Disadaptation of primary school students: its causes, methods of determination and correction. How to diagnose school maladjustment in first-graders

Prevention of school maladaptation, the development of the practice of correctional and developmental education by schools presuppose, as noted above, the attention of the subjects of diagnostic activity to the study of not only children who are already studying at school, but also those who are just entering it, diagnosing their educational, generally adaptive opportunities already at the school start stage. The importance of this work is extremely great, since it is it that will determine what is so significant for school fate child and the timeliness of providing him with the necessary pedagogical assistance.

Contacts with the school in the first spheres of socialization for a child - family and preschool institution - will become possible if both parents and employees of preschool institutions show interest in them.

In this regard, we consider it important to pay attention to the thesis expressed at one time by P.P. Blonsky (1961). The latter, based on rich research material, argued in relation to this, essentially, original form school maladjustment, how academic failure that this is not a phenomenon that occurs at school, that academic failure is a consequence of problems that have accumulated in the development of a child at the stage of his preschool childhood. This applies to an even greater extent to other types of possible adaptation disorders - disorders of health, personal development.

The study of the difficulties that children encounter at the initial stage of education, relying on data from sciences related to pedagogy, made it possible to identify a set of prerequisites for adaptation disorders in children entering school, which at the same time should be considered as the basic basis of the study program. In accordance with this program, the following are informative indicators of a low level of adaptive capabilities and school maturity of children: deviations in the somatic and neuropsychic health of the child; insufficient level of his social and psychological-pedagogical readiness for school; insufficient formation of psychological and psychophysical prerequisites for educational activities.

The initial study of children entering and entering school is an important and responsible task that requires, for its solution, well-coordinated efforts of all persons who directly communicate with the child and are interested in his fate - parents, preschool teachers, school teachers and psychologists. The tasks of coordinating their efforts are called upon to be solved by special structures that are increasingly being created in schools - school councils. The school council usually includes the deputy school director for primary education, a school psychologist, a social teacher (if he is at school), a speech therapist, a teacher and a medical worker (preferably a school doctor).

Tasks of the consultation at the stage initial study children is to organize the collection of reliable and possibly more complete information about children entering school; on the basis of the collected data, identify in advance children with an insufficient level of school maturity, a potential risk group; conduct a special study of this group of children in order to determine their learning ability, specific problems, optimal forms and types of correctional and developmental assistance.

When organizing the initial study of children, the school, first of all, must establish close, interested contacts with the children’s parents and teachers of basic kindergartens. Both are a source of extremely valuable information about children for the school. They can characterize the child holistically from different angles and at the same time. Their characteristics are one of the reliable sources of primary knowledge for the school about children entering or entering it. This knowledge can be transferred to the school if both the parents and educators of the child:

· have the necessary and comprehensive information about why the school needs their knowledge about children;

· are confident that this knowledge will be used by the school for the sole purpose - in the interests of children;

· the school relies on the correct ways to demand this knowledge;

· and, finally, if parents and educators see that the knowledge about the child required by the school is needed, first of all, by themselves.

When starting the initial study of children, the school must first work with parents and staff of preschool institutions to explain modern school policies regarding children who are not sufficiently prepared for school and weakened children, as well as the essence of correctional and developmental education, the forms in which it is being implemented, for what indications will it be recommended for children. Parents also receive information that the choice of forms of correctional and developmental education for children in need will occur only with the obligatory consent of the parents and with their direct participation. It is important that parents, first of all, understand that correctional and developmental education is a way of targeted pedagogical assistance to those children who, due to poor health or certain disharmonies in development, require special attention teachers and school specialists; that the creation of special, most favorable conditions for such children is an additional educational service paid for today by the state; that timely, possibly earlier identification of children's problems is a common interest of parents and schools.

An effective organization for the initial study of children includes two stages: the stage of frontal diagnosis of school-significant psychophysiological functions in all children entering or already admitted to school, and the stage of a more in-depth and comprehensive study of children who, according to the results of frontal diagnosis, showed below-average and low results.

At the stage of frontal study of children, it is possible to implement three models of organizing diagnostic activities. The first model involves conducting a frontal diagnosis of children's school maturity in preschool educational institutions that are basic for school. The implementation of this model makes sense only in conditions when the majority of children who make up the contingent of future first grades come to school from kindergartens. Experience shows that it is most advisable to plan and conduct such a study not immediately before children enter school, but in advance - in March and April of the current year, when the results can be used by educators and parents in order to “pull up” functions that are not sufficiently ready for learning.

The second model is implemented when the school does not have basic preschool institutions and children come from different kindergartens, as well as directly from home. In this case, the school organizes frontal study of children at its base in special groups that prepare children for schooling.

A situation is also possible when the third model is optimal, which involves studying the school maturity of first-graders who have already begun their studies during the educational process.

In the context of the implementation of the first two models, the study of children is carried out by members of the school council specially trained for this purpose - the head teacher, school psychologist or speech therapist. In the third model, this work is carried out by the main teacher of the class. For this purpose, a certain system of pedagogical tests is used - specially constructed diagnostic tasks. Children perform tasks on training sessions in a group or class in a familiar environment.

In individual studies of children big role allocated to parents, as well as teachers if the child attended preschool educational institution. The task of the school council members and teachers providing this stage is to organize observations and draw the attention of parents and educators to those aspects of children’s development that most characterize their school maturity. The materials prepared for them by the school are intended to help parents and educators in solving this problem: “Questionnaire for parents of future first-graders”, “Recommendations for studying children for teachers of preschool institutions”, “Scheme of pedagogical characteristics of a graduate of a preschool institution”. The texts of these materials will be presented below.

The article talks about such a complex and at the same time negative phenomenon as teenage maladjustment. The types of maladaptation and its levels are considered. Conclusions are drawn about the main features of the described levels. The article reveals some methods for diagnosing maladjustment and gives their characteristics. It tells how, taking into account the type of maladjustment of the child and the level of maladjustment, it is possible, using diagnostic data, to correct this maladjustment in a timely manner.

maladjustment

levels of maladjustment

types of maladjustment

diagnostic methods

correction.

1. Belicheva S.Yu. Fundamentals of preventive psychology. – M.: Consortium, 1993. – 197 p.

2. Molodtsova T.D. Psychology, diagnosis and correction of childhood difficulties. – Rostov-on-Don: Rostov University Publishing House, 2005. – 254 p.

3. Molodtsova T.D. The role of pedagogical support in overcoming the maladjustment of adolescents // International Journal of Applied and Fundamental Research. – 2012. – No. 5. – pp. 42-44.

5. Nemov R.S. Experimental educational psychology and psychodiagnostics. – Vlados, 1995. – 320 p.

Over the last decade, the most frequently encountered concepts in one way or another denoting the difficulties of minors are: difficult, difficult to educate, difficult to teach, pedagogically neglected, socially or socioculturally neglected, neglected, deviant, delinquent, criminal, uncomfortable, and, finally, maladjusted.

With the variety of judgments associated with the phenomena under consideration, one thing remains indisputable: in society there are people who do not fit into it either for physiological, genetic, psychological, or social reasons, or for both combined. In addition, there are those who experience themselves or cause others a feeling of discomfort. All these concepts were united by us under the term maladjustment. So, as we understand it: “Disadaptation is the result of internal or external (sometimes complex) deharmonization of the individual’s interaction with himself and society, appearing in internal discomfort, disturbances in behavior, relationships and activities.” This is a phenomenon that covers all human difficulties, and in relation to adolescents, all internal and external difficulties of a given age, regardless of the source of nature and the degree of manifestation.

As a preliminary analysis has shown, the phenomenon of maladaptation of minors is a multifaceted, multivariate phenomenon, it can manifest itself with varying degrees of intensity, breadth, in different variants and be caused by various reasons. Moreover, “... the consequence of socio-psychological or psychosocial maladjustment is academic failure, indiscipline, and conflict. , difficult to educate, rudeness (with teachers, parents, peers), disruption of relationships, this is the most common and easily manifested type of maladjustment.

