Question 6. Social adaptation and socialization of the individual: types, mechanism, characteristics of adaptation levels. Environmental influence. Environmental adaptation of children of different ages

Features of adaptation

Psychologists note some features and problems of adaptation of first-graders to school, which are associated with constant development and changes in the modern school:

• adaptation is greatly influenced by technological progress, informatization of society and the introduction of educational standards, which complicates getting used to school;
• The Federal State Educational Standard requires from the child not only subject knowledge and skills, but also personal and meta-subject results, which are reflected in the portrait of a primary school graduate;
• a sharp change in social role: yesterday’s preschooler becomes a student. This is a great responsibility for him: a new regime, the need to organize his activities, a new system of rights and responsibilities.

It is not without reason that the period of adaptation of a first-grader to school is considered a difficult life situation for both the student and the parents. The stress that a child experiences at the beginning of the school year is compared to the emotions of an adult who has simultaneously moved to another city, changed jobs, and is renovating a new home.

Levels of behavior and evolution

There are five levels (forms) of behavior characteristic of animals. They can be combined into two groups: congenital and acquired. Innate ones include permanent (stereotypical) forms of behavior - taxis, reflexes and instincts. They practically do not change throughout life and are most often hereditary. Acquired forms of behavior are those that develop during the life of an individual - learning and rational activity. As the organization becomes more complex, innate forms of behavior gradually give way to acquired ones. For example, taxis are more common in protists, to a lesser extent in worms, and disappear in primitive mammals. In bees, instinctive behavior predominates, while in dogs it is replaced by learning abilities. The highest level - rational activity begins to form in lower mammals, intensifies in higher primates and is maximum in humans.

Structure and types of adaptation

There are the following stages of a child’s adaptation to school.

1. Approximate (2-3 weeks). At this stage, the body reacts violently to significant changes in the child’s life, all its systems work to the limit, work takes place in a stressful mode. The student is just getting acquainted with the new environment and conditions, looking for opportunities to adapt.
2. Unstable adaptation (2-3 weeks). At the next stage, he begins to get used to the new rules, requirements and norms of behavior. The body looks for optimal solutions and reacts to stress less anxiously.
3. Relatively stable adaptation (from 1.5 months to a year). By this stage, all ways to respond to emerging situations have been found, and the child calmly acts on the basis of the acquired experience. The body is no longer stressed and does not force all systems to work at their limit.

In addition to the stages, psychologists and teachers distinguish three types of adaptation: social, physiological and psychological.

Social

It assumes that the child must master a new social role - the role of a student. Includes the following components:

• ability to listen to the teacher;
• understanding your responsibilities and fulfilling them;
• following school procedures and requirements;
• good relationships with classmates;
• absence of conflict situations;
• ability to independently organize and complete tasks.

Physiological

It suggests that the child’s body experiences great stress due to strong changes associated with school. Even a small load causes the child to experience severe stress. This often leads to overwork.

Indicators of physiological adaptation also include:

• well-being;
• sleep quality;
• performance;
• appetite;
• various diseases and their exacerbation.

Psychological

This type of adaptation depends on the child’s readiness for school: the more developed the mental processes are, the more successful it will be.

Evaluated according to the following parameters:

• motivation to study;
• willingness to perform tasks and understand them;
• level of development of cognitive processes;
• daily mood;
• the ability to evaluate yourself and your work.

Peculiarities of children's behavior during the period of adaptation to kindergarten conditions

Adaptation is the process of adapting to changing environmental conditions. In a person’s life, the process of adaptation begins at birth and continues throughout life, determining the process of development. However, there are periods when the adaptation process is given special importance. One of these periods is when a child enters a preschool organization.

Initial admission to kindergarten is undoubtedly a stressful situation for a child whose living conditions are changing.

In order for a child to adapt to the conditions of public education as quickly and painlessly as possible, it is necessary in the family to prepare him for admission to kindergarten . Systematic preparation for kindergarten will first of all indicate the parents’ readiness to accept the child’s new social role.

