Disadaptation of primary school students: its causes, methods of determination and correction. School maladjustment as a pedagogical phenomenon

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Social and psychological adaptation of children to learning in primary school

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1.3 School maladjustment: signs, causes, consequences

While studying the topic of school adaptation, we cannot help but pay attention to the fact that there is also such a phenomenon as maladjustment.

In the most general sense, school maladjustment usually means a certain set of signs indicating a discrepancy between the sociopsychological and psychophysiological status of a child and the requirements of the school learning situation, the mastery of which becomes difficult for a number of reasons.

An analysis of foreign and domestic psychological literature shows that the term “school maladjustment” (“school maladjustment”) actually defines any difficulties that arise in a child during schooling. Among the main primary external signs, doctors, teachers and psychologists unanimously include physiological manifestations of difficulties in learning and various violations of school norms of behavior. From the perspective of an ontogenetic approach to the study of the mechanisms of maladaptation, crisis, turning points in a person’s life, when sharp changes occur in his situation of social development, become of particular importance.

The greatest risk comes from the moment a child enters school and the period of initial assimilation of the requirements imposed by the new social situation.

At the physiological level, maladaptation manifests itself in increased fatigue, decreased performance, impulsivity, uncontrolled motor restlessness (disinhibition) or lethargy, disturbances in appetite, sleep, and speech (stuttering, hesitation). Weakness, complaints of headaches and abdominal pain, grimacing, trembling of fingers, biting nails and other obsessive movements and actions, as well as talking to oneself, and enuresis are often observed.

At the cognitive and socio-psychological level, signs of maladaptation are failure to learn, a negative attitude towards school (even refusal to attend it), towards teachers and classmates, educational and play passivity, aggressiveness towards people and things, increased anxiety, frequent mood swings, fear, stubbornness, whims, increased conflict, feelings of insecurity, inferiority, difference from others, noticeable solitude among classmates, deceit, low or high self-esteem, hypersensitivity, accompanied by tearfulness, excessive touchiness and irritability.

Based on the concept of “psychic structure” and the principles of its analysis, the following components of school maladaptation can be:

1. A cognitive component, manifested in the failure of training according to a program appropriate to the age and abilities of the child. Includes such formal signs as chronic underachievement, repeating a year, and qualitative signs such as insufficient knowledge, skills and abilities.

2. An emotional component, manifested in a violation of the attitude towards learning, teachers, and life perspective related to studies.

3. Behavioral component, the indicators of which are repeated behavioral disorders that are difficult to correct: pathocharacterological reactions, anti-disciplinary behavior, disregard for the rules of school life, school vandalism, deviant behavior.

Symptoms of school maladaptation can be observed in absolutely healthy children, and can also be combined with various neuropsychiatric diseases. At the same time, school maladjustment does not apply to violations of educational activity caused by mental retardation, gross organic disorders, physical defects, and sensory organ disorders.

Thus, school maladaptation is the formation of inadequate mechanisms of adaptation to school in the form of disruptions in learning and behavior, conflict relationships, psychogenic diseases and reactions, increased levels of anxiety, and distortions in personal development.

Analysis of literary sources allows us to classify the variety of factors contributing to the occurrence of school maladjustment.

Natural biological prerequisites include:

· somatic weakness of the child;

· violation of the formation of individual analyzers and sensory organs (uncomplicated forms of typhoid, deafness and other pathologies);

· neurodynamic disorders associated with psychomotor retardation, emotional instability (hyperdynamic syndrome, motor disinhibition);

· functional defects of the peripheral speech organs, leading to disruption of the development of school skills necessary for mastering oral and written speech;

· mild cognitive disorders (minimal brain dysfunction, asthenic and cerebroasthenic syndromes).

The socio-psychological causes of school maladjustment include:

· social and family pedagogical neglect of the child, defective development at previous stages of development, accompanied by disturbances in the formation of certain mental functions and cognitive processes, deficiencies in preparing the child for school;

· mental deprivation (sensory, social, maternal, etc.);

· personal qualities of the child formed before school: egocentrism, autistic-like development, aggressive tendencies, etc.;

· inadequate strategies for pedagogical interaction and learning.