Consideration of maladaptation as a psychological and pedagogical phenomenon raises the question of its antipode, i.e. what a person needs to be directed towards, what to focus on, what to educate him about. It's about about the adaptation of the individual in the social in the broad sense and the school as its variety. It is no secret that “... social adaptation is a process and at the same time the result of internal and external harmonization of the individual with the environment, a process of active adaptation of the individual, balancing the needs of a person and the requirements of the environment.” Indicators of a person’s adaptation are his balanced relationships with people around him, success in his activities, and harmony in behavior. It is most disrupted at the age that many psychologists and teachers consider most prone to maladjustment, namely adolescence.

When maladaptation manifests itself in adolescents, it may have different kinds, types, levels. In particular, taking S.A. Belicheva’s classification as a basis, we, expanding and supplementing it, identified the following types of maladjustment: pathogenic, psychological, psychosocial, socio-psychological (or socio-pedagogical) and social. Pathogenic maladaptation manifests itself in neuroses, hysterics, psychopathy, disturbances of analyzers, including somatic disorders. Psychological - found in accentuations of character, conflicts in the motivational sphere, defensiveness, inadequate self-esteem, deprivation (alienation), phobias (anxiety), frustration and other reasons that are not manifested in behavior (it does not always lie on the surface and requires in-depth study) . The consequence of socio-psychological or psychosocial maladjustment is academic failure, lack of discipline, conflict, difficulty in educating, rudeness (with teachers, parents, peers), relationship disorders; this is the most common and easily manifested type of maladaptation. Under certain conditions, this type of maladaptation can turn into social maladjustment, when a teenager simply harms society, etc.). If the first and second types of maladaptation cause schoolchildren to experience internal disharmony, the third type, in addition to their own psychological disharmony, disrupts the development of many connections, disorganizes activities, and interferes with the immediate environment, then the fourth is simply inconvenient and sometimes dangerous for society, requiring not only the intervention of psychologists , teachers, parents, doctors, but also justice workers.

Paying attention to all types of adolescent maladaptation, we believed that difficult child it is necessary to deal with it when he has not yet fallen into a criminal environment, when the “disease” has not started, existing as a school maladjustment. We call it school not for the reason that it manifests itself only at school, but because it can be present in a teenager who has the official status of a schoolchild, student of a lyceum, gymnasium, technical school, or vocational school. As a rule: “Disadaptation is classified according to a variety of parameters: by the nature of deviations from the norm; for external or internal violations; by the depth of personality disorders, prevalence; brightness of manifestation; sustainability; primary or secondary manifestation; by areas of violations; by the presence of one or another launcher psychological mechanism etc." .

Indicators of levels of maladjustment among adolescents were developed.

Levels of maladaptation in adolescents.

Level zero - “adapted”. These are teenagers who study and behave well, do not conflict, and are satisfied with themselves, life and their environment.

The first level is “mostly adapted”. Adolescents whose maladaptation is present extremely sporadically, having only individual elements of it. Its manifestations are situational, superficial, most often in one area. The teenager in this case is more likely adapted than maladapted. This is an ordinary, fairly well-performing student with some exclusively age-related behavioral difficulties, which is expressed in rare violations of discipline, occasional conflicts, some failures in learning, and situational motives (if the maladjustment is psychological).

The second level is “pre-maladapted”. Adolescents in whom maladaptation manifests itself quite often, but mostly temporarily, although sometimes widely. Such violations do not become a stable feature and do not affect the deep formations of the personality. Maladaptation manifests itself in occasional poor performance, indiscipline, conflicts with teachers, parents and friends, etc. But maladaptation manifestations are quite frequent, so there is a threat of transition to stable maladaptation. Motives associated with discomfort show greater stability than at the previous level.

The third level is “maladapted”. Schoolchildren whose maladjustment may become more profound (especially in a specific area), and also stable. Many negative motives develop into personality traits. This kind of maladjustment can manifest itself quite widely, clearly, disrupting activities, behavior and relationships. Usually such students are already called “difficult”, “pedagogically neglected”. They are characterized by rudeness, conflict, indiscipline and other negative manifestations.

The fourth level is “socially maladjusted.” Adolescents whose maladjustment is extensive, deep, stable, often secondary, and pronounced. It manifests itself in deviant behavior, deprivation, and delinquent acts and is most often characteristic of teenagers who are registered in children's rooms of the police, which are dealt with by commissions on juvenile affairs. Such teenagers either completely ignore their studies, commit misconduct, interfere with society, or they are teenagers who do not have the opportunity to study. We have developed a method for diagnosing levels of maladaptation, which needed to be tested.

For this purpose, a research group was organized, which included 3rd year students of the Faculty of Social Pedagogy. This group, under our leadership, carried out the experiment.

The pilot study was carried out from 2010 to 2012. Taganrog in schools 10, 8, 3, as well as two rural schools. A model for diagnosing adolescent maladjustment was tested in order to

Carrying out the study, we took into account the entire microsociety of schoolchildren, but carried out diagnostics mainly at school. We believed that a teenager could be maladjusted in the family, school, close environment, maladapted psychologically, socially, complexly, but at school or other educational institutions for adolescents (vocational schools, technical schools, colleges) diagnostic methods are easiest to use due to the following reasons: 1 ) this is the place where a teenager must carry out his main activity - learning, he must go there, so there are convenient conditions for studying there; 2) there is an opportunity to bring all students together to apply a number of group research methods; 3) the teacher can find allies and assistants in the person of the administration, other teachers, psychologist, etc. Carrying out research work in schools, we began with diagnosing the maladaptation of students in each grade.

The developed parameters of maladjustment levels were used to determine the percentage of various levels and areas in which adolescents are most maladjusted. As a rule, conversations with class teacher, a school psychologist, a social educator, who were familiarized with the parameters of the levels of maladjustment. In addition, students optionally used the rating method, the method of competent judges, mutual characteristics, self-characteristics, etc. The students’ own observations and methods were also used that corresponded to each of the areas of the student’s microsociety, where the greatest socio-psychological disadaptation could occur.

The document that integrated all the collected information was the “Summary Table” we developed for the levels of maladaptation of class students. When filling out individual columns of the “Summary Table” (by areas of maladaptation, eight columns in total), indicators of the levels of socio-psychological maladjustment and specially selected methods were used. Thus, to study attitudes towards educational activities, observations of the students themselves, conversations with teachers and students, study of the products of creative activity, etc. were used. When studying relationships with teachers, in addition to observations and conversations with teachers and students, students used the survey method, obtained information through creative written work “My favorite subject,” analysis of various situations, etc. Relationships with friends were studied using a number of sociometric techniques. Attitudes towards socially useful activities were helped to study by class teachers, class assets, and questionnaires were used. Communication in an informal group and relationships in the family were completed with the help of parents, class teachers and the students themselves (questionnaires, questionnaires) and observations. Attitude towards oneself was studied using a number of special techniques, which will be discussed below. Attitude to the world - using the rating method, essays, conversations, questionnaires. In the final column indicating the level of maladaptation, a score was given on an order scale. Experimental and calculated data (based on a linear model) showed high consistency.

All students compiled summary tables of maladjustment among students in one of the teenage classes. The levels of maladjustment were summed vertically to obtain information about the degree of maladaptation of schoolchildren by region. Based on these figures, a graph was drawn up that made it possible to further present the characteristics of the class and the strategy for working with it. Particularly intensive correctional work was carried out in those areas that were most “sagging” according to the schedule, as well as with students whose level was 3 or 4, which indicated their high maladjustment.

