. Many teachers, psychologists and psychotherapists believe that with the proper organization of work with such students, taking into account individual qualities, paying attention to how children cope with tasks of varying complexity, it is possible to eliminate the backlog for several months, without isolating children from the class. in learning and compensating for developmental delays.

Another form of school maladaptation of younger students has a strong connection with the specifics of age development. The replacement of the main activity (games are replaced by learning), which occurs in children at the age of six, is carried out due to the fact that only understood and accepted motives for learning under established conditions become effective motives.

The researchers found that among the examined students of the first and third grades, there were those who had a preschool attitude to learning. This means that for them, not so much educational activity came to the fore as the atmosphere at school and all the external attributes that children used in the game. The reason for the emergence of this form of school maladjustment lies in the inattention of parents to their children. External signs of immaturity of educational motivation are manifested as an irresponsible attitude of the student to schoolwork, expressed through indiscipline, despite the high degree of formation of cognitive abilities.

The next form of school maladaptation is the inability to self-control, arbitrary control of behavior and attention. The inability to adapt to school conditions and manage behavior in accordance with accepted norms may be the result of improper upbringing, which has a rather unfavorable effect and exacerbates some psychological characteristics, for example, excitability increases, difficulties arise with concentrating, emotional lability and others.

The main characteristic of the style of family relations with these children is the complete absence of external frameworks and norms that should become means of self-government by the child, or the presence of means of control only outside.

In the first case, this is inherent in those families in which the child is absolutely left to himself and develops in conditions of complete neglect, or families with a “cult of the child”, which means that the child is allowed absolutely everything he wants, and his freedom is not limited.

The fourth form of school maladaptation of younger students is the inability to adapt to the rhythm of life at school.

Most often it occurs in children with a weakened body and low immunity, children with a delay in physical development, a weak nervous system, with violations of the analyzers and other diseases. The reason for this form of school maladjustment is in the wrong family upbringing or ignoring the individual characteristics of children.

The above forms of school maladaptation are closely related to the social factors of their development, the emergence of new leading activities and requirements. So, psychogenic, school maladaptation is inextricably linked with the nature and characteristics of the relationship of significant adults (parents and teachers) to the child. This attitude can be expressed through communication style. Actually, the style of communication of significant adults with primary school students can become an obstacle in educational activities or lead to the fact that real or imagined difficulties and problems associated with learning will be perceived by the child as incorrigible, generated by his shortcomings and insoluble.

If negative experiences are not compensated, if there are no significant people who sincerely wish well and can find an approach to the child in order to increase his self-esteem, then he will develop psychogenic reactions to any school problems, which, if they occur again, will develop into a syndrome called psychogenic maladjustment.

Types of school maladaptation

Before describing the types of school maladjustment, it is necessary to highlight its criteria:

- academic failure in programs that correspond to the age and abilities of the student, along with such signs as repetition, chronic underachievement, lack of general educational knowledge and lack of necessary skills;

- a disorder of the emotional personal attitude to the learning process, to teachers and to life opportunities associated with learning;

- episodic uncorrectable violations of behavior (anti-disciplinary behavior with a demonstrative opposition to other students, neglect of the rules and obligations of life at school, manifestations of vandalism);

- pathogenic maladaptation, which is a consequence of disruption of the nervous system, sensory analyzers, brain diseases and various manifestations;

- psychosocial maladaptation, which acts as age and gender individual characteristics of the child, which determine its non-standard and need a special approach in school conditions;

- (undermining order, moral and legal norms, antisocial behavior, deformation of internal regulation, as well as social attitudes).

There are five main types of manifestation of school maladaptation.

The first type is cognitive school maladaptation, which expresses the failure of the child in the process of learning programs that correspond to the abilities of the student.

The second type of school maladaptation is emotional and evaluative, which is associated with constant violations of the emotional and personal attitude both to the learning process as a whole and to individual subjects. Includes anxiety and worries about problems arising at school.

The third type of school maladjustment is behavioral, it consists in the repetition of violations of forms of behavior in the school environment and training (aggressiveness, unwillingness to make contact and passive-refusal reactions).

The fourth type of school maladjustment is somatic, it is associated with deviations in the physical development and health of the student.

The fifth type of school maladaptation is communicative, it expresses difficulties in establishing contacts, both with adults and with peers.

Prevention of school maladaptation

The first step in the prevention of school adaptation is the establishment of the child's psychological readiness for the transition to a new, unusual regimen. However, psychological readiness is just one of the components of a comprehensive preparation of a child for school. At the same time, the level of existing knowledge and skills is determined, its potentialities, the level of development of thinking, attention, memory are studied, and, if necessary, psychological correction is used.

Parents should be very attentive to their children and understand that during the adaptation period, the student especially needs the support of loved ones and the readiness to go through emotional difficulties, anxieties and experiences together.

The main way to deal with school maladaptation is psychological assistance. At the same time, it is very important that close people, in particular parents, pay due attention to long-term work with a psychologist. In the case of a negative influence of the family on the student, it is worthwhile to correct such manifestations of disapproval. Parents are obliged to remember and remind themselves that any failure of a child in school does not yet mean his collapse in life. Accordingly, you should not condemn him for every bad assessment, it is best to have a careful conversation about the possible causes of failures. Thanks to the preservation of friendly relations between the child and parents, it is possible to achieve a more successful overcoming of life's difficulties.