E.V. Novikova offers the following classification of forms (causes) of school maladjustment, characteristic of primary school age.

1. Disadaptation due to insufficient mastery of the necessary components of the subject side of educational activity. The reasons for this may be insufficient intellectual and psychomotor development of the child, inattention on the part of parents or teachers to how the child is mastering his studies, and the lack of necessary assistance. This form of school maladaptation is experienced acutely by primary schoolchildren only when adults emphasize the “stupidity” and “incompetence” of children.

2. Disadaptation due to insufficient voluntary behavior. A low level of self-government makes it difficult to master both the subject and social aspects of educational activity. During lessons, such children behave unrestrainedly and do not follow the rules of behavior. This form of maladjustment is most often a consequence of improper upbringing in the family: either the complete absence of external forms of control and restrictions that are subject to internalization (parenting styles of “overprotection”, “family idol”), or the transfer of means of control to the outside (“dominant hyperprotection”).

3. Disadaptation as a consequence of the inability to adapt to the pace of school life. This type of disorder is more common in somatically weakened children, in children with weak and inert types of nervous system, and sensory organ disorders. Maladaptation itself occurs when parents or teachers ignore the individual characteristics of such children who cannot withstand high loads

4. Disadaptation as a result of disintegration of the norms of the family community and the school environment. This variant of maladaptation occurs in children who have no experience of identifying with members of their family. In this case, they cannot form real deep connections with members of new communities. In the name of preserving the unchanged Self, they have difficulty making contacts and do not trust the teacher. In other cases, the result of the inability to resolve the contradictions between the family and school WE is a panicky fear of separation from parents, a desire to avoid school, and impatient anticipation of the end of classes (i.e., what is usually called school neurosis).

A number of researchers (in particular, V.E. Kagan, Yu.A. Aleksandrovsky, N.A. Berezovin, Ya.L. Kolominsky, I.A. Nevsky) consider school maladjustment as a consequence of didactogeny and didaskogeny. In the first case, the learning process itself is recognized as a traumatic factor.

Information overload of the brain, combined with a constant lack of time, which does not correspond to the social and biological capabilities of a person, is one of the most important conditions for the emergence of borderline forms of neuropsychic disorders.

It is noted that in children under 10 years of age, with their increased need for movement, the greatest difficulties are caused by situations in which it is necessary to control their motor activity. When this need is blocked by school behavior norms, muscle tension increases, attention deteriorates, performance decreases, and fatigue quickly sets in. The subsequent release, which is a protective physiological reaction of the body to excessive overexertion, is expressed in uncontrollable motor restlessness and disinhibition, which are perceived by the teacher as disciplinary offenses.

Didactogeny, i.e. psychogenic disorders caused by improper behavior of the teacher.

Among the reasons for school maladaptation, some personal qualities of the child formed at previous stages of development are often cited. There are integrative personal formations that determine the most typical and stable forms of social behavior and subordinate its more private psychological characteristics. Such formations include, in particular, self-esteem and level of aspirations. If they are inadequately overestimated, children uncritically strive for leadership, react with negativity and aggression to any difficulties, resist the demands of adults, or refuse to perform activities in which failures are expected. The basis of the negative emotional experiences that arise is an internal conflict between aspirations and self-doubt. The consequences of such a conflict can be not only a decrease in academic performance, but also a deterioration in health against the background of obvious signs of socio-psychological maladaptation. No less serious problems arise in children with reduced self-esteem and level of aspirations. Their behavior is characterized by uncertainty and conformity, which hinders the development of initiative and independence.

It is reasonable to include in the maladjusted group children who have difficulty communicating with peers or teachers, i.e. with impaired social contacts. The ability to establish contact with other children is extremely necessary for a first-grader, since educational activities in elementary school are of a pronounced group nature. Lack of development of communicative qualities gives rise to typical communication problems. When a child is either actively rejected by classmates or ignored, in both cases there is a deep experience of psychological discomfort that has a maladaptive meaning. The situation of self-isolation, when a child avoids contact with other children, is less pathogenic, but also has maladaptive properties.