Bibliographic link

Problems of diagnosing and overcoming school maladaptation, manifested in violations of academic performance, behavior and interpersonal interactions in a significant proportion of students secondary school are very relevant in modern conditions. According to data from sample studies, already in primary school About 25-30% of children with similar problems are identified, and untimely recognition of their character and nature, the lack of special corrective programs lead not only to a chronic lag in the acquisition of school knowledge, but also to secondary disorders of the child’s psychosocial development, to various forms of deviant behavior. No less spicy this problem It also affects the quality of the educational process, destabilizing the educational activities of other students and diverting a significant part of the efforts of teachers.

A practical solution to the problems of school maladjustment is aimed at early diagnosis of its symptoms and risk factors, at the creation of differentiated correctional education programs, including methods of psychological correction of disorders of the personal development of these children, at the search for effective means of psychological and pedagogical support for teachers and parents of maladjusted students.

For this purpose, special diagnostic and correction programs are provided, including corrective defects mental development children.

Psychodiagnostic program.

• - diagnosis of individual psychological characteristics of a child’s development - diagnosis of the nature of adjacent relationships (in the student body, indicators of the maturity of the student body, causes and content of possible conflicts, etc.)
• - diagnostics of the content and nature of relationships between students and their parents in the family, determination of the system of harmony of these relationships.
• - psychodiagnostics of students’ readiness to move to secondary education (intellectual sphere, educational motivation, individual differences in educational activities, the nature of interpersonal relationships).
• - children with deviant (deviant) behavior - psychodiagnostics of the developmental features of the psychophysiological, intellectual, emotional, personal spheres, possible reasons maladjustment.

Types of correctional and developmental education.

Let us consider systems of correctional and developmental education for children experiencing difficulties in mastering educational programs and in adapting to school and the social environment.

Timely identification of the reasons that lead to poor performance and maladjustment of students, and the introduction of innovative teaching technologies can improve the learning conditions for children in this category. This, in turn, will reduce the possibility of the child developing neuropsychic, psychosomatic disorders as consequences of negative emotions, and various forms of deviant behavior, which are a kind of inadequate compensation for academic failure.

Correctional and developmental education begins based on the results of a comprehensive diagnosis of students.

· System of correctional and developmental education.

Correction (Latin correktio - correction) is a system of pedagogical and therapeutic measures aimed at overcoming or weakening deficiencies in mental and physical development.

The system of correctional and developmental education (CDT) is a form of differentiation of education that allows solving the problems of timely active assistance to children with learning difficulties and adaptation to school. This form of differentiation is possible with the usual traditional organization of the educational process, but is more effective when creating special classes that provide optimal pedagogical conditions for children with learning difficulties and relationship problems.

Correctional and developmental education is aimed at creating an integral system of comprehensive, dynamic, diagnostic and special correctional and developmental assistance, ensuring that the conditions and nature of the educational process correspond to the individual and age characteristics of children with developmental difficulties.

The system of correctional and developmental education includes various forms of organizing the educational process, including compensatory education classes. It involves connecting to pedagogical process educational strategies with diagnostic, security, social, correctional and developmental strategies. The concept of “correctional and developmental education” is defined as a set of conditions and technologies that provide for prevention, timely diagnosis and correction of risk conditions for school maladjustment in the development of children.

· Compensatory training system.

Introduction of a compensatory training system.

This is due to the fact that, according to various data from sample studies, up to 20% of children entering an educational school have various psychosomatic defects, which, without additional psychological and pedagogical assistance, lead to a chronic lag in educational activities and subsequent social maladjustment.

Compensation for impaired functions (Latin compensatio - compensation, balancing) is a complex, diverse process of restructuring the body's functions in the event of disturbances or loss of any functions.

By compensatory education in a broad sense we mean a system of diagnostic, corrective, methodological, organizational measures that the school takes to provide differentiated assistance to children in need throughout the entire period of education in order to build an individual development trajectory, taking into account psychophysiological characteristics, abilities and inclinations, ensuring the maximum possible self-realization of the individual.

The introduction of a compensatory training system requires compliance with several important conditions and, above all, targeted and detailed psychological diagnostics, revealing defects in the development of mental cognitive processes so that the teacher is focused on very specific correctional and developmental work.

Thus, the introduction of a system of compensatory education, on the one hand, requires equipping school practice with reliable diagnostic and correctional tools and methods, as well as school psychologists, social educators and teachers who are sufficiently professionally trained for this work. On the other hand, an important role is played by the general psychological mood of the teaching staff, a developed system of extracurricular and extracurricular work, in which both weak and strong students can be integrated, as well as social and pedagogical support of the family.

The research work of experimental schools that introduced a system of compensatory education in accordance with the above requirements shows the great potential of such a training system both for overcoming school maladaptation and for improving health school life generally.

Forms of correctional and developmental education

The main principle of organizing the educational process in correctional and developmental education classes (leveling classes and compensatory education classes) is the principle of correctional orientation of education.

Modern practice of correctional and developmental education includes its various forms: individual and group correctional and developmental classes, correctional and developmental lesson.

1. Individual and group correctional and developmental classes

The system of correctional and developmental education provides individual and group correctional classes with a general developmental and subject focus. The purpose of general development classes: increasing the level of general, sensory, intellectual development, memory, attention; correction of visual-motor and optical-spatial disorders, general and fine motor skills. The purpose of subject-oriented classes: preparation for the perception of difficult topics of the curriculum, filling in the gaps of previous training, etc.

The duration of classes with one student or with a group should not exceed 20-30 minutes. Groups can include 3-4 students who have the same gaps in development and mastery of the school curriculum or similar difficulties in learning activities. Working with a whole class or with a large number of children in these classes is not allowed.

Individual and group correctional classes are conducted by the main teacher of the class. During individual lessons, a teacher, speech therapist, and psychologist work with free students. Corrective work is carried out within the framework of a holistic approach to the upbringing and development of the child. Therefore, work in individual and group classes should be aimed at the overall development of schoolchildren, and not at training individual mental processes or abilities. When organizing correctional classes one should proceed from the child’s capabilities - the task should lie in the zone of moderate difficulty, but be accessible, since in the first stages of correctional work it is necessary to provide the student with a subjective experience of success against the backdrop of a certain amount of effort. In the future, the difficulty of the task should be increased in proportion to the child’s increasing capabilities.

At a time when the child cannot yet get a good grade in class, it is important to create a situation for achieving success in individual and group lessons. For this purpose, you can use a system of conditional qualitative and quantitative assessment of the child’s achievements. When preparing and conducting correctional classes, it is also necessary to remember about the peculiarities of children’s perception of educational material and the specific motivation of their activities. Effective use of various types of game situations, didactic games, game exercises, tasks that can make learning activities more relevant and meaningful for the child.

2. Corrective and developmental lesson

Corrective and developmental lessons- these are lessons during which training takes place educational information from the position of maximum activity of all analyzers and mental functions of each student.

The implementation of the correctional and developmental goal involves the inclusion in the lesson of special correctional and developmental exercises for higher mental functions: memory, attention, perception, thinking, emotional-volitional sphere, etc., the inclusion of tasks based on several analyzers, etc.

The choice of teaching methods is carried out in accordance with the characteristics of the cognitive activity of children with learning difficulties, and therefore important place takes the method of “small steps” with great detail, detailed actions in the form of algorithms and the use of subject-based practical activities.

Having selected methods for working in the lesson, the teacher must combine them in such a way that the types of activities of students are changed and, thereby, a protective mode of teaching is implemented.

In the lessons, a lot of attention is paid to repeating the material studied.

In order to achieve effective student performance, when developing notes, the teacher should think not about what he will do, but, first of all, about what the students will do during each technique and method.