The result will be more effective if the help of a psychologist is combined with the support of parents and a change in the school environment. In the event that the student's relationship with teachers and other students does not add up, or these people negatively influence him, causing antipathy towards the educational institution, then it is advisable to think about changing the school. Perhaps, in another school institution, the student will be able to become interested in learning and make new friends.

Thus, it is possible to prevent a strong development of school maladjustment or gradually overcome even the most serious maladaptation. The success of the prevention of adjustment disorder at school depends on the timely participation of parents and the school psychologist in resolving the problems of the child.

Prevention of school maladjustment includes the creation of classes of compensatory education, the use of counseling psychological assistance when necessary, the use of psychocorrection, social training, training of students with parents, the assimilation by teachers of the method of correctional and developmental education, which is aimed at educational activities.

School maladjustment of adolescents distinguishes those adolescents who are adapted to school by their very attitude to learning. Adolescents with maladaptation often indicate that it is difficult for them to study, that there are a lot of incomprehensible things in their studies. Adaptive schoolchildren are twice as likely to talk about difficulties in the lack of free time due to being busy with classes.

The approach of social prevention highlights the elimination of the causes and conditions of various negative phenomena as the main goal. With the help of this approach, school maladaptation is corrected.

Social prevention includes a system of legal, socio-ecological and educational activities that are carried out by society to neutralize the causes of deviant behavior that leads to adjustment disorder at school.

In the prevention of school maladaptation, there is a psychological and pedagogical approach, with its help, the qualities of a person with maladaptive behavior are restored or corrected, especially with an emphasis on moral and volitional qualities.

The informational approach is based on the idea that deviations from the norms of behavior occur because children do not know anything about the norms themselves. This approach most of all concerns teenagers, they are informed about the rights and obligations that are presented to them.

Correction of school maladjustment is carried out by a psychologist at the school, but often parents send the child to an individually practicing psychologist, because the children are afraid that everyone will find out about their problems, therefore they are put to a specialist with distrust.

An important task of a social teacher in the education system is the prevention of school maladaptation, pedagogical and social neglect.

The relevance of this area of ​​activity of a social pedagogue is associated with the relative prevalence of behavioral disorders of a pathological and non-pathological nature and their negative personal and social significance.

Social prophylaxis (warning, prevention) is an activity to prevent a social problem, social deviation or keep them at a socially tolerable level by eliminating or neutralizing the causes that give rise to them. Prevention is aimed at preventing possible physical, psychological or socio-cultural conflicts among individuals and "risk groups"; preservation, maintenance and protection of a normal standard of living and health of people; assisting them in achieving their goals and unlocking their inner potentials 11 .

There are three levels of social prevention.

1. The general social level (general prevention) provides for the activities of the state, society, their institutions, aimed at resolving contradictions in the field of economics, social life, in the moral and spiritual sphere, etc. It is carried out by various state authorities and administrations, public formations, for whom the function of crime prevention is not the main or professional one. For example, the Federal Law of the Russian Federation “On the Fundamentals of the System for the Prevention of Neglect and Juvenile Delinquency” is devoted to social prevention.

2. A special level (social and pedagogical prevention) consists in a targeted impact on the negative factors associated with certain types of deviations or problems. The elimination or neutralization of the causes of these deviations is carried out in the course of the activities of the relevant subjects, for whom the preventive function is professional.

3. The individual level (individual prevention) is a preventive activity in relation to specific individuals whose behavior has features of deviation or problematicity. For example, in the Federal Law “On the Fundamentals of the Juvenile Delinquency Prevention System”, individual preventive work is defined as an activity for the timely identification of minors and families in a socially dangerous situation, as well as for their social and pedagogical rehabilitation and (or) prevention of their committing offenses and antisocial actions. Depending on the stage of development of the problem, prevention can be of several types: early prevention, immediate prevention, etc.

The entire population needs social prevention, and, above all, people belonging to the “risk groups”. However, the approaches to these categories of people are different, just as the programs of social and preventive work are different in cases of specific problems and risk situations.

One of the areas of preventive activity of a social worker is the prevention of maladaptation.

The term "adaptation" is used, on the one hand, to characterize the level of human adaptability to environmental conditions. On the other hand, adaptation acts as a process of adapting a person to changing conditions. It is important to see the mutual nature of the adaptation of a person and the environment with which he enters into regulatory relationships in work and life 12 .

To refer to the situation of the norm, the term "sustainable adaptation" is used (synonymous with the norm, health). When habitual conditions of life change, factors appear that introduce disorganization into mental activity. In this case, the re-adaptation mechanism should turn on. Under re-adaptation today we understand the process of transition from a state of stable adaptation in familiar conditions to a state of relatively stable adaptation in new unusual (changed) conditions of existence, or the result of this process, which has a successful value for the individual. The re-adaptation process has several stages 13 .