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SCHOOL DISADAPTATION AND PEDAGOGICAL CONDITIONS FOR OVERCOMING IT

The work analyzes the concepts of “school maladjustment” and “school adaptation” and describes their characteristics and levels. The mechanism of occurrence of school maladjustment and the process of transition to a state of adaptation with the help of specially created pedagogical conditions are shown.

Key words: adaptation/maladaptation social, psychological, school, educational, children at risk of school maladjustment, pedagogical conditions for overcoming school maladjustment among schoolchildren.

Nowadays you can often hear from teachers: “children have become worse”, “we put a C in mind, a two in mind”, “I studied well in primary school, but in secondary school I dropped to C”, etc. This is said about those children who does not do well in the subject, has difficulty mastering the school curriculum, and has conflicts. Failure to achieve academic results and behavioral disorders are extreme manifestations of school maladaptation; in addition, in general education institutions there is a large group of children experiencing temporary difficulties in learning; they constitute a risk group for school maladjustment.

Disadaptation is a complex socio-psychological and pedagogical phenomenon that is the result of a violation of the adaptive mechanism of personality socialization. For many years, the term “disadaptation” has been used in the domestic literature. In Western literature, the term “disadaptation” is found in a similar context. The semantic difference is that the Latin prefix de or the French des means, first of all, disappearance, destruction, complete absence, and only secondarily, with much rarer use, a decrease, decrease. At the same time, the Latin dis in its main sense means violation, distortion, deformation, but much less often - disappearance. However, the generally accepted term denoting a violation of the processes of human interaction with the environment is the term “maladjustment”.

In recent years, various approaches to the typology of maladjustment have been proposed. In particular, its types “according to social institutions” are considered, where it manifests itself as school, family, etc.; “for violation of leading activities” - educational, professional; “by disruption of the socialization process” - social; “according to individual characteristics of inability” - personal; There are also other types of maladjustment that have been covered in the scientific literature (psycho-emotional, psychological, socio-pedagogical, socio-psychological, labor, etc.).

Disadaptation is considered as a process, i.e., a decrease in a person’s adaptive capabilities to

conditions of the living environment, as a manifestation - characterized by behavior that is atypical for a given person in certain conditions; as a result, it indicates that behavior, relationships and performance do not correspond to the norms that are characteristic of him in these conditions. A child's maladaptation indicates a discrepancy between his behavior and learning and age and social norms in comparison with the majority of his peers.

When analyzing school maladaptation, its preferential formation during certain periods of schooling is revealed. This is the beginning of attending an educational institution (1st grade), the transition from primary school to secondary school (5th grade), and graduation from high school (7-9th grades).

In the modern existing system of definitions, the concept of school maladjustment acts both as descriptive and as diagnostic. In general, it can be considered complex, collective, depending on the conditions of development, the depth of influence and manifestations. Currently, the following approaches, based on various methodological foundations, have been formed in understanding and explaining such a complex socio-pedagogical phenomenon as school maladjustment.

The first approach is biomedical. According to him, school maladaptation is a violation of the adaptation of a student’s personality to the conditions of learning at school, which acts as a particular phenomenon of a disorder in a child’s general ability to mentally adapt due to some pathological factors. In this context, school maladjustment by scientists G. A. Vaiser, K. S. Lebedinskaya is revealed as a phenomenon through which the pathology of children’s development and health manifests itself. In this case, the authors include children with mental retardation as a risk group for school maladjustment.

The second approach to school maladaptation is socio-psychological. Within the framework of this approach, N. M. Iovchuk understands school maladaptation as a multifactorial process of reduction and impairment of a child’s ability to learn due to inconsistency of conditions and requirements

the educational process, the immediate social environment, its psychophysiological capabilities and needs. The maladaptive concept differs in that primary attention in the analysis is paid to the social and personal aspects of learning disabilities. She views the difficulties of schooling as a violation of adequate interaction between the school and any child, and not just the “carrier” of pathological symptoms. At risk of school maladjustment are children who are in difficult living conditions (orphans who have lost parental care; children who are victims of violence, oppression and neglect of the child’s significant needs and interests; children from families experiencing serious socio-economic deprivation (poor families , unemployed, refugees, migrants)).