The structure of a lesson is determined taking into account its type and place in the lesson system. Possible lesson stages: Organizing time, developmental (corrective) exercises (they can be included in other stages of the lesson), checking homework, setting the goals and objectives of the lesson, the preparatory stage for learning new material, physical education minutes, studying new material, consolidating and repeating the studied material, summing up the lesson and assessing the work of students, primary control of knowledge, homework.

Corrective exercises and games

Exercise No. 1. “Composing figures from disparate parts”

An exercise to correct a low level of development of perception and orientation in space. The teacher offers the children individual parts of an object, the children must connect them so that the given object is obtained.

Sample tasks:

“Man” “Face” “Horse” “Car”

(whole image is provided for the teacher only)

Exercise No. 2.

An exercise to train the distribution and selectivity of attention. Words are inserted among the alphabetic text. The child must find and underline these words.

b Sunaimashinaprstyyurozaevntsijaramylrkvtsumkaldchevrybay

Exercise No. 3.

An exercise to train the distribution and selectivity of attention. It is necessary to place in the free cells of square No. 2 in ascending order the numbers located in random order in the 12 cells of square No. 1.

The square uses numbers from 1 to 16; during the process, the series of numbers used increases to 25, and in case of good results - to 30-40.

Exercise No. 4 (game).

An exercise to train the distribution and selectivity of attention. Developing the ability to analyze written words, to “see” the letters in them, and as a result to develop attentiveness, is a game that is based on a “proofreading” test. For it, old books, suitable only for waste paper, are taken from large print. Within 5 minutes (only 5), children are asked to cross out all the letters “a” they encounter. At the same time, it is said that if the guys miss more than four letters, then they lose, 4 or fewer misses - they win.

The winners receive, for example, green chips. Since it’s better to play every day, it’s better to count winnings once a week, and the winners are rewarded with something... Do the guys themselves check the assignments? neighbor's neighbor. If they do not notice any omissions, although at this age children are more partial to other people’s work than to their own, then this does not matter, the main thing is that for several minutes the child will be in a state of concentration.

Then the game can be complicated. For example, cross out the letter that appears in the first line of the text.

The next step is to cross out one letter in the line and underline the other. For example, we cross out the “e” and underline the letter “m”:

Another option: “First we underline one letter and cross out the other, then on the command: “Attention!” work in progress on the contrary, we cross out the first and underline the second.”

For example, “Part 1 of the work: “C” - underline, “O” crossed out, on the command: “Attention!” a line is drawn and the 2nd part of the work begins: the letter “C” is now crossed out, and the letter “O”? We emphasize."

A golden flower grew,

He became round and fluffy,

Attention! Sasha will blow, laugh, and the fluff will fly in the wind. Where the plume fell,

There will be a new dandelion.

Exercise No. 5 “Awakening the sense of detail.”

Exercise on conscious perception, memory development. Move from concrete images to abstract ones. Give the children four abstract shapes to start with.

They should look at each of them for a minute, while covering the others so as not to distract attention. Then ask the children to mentally imagine these figures in all details and draw each one on paper from memory.

Exercise No. 6(2).

You give children several words, they need to be regrouped, combining them according to some characteristic to make memorization easier; and then come up with a story that would bring them together.

School poses a large number of new tasks for the child, which require the mobilization of his physical and intellectual strength. A first-grader needs to get used to the new conditions that have arisen in his life and adapt to them. We are talking about the most intense period in the first year of study. It occurs at the social, physiological and psychological level.

The adaptation period for each child occurs individually. Its duration can range from three weeks to six months. It is important to monitor the dynamics of the adaptation process, identify the causes of emerging maladjustment and carry out the necessary correction of identified deviations in the course of “adjusting” a first-grader to school life.

Basic diagnostic issues

Diagnosing the adaptation of first-graders involves conducting an in-depth individual examination. It is aimed at obtaining information about the qualitative indicators of the main necessary changes that must occur in all areas of the child’s life and activity.

The main goal of diagnosis is to identify children who have difficulty adapting and need help. professional help. Based on the results of the study, individual development trajectories for schoolchildren should be determined and developed.

Diagnostics are initiated by the school administration in order to obtain general information about the level of adaptation of all first-graders. This type of activity must be recorded in the school’s work plan for the academic year. The school psychologist is directly involved in conducting research and processing data in close collaboration with the class teacher of first-graders.

Diagnostics is carried out in several stages.

1. Observation- is carried out during the first month of training to detect peculiarities in the child’s behavior during lessons and breaks.
2. Survey— held from September 15 to 30. Aimed at establishing:

• the level of mental development of first-graders, identifying children who are lagging behind the age norm;
• the degree of formation of motives for learning, identification of the leading motive;
• stability of the student’s emotional state, the presence of negative or positive emotions that the child experiences in different educational situations;
• level of school anxiety, analysis of factors that cause discomfort, tension, and fear in a first-grader.

1. Drawing up individual conclusions— after the survey, final processing of the data obtained is carried out, on the basis of which:

• children at risk are identified;
• recommendations are developed for teachers and parents.

The basis for drawing up such a conclusion should be a summary table with diagnostic results. It may look like this.

1. Familiarization of participants in the educational process with results of diagnostics of adaptation of first-graders - the final conclusions are discussed during:

• small teachers' council or council (most often they are held during autumn holidays);
• individual consultations;

1. Drawing up individual programs for working with children who have signs of maladjustment— occurs in close cooperation with all interested parties. This work must be completed by the end of the first quarter. The program must include:

• group classes;
• individual psychological and pedagogical support;
• individual forms of work aimed at solving specific problems.

1. Implementation of individual programs- takes 1 - 4 months.
2. Repeated diagnosis- should be carried out at the end of the academic year (April - May) to obtain final data.
3. The final stage— necessary for comparing starting and final indicators. At this stage, the dynamics of the child’s development are analyzed and the effectiveness of the implementation of the recommendations and recommendations is established.

Based on the information provided, the psychologist must draw up a plan for diagnosing the level of adaptation of first-graders, specifying the indicated areas of activity. It may have this form:

To obtain complete and reliable information about each child during the diagnostic process, it is also necessary to carry out:

• parent survey;
• interviewing teachers;
• study of children's medical records.

The main direction of diagnostic activity is conducting surveys and testing of first-graders using various techniques. It can be carried out both individually and in group form. Typically it takes 15-20 minutes to examine one child.

Basic methods for diagnosing adaptation of first-graders

To diagnose the adaptation of first-graders, the psychologist selects the most effective methods that meet the following criteria:

• aimed at studying all key parameters of adaptation;
• not only identify signs of maladaptation, but also allow us to identify factors influencing the emergence of problems in adaptation;
• do not require significant organizational, time and material costs to carry them out.

Observation

The most common diagnostic method is observation. The most commonly used method is sample observation. During its implementation, only those features of the child’s behavior are recorded that distinguish him from the general mass of first-graders. Observation is carried out simultaneously for all children in the class. Basic requirements for organizing surveillance:

• presence of an observation scheme;
• systematic;
• objectivity.

Observation should also include:

• analysis of the child’s progress;
• viewing notebooks;
• listening to oral responses;
• analysis of existing interpersonal relationships.

As a result of observations, the main seven components are assessed (on a 5-point scale):

• educational activity;
• mastering program materials;
• behavior in lessons;
• behavior during breaks;
• relationships with classmates;
• relationship with the teacher;
• emotions.

The corresponding scores and conclusions must be entered into the school adaptation card.

The total points can be interpreted as follows:

• 35 - 28 — high level adaptation;
• 27 - 21 - average;
• 20 or less is low.

To conduct observations during the adaptation period, you can use Stott map, which involves the study of asociality, infantility, subordination, activity and uncertainty.

Factor Asociality, Infantility, Subordination, Activity, Uncertainty - see.

With this method, the overall score is not displayed, but each criterion is assessed separately. After this, groups of children with the highest (above 65%) scores for each factor are determined.