1. Preparatory - takes place if a person knows about changes or assumes them with a certain degree of probability. In this situation, he accumulates certain information about the environment of his future habitat and the conditions of future activities, thus creating an information field that will become one of the sources for the formation of adaptation mechanisms. Depending on the individual properties and qualities of a person, cognitive behavior can be active-purposeful or passive. The first type of cognitive behavior is characterized by the desire to obtain as much information as possible, the manifestation of an active interest in it and the use of any opportunities to obtain it. The second type is expressed in the passive perception of the information received.

2. The stage of starting mental stress is the starting moment in the action of the re-adaptation mechanism. At the same time, the state of a person is comparable to feelings before sports competitions, entering the stage, etc., when mental and personal resources are mobilized. Internal resources are further used to organize life in the changed conditions. It is difficult to determine the boundaries of this stage, since the dynamics of the adaptation process does not have clearly defined time indicators. It depends on the individual characteristics of each person, the conditions of his life, etc.

3. The stage of mental and personal reactions of entry (primary maladjustment) - the stage at which a person begins to experience the influence of psychogenic factors of altered living conditions.

The state of disadaptation can be considered in two ways. Firstly, as a relatively short-term situational state, which is a consequence of the impact of new, unusual stimuli of the changed environment and signals an imbalance between mental activity and environmental requirements, and also encourages re-adaptation. In this sense, maladaptation is a necessary component of the adaptation process. Secondly, disadaptation can be a rather complex and long-term mental state caused by the functioning of the psyche at the limit of its regulatory and compensatory capabilities, or in an outrageous mode and expressed in inadequate response and behavior of the individual. Therefore, the entry situation can have two possible continuations: exit to re-adaptation, when a person's adaptation to a new condition ends with the stages of final mental stress and an acute mental exit reaction, or exit to disadaptation.

Among the various types of maladaptation, social maladaptation is distinguished, which is expressed in violation of moral and legal norms, antisocial forms of behavior and deformation of the system of internal regulations, reference and value orientations, and social attitudes.

Maladaptive behavior is of two types:

1. The behavior of the aggressive type in its simplest form can be represented as an attack on an obstacle or barrier. However, when realizing a possible or obvious danger, aggression can be directed at any random object, at strangers who are not involved in its causes, that is, it can be vented not on true objects or obstacles, but on their random substitutes. It is expressed in rudeness, sharp outbursts of anger for insignificant reasons or for no apparent reason at all, in dissatisfaction with everything that happens, especially the requirements for an aggressive person.

2. Escape from the situation - a person's withdrawal into his experiences, the conversion of all his energy to the generation of his own negative states, self-digging, self-accusations, etc. Anxiety and depressive symptoms develop. A person begins to see himself as the source of all troubles and is imbued with a feeling of complete hopelessness, since he considers himself incapable of influencing the environment and the situation. Such people are closed, detached, immersed in a world of painful thoughts.

The stages of social maladjustment, with which the social teacher most often has to deal, are school and social maladaptation.

School maladjustment is a discrepancy between the sociopsychological and psychophysiological status of the child and the requirements of school education, the mastery of which becomes difficult or, in extreme cases, impossible. As a result, “pedagogically neglected” minors appear, who are underachieving and prone to conflicts. As a rule, their various actions and antisocial manifestations are explained not by ignorance, misunderstanding or rejection of generally accepted moral and legal norms, but by the inability to slow down their affective outbursts or resist the influence of others (affective and volitional levels). Pedagogically neglected minors, with appropriate psychological and pedagogical support, can be rehabilitated in the conditions of the school educational process. The key factors of rehabilitation should be trust, reliance on useful interests related not so much to educational activities as to future professional plans and intentions, as well as rebuilding emotionally warm relationships with teachers and classmates.

Social maladaptation is a higher degree of maladjustment, characterized by asocial manifestations (foul language, smoking, impudent antics) and alienation from the main institutions of socialization - family and school. The alienation of socially neglected minors from family and school leads to difficulties in professional self-determination, significantly reduces the assimilation of value-normative ideas, morality and law, the ability to evaluate oneself and others from these positions, and be guided by them in one's behavior. Such adolescents need more serious socio-pedagogical and socio-psychological assistance, which can best be provided in specialized institutions (centers for socio-pedagogical rehabilitation, etc.).

The main areas of prevention of maladaptive behavior in the activities of a social worker are:

Early diagnosis of children at risk. According to N. A. Rychkova, the following groups of children with an increased risk of developing maladaptive forms of behavioral disorders can be distinguished: children who are brought up in families with different levels of social maladaptation; children with a high hereditary burden of mental and psychosomatic diseases; children with hyperdynamic syndrome; children in conditions of deprivation; children who are under hyper-custody by their parents, relatives, educators 14;

Consulting and explanatory work with parents, teachers;

Mobilization of the educational potential of the environment, work with the contact groups of the minor, including the family;

Organization of correctional and rehabilitation activities depending on the level of maladjustment, attracting the necessary specialists, seeking help from specialized institutions, centers, services;

Patronage of maladjusted minors;

Development and implementation of targeted programs and technologies aimed at the prevention and correction of behavioral disorders.

6. The problem of psychogenic school maladjustment in primary school age. Types and nature of psychological assistance to younger students.