The third approach to understanding school maladaptation is socio-pedagogical. School maladaptation by I. S. Yakimanskaya is considered as part of social adaptation and represents an inadequate mechanism of a child’s adaptation to school, expressed in disruption of learning and behavior, conflict relationships, psychogenic diseases, increased levels of anxiety, and distortions in personal development.

In this case, E.D. Yamburg classifies students at risk for school maladaptation as those with unformed prerequisites for school activities, who are not ready for school education, unformed production activities, impaired performance and increased fatigue, delays in the development of cognitive functions, pronounced pedagogical neglect, and personal problems, increased anxiety, emotional disorders, hyperactive children with behavioral disorders.

The pedagogical factors that negatively affect the development of the child and the effectiveness of the educational environment include the following: the discrepancy between the school regime and the pace of academic work and the sanitary and hygienic conditions of education, the extensive nature of educational loads, the predominance of negative evaluative stimulation and the “semantic barriers” that arise on this basis. in the child’s relationship with teachers, the conflictual nature of intra-family relationships, formed on the basis of educational failures.

An integrated approach to the problem of school maladjustment allows, based on the work of psychologists, teachers, psychiatrists, and sociologists, to see more deeply the components of school maladjustment that can be corrected by pedagogical methods:

Socio-psychological maladaptation - a discrepancy between the requirements of the school environment and the students’ abilities to meet it;

Psychological maladaptation is a discrepancy between the level of development of the cognitive sphere and the child’s abilities with the requirements of school education;

Educational maladaptation is a child’s failure to master general education programs due to insufficient development of educational skills. Manifestations of educational maladaptation are expressed in difficulties in studying, violations of discipline, weak interest or lack thereof in studying an academic discipline.

A number of pedagogical conditions contribute to overcoming school maladaptation of students:

1) implementation of operational diagnostics to identify the state of school maladaptation according to its components;

2) drawing up individual programs for overcoming school maladjustment based on diagnostic data;

3) increasing the professional competence of teachers to overcome maladaptation of students by developing the necessary competencies.

The first pedagogical condition is implemented using a set of diagnostic techniques for identifying the state of school maladaptation of students, which includes:

Methods for identifying socio-psychological maladjustment (assessing the level of anxiety, self-esteem, temperament, etc.);

Methods for identifying psychological maladjustment (assessment of the level of development of attention (Munstenberg technique), memory (“working memory”, “figurative memory”, “short-term memory” - Luria test), thinking (“logical thinking”, “analytical-synthetic activity" - test Ravena, level C, etc.));

Methods for identifying educational maladjustment (assessing the level of formation of components of educational activity, identifying the level of formation of general academic and specific subject knowledge, skills, abilities). The diagnostic results are recorded in the appropriate protocols.

Based on diagnostic data through the joint efforts of a school psychologist, subject teachers, deputy. The director for educational and educational work draws up individual programs for overcoming school maladjustment (the second pedagogical condition). The programs reflect: corrective measures taken by the psychologist to overcome shortcomings in personal development (interviews, trainings, etc.); activities of teachers

eliminating identified gaps in knowledge and skills, developing skills in educational activities; activities of the head teacher, class teacher, subject teacher to involve schoolchildren in socially significant activities.

The third pedagogical condition - increasing the professional competence of teachers to overcome school maladaptation of students - is carried out through the implementation of the methodological training program for teachers “Modern approaches to the problem of overcoming school maladaptation of adolescents in basic secondary schools.” The program was tested in the period 2004-2008. at Municipal Educational Institution Secondary School No. 48 in Tomsk, is presented at advanced training and retraining courses for teachers on the basis of TSPU, and is partially included in the training course “Theory and Methods of Teaching Geography”, given to TSPU geographer students

The program includes theoretical and practical classes on the problem of school maladjustment:

Studying regulatory documents on working with children at risk of school maladjustment;

Acquaintance with a complex of knowledge from the field of correctional pedagogy, developmental psychology, rehabilitation pedagogy, necessary for successful work to overcome student maladjustment;

Mastering a set of diagnostic techniques for identifying the state of school maladaptation of students;

Development of individual correctional development programs to overcome school maladaptation of students;

Development of modified programs in school disciplines for compensatory education classes and students in individual education;

Development and analysis of lessons from the perspective of correctional and developmental education.