Test "Houses"

Another method for diagnosing first-graders’ adaptation to school is the “Houses” test. It is carried out to determine:

• value orientations;
• social emotions;
• personal relationships.

This test is a color association study. The author of the test is O.A. Orekhova. To carry it out you need to prepare:

• questionnaire;
• 8 pencils (black, grey, brown, purple, blue, green, yellow, red).

Pencils should not look different from each other.

For the study, you need to invite a group of children (10-15 people) and seat them separately from each other. It is imperative that the teacher is not present in the classroom during the diagnosis. Children must complete three tasks.

Exercise 1.

There is a picture of a house, to which a path of 8 rectangles leads. First graders are asked to color them in order, and each color can only be used once. First you need to choose the color you like best and decorate the first rectangle. Next, take the color that you like best among the remaining ones. The last rectangle will be painted with the ugliest color, in the child’s opinion.

Task 2.

Children will color a picture that shows a street with several houses. The psychologist should explain that different feelings live in these houses and children need to choose for each of them the color with which they are associated when naming such words: happiness, grief, justice, resentment, friendship, quarrel, kindness, anger, boredom, admiration .

In this task, the same color can be used several times. If schoolchildren do not understand the meaning of any of the named words, then the psychologist explains it.

Task 3.

The picture used is the same as in the previous task. Now the children must decorate the houses in a color that symbolizes their inhabitants. The soul of a child lives in the first house. The inhabitants of houses 2-9 are responsible for his mood in the following situations:

• when he goes to school;
• in a reading lesson;
• in a writing lesson;
• in a math lesson;
• when communicating with the teacher;
• when communicating with classmates;
• when he is at home;
• when doing homework.

In the tenth house, the child must himself accommodate any “colored” tenant, who will signify his special condition in a situation that is important to him personally. After completing this task, each first grader must tell the psychologist what exactly this tenth house means to him (it is better to do this so that the other children do not hear), and he makes a corresponding note on the questionnaire.

When summing up the results of this diagnosis of adaptation of first-graders, the psychologist should focus on the following numbering of colors: 1 - blue, 2 - green, 3 - red, 4 - yellow, 5 - purple, 6 - brown, 7 - black, 0 - gray.

To avoid having to do such complex calculations yourself, you can try to find a special program on the Internet designed to process the results of this test.

Questionnaire “Level of School Motivation”

To determine the level of adaptation of first-graders to school, you can also use diagnostics of the child’s motivational sphere according to method of N.G. Luskanova. It is conducted in the form of a short questionnaire, the questions of which are read aloud, and children must choose the appropriate answer.

When processing the results, all answers must be entered into a table that contains a special key for determining the number of points received.

The calculation results should be interpreted as follows.

This technique allows not only to identify the level of adaptation of schoolchildren, but also to identify the reasons leading to a decrease in the child’s motivation to attend school.

“Ladder” technique

To determine the level of a child’s self-esteem when diagnosing first-graders’ adaptation to school, it is recommended to use the “Ladder” technique. To carry it out, you need to prepare a drawing of a staircase with numbered steps.

The child is invited to familiarize himself with this arrangement of schoolchildren on the steps:

• 1 - the nicest guys;
• 2 and 3 - good;
• on 4 - neither good nor bad;
• 5 and 6 - bad;
• at 7 - the worst.

The first grader must indicate the step on which, in his opinion, he himself should be. You can draw a circle on this step or put another mark. There is no need to focus on the numbering of steps when conducting the test. It is desirable that the same ladder be drawn on the board, and the psychologist would simply point to each step and explain its meaning, and the children would simply correlate it with their image.

The results are assessed as follows:

• 1 - inflated self-esteem;
• 2 and 3 - adequate;
• 4 — ;
• 5 and 6 - bad;
• 7 - sharply underestimated.

This technique can be replaced by a similar one "Mugs" test.

Also, to determine the level of self-esteem of a first-grader, you can use the method of studying adaptation Luscher method which is carried out using special forms.

Anxiety test

To determine the level of anxiety in a first-grader, it is proposed to conduct a survey of teachers and parents.

Also, to determine the child’s emotional problems, you can conduct Test "Good - Bad Diagram".

There is another one similar in its direction Projective technique diagnostics of school anxiety (A.M. Prikhozhan).

Other techniques

There are a large number of other methods.

• Parent survey.
• Tests to study the level of mental development of first-graders.
• Methodology T.A. Nezhnova "Conversations about school."
• Methodology “Determining the motives of teaching.”
• Methodology “Making a story from a picture.”
• Drawing technique “What I like about school.”
• Toulouse-Pieron test.
• Methodology for determining readiness for schooling N.I. Gutkina "Houses".
• “Thermometer” technique.
• “Paint” technique.
• “Sun, cloud, rain” technique.

To conduct a full diagnosis of a first-grader’s level of adaptation, there is no need to use the entire range of available techniques. Just choose 4-6 various methods and tests that are more suitable for class conditions and style professional activity psychologist.

Sometimes it is allowed to use two similar methods to clarify the results obtained. When re-diagnosis, it is recommended to use the same techniques that were used for the initial examination.

In conclusion, I would like to emphasize the following points. Individual diagnostic results should not be publicly available. They are used by psychologists and teachers only to carry out correctional work.

It is incorrect to compare diagnostic data from different children to implement expert assessment. It is important to remember that the dynamics of a child’s development are established only on the basis of his individual indicators at the beginning and at the final stage of diagnostic studies.

It is also worth keeping in mind that the above methods of interpreting the obtained diagnostic results are focused on the average generally accepted norms in the behavior and educational achievements of first-graders. Therefore, it is necessary to correct the obtained data in accordance with the individual characteristics of the child’s educational skills, character and temperament. Taking this fact into account, a comprehensive examination should be carried out taking into account the opinions of parents and the expert assessment of the teacher.