1. At home, conversations are held with the child in advance, the purpose of which is to create a positive attitude towards kindergarten. If a parent believes that kindergarten is the best place on earth, the child will also think so, albeit at the level of internal sensations.
2. The child’s territorial and social experience expands in advance (walks on the playground, providing the opportunity to learn how to find a way out of a conflict or situation, training the ability to communicate, play together, ask for and give toys).
3. The home mode is as close as possible to the garden mode.
4. If the parent has decided on the choice of a preschool organization, you can begin to explore its territory, come for morning and evening walks, get to know the teachers, that is, get more varied information about the place where the child will spend most of the time.

When the child came to kindergarten:

1. The adaptation schedule must be observed, that is, the regime of short-term stays in kindergarten starting from 2 hours.
2. During the adaptation period, a child needs parental support, warmth and care, and indulgence in whims. It is advisable not to change anything in the child’s life during this period (do not go on long visits; do not invite people unfamiliar to the baby, etc.) - the nervous system of children is very unstable.
3. It is important that parents are confident in the teacher’s good attitude towards the child; they felt the teacher’s competence in matters of education, but most importantly, they appreciated his personal qualities (caring, attention to people, kindness).

A kindergarten is a pedagogical organization that can and should give parents qualified recommendations on preparing a child for the conditions of public education.

In a family, parents are the permanent educators. In kindergarten, teachers replace one another and may differ in character, requirements, and tone of communication.

Children entering a children's educational organization behave differently. The characteristics of their behavior are largely determined by the needs that had developed by the time they joined the group.

If before entering kindergarten the child was constantly with his mother or grandmother, then in the morning, when he is brought to kindergarten, it is difficult to part with his family. Then he waits all day for their arrival, cries, refuses any offers from the teacher, and does not want to play with the children. He does not sit down at the table, protests against eating, against going to bed, and this repeats day after day. Crying when a loved one leaves, a negative attitude towards the staff, towards the children of the group, towards offers to play, but intense joy when the mother (grandmother or other family member) returns are a clear indicator that the child has not developed the need to communicate with strangers.

In practice, there are often cases when a child comes to the group calmly in the first days, chooses toys on his own and begins to play with them. But, having received, for example, a remark from a teacher, he sharply and negatively changes his behavior. Consequently, when the content of communication between the teacher and the child satisfies the needs in him, this communication is formed successfully, the child painlessly gets used to the living conditions in kindergarten. Difficulties in adaptation arise in cases where a child encounters misunderstanding; they try to involve him in communication, the content of which does not meet his interests, desires, or experience.

As the child gets used to the conditions of kindergarten, the content and communication skills expand.

We should not forget that the behavior and development of a small child is also influenced by his state of health. A weakened, sick child may be capricious, irritable, or, on the contrary, lethargic and get tired quickly. Such a child may lag behind in physical development and have lower height, weight, and development of movements. All this manifests itself in the very first days of visiting kindergarten.

children who are weak due to health conditions have a more difficult time adapting to new conditions. They get sick more often and have a harder time experiencing separation from loved ones. It happens that the child does not cry, does not express outwardly negative manifestations, but loses weight, does not play, and is depressed. His condition should worry teachers no less than those children who cry and call their parents.

Children with a weak type of nervous system require special attention. They endure any changes in their living conditions and upbringing very painfully. Their emotional state is disrupted at the slightest trouble, although they do not express their feelings violently. Everything new frightens them and comes with great difficulty. They are not confident in movements and actions with objects, and they are slower than other children of the same age to acquire the necessary skills. Such children should be accustomed to kindergarten gradually, and people close to them should be involved in this. At the same time, it is recommended to constantly encourage and encourage children, to help them learn new things.

To obtain an objective and in-depth understanding of the child’s condition during the adaptation period, it is necessary:

Ÿ monitoring the child’s behavior during games, activities, walks, meals, etc.