Overcoming persistent school maladaptation is a long process. It is necessary to evaluate the ongoing changes in educational activities and personal characteristics of children not in comparison with other peers (more or less successful), but in comparison with the previous results of the student himself.

Thus, only the coordinated work of the entire teaching staff and its competence will contribute to overcoming school maladjustment and its transition to a state of adaptation.

School adaptation, as well as maladaptation, if we adhere to the socio-psychological-pedagogical aspect of the problem, has its own components -

factors (psychological, socio-psychological, educational adaptation) and levels.

Psychological adaptation is considered by many psychologists as an adaptation of the child’s psyche to learning conditions. T. G. Gadelshina considers psychological adaptation to be part of mental adaptation and distinguishes its following levels: effective adaptation, unstable adaptation, compensated fatigue, non-compensated fatigue, temporary unstable maladjustment, stable maladaptation, psychogenic maladjustment and developmental disorders. The criteria for the psychological component of school adaptation are: compliance of the level of development of the cognitive sphere of students with the requirements of school education.

Socio-psychological adaptation is a process of interaction between schoolchildren and the environment (school), during which the requirements of the environment (compliance with rules of conduct, internal regulations, etc.) and the expectations of students are coordinated. The key process here is the process of assimilation by the individual of group norms and values. In this case, according to E.M. Kazin, the levels of socio-psychological adaptation to school are represented by adaptation, individual identification, and individualization. The criteria for the socio-psychological component are: adequate self-esteem of students, low levels of general and school anxiety, positive relationships in the “student-teacher” and “student-student” system, participation in in-school and extra-school activities.

Educational adaptation is the adaptation of schoolchildren to educational activities in school conditions. The criteria are: the formation of skills in educational activities, absolute overall academic performance, increased quality of academic performance, motivation to study school subjects. Educational adaptation is a consequence of overcoming educational maladjustment.

So, as a result of the analysis of psychological and pedagogical literature and the conducted research, it was found that school maladjustment is a complex problem and it currently occurs in educational institutions and requires a solution. One of the solutions is specially created pedagogical conditions that allow each component of school maladjustment to move to the level of adaptation. As a result, students become more successful in educational and social activities.

Bibliography

1. Russian Pedagogical Encyclopedia: in 2 volumes / ed. V. G. Panova. M.: Press, 1993. T. 1. 607 p.

2. Modern dictionary of pedagogy / comp. E. S. Rapatsevich. M.: Modern Word, 2001. 928 p.

3. Weiser G. A. Schoolchildren lagging behind in their studies (problems of mental development). M.: Pedagogika, 1986. 204 p.

4. Lebedinskaya K. S. Adolescents with disorders in the affective sphere: clinical and psychological characteristics of “difficult” adolescents. M.: Pedagogika, 1988. 165 p.

5. Iovchuk N. M. Depression in children and adolescents // Medical pedagogy and psychology. Supplement to the journal "Defectology". 1999. Vol. 2. pp. 90-93.

6. Yakimanskaya I. S. Personally oriented learning in modern school. M.: Pedagogika, 1996. 139 p.

7. Yamburg E. A. Pedagogy, psychology, defectology and medicine in the adaptive school model // National education. 2002. No. 2. P. 94-95.

8. Aleksandrovskaya E. M. Psychological support for schoolchildren: a textbook for universities. M.: Academy, 2002. 206 p.

9. Gadelshina T. G. Structural-level concept of mental adaptation // Vestn. Tomsk State ped. University (Tomsk State Pedagogical

University Bulletin). 2011. Issue. 6 (108). pp. 161-164.