Definition. Factors influencing the development of school maladjustment

There are wonderful lines in Oleg Grigoriev’s poem: “Petrov waged a war with twos and ones. I tore out the sheets, and they flew out of the window like birds.” Little has changed at the school since then. Only now the children have become weaker, and the programs are more complex. The euphoria from the holiday on the first of September evaporates quite quickly. And the time comes for unlearned lessons, headaches and chronic lack of sleep.
Why does a child not want to study, lose interest in classes and be rude to teachers? Why are only 10% of high school graduates considered healthy? How should a teacher behave in this situation? We will try to answer these and many other questions in this course.
Man is a complex creature. Masters of psychology, venerable teachers and famous doctors cannot agree with each other: what constitutes an underachieving, maladjusted schoolchild? There are discrepancies even in terminology. Sometimes they say “disadaptation”, sometimes “disadaptation”. What is the difference between these concepts?
Disadaptation is the disappearance, destruction of any formed function, or the initial impossibility of its formation.
Disadaptation is a distortion of a function, a more subtle violation than its complete absence.
IN Russian literature We come across the terms “degrees of school maladjustment”, “partial manifestations of school maladaptation”, and much less often in the same printed work both concepts are found using different meanings. Therefore, we will only use the term “maladjustment” as the most familiar and most frequently encountered.
What is school maladjustment? We will consider it as a particular type of social maladjustment.
According to the definition of the Great Psychological Dictionary (edited by V.P. Zinchenko and B.G. Meshcheryakov. M., 1996), social adaptation is the adaptation of a person as an individual to existence in society in accordance with the requirements of this society. We can call a student adapted if he was able to move from play activity to educational. If he can move from working under the control of a teacher to completing a task independently, if he can complete a task from beginning to end - from the moment of formulating and constructing a program to exercising control over his actions.
Normally, a first-grader adapts to school conditions in 5–6 weeks. That is, by the middle of the first quarter the body should be rebuilt without compromising physical and mental health. During this time, all systems should begin to function in a new way. The biological clock is corrected, subject to a new regime, which includes independent work and homework. The body's energy balance changes. There is a transition from gaming and physical activity to mental activity, and the blood supply to the brain increases. At the psychological level, the child adapts to new adults and peers. He exhibits one of the most important traits - readiness for development.
School maladjustment is the inability of a child to learn and adequately interact with the environment within a specific educational institution.
There are several approaches to how experts interpret the concept of school maladjustment.
Some experts interpret this concept as a manifestation of pathological personality development. The approach to the solution is mainly medical. A maladjusted child is called sick, goes to a psychiatrist and drops out of the social environment. The initiators of diagnostics are teachers, whose task is to take the child beyond the boundaries of a specific educational institution.
Other experts characterize school maladjustment as a violation of the interaction between the child’s personality and the school environment. The participation of psychiatrists in rehabilitation is minimal. The main emphasis is on creating an adequate rehabilitation environment and interdisciplinary interaction of specialists.
The third group of specialists speaks about the primary importance of the environment. This approach is very popular with parents. Parents demand that their child be perceived as he is, shifting responsibility for his failures and bad behavior to the school, completely avoiding solving educational problems.
When preparing a series of lectures, we adhere to the second of the above concepts, that is, we attach importance to all the factors that underlie maladjustment.
1. Individual factor.
Clear external differences from peers. Deformities, serious motor problems, low or, conversely, high mental abilities. Unsolved speech therapy problems: slurred speech, stuttering. Poor vocabulary.
2. Somatic factor.
The presence of chronic diseases, frequent infectious diseases. Decreased hearing and vision.
3. Psychological and pedagogical factor.
Absence individual approach in teaching. Impossibility of personal contact between student and teacher. Underestimation.
4. Corrective and preventive factor.
Weak interaction between specialists in related specialties. Absence or untimeliness of correctional work at school, lack of specialists.
5. Family factor.
Pedagogical neglect. Heavy emotional background in the family. Lack of communication. Alcoholism of parents. Overprotection or, conversely, cruelty in treatment. Inconsistency in the demands of adults at home, inconsistency in the use of forms of reward and punishment. Parents' rejection of child health problems. Pushing an untreated child into school, failure to identify chronic diseases that interfere with successful education. Parents' discrepancy between word and deed. The policy of double standards in relationships.
6. Environmental factor.
Bad influence from peers, the attraction of doing nothing, impunity for antisocial behavior. The appeal of thrills. Availability of drugs and easy income.
7. Social factor.
Loss of former ideals in society. Propaganda of aggression, passion for the virtual world - a substitute for reality. Advertising an unhealthy lifestyle.
8. Mental factor.
Mental disorders of schoolchildren. Diseases that were either not identified before school or occur in an erased form. Decreased volitional activity, decreased motivation for learning and independent existence in adulthood.
9. Psychological factor. Lack of formation of higher mental functions. Memory, attention, and perception disorders.
Having outlined the contribution of various factors to the development of school maladjustment, it is necessary to move on to a description of its specific forms and characteristics.

Signs of a child's readiness for school

1. Can play independently role-playing games, games with a large number of characters, varied in plot. In negative situations, he offers a positive solution: if he plays a war game, he organizes a hospital, if the characters in the game quarrel, then they make up later...
2. Learning motivation is expressed. Shows interest in workbooks and manuals for preschoolers.
3. Expressed interest in peers.
4. Knows block letters. Can read on his own and retell what he read. This skill is not required, but desirable. If the child does not like or does not know how to read, he can retell what was read to him out loud. Can independently retell the content of the cartoon or answer in detail the questions: “Who? What did you do? Why? Who felt what? How and why were you dressed?”
5. Knowledge of numbers is desirable, determination of quantities within five objects without recalculation, understanding of the number beam, how the numbers are located relative to each other.
6. The leading hand must be formed. Can make cross movements with his right and left hands (an immature baby in the right field of vision acts right hand, in the left - left).
7. Falls asleep within half an hour in the evening.
8. Gets sick no more than 3 times a year if he visits a child care facility. And no more than 3 weeks each time.

Types of violations in school maladjustment

School maladjustment can be mild, moderate and severe. With a mild degree of impairment in first-graders, maladjustment lasts until the end of the first quarter. In case of moderate severity – until the New Year, in case of severe – until the end of the first year of study. If maladjustment manifested itself in the fifth grade or adolescence, then the mild form fits into one quarter, the moderate form - six months, the severe one lasts for the entire school year.
The first period when maladaptation can manifest itself clearly and strongly is when entering school.
The manifestations are:
1. The child cannot control his emotions and his behavior. Stuttering, obsessive movements, tics, frequent trips to the toilet, and urinary incontinence appear.
2. The child is not involved in the life of the class. Cannot learn behavior patterns in class and does not try to establish contact with peers.
3. Cannot control the correctness of the task or the details of the work. Academic performance is declining every day. Cannot perform tests that were performed during the entrance test or during the medical examination.
4. Unable to find a solution to existing educational problems. Doesn't see his own mistakes. Cannot independently solve relationship problems with classmates.
5. Anxious despite good academic performance. There is excitement, increased anxiety at school, the expectation of a bad attitude towards oneself, and the fear of a low assessment of one’s abilities, skills and abilities.
6. School neurosis – severe manifestations of school maladjustment.
Touching upon the issue of school maladaptation, one cannot fail to mention the child’s physical and psychological readiness for school. For unprepared children, school adaptation is delayed and can lead to the development of neurosis, dysgraphia, antisocial behavior and even provoke the development of mental illness.

The second period is the transition from primary to secondary school. Dangerous in terms of the development of school maladjustment. A change in a significant adult, a change in route, albeit in a familiar school, getting used to unfamiliar teachers, classrooms - everything brings confusion into the minds of children.
What factors are leading during this period?
Individual. Children adapt differently different types nervous system, intracerebral organization. Children with gaps in knowledge find it difficult to adapt. Perhaps someone missed a lot of lessons and did not learn the material enough, did not understand the basic concepts.
Psychological and pedagogical. Unlike primary school teachers, who encourage students, do not rush, and rely on knowledge of a particular child, a subject teacher does not know the characteristics of fifth-graders. It is not possible to quickly identify gaps in a student’s knowledge.
Sredovoy. Often, children study for the first four years at a school opposite the entrance, and go to secondary school far from home, and in addition with a specific bias.
If a child is educationally prepared for an in-depth study of any subject, then the appearance of new peers and the need to again build relationships in an already established team knock him out of the saddle.
Mental. Motivation for learning decreases. Sometimes the desire to learn new things disappears. In addition, in elementary school the amount of homework was less, the subjects overlapped with each other, and reading and writing, math and reading tasks were integrated. IN high school the volume required for memorization is increasing, in many schools “extended hours” are disappearing, thus, control over the completion of homework is removed from the teacher. At this age, children inadequately assess their capabilities. They get scattered, start a lot of things and don’t bring them to their logical conclusion.
Third, teenage period. At the age of 13–14 years, there is a sharp decline in academic performance. Teachers go to lessons in grades 7–8 as if they were going to war. During this difficult period, completely different factors in the development of school maladaptation are included. Teenagers who have learned to study lose this skill, begin to be arrogant and fail to complete homework. Why does this happen? The environment is familiar, the learning skill has developed. Why does it suddenly become difficult to teach those who were stars or good people just yesterday?
The individual factor is included. At this age, a strong hormonal shock occurs; some children grow quickly, while others, on the contrary, lag behind. The child's appearance changes. Children, accustomed to feeling like leaders and successful, suddenly become “like everyone else.” Sometimes through antisocial behavior or new hobbies, they are trying to regain the lost status of local “authority” at the expense of their studies.
Mental factor. During adolescence, an emotional breakdown of behavioral stereotypes occurs. The subcortical part of the central nervous system is rapidly developing. Emotions overwhelm and overwhelm a person. The cortical centers of the brain do not have time to mature. The emotional appeal of a goal becomes more significant than the rational appeal. “Why should I do my homework now, when I can go for a walk and have much more fun, and they will scold me for an unfinished task only in the evening or tomorrow.”
Volitional factor. The activity of the centers responsible for the purposefulness of action decreases. Often a teenager wants to achieve something - an A in mathematics, a B in literature, and paints pictures of his triumph in his imagination, while “flying into the clouds” and forgets to return to his desk. The action program has not been finalized. If the goal is emotionally unattractive, methods for solving the problem are postponed “for later.”
Family factor. At this age, the child tries to show independence. With good contact with his parents, he never stops turning to them for support and advice. A student who has lost contact with his parents has no one to turn to when learning difficulties arise. As a result, small difficulties turn into misfortunes on a universal scale. With reduced willpower, there are no resources left to change the situation.
Now, having familiarized yourself with the signs of school maladaptation, you can move on to issues of more accurate diagnosis and interaction between specialists of different specialties.