The following signs may indicate a deterioration in the child’s emotional state:

Ÿ crying (often, for no reason);

Ÿ isolation;

Ÿ stiffness, tension, passivity in behavior;

Ÿ negative attitude towards adults, protest behavior, reluctance to contact them;

Ÿ aggressive attitude towards peers (pugnacious, touchy);

Ÿ reluctance to look at anyone, listen to an adult’s appeal, or respond to his persuasion and requests;

Ÿ erratic movements of arms and legs (fussy, nervous);

Ÿ violation of developed skills (does not do what he can);

Ÿ manifestation of neurotic habits (thumb sucking, rocking, etc.);

Ÿ loss of appetite (refusal of food, possible vomiting);

Ÿ sleep disturbance (does not fall asleep for a long time, often wakes up);

Ÿ tendency to frequent chronic diseases.

Levels of adaptation

When entering school, dramatic changes occur in a child’s life. They affect those aspects related to study. Experts identify the following levels of adaptation of first-graders to school.

High level

The child quickly adapts to school life (within 2-6 weeks). A first-grader has a positive attitude towards school, is motivated to learn, is ready to learn new things, and acquires knowledge and skills quickly. Such a child copes well with the school curriculum and is able to solve tasks of increased complexity. The student can organize his activities and follow the teacher’s instructions. He has good relationships with classmates and has friends. He has no health problems and is rarely in a bad mood.

Levels of adaptation of first-graders to school

How does a child get used to school?

Adaptation to school is a restructuring of the cognitive, motivational and emotional-volitional spheres of the child during the transition to systematically organized schooling. “A favorable combination of social external conditions leads to adaptation, an unfavorable combination leads to maladjustment.”

The first year of school is an extremely difficult, turning point period in a child’s life. His place in the system of social relations changes, his entire way of life changes, and his psycho-emotional stress increases. Carefree games are replaced by daily learning activities. They require intense mental work from the child, increased attention, concentrated work in lessons and a relatively motionless body position, maintaining the correct working posture. It is known that for a child of six or seven years old this so-called static load is very difficult. Lessons at school, as well as the passion of many first-graders for television programs, sometimes music and foreign language classes, lead to the fact that the child’s physical activity becomes half as much as it was before entering school. The need for movement remains great.

A child coming to school for the first time will be greeted by a new group of children and adults. He needs to establish contacts with peers and teachers, learn to fulfill the requirements of school discipline, and new responsibilities associated with academic work. Experience shows that not all children are ready for this. Some first-graders, even with a high level of intellectual development, find it difficult to bear the workload that schooling requires. Psychologists point out that for many first-graders, and especially six-year-olds, social adaptation is difficult, since a personality capable of obeying the school regime, mastering school norms of behavior, and recognizing school responsibilities has not yet been formed.

S. Harrison: “We are so carried away with educating our children that we have forgotten that the very essence of a child’s education is creating a happy life for him. After all, a happy life is what we wish with all our hearts for both our children and ourselves.”

Many first graders take toys with them to school. Parents should not prohibit them from doing this. You just need to explain that you can only play during recess. Taking your favorite toy with you to school makes your child feel protected. A sense of security is especially important for timid, anxious and shy children. They have difficulty getting involved in games and cannot get close to their classmates. It will be later. In the meantime, let your favorite toy be nearby.

Levels of adaptation

Three levels of socio-psychological adaptation to school can be distinguished:

1. High level of adaptation

. The first-grader has a positive attitude towards school and perceives the requirements adequately; learns educational material easily; deeply and completely masters the program material; solves complex problems, is diligent, listens carefully to the teacher’s instructions and explanations, carries out assignments without external control; shows great interest in independent educational work (always prepares for all lessons), carries out public assignments willingly and conscientiously; occupies a favorable status position in the class. As follows from the description, the levels of development of all indicators listed earlier are high. The characteristics of a child with a high level of adaptation to school correspond to the characteristics of a child who is ready for school and has experienced a crisis of 7 years, since in this case there are indications of formed volition, learning motivation, a positive attitude towards school, and developed communication skills. Based on the data of some researchers, a six-year-old first-grader cannot belong to a high level due to the underdevelopment of such aspects of adaptation as readiness for school learning (in terms of randomness of behavior, ability to generalize, educational motivation, etc.), immaturity of personal new formations of crisis 7 years (self-esteem and level of aspirations) without the necessary intervention of teachers and psychologists.