The problem of psychogenic school maladaptation.

The concept of "school maladaptation" has been used in recent years to describe various problems and difficulties that children of different ages face in connection with schooling.

Deviations in educational activity are associated with this concept - difficulties in learning, conflicts with classmates, etc. These deviations can be in mentally healthy children or in children with various neuropsychiatric disorders, and also apply to children in whom learning disorders are caused by mental retardation, organic disorders, and physical defects. School maladaptation - this is the formation of inadequate mechanisms for adapting a child to school in the form of learning and behavioral disorders, conflict relationships, psychogenic diseases and reactions, an increased level of anxiety, and distortions in personal development.

Critical periods in which school maladjustment can form are school entry (Grade 1), transition from primary to secondary school (Grade 5), transition from middle school to senior (Grade 10).

These problems are based on a complex interaction of individual and social factors that are unfavorable for harmonious development, and in the overwhelming majority of cases, the discrepancy between the pedagogical requirements imposed on the child and his capabilities becomes the beam mechanism for the formation of the problems themselves. Factors that negatively affect a child's development include the following:

Non-compliance of the school regime with the sanitary and hygienic conditions of education, focused on middle age norms, psychophysiological characteristics of physically and mentally weakened children;

Inconsistency with these features of the pace of educational work in a heterogeneous class;

Extensive nature of training loads;

The predominance of a negative evaluation situation and the “semantic barriers” arising on this basis in the relationship between the child and teachers;

An increased level of respect for parents in relation to their child, the inability of the child to justify their expectations and hopes and, in connection with this, the emerging psychotraumatic situation in the family.

The discrepancy between the requirements for a child and his capabilities is a destructive force for a growing person. In school years, the period of primary education is especially vulnerable in this regard. And, although the manifestations of school maladaptation at this age stage have the mildest forms, its consequences for the social growth of the individual are the most disastrous.

The conclusions of many well-known teachers and psychologists, the results of modern research indicate that the origins of the actions and offenses of minors are deviations in behavior, play, learning and other activities that are observed in preschool and primary school age. This line of deviant behavior often begins in early childhood and, under adverse circumstances, eventually leads to persistent indiscipline and other forms of antisocial behavior in adolescence.

The period of early childhood largely determines the future of a person. Depending on the quality, duration and degree of adverse influence, negative attitudes in the behavior of children may be superficial, easily eliminated, or take root and require long-term and persistent re-education.

A special, most important factor influencing the formation of school maladjustment, especially in the first year of study, is, first of all, interpersonal relationships and the psychological climate in the family, the type of prevailing upbringing.

School maladjustment, expressed in pedagogical neglect, neurosis, didatogeny, various emotional and behavioral reactions (refusal, compensation, rationalization, transfer, identification, withdrawal, etc.) can be observed at all levels of schooling. But the attention of the school psychologist, first of all, should be attracted to beginners, repeaters, students of the first, fourth, ninth and final grades, nervous, conflict, emotional children who are experiencing a change in school, team, teacher.

The concept of school maladaptation is collective and includes: social and environmental characteristics (the nature of family relations and influences, features of the school educational environment, interpersonal informal relations); psychological signs (individual-personal, accentuated features that prevent normal inclusion in the educational process, the dynamics of the formation of deviant, antisocial behavior); here we should add medical, namely, deviations of psychophysical development, the level of general morbidity and the associated sewage of students, manifestations of the often observed cerebro-organic insufficiency with clinically pronounced symptoms that make learning difficult. This approach can also be called a general static, because it shows with what degree of probability the phenomena of school maladaptation are combined with certain social, psychological, "organic" factors. School maladjustment is, first of all, a socio-psychological process of deviations in the development of a child's abilities to successfully master knowledge and skills, skills of active communication and interaction in productive collective educational activities. Such a definition transfers the problem from a medical-biological one, associated with disorders of mental activity, into a socio-psychological problem of relations and personal development of a socially maladjusted child. It becomes important and necessary to analyze the influence of deviations in the leading systems of the child's relations on the process of school maladaptation.

At the same time, it becomes necessary to take into account the following important aspects of school maladaptation. One of them is criteria for school maladaptation. We refer to them as follows:

1. failure the child in education according to programs corresponding to the abilities of the child, including such formal signs as chronic underachievement, repetition, and qualitative signs in the form of insufficiency and fragmentation of general educational information, unsystematic knowledge and learning skills. We evaluate this parameter as a cognitive component of school maladaptation.

2. Permanent violations of the emotional-personal relationship individual subjects and learning in general, to teachers, to a life perspective related to learning, for example, indifferent indifferent, passive-negative, protest, defiantly dismissive and other significant, actively manifested by the child and adolescent forms of deviation from learning (emotional-evaluative, personal component of school maladaptation).

3. Systematically recurring behavioral disorders in schooling and in the school environment. Non-contact and passive-refusal reactions, including complete refusal to attend school; persistent anti-disciplinary behavior with oppositional, oppositional-provocative behavior, including active opposition to fellow students, teachers, defiant disregard for the rules of school life, cases of school vandalism (a behavioral component of school maladaptation).