10. Petrova E. Yu. Model for the implementation of pedagogical conditions for overcoming educational maladaptation of students in a basic secondary school // Ibid. Vol. 1 (107). pp. 27-31.

11. Kazin E. M. et al. Psychological and pedagogical approaches to the creation of an educational adaptive and developmental environment // Ibid. Vol. 13 (115). pp. 254-259.

Petrova E. Yu., candidate of pedagogical sciences, associate professor.

Tomsk State Pedagogical University.

St. Kyiv, 60, Tomsk, Russia, 634061.

Email: [email protected]

The material was received by the editor on May 17, 2012.

SCHOOL DISADAPTATION AND PEDAGOGICAL CONDITIONS OF ITS OVERCOMING

In the analysis of the concepts of “school disadaption”, “school adaptation”, describes their characteristics and levels. It shows the mechanism of school disadaption and the process of transition to the state of adaptation with the help of specially created pedagogical conditions.

Key words: adaptation/disadaption of social, psychological, school, study; children of the risk group of school disadaption, pedagogical conditions of overcoming the school disadaption of the schoolchildren.

Tomsk State Pedagogical University.

Ul. Kiyevskaya, 60, Tomsk, Russia, 634061.

The concept of school maladjustment.

Prerequisites for school maladjustment.

Situational, environmental and pedagogical factors of school maladaptation, their characteristics taking into account the age stages of personality development. Individual prerequisites for the development of adaptation disorders. Typical variants of adaptation disorders at different age stages of children's development.

Children at risk of school maladjustment in accordance with the main types of disorders, relationships, activities and health of children in school conditions. Pedagogical, psychological, physiological levels of school maladjustment.

Pedagogical criteria for assessing the nature of school adaptation and maladjustment.

Basic concepts: adaptation, affect, maladjustment. Children at risk, factors of school maladjustment.

Leading ideas:

Adaptability depends on the physical, psychological, and moral health of a person.

In order to determine the optimal school regime, form of education, and workload for a child, the teacher needs to know, take into account and competently assess the child’s adaptive capabilities at the stage of his admission to school.

1.3. School maladjustment as a pedagogical phenomenon

1.The concept of adaptation Adaptation (lat.abapto-adapt). Adaptability, the ability to adapt, varies from person to person. It reflects the level of both innate and acquired qualities of an individual during life. In general, the dependence of adaptability on the physical, psychological, and moral health of a person is noted.

Unfortunately, child health indicators have been declining in recent decades. The prerequisites for this phenomenon are:

1) disturbance of ecological balance in the environment.

2) weakening of the reproductive health of girls, physical and emotional overload of women,

3) increase in alcoholism, drug addiction,

4) low culture of family education,

5) vulnerability of certain groups of the population (unemployment, refugees),

6) deficiencies in medical care,

7) imperfection of the preschool education system.

Czech scientists I. Langmeyer and Z. Matejcek identify the following types of mental deprivation:

motor deprivation (chronic physical inactivity leads to emotional lethargy);

sensory deprivation (lack of or monotony of sensory stimuli);

emotional (maternal deprivation) - it is experienced by orphans, unwanted children, abandoned.

The educational environment is of greatest importance in early preschool childhood.

A child’s entry into school is the moment of his socialization.

In order to determine the optimal preschool age for a child, the mode, form of education, and academic load, it is necessary to know, take into account and competently evaluate the child’s adaptive capabilities at the stage of his admission to school.

Indicators of a low level of adaptation capabilities of a child may be:

deviations in psychosomatic development and health;

insufficient level of social and psychological-pedagogical readiness for school;

lack of formation of psychophysiological and psychological prerequisites for educational activities.

Let us clarify specifically for each indicator.

Over the past 20 years, the number of children with chronic pathology has more than quadrupled. The majority of poorly performing children have somatic and mental disorders, they have increased fatigue, decreased performance;

signs of insufficient social and psychological-pedagogical readiness for school:

a) reluctance to go to school, lack of educational motivation,

b) lack of organization and responsibility of the child; inability to communicate, behave appropriately,

c) low cognitive activity,

d) limited horizons,

e) low level of speech development.