2. Average level of adaptation

A first-grader has a positive attitude towards school, visiting it does not cause negative experiences, understands the educational material if the teacher presents it in detail and clearly, assimilates the main content of the curriculum, independently solves standard problems, is focused and attentive when completing tasks, instructions, instructions from an adult, but under his control; is concentrated only when he is busy with something interesting to him (preparing for lessons and doing homework almost always); He carries out public assignments conscientiously and is friends with many of his classmates.

3. Low level of adaptation

. A first-grader has a negative or indifferent attitude towards school; complaints of ill health are common; depressed mood dominates; violations of discipline are observed; understands the material explained by the teacher in fragments; independent work with the textbook is difficult; shows no interest when completing independent learning tasks; prepares for lessons irregularly; constant monitoring, systematic reminders and encouragement from the teacher and parents are required; maintains efficiency and attention during extended pauses for rest; understanding new things and solving problems according to the model requires significant educational assistance from the teacher and parents; carries out public assignments under control, without much desire, is passive; has no close friends, knows only some of his classmates by first and last names. In fact, this is already an indicator of “school maladjustment.” In this case, it is difficult to identify age-related characteristics, since we are dealing with disorders of the child’s somatic and mental health, which may be a determining factor in the low level of development of generalization processes, attention functions of other mental processes, and properties included in the selected adaptation indicators.

Thus, due to age characteristics, first-graders of six years of age can achieve only an average level of adaptation to school in the absence of special organization of the educational process and psychological support by the teacher.

The next aspect that should be paid attention to is the unfavorable result of the adaptation process, the reasons leading to the so-called maladjustment.

School maladjustment

- this is the formation of inadequate mechanisms for a child’s adaptation to school in the form of learning disorders, behavior, conflict relationships, psychogenic diseases and reactions, increased levels of anxiety, and distortions in personal development.

Physiological adaptation

In the first grade, an unusual load falls on the child’s shoulders. Whatever work a schoolchild does: mental work from mastering new knowledge, static load while sitting in an almost motionless position at a desk, psychological work from communicating in a large group - the child’s body reacts to all this with intense work. And the greater the load, the more resources are spent. But the possibilities of a child’s body are far from limitless. Therefore, adults need to ensure that the child does not experience prolonged stress, which leads to fatigue and overwork, which can negatively affect the child’s health. Physiological adaptation of first-graders takes 1.5-2 months.

Signs that a child has successfully adapted to school are:

-Satisfaction with the learning process. The child enjoys school, he is confident and does not feel afraid.

-The child copes with the curriculum.

-The child is able to independently complete educational tasks, and if difficulties arise, resort to the help of adults only after trying to cope with the task himself.

-The child’s satisfaction with interpersonal relationships with classmates and teachers.

Methodological recommendations for teachers on successful adaptation of first-graders to school

• Before the start of the first lesson, do morning exercises with the class. Such an event will normalize the student’s physiological processes and prepare him for a new school day with its own difficulties and difficulties.
• Do not forget to regularly ventilate the classroom: in a stuffy room, performance is significantly reduced.
• Remind children to observe the rules of personal hygiene: hands and face should always be clean, clothes should be neat, and the work area should be clean.
• Do not forget to include in the lesson stages the stage of reflection, during which the first-grader’s self-esteem is formed.
• Build positive relationships with children: do not forget about praise. Orient yourself and your children towards their personal success, encourage your children.
• Smile at your children more often, and do not forget about your friendly attitude towards them. Make yourself a friend and mentor to every child.
• Organize active recreation for children during breaks, include outdoor games. While resting, children should not get too excited. Therefore, their games and activities should not be overtiring.
• Don’t forget to do physical exercises in class, as they allow you to take your mind off work and improve your performance. After all, it is known that children are cognitively active for only 15–20 minutes.
• Change activities frequently during the lesson: children should not become overtired doing the same activity.
• Use in the lesson system such types as lesson-game, travel, excursion, etc.