As a rule, with a developed form of school maladaptation, all these components are clearly expressed. However, one should also take into account the age-related features of the formation of school maladjustment (preschool and primary school age, early and older adolescence, youthful age). Each of these stages of personal development contributes its own features to the dynamics of its formation, therefore, it requires diagnostic and correction methods specific for each age period. the predominance of one or another component in the manifestations of school maladaptation also depends on its causes.

The reasons for complete maladaptation are extremely diverse. They can be caused by the imperfection of pedagogical work, unfavorable social conditions, deviations in the mental and physical development of children.

Observations of younger schoolchildren make it possible to identify the main areas where difficulties in adapting to school:

Lack of understanding by children of the specific position of the teacher, his professional role;

Insufficient development of communication and ability to interact with other children;

Wrong attitude of the child to himself, his abilities, abilities, his activities and their results.

Children with a temporary delay in mental development have special difficulties in adapting to school. The mental development of such children is characterized by slower rates of development of cognitive activity and infantile features in the formation of character. The causes of developmental delay are various. They can be the result of toxicosis suffered during pregnancy, prematurity of the fetus, asphyxia during childbirth, somatic diseases suffered in early childhood, etc. All these reasons can cause mental retardation. In terms of neuropsychic development, there are no gross deviations. Intellectually, children are safe. But when such a student is not provided with an individual approach that takes into account his mental characteristics, proper assistance is not provided, on the basis of mental retardation, pedagogical neglect is formed, which aggravates his condition.

Types and nature of psychological assistance to younger students.

The main symptoms of school maladaptation:

underachievement in education in programs appropriate to the age and abilities of the child, lack of general educational knowledge and skills;

violation of the emotional and personal attitude to learning, to teachers, peers, to life prospects;

school anxiety.

Also, school maladaptation is evidenced by behavioral disorders: refusal reactions, antidisciplinary behavior.

The task of specialists - doctors and psychologists - is to diagnose and clarify the nature, structure and nosological affiliation of the above disorders, to identify the causes of school maladaptation. On this basis, prerequisites can be created for the purposeful correction of the existing problems of children with school maladaptation.

In the psychological correction of school maladjustment, individual and group forms of work with a psychologist: consultations, conversations, trainings. This work is aimed at stabilizing the emotional sphere of a child with school maladaptation, reducing anxiety, developing volitional regulation and communication skills.

In the classroom with children with school maladjustment are used various types of psychocorrection: play therapy, art therapy, fairy tale therapy, methods of psychodrama, auto-training, relaxation, methods of cognitive-behavioral psychotherapy.

With school maladaptation, family counseling is practiced in order to correct and optimize parent-child relationships.

It should be remembered that socio-psychological maladaptation is secondary and it occurs when the student's leading educational activity is disrupted, that is, school maladaptation appears. School maladaptation may be associated with shortcomings or disharmony in the development of the child's intellect, especially higher forms of thinking. The inferiority of school skills, which should have been formed in the primary grades, also provoke the emergence of school maladaptation.

Correction and development of attention, memory, perception, thinking of the child helps him to overcome school maladaptation.

Problems of school maladjustment help to solve psycho-correctional classes. Their result is:

development of basic operations of thinking that contribute to success in school;

formation of educational skills and abilities necessary at school;

education of the right attitude to the results of their activities, the ability to correctly evaluate them;

formation of the right attitude to the activities of other children;

expanding communication skills with peers and adults;

removal of excessive stress in children in school situations and the elimination of school and related fears;

increased self-confidence, normalization of self-esteem;

development of adaptive forms of behavior.

3. Causes of maladjustment in primary school age

The concept of "school maladaptation" has been used in recent years to describe various problems and difficulties that children of different ages face in connection with schooling.

Deviations in learning activities are associated with this concept - learning difficulties, conflicts with classmates, etc. These deviations can be in mentally healthy children or in children with various neuropsychiatric disorders, and also apply to children in whom learning disorders are caused by mental retardation, organic disorders, and physical defects. School maladaptation is the formation of inadequate mechanisms for a child to adapt to school in the form of learning and behavioral disorders, conflict relations, psychogenic diseases and reactions, an increased level of anxiety, and distortions in personal development.

These problems are based on a complex interaction of individual and social factors that are unfavorable for harmonious development, and in the overwhelming majority of cases, the discrepancy between the pedagogical requirements imposed on the child and his capabilities becomes the beam mechanism for the formation of the problems themselves. Factors that negatively affect a child's development include the following:

Non-compliance of the school regime with the sanitary and hygienic conditions of education, focused on middle age norms, psychophysiological characteristics of physically and mentally weakened children;

Inconsistency with these features of the pace of educational work in a heterogeneous class;

Extensive nature of training loads;

The predominance of a negative evaluation situation and the “semantic barriers” arising on this basis in the relationship between the child and teachers;

An increased level of respect for parents in relation to their child, the inability of the child to justify their expectations and hopes and, in connection with this, the emerging psychotraumatic situation in the family.

The discrepancy between the requirements for a child and his capabilities is a destructive force for a growing person. In school years, the period of primary education is especially vulnerable in this regard. And, although the manifestations of school maladaptation at this age stage have the mildest forms, its consequences for the social growth of the individual are the most disastrous.