Individual educational trajectory is the basis for integration into society

Working with children who were unable to adapt to school should be done as a team. Ideally, both various specialists and parents act as a single team. A child’s life is determined by his interaction with other members of the children’s team, with parents and specialists in various fields. Why is such a complex and multi-level system needed? Isn’t it easier to spread all the links of our single chain across different territories?
At home, the child communicates with his parents, at school with teachers, in medical institutions with doctors, in specialized centers with psychologists. A maladjusted child often finds himself excluded from the environment of his peers; they try to transfer him to some specialized educational institution or correctional class. But one of the indicators of a nation's health is the attitude towards the weakest. And if we are trying to make our life easier by erasing disabled people from it, then deintegrated children, then who will be next? Maybe it will be someone whose IQ turns out to be below 100 or 120?
Using the example of one of the children, I want to talk about the close interaction between the doctor and the psychological and pedagogical team. About how important it is to find common ground between specialists so that the child feels comfortable among ordinary peers.
What catches my eye when I arrive at regular school pick up my daughter or children's party? There are 30 very ordinary children in the class. They passed the medical examination and are coping with the school curriculum. So: it is impossible not to notice the abundance of motor and speech problems many of them have. Not a single child in this class has or will have a neurological or psychiatric diagnosis. The psychologist’s opinion is also positive: “development corresponds to age.” At the same time, some children quickly developed problems.
I will tell you about the most ordinary boy - Alyosha K.
The boy came to school and after three months stopped eating at the common table, refused to study with a psychologist, began to hide in a corner during breaks and stopped playing with the guys, obsessive movements appeared in the form of walking on tiptoe and shaking his hands.
A neurological examination revealed a gross deficit in the activity of the left hemisphere of the brain. The child could not construct a program for any action and clearly monitor the implementation of this program. Simply put, he could come to game room and start looking for a towel to wipe your hands, then find the item you are looking for in the bathroom, then turn on the water, and only after the tap has been closed, lather your hands with soap. The boy's school was in chaos. At the pedagogical council, on the recommendation of a neurologist, it was decided to change Alyosha’s educational trajectory. Instead of an extended day in the classroom and sessions with a psychologist at the table, he was offered a motor rehabilitation program and play therapy on the carpet, which the mother performed at home with her son special exercises. A month later, the child joined the children's team and a month later began studying with a psychologist according to the usual program. By the end of the quarter, the need for special classes disappeared.
If Alyosha hadn’t gotten an appointment with the right specialists, then nothing would have happened. individual program out of the question. Most likely, this boy would have become a candidate for home schooling and would have been thrown out of bounds. normal life. And now he has successfully completed the second grade and continues to intensively engage in physical therapy.
Using Alyosha as an example, I showed that the neurologist is an active member of the teaching team and does not sit in separate room, and actively participates in the life of the class or kindergarten group.
Another unusual team member can be a family psychologist. Not every school psychologist has completed a course in the relevant specialization, but this does not mean that in the absence of educational institution Such a specialist, teachers need to continue to suffer with an inadequate student.
When should you hire such a specialist? In cases where a child is inconsistent in his successes, if periods of ups and downs alternate, with the loss of both behavioral and specific educational skills, for example, he knew how to add within a hundred, and suddenly began to lose within the first or second ten.
Often we have to deal with rejection of the child’s problems and ignoring pedagogical recommendations. During conversations between teachers and parents, you can hear: “He is healthy, here is a certificate from a psychiatrist/neurologist/psychologist. It’s you who don’t know how to teach.” Or: “We treated him with pills, why are you telling us nonsense about the daily routine.”
If parents trust the teacher, then during a conversation with the family they can hint at the need for consultation with a family psychologist. If parents take a position of “deep” defense and behave aggressively, then first it is worth sending the family for consultation with a school specialist with a general profile. If a teacher is asked to write a character reference for a child for outside consultation, then these teaching features should be mentioned first.
An example from our practice. Sasha did not adapt well to the school environment. She turned 6 years old shortly before she started school. She read poorly, could not write, and could count within five. It was hard for her to sit in class, but she really loved after-school activities, played for a long time with her friends, and knew how to organize a game. The mother raised her daughter alone and divorced her husband shortly before the girl entered school. The question arose about the girl's return to kindergarten.
Thus, three stresses hung over Sasha. The divorce of her parents, the change from the usual kindergarten environment to the school environment, the loss of her usual social circle, and now she had to return to kindergarten, where there were no longer any friends in the preparatory group, and she would return to kindergarten as “unsuccessful.”
The mother turned to a neurologist for help (the girl suffered from headaches and developed tics). The neurologist advised me to see a family psychologist. The psychologist began working with my mother and conducting joint therapy. It turned out that even before the divorce, the mother played little with the girl and had absolutely no idea of ​​her area of ​​interests. During the classes, the family learned to “feed the dolls,” played lotto, dominoes, and paired pictures. It turned out that Sasha better than mom plays a game of finding paired pictures (“memory”). After two months of intensive work (one visit to a psychologist per week and daily hour-long games at home, plus doing homework together), the girl began to feel quite comfortable. By the New Year, Sasha had become a good girl and disappeared from our sight.
Working parents often do not have the opportunity to pay much attention to the child, and it is the family psychologist who can suggest forms of more intensive interaction with their son or daughter so that the child feels capable and loved.
What skills of a family psychologist can a teacher use when communicating with parents of maladjusted children?
1. Communicate with parents in person.
2. Invite not only mom, but also dad and other adults with whom the child lives to a conversation.
3. Explain to parents that the state of maladjustment can be corrected. Each time, ask what can be done and what cannot be done, emphasizing successes and explaining their dependence on the correct implementation of recommendations.
4. Take an interest in the child’s progress at home.
5. Before talking with parents, it is advisable to think through or even write down on paper the child’s successes and problems, not allowing there to be more comments than positive assessments of the work.

When parents feel the teacher's interest in their child specifically, they begin to pay more attention to him. And also, if you feel that you are exhausted when talking with your family, you do not need to engage in self-flagellation, but you need to refer the family to a psychologist as soon as possible.
The help of which specialists is most relevant during different periods of school maladjustment?
In the first period (adaptation to primary school), the help of a neurologist, speech pathologist, family psychologist, play therapist, and kinesiotherapist (movement specialist) is often required. It is possible to connect specialists kindergarten to form a succession of children from preparatory groups.
In the second period (adaptation to secondary school), one has to resort to the help of a neuropsychologist, family psychologist, or art therapist.
In the third period (adolescent crisis) - a psychotherapist who knows the methods of individual and group work with teenagers, continuing education teachers, an art therapist, a curator of schools for “young journalists (biologists, chemists).”