Remember that the success of your students depends on you!

Bibliography

1. Mukhina V.S. Developmental psychology: phenomenology of development, childhood, adolescence [text]: textbook / V.S. Mukhina // - M.: "Academy", 1999 - 456 p.

2. Rean A.A., Kostromina S.N. “How to prepare a child for school” [text]: / A.A. Rean, S.N. Kostromina // - M.: “Peter. com" 1998 - 160 p.

3. Spivakovskaya A.S. Popular psychology for parents [text]: / A.S. Spivakovskaya, Yu.E. Aleshina // - M.: Soyuz, 1997 - 304 p.

4. Friedman L.M. Psychology of education [text]: / L.M. Fridman // - M.: Sphere shopping center, 1999 - 208 p.

Impact of adaptation

If you pay attention to the characteristics of the types of school adaptation, you will notice that it affects the entire body and personality of the child. Problems in any of them will definitely have an impact on one of the areas of the student’s life.

There are 3 main areas:

• mental - problems will cause anxiety, internal tension, overwork and stress;
• psychophysiological - dysfunctional maladjustment will lead to emotional swings, lack of adequate self-esteem and the desire to receive approval and praise;
• psychosocial - problems do not allow creating new and lasting social contacts with classmates and teachers.

Adaptation conditions

Teachers and parents must comply with some conditions for the successful adaptation of a first-grader to school:

• educational and cognitive activity in accordance with the age characteristics of children of this age (taking into account the zone of proximal development);
• comfortable conditions for learning and communication;
• health-improving and preventive work with children;
• organization of school classes in a gentle manner, a smooth transition to a standard schedule;
• compliance with sanitary and hygienic requirements;
• organization of play space and active leisure time during breaks and dynamic breaks;
• working with parents to form a positive attitude towards the child’s new student status;
• monitoring the level of adaptation of students by a psychologist and teacher.

All of the above conditions can only be provided by a teacher with a high professional level, interested in the successful development of his students.

Signs of successful adaptation to school

Based on the characteristics of a child who is at a high level, we can identify signs of successful adaptation to school:

1. Satisfaction with the learning process, a positive attitude towards learning activities and mastery of its skills.
2. The ability to independently organize your learning process and complete your homework.
3. Ability to control one's behavior in accordance with school rules and regulations.
4. Well-established contact with teachers and classmates.

Difficulties in children's adaptation to school

It is not always easy for parents to notice problems with adaptation to school in their child, so they should talk with him about failures, problems and fears associated with school. But even their absence does not guarantee that there are no problems.

The difficulties of first-graders adapting to school can be guessed from some signs.

1. Failure to perform well in subjects. One of the most common signs of adaptation difficulties. If a child’s grade decline has already become chronic, then there are psychological reasons behind it: lack of confidence in one’s abilities, inability to organize one’s routine, lack of development of learning skills, lack of motivation to learn.
2. Avoidance of activities, withdrawal. The child is completely immersed in his thoughts during lessons: he answers inappropriately, refuses to work, and does not listen to the teacher’s instructions. He is also not active during breaks. This situation often occurs when children do not receive the necessary attention. Instead of punishment, the teacher should calmly talk with the student and find out the reasons for his behavior.
3. Ignoring rules of conduct. A child's bad behavior is an effective way to attract attention. The reasons may be different: disagreement with school rules, conflict or misunderstanding with one of the teachers, boredom in the classroom (the child’s development is ahead of the program, but the teacher does not take this feature into account).
4. Verbalism. With this concept, psychologists designate a situation where speech development prevails over intellectual development. The child talks a lot, perhaps gives the impression of being smart and precocious, works actively during oral interviews, but at the same time does not cope with the tasks of the school curriculum. Only training with logical and creative tasks can correct the situation and help them successfully adapt to school.
5. Laziness. During psychological adaptation, this phenomenon can manifest itself especially acutely. Laziness not only affects a child’s success, but also reduces interest in school life in general. Its occurrence can be triggered by many reasons: reduced cognitive interest, fear of failure, temperamental characteristics, lack of self-confidence, spoilage and too easy success (for example, in gifted children).