The conclusions of many well-known teachers and psychologists, the results of modern research indicate that the origins of the actions and offenses of minors are deviations in behavior, play, learning and other activities that are observed in preschool and primary school age. This line of deviant behavior often begins in early childhood and, under adverse circumstances, eventually leads to persistent indiscipline and other forms of antisocial behavior in adolescence.

The period of early childhood largely determines the future of a person. Depending on the quality, duration and degree of adverse influence, negative attitudes in the behavior of children may be superficial, easily eliminated, or take root and require long-term and persistent re-education.

A special, most important, in our opinion, factor influencing the formation of school maladaptation, especially in the first year of study, is, first of all, interpersonal relationships and the psychological climate in the family, the type of prevailing upbringing.

School maladjustment, expressed in pedagogical neglect, neurosis, didatogeny, various emotional and behavioral reactions (refusal, compensation, rationalization, transfer, identification, withdrawal, etc.) can be observed at all levels of schooling. But the attention of the school psychologist, first of all, should be attracted to beginners, repeaters, students of the first, fourth, ninth and final grades, nervous, conflict, emotional children who are experiencing a change in school, team, teacher.

The concept of school maladaptation is collective and includes: social and environmental characteristics (the nature of family relations and influences, features of the school educational environment, interpersonal informal relations); psychological signs (individual-personal, accentuated features that prevent normal inclusion in the educational process, the dynamics of the formation of deviant, antisocial behavior); here we should add medical, namely, deviations in psychophysical development, the level of general morbidity and the associated sewage of students, manifestations of the often observed cerebro-organic insufficiency with clinically pronounced symptoms that make learning difficult. This approach can also be called general static, since it shows with what degree of probability the phenomena of school maladaptation are combined with certain social, psychological, "organic" factors. For us, school maladjustment is, first of all, a socio-psychological process of deviations in the development of a child's abilities to successfully master knowledge and skills, skills of active communication and interaction in productive collective educational activities. Such a definition transfers the problem from a medical-biological one, associated with disorders of mental activity, into a socio-psychological problem of relations and personal development of a socially maladjusted child. It becomes important and necessary to analyze the influence of deviations in the leading systems of the child's relations on the process of school maladaptation.

At the same time, it becomes necessary to take into account the following important aspects of school maladaptation. One of them is the criteria for school maladaptation. We refer to them as follows:

1. The child's failure in education according to the programs corresponding to the child's abilities, including such formal signs as chronic underachievement, repetition, and qualitative signs in the form of insufficiency and fragmentary general educational information, unsystematic knowledge and learning skills. We evaluate this parameter as a cognitive component of school maladaptation.

2. Permanent violations of the emotional and personal attitude to individual subjects and learning in general, to teachers, to a life perspective related to learning, for example, indifferent indifferent, passive-negative, protest, defiantly dismissive and other significant forms actively manifested by the child and adolescent learning deviations (emotional-evaluative, personal component of school maladaptation).

3. Systematically recurring behavioral disorders in schooling and in the school environment. Non-contact and passive-refusal reactions, including complete refusal to attend school; persistent anti-disciplinary behavior with oppositional, oppositional-defying behavior, including active opposition to fellow students, teachers, defiant disregard for the rules of school life, cases of school vandalism (behavioral component of school maladaptation).

As a rule, with a developed form of school maladaptation, all these components are clearly expressed. However, one should also take into account the age-related features of the formation of school maladjustment (preschool and primary school age, early and older adolescence, youthful age). Each of these stages of personal development contributes its own features to the dynamics of its formation, therefore, it requires diagnostic and correction methods specific for each age period. the predominance of one or another component in the manifestations of school maladaptation also depends on its causes.

The reasons for complete maladaptation are extremely diverse. They can be caused by the imperfection of pedagogical work, unfavorable social conditions, deviations in the mental and physical development of children.

Observations of younger students make it possible to identify the main areas where difficulties in adapting to school are found:

Lack of understanding by children of the specific position of the teacher, his professional role;

Insufficient development of communication and ability to interact with other children;

Wrong attitude of the child to himself, his capabilities, abilities, his activities and its results.

Children with a temporary delay in mental development have special difficulties in adapting to school. The mental development of such children is characterized by slower rates of development of cognitive activity and infantile features in the formation of character. The causes of developmental delay are various. They can be the result of toxicosis suffered during pregnancy, prematurity of the fetus, asphyxia during childbirth, somatic diseases suffered in early childhood, etc. All these reasons can cause mental retardation. In terms of neuropsychic development, there are no gross deviations. Intellectually, children are safe. But when such a student is not provided with an individual approach that takes into account his mental characteristics, proper assistance is not provided, on the basis of mental retardation, pedagogical neglect is formed, which aggravates his condition.

Children with psychophysical infantilism by the time they enter school cannot rebuild the infantile forms of their behavior in accordance with the requirements of the school, are poorly included in training sessions, do not perceive tasks, and do not show interest in them. This category of children is characterized by increased fatigue, the preservation of motives for the activities of preschool age, and unproductive learning.