Diagnosis of school maladjustment

Primary diagnosis falls on the shoulders of the teacher. It is necessary to use dynamic observation skills, analyze the child’s behavior, typical mistakes in oral responses and written work.
How to identify a group of children who are poorly adapted to school? To do this, it is necessary to analyze how the lesson is going overall, whether there are children who are very behind the overall pace of work, and whether there are children who are the last to hand in their work. Are there those who pass first, but then it turns out that they made a lot of mistakes, blots, and typos?
It is also necessary to evaluate the time of active attention in the lesson. Active attention time is the period from the start of the activity until signs of exhaustion appear. A first grade student can sit in class for no more than 15 minutes at the beginning of the year and 20 minutes in the second half of the year, in the fifth grade - 30-45 minutes, in the ninth grade - 45 minutes.
Signs of maladjustment in a child may include signs of exhaustion, fatigue, decreased mental performance, errors in written work, increased level anxiety with good academic performance, etc.
Signs of exhaustion:
1. The child is spinning and spinning at his desk.
2. Can't hold a pose. He lies down with his head on the desk, slouches, and “flows” down the chair.
3. Yawns.
4. Constantly blinks, licks lips, and makes other obsessive movements.
5. Shifts the pen from hand to hand.
6. Every lesson asks permission to go to the toilet.
7. Drops writing utensils repeatedly.
8. Cannot repeat the question just asked.
9. Makes uncharacteristic errors in both written and oral speech.
10. By the end of the lesson, his handwriting is getting worse.
Signs of fatigue that appear during recess:
1. Autonomic reactions: pale skin, bright pink cheeks, blue above the upper lip.
2. Secludes himself, does not want to communicate with classmates.
3. Aggression towards peers.
4. Runs around the hall, cannot switch to a calm activity.
5. Walks on tiptoes.

What you should pay attention to and how to interpret the results of written work.
1. Written work is not in order.
2. Can write on the first page that comes to hand.
3. It may start not from the red line, but from the middle of the line or even from the middle of the sheet.
4. Even in the second quarter he writes letters in a mirror manner.
5. Rearranges letters in syllables and syllables in a word.
6. Skips letters.
7. Replaces letters with ones that sound similar.
8. Cannot retell what he has read.
If you find similar features in a student’s notebook, you need to refer the child for additional diagnostics to a psychologist. Such features of written work indicate that the child has reduced programming and control functions. The 7th point indicates a violation of auditory perception. The reasons that a child cannot retell what he has read even when asked leading questions can be either simple - pedagogical neglect, or profound - lack of formation of higher cortical functions.
Anxiety in case of good academic performance can be caused by various factors. The causes of anxiety usually lie in the child himself. But still, in some classes the level of anxiety is higher, in particular, where knowledge and skills are not assessed at all, children do not receive feedback, it seems to them that everything is so bad that there is nothing to evaluate. In first grade there are no formal grades, but children quickly learn an alternative system: “I have a blue sticker, but Petya answered better - he has a gold one.”
Signs of anxiety in high-performing children.
1. The child is afraid to answer the lesson learned. Answers better from the seat than from the board. It is better to answer the teacher in private than in front of the whole class.
2. Is whiny or aggressive when reprimanded.
3. Stutters, and ONLY in class.
4. Shows motor restlessness when answering (tugging at clothes, rubbing hands, shaking hands), often blinking, licking lips during oral answers.
Features of task performance in anxious children.
1. High dependence on teacher behavior. When giving oral answers, attention is diverted to the teacher’s behavior, and not to what and how to answer. Reads the teacher's facial expressions.
2. “Sticking” to small details, difficulty identifying the main task.
3. Poorly copies from a sample. He looks at how his neighbor at his desk performs the task.
4. When a task is poorly completed once, he begins to cry and refuses to study at all.
If a teacher notices the frequent manifestation of at least ONE sign in a child, then this is a direct reason to involve the parents and consult the child with a school psychologist.
What information do you need to get from a specialist?
1. Features of intellectual development.
2. Features of attention, memory, spatial representations, pace of work.
3. Exhaustibility.
4. Personal characteristics, expression of motivation, areas of interest.
5. Study of relationships with children.
The teacher can talk to the parents independently or in the presence of a psychologist. During the conversation, you can identify factors influencing the child’s maladjustment. You can also explain to parents the importance of following a routine, deadlines for completing lessons, and setting a time for completing them. Often, following a daily routine completely eliminates behavioral and educational difficulties. During the conversation, it is worth emphasizing the importance of following recommendations, for example: “Your child is very tired, he is having a hard time at school, we are ready to involve specialists for examination and correction, but we still think that compliance simple recommendations will significantly improve the situation with your son/daughter.”
It is also worth finding out some aspects of home behavior and the peculiarities of doing homework. Does the child sleep enough and fall asleep well? The process of falling asleep in a healthy child should not take longer than 30 minutes. At night, the child may wake up once, and falling asleep again lasts no more than 5 minutes. In all other cases, consultation with a neurologist is necessary. It is important to find out whether sleep disturbances occur throughout the year or only during the school period, and whether the child feels well during the holidays.
It is important how much time the child spends on homework. In first grade, a child should spend no more than 15 minutes on homework. In the fifth - no more than one to one and a half hours. If he spends more, it is necessary to examine the child with a psychologist or neurologist; it is possible that the maladjusted student has disorders of the intracerebral organization. If the majority of children in a class spend more than the allotted time on homework, it means educational process requires adjustment, because Schoolchildren are overloaded.
The student must do his homework himself. From the first grade he should know what he was assigned, what books, teaching aids, school writing materials should be used, then he must complete the task, collect his briefcase. However, minimal supervision is required. At least one adult must be in the room where the child is doing homework. You don’t need to sit next to each other, just ask: “Do you have everything you need? What did they ask?..” - and then list all the items that were present that day. Then check the correctness of the task and be present when collecting the portfolio. At the same time, asking the child: “What lessons do you have tomorrow? Have you taken everything? – list NOT the REQUIRED SUPPLIES, BUT THE NAMES OF THE LESSONS. It is especially important to comply with these simple rules for children with reduced motivation, with impaired programming and self-control functions.
Every student must maintain an adequate level of physical activity. You need to walk at least one and a half hours a day. Exercise every day for at least 30 minutes. Ideally, this is classes in any section two or three times a week. And every day – exercise. Not necessarily in the morning, but before homework or between written and oral assignments.
The complication of the school curriculum leads to the fact that the child has absolutely no time left to do what he loves. And there are fewer and fewer favorite things to do; leisure time is occupied by TV and computer. It is necessary that each schoolchild has daily chores, for which at least half an hour should be allocated, and another hour for manual labor or drawing. Every day, parents should communicate with their child for at least 30 minutes, or even an hour, in addition to doing homework together. In elementary school, it is necessary to read aloud and retell together, discuss what was read, seen, events that happened during the day, etc.
If parents avoid questions about home organization, then we can definitely say: the development of school maladjustment in a given child is influenced by the family factor. Therefore to correctional work Family members should also be involved, primarily those who are most interested in the well-being of the child.
Our main goal is the inclusion of the child in society. But this can only be done through the joint efforts of doctors, teachers, parents and the child himself.

1. Pedagogical psychology. Reader // Comp. V.N. Kandrashev, N.V. Nosova, O.N. Shchepelina. – St. Petersburg: Peter, 2006.
2. Lecture 1 from the collection “Children’s social psychiatry for non-psychiatrists.” N.M. Iovchuk, A.A. Severny, N.B. Morozova. – St. Petersburg: Peter, 2006.

Questions for self-control

1. What is adaptation? Social maladjustment?
2. Types of school maladjustment.
3. Are there maladjusted children in your class? What factors are at the root of their problems?
4. If you are a primary school teacher, what grading system do you use?
5. How long do the children in your class spend doing their homework?
6. How much time do the children in your class spend at school?
7. How often do you manage to talk with parents of maladjusted schoolchildren?
8. How often do you seek help from colleagues and outside specialists?