Problems of adaptation of first-graders

In the case of a successful combination of external and intra-school factors, the child “enters” school life without problems and does not experience emotional discomfort while in the classroom. However, sometimes certain difficulties may arise in adapting first-graders to school. We are talking about the following circumstances:

• chronic underachievement - occurs against the background of low performance or undeveloped educational skills;
• withdrawal from activities - manifests itself in children who are deprived of attention; during lessons they absolutely do not listen to the teacher’s explanations and “immerse themselves in themselves”;
• negativistic demonstrativeness - characterized by a child’s bad behavior in order to attract attention, while any punishment is perceived by him as a desired reward;
• verbalism is a special type of child development, in which he has very developed speech, but there is a delay in logical and figurative thinking; in such a situation, the first grader creates the impression of a smart child, often has high self-esteem, but in practice cannot cope with solving problems and creative tasks;
• manifestation of laziness - can arise for many reasons (a small percentage of cognitive motives, low need for theoretical knowledge, lack of self-confidence, temperamental characteristics, etc.) and leads to a slowdown in the process of achieving success, reduces interest in school life.

To solve the listed problems of a child’s adaptation to school, it is necessary to identify and eliminate the cause of maladjustment, create positive motivation in the first-grader for everyday educational activities, and provide him with moral and emotional support.

External and internal factors of adaptation success

Several factors influence the success of the adaptation process. They can be divided into 2 groups:

• external - relationships with family, teacher and classmates;
• internal - the degree of readiness for school, educational motivation, the child’s health and his resistance to stressful situations.

Both groups of factors are interconnected. It cannot be said that one prevails over the other.

Experts are still debating on this matter, but many of them agreed that, first of all, the family influences. Relationships between household members affect both the child’s health (physical and mental), as well as his preparation for school, educational motivation and the ability to build social contacts.

The role of the family in the child’s adaptation

To show that the role of the family really has a significant impact on the course of psychological adaptation of first-graders to school, psychologists conducted many studies.

For example, they identified the dependence of the success of adaptation on the style of family education, based on 2 indicators: anxiety and educational motivation. The results showed that:

• in families with symbiosis (a parenting style in which parents feel like one with the child, strive to satisfy all the child’s needs, and protect him from the difficulties of life), children experience increased anxiety;
• in families where parents strictly control the child, children have reduced educational motivation;
• and families with the “cooperation” type of upbringing (the parent is interested in the child’s affairs and plans, tries to help in everything, sympathizes, highly appreciates his abilities) help children cope with anxiety because they know how to accept their failures.

We can conclude that children who are participants in subject-subject relationships with their parents adapt best to school. It is in such families that the child’s right to act and make mistakes is recognized, while they do not stifle him with control, but only give clear and feasible instructions.

In such families, children are active socially, academically and physically, feel freedom and independence within reason, and show kindness to others.

Unfortunately, in most families the relationships are opposite: subject-object, i.e. when parents want to influence children as objects (raise, teach, dress, etc.) and do not take into account their desires, opinions, well-being and real capabilities. Therefore, their children experience difficulties both with adaptation and socialization.

QUESTION 2. Adaptation: general concepts, types of adaptation

The term "adaptation" comes from the Latin. adaptatio - adaptation, adaptation. It is understood as the adaptation of the body and its functions, organs and cells to environmental conditions. Adaptation is aimed at maintaining the balanced activity of systems, organs and the mental organization of the individual under changed living conditions.

There are many definitions of adaptation, both having a general, very broad meaning, and those that reduce the essence of the adaptation process to phenomena at one of many levels - from biochemical to social. So, for example, in general psychology A.V. Petrovsky, V.V. Bogoslovsky, R.S. Nemov almost equally defines adaptation as “a limited, specific process of adapting the sensitivity of analyzers to the action of a stimulus.”