School, schoolwork are of little interest to them, the main attraction is the game. Behavioral reactions of such children have not yet been canonized, motor reactions are difficult to master. Such children cannot sit at a desk, their behavior is characterized by excessive liveliness. During training sessions, they quickly show signs of increased fatigue, and sometimes they complain of headaches.

In any school there are children with physical disabilities, anomalies in learning activities. the duty of the psychologist and teacher of the school is to be well aware of the main possible physical disabilities, their main causes and signs, in order to be able to identify the sources of danger in advance - and correctly interpret the child's behavior, evaluate his educational results. We are talking about defects in vision, hearing; about a condition associated with poor nutrition; with a chronic infectious disease; physical flaws.

Most foreign researchers consider two aspects of giftedness: intellectual and creative.

Specialists consider the following dimensions of giftedness: outstanding ability, potential to achieve results, and already demonstrated in one or more areas. These children are characterized by increased excitability, inadequate reactions, non-standard behavior, require a special approach, increased workload.

Several forms of school maladaptation are identified in younger students:

Inability to adapt to the subject side of educational activity, as a rule, is due to insufficient intellectual and psychomotor development of the child, lack of help and attention from parents and teachers;

Inability to voluntarily control one's behavior. The reason may be improper upbringing in the family (lack of external norms, restrictions);

Inability to accept the pace of school life (more common in somatically weakened children, children with developmental delays, a weak type of nervous system). The reason for this form of maladaptation may be improper upbringing in the family or ignoring the individual characteristics of children by adults;

School neurosis, or “school phobia”, is the inability to resolve contradictions between family and school “we”. It occurs when a child cannot go beyond the boundaries of the family community - the family does not let him out (more often this is in children whose parents unconsciously use them to solve their problems).

Each of the forms of school maladjustment requires individual methods of correction. Very often, the child's maladjustment at school, the inability to cope with the role of a student negatively affect his adaptation in other communication environments. In this case, a general environmental maladaptation of the child occurs, indicating his social isolation, rejection

Conclusion

In this course work "Adaptation of younger schoolchildren as a socio-pedagogical problem" we examined three questions: adaptation from the point of view of various authors, characteristics of primary school age and the causes of maladaptation.

Thus, we came to the conclusion that adaptation is a very important process. In the most common sense, school adaptation is the adaptation of a child to a new system of social conditions, new relationships, requirements, activities, and a mode of life.

The concept of "adaptation" was considered by many authors. In the psychological literature, G.I. Tsaregorodtsev, F.B. Berezin, A.V. Petrovsky, V.V. Bogoslovsky, R.S. Nemov almost identically define adaptation as a limited, specific process of adapting the sensitivity of analyzers to the action of a stimulus.

The result of adaptation is "adaptation", which is a system of personality traits, skills and abilities that ensure the success of the child's subsequent life at school.

Traditionally, physiological, psychological and socio-psychological adaptation are distinguished.

N.Ya. Kushnir and N.N. Maksimuk under the adaptation of a six-year-old child to school is understood as:

a) physiological adaptation as a process of adapting the functions of the body, its organs and cells to environmental conditions;

b) socio-psychological adaptation as a process of active adaptation of the system "child - adult", "child - child" to new conditions of interaction.

Ya.L. Kolominsky, E.A. Panko, V.S. Mukhina, I.V. Dubrovina and others consider adaptation as getting used to environmental conditions associated with a change in the leading activity and social environment. It also emphasizes the reciprocal nature of adaptation.

V.G. Aseev believes that at present there is no such clear and unambiguous definition of social adaptation that would take into account all the complexity and inconsistency of this process, and therefore the problem of defining the concept of "social adaptation" continues to be very relevant and requires its scientific and comprehensive resolution.

In the second chapter, we examined the concept of "primary school age" and its characteristics. So, primary school age is a period in a person's life from 6/7 to 10/11 years. This period is characterized by a number of events that can significantly affect the characteristics of the child's relationship with adults, peers and the outside world, etc.

Primary school age is called the pinnacle of childhood. The child retains many childish qualities - frivolity. Naivety, looking at an adult from the bottom up. At the same time, he is already beginning to lose his childish spontaneity in behavior, his logic of thinking is changing, as well as interests, values, and the whole way of life. Educational activity becomes the leading activity. A new system of “child-teacher” relations appears, which begins to determine the relationship of the child to parents and the relationship of the child to children, along with an increasing desire to prove their individuality, to assert themselves among adults and peers.

Finally, in the third chapter, we revealed the causes of maladjustment in primary school age. Among them: the lack of formation of the internal position of the student, the weak development of arbitrariness, the insufficient development of the child's educational motivation, the ability to interact with other children, and attitude towards oneself. In addition, difficult adaptation is facilitated by excessive demands from parents. Poor health.

Children with attention deficit disorder (hyperactive), left-handed children, children with impaired emotional-volitional sphere require special attention.

Thus, the adaptation of younger students as a socio-pedagogical problem is very relevant in our time. It should be of particular importance for teachers and parents, who bear full responsibility for their pupils and children, future teenagers. Only successful adaptation at a young age contributes to the further development of the child as a person in the future.