3) indicators of unformed psychophysiological and mental prerequisites for educational activities:

a) lack of formation of intellectual prerequisites for educational activities,

b) underdevelopment of voluntary attention,

c) insufficient development of fine motor skills of the hand,

d) lack of formation of spatial orientation, coordination in the “hand-eye” system,

e) low level of development of phonemic hearing.

2Children at risk.

Individual differences between children, due to different degrees of development of aspects of their individuality that are significant for adaptation, and different health conditions, appear from the first days of school.

Group 1 of children - entry into school life occurs naturally and painlessly. They quickly adapt to the school regime. The learning process takes place against a background of positive emotions. High level of social qualities; high level of development of cognitive activity.

Group 2 children – the nature of adaptation is quite satisfactory. Individual difficulties may arise in any area of their new school life; Over time, problems are smoothed out. Good preparation for school, a high sense of responsibility: they quickly get involved in educational activities and successfully master the educational material.

Group 3 children - performance is not bad, but noticeably drops at the end of the day or week, signs of overwork and malaise are noted.

Cognitive interest is underdeveloped and appears when knowledge is given in a playful, entertaining form. Many of them do not have enough study time (at school) to acquire knowledge. Almost all of them additionally study with their parents.

Group 4 children – difficulties in adapting to school are clearly manifested. Performance is reduced. Fatigue accumulates quickly; inattention, distractibility, exhaustion of activity; uncertainty, anxiety; problems in communication, constantly being offended; the majority have low academic performance.

Group 5 children – adaptation difficulties are clearly expressed. Performance is low. Children do not meet the learning requirements of regular classes. Socio-psychological immaturity; persistent difficulties in learning, lag, failure.

Group 6 children are the lowest stage of development.

Children of groups 4-6 are, to varying degrees, in a situation of pedagogical risk of school and social maladjustment.

Factors of school maladjustment

School maladaptation - “school maladjustment” - any difficulties, violations, deviations that arise in a child in his school life. “Social and psychological disadaptation” is a broader concept.

Pedagogical factors leading to school maladjustment:

inconsistency of the school regime and sanitary and hygienic conditions of education with the psychophysiological characteristics of children at risk.

the discrepancy between the pace of academic work in the classroom and the educational capabilities of children at risk are 2-3 times behind their peers in terms of pace of activity.

extensive nature of training loads.

predominance of negative evaluative stimulation.

Conflict relationships in the family arising from educational failures of schoolchildren.

4. Types of adaptation disorders

1) pedagogical level of school maladaptation problems in learning),

2) psychological level of school maladjustment (feelings of anxiety, insecurity),

3) physiological level of school maladjustment (negative impact of school on children’s health).

Seminar lesson

Problems of school failure in the theory and practice of teaching.

Practical lesson

Manifestation of school maladjustment.

System of psychological and pedagogical correction of pedagogical neglect.

Independent work of students

Preparation of reports on the problem of school maladjustment.

Questions for self-control

Reveal the prerequisites for school maladjustment.

What are the indicators of a low level of adaptation capabilities of a child.

What pedagogical factors can lead to school maladaptation.

What measures of corrective and preventive work with children at risk can you propose to eliminate adaptation disorders?

Literature for independent work

Zaitseva, A.D. and others. Correctional pedagogy, [Text] - Rostov n/D. - 2003.-S. 79-121.

Corrective pedagogy in primary education [Text]/Ed. G.F. Kumarina. – M., 2003.- p.17-48.

Kulagina, I.Yu. The personality of a schoolchild from mental retardation to giftedness. [Text] - M., 1999. - pp. 107-122, 157-168.

Shevchenko S.G. Corrective and developmental training. [Text] – M., 1999. – pp. 8-26.

Disadaptation of primary school students: its causes, methods of determination and correction. School maladjustment as a pedagogical phenomenon

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Social and psychological adaptation of children to learning in primary school

1.3 School maladjustment: signs, causes, consequences

1.3. School maladjustment as a pedagogical phenomenon