In more general definitions of the concept of adaptation, it can be given several meanings, depending on the aspect under consideration:

a) adaptation is used to refer to the process by which an organism adapts to its environment;

b) adaptation is used to denote the relationship of equilibrium (relative harmony) that is established between the organism and the environment;

c) adaptation is understood as the result of the adaptive process;

d) adaptation is associated with some specific “goal” towards which the organism “strives”.

Having summed up the statements of various authors and isolated the main thing, we can classify adaptation as follows:

- psychological adaptation,

- physiological adaptation,

- social or personal adaptation.

Kinds:

There are urgent and long-term adaptation.

Urgent adaptation is the body’s response to a single exposure to a training load, expressed in an “emergency” adaptation to the changed state of its internal environment. This answer comes down mainly to changes in energy metabolism and to the activation of higher nerve centers responsible for the regulation of energy metabolism. As for long-term adaptation, it is formed gradually on the basis of repeated implementation of urgent adaptation by summing up traces of repeated loads. In the course of adaptation processes, one can distinguish between a specific component and a general adaptation reaction. Processes of specific adaptation affect intracellular energy and plastic metabolism and related functions of vegetative maintenance, which specifically respond to a given type of influence in accordance with its strength.

The general adaptive reaction develops in response to a variety of stimuli (regardless of their nature) if the strength of these stimuli exceeds a certain threshold level. A general adaptation reaction is realized due to the stimulation of the sympatho-adrenocortical and pituitary-adrenocortical systems. As a result of their activation, the content of catecholamines and glucocorticoids in the blood and tissues increases, which contributes to the mobilization of the body’s energy and plastic reserves. This nonspecific reaction to irritation was called “stress syndrome,” and the stimuli that caused this reaction were called “stress factors.” The general adaptation syndrome in itself is not the basis for adaptation to training loads; it is only designed at the system level to ensure the occurrence of specific adaptation reactions, which form the body’s adaptation to specific types of load. Despite the different nature of specific adaptation processes, general patterns of their occurrence can be identified. The basis of specific adaptation is the processes of restoration of energy resources wasted during muscular work, destroyed cell structures, displaced water-electrolytic balance, etc.

The patterns of recovery processes can be clearly traced using the example of restoring the body’s energy resources, since during physical activity the most pronounced changes are found precisely in the sphere of energy metabolism.

F.Z. Meyerson (1981) and M.G. Pshennikova (1988) define “individual adaptation” as “a process that develops during life, as a result of which the organism acquires resistance to a certain environmental factor and, thus, gains the opportunity to live in conditions previously incompatible with life and solve problems previously insoluble " The same authors divide the adaptation process into “urgent” and “long-term” adaptation.

Long-term adaptation according to F.Z. Meerson (1981) and V.N. Platonov (1988, 1997) - structural changes in the body that occur as a result of the accumulation in the body of the effects of repeatedly repeated urgent adaptation (the so-called “cumulative effect” in sports pedagogy - N.I. Volkov, 1986)

The basis of long-term adaptation according to F.Z. Meyerson (1981) is the activation of nucleic acid and protein synthesis. In the process of long-term adaptation according to F.Z. Meerson (1981), the mass and power of intracellular transport systems for oxygen, nutrients and biologically active substances increases, the formation of dominant functional systems is completed, specific morphological changes are observed in all organs responsible for adaptation.

In general, the idea of ​​the adaptation process of F.Z. Meyerson (1981) and his followers fits into the concept according to which, due to repeated repetition of “stressful” influences on the body, the mechanisms of “urgent” adaptation are triggered just as many times, leaving “traces” that already initiate launching long-term adaptation processes. Subsequently, there is an alternation of cycles “adaptation” - “deadaptation” - “readaptation”. At the same time, “adaptation” is characterized by an increase in the power (functional and structural) of the physiological systems of the body with the inevitable hypertrophy of working organs and tissues. In turn, “deadaptation” is the loss of properties acquired by organs and tissues in the process of long-term adaptation, and “readaptation” is the re-adaptation of the body to certain operating factors (in sports, to “physical activity”).