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With the beginning of educational activities in the life of a child, there are big changes. At this stage, his psyche may experience a load due to a change in lifestyle, new requirements from parents and teachers.

Therefore, it is extremely important here to observe the general condition of the student, to help him avoid difficulties in the process of adapting to the school environment.

This article will consider the concept of school maladaptation, its main causes, types of manifestation, as well as recommendations for correction and prevention developed by psychologists and teachers.

School maladjustment does not have an unambiguous definition in science, because in every science, be it pedagogy, psychology and social pedagogy, this process is studied from a certain professional angle.

School maladaptation- this is a violation of the adequate mechanisms for adapting the child to the school environment, affecting his educational productivity and relationships with the outside world. If you bypass scientific terminology, then, in other words, school maladaptation is nothing more than a psychosomatic deviation that prevents the child from adapting to the school environment.

According to psychologists, a student who has difficulty adapting may have problems mastering school material, resulting in low academic performance, as well as difficulties in forming social contacts with both peers and adults.

The personal development of such children, as a rule, is delayed, they sometimes do not hear their "I". Most often, maladaptation is faced by younger students, but in some cases, high school students as well.

As a rule, children with this kind of problems in elementary school stand out from the whole team:

• emotional instability;
• frequent absence from school;
• abrupt transitions from passivity to activity;
• frequent complaints of feeling unwell;
• behind the course.

High school children who have difficulty adjusting are more likely to:

• - increased sensitivity, sharp outbursts of emotions;
• - the appearance of aggressiveness, conflicts with others;
• - negativism and protest;
• - the manifestation of character through appearance;
• - can keep up with the curriculum.

Causes of school maladaptation

Psychologists studying the phenomenon of maladjustment, among the main reasons, distinguish the following:

• strong suppression by parents and teachers - (fear of failure, a sense of shame, fear of making a mistake);
• disorders of a somatic nature (weak immunity, diseases of internal organs, physical fatigue);
• poor preparation for school (lack of certain knowledge and skills, weak motor skills);
• weakly - formed foundation of some mental functions, as well as cognitive processes (inadequately high or low self-esteem, inattention, poor memory);
• a specifically organized educational process (a complex program, a special bias, a fast pace).

Types of manifestation of school maladaptation

1. cognitive- manifests itself as a general poor progress of the student. There may be chronic academic failure, lack of skills, fragmentary acquisition of knowledge. Lack of adaptability to the collective pace - being late for lessons, prolonged assignments, rapid fatigue.

2. Emotionally evaluative- there are violations of the emotional attitude to individual lessons, teachers, possibly to study in general. "Fear of school" - anxiety, tension. Uncontrolled manifestation of violent emotions.

3. Behavioral- weak self-regulation, an inability to control one's own behavior is manifested, conflict appears. The lack of training is manifested in the unwillingness to do homework, the desire to engage in other activities.

Correction of disadaptation in children of school age

Currently, there is no single methodology for solving problems with the adaptation of a student, since this problem includes several aspects of a child's life at once. Here it is necessary to take into account the medical, pedagogical, psychological and social aspects.

It is for this reason that it is necessary to understand the seriousness of this problem and solve it through qualified specialists.

Insofar as psychological help in resolving this issue is the main one, with a child experiencing difficulties, either a school psychologist or a private psychologist, in some cases, a psychotherapist, can work.

Specialists, in turn, to determine methods for correcting school maladaptation, conduct a detailed study of the life of a student, identify the main points:

• learn in detail about the social environment of the child, the conditions of his development, collecting a detailed anamnesis;
• assess the level of psychophysical development of the child, taking into account his individual characteristics, conduct special tests appropriate to the age of the child;
• determine the nature of the student's internal conflict leading to crisis situations;
• identify factors that provoke manifestations of signs of maladaptation;
• make up a program of psychological and pedagogical correction, focusing specifically on the individual characteristics of the child.

teachers are also inextricably linked with the process of creating positive conditions for the adaptation of the student. It is necessary to focus on creating comfort in the classroom, a favorable emotional climate in the classroom, and be more restrained.

But it is important to understand that without family support, the chances for the development of positive dynamics are quite limited. That is why parents need to build friendly relations with their children, encourage more often, try to help and, of course, praise. It is necessary to spend time together, play, come up with joint activities, help develop the necessary skills.

In the event that the child does not have a relationship with the teacher at school, or with peers (option), parents are advised to consider transfer options to another school. It is likely that in another school the child will become interested in learning activities, and will also be able to establish contacts with others.

Prevention of school maladaptation

Complex in solving this problem should be both methods of correction and methods of prevention. To date, various measures are envisaged to help a child with maladjustment.

These are compensatory classes, social trainings, qualified consultations for parents, special methods of remedial education, which are taught to school teachers.

Adaptation to the school environment- the process is stressful not only for the child, but also for parents, for teachers. That is why the task of adults at this stage of a child's life is to try to help him together.

Here all efforts are rushed to only one important result - to restore the positive attitude of the child to life, teachers and the educational activity itself.

With the advent of the student, there will be an interest in the lessons, possibly in creativity and in others. When it is clear that the child has begun to experience the joy of the school environment and the learning process, then the school will no longer be a problem.