V.N. Platonov (1997) distinguishes three stages of urgent adaptation reactions:

The first stage is associated with the activation of the activities of various components of the functional system that ensures the implementation of this work. This is expressed in a sharp increase in heart rate, level of ventilation, oxygen consumption, accumulation of lactate in the blood, etc.

The second stage occurs when the activity of a functional system occurs with stable characteristics of the main parameters of its support, in the so-called steady state.

The third stage is characterized by a violation of the established balance between demand and its satisfaction due to fatigue of the nerve centers that provide regulation of movements and depletion of the body's carbohydrate resources.

The formation of “long-term adaptive reactions” (author’s edition preserved) according to V.N. Platonov (1997) also proceeds in stages:

The first stage is associated with the systematic mobilization of the functional resources of the athlete’s body in the process of performing training programs of a certain orientation in order to stimulate the mechanisms of long-term adaptation based on the summation of the effects of repeated urgent adaptation.

In the second stage, against the background of systematically increasing and systematically repeated loads, intensive structural and functional transformations occur in the organs and tissues of the corresponding functional system. At the end of this stage, the necessary hypertrophy of organs is observed, the coherence of the activities of various links and mechanisms that ensure the effective operation of the functional system in new conditions.

The third stage is distinguished by stable long-term adaptation, expressed in the presence of the necessary reserve to ensure a new level of system functioning, stability of functional structures, and a close relationship between regulatory and executive mechanisms.

The fourth stage occurs with irrationally constructed, usually overly intense training, poor nutrition and recovery and is characterized by wear and tear of individual components of the functional system.

Methods for adapting children to school

Diagnosis of adaptation of first-graders helps to identify problems with adaptation to school life. After this, specialists must take appropriate measures. Many different techniques have been created for this:

• observation;
• methodology for studying educational motivation;
• Luscher method;
• “Houses” technique;
• “Ladder” technique;
• methods for studying school anxiety;
• drawing technique “Drawing of a person”;
• questionnaire “Internal position of the student”;
• sociometry.

Psychologist's advice

Parents and teachers should take their child’s admission to grade 1 very seriously, because psychological adaptation is a complex and time-consuming process.

Let's consider general advice from a psychologist on how to adapt first-graders to school, which will help children who do not have specific health problems (physical and mental) get used to school.

• Praise. In mastering his new role as a student, a child can make many mistakes, which are very painful. Therefore, you cannot scold your child and show him your disappointment. At these moments, he needs support and approval more than ever. Praise your first grader even for the most modest successes and achievements.
• Uniqueness of personality. Under no circumstances should you compare your child with other children. Self-esteem in children at this age is unstable; any traumatic phrases can greatly reduce it. At the same time, motivation for further study is lost. If you need to point out mistakes and development opportunities to your child, it is better to compare him with himself, focusing on improved results.
• Conditionality of assessments. In the first year of study, it makes no sense to objectively evaluate the results of a student’s success; they can vary greatly under the influence of a number of factors. The main thing is to instill in him a cognitive interest and a positive attitude towards learning activities. Therefore, children can only be assessed verbally and for their successes.
• Development of hidden potential. The school allows the child to express himself in different areas, be it sports, dancing or creativity. The teacher, together with the parents, must see in him the potential and energy that he can direct in the right direction. It is important to combine this with studying so that you have enough time to prepare for lessons and relax.
• Encouragement. Children sense lies well, so sincere praise and confidential communication will be very valuable to them. Parents should not replace these things with toys and sweets in order to pay off their children and save their time.

Manifestation and methods of psychological adaptation

Psychological adaptation is a process that occurs from early childhood until the end of existence. Adaptation to the surrounding conditions of existence in childhood is extremely important. It is on the psychological and social adaptation of a person in childhood that his future life in society depends.

We have all heard about the stories of the Mowgli children. A person who at an early age adapted to wild conditions and life among animals will not be able to lead an active social life in the company of people. The need for psychological adaptation to life among his own kind causes shock in Mowgli. In rare cases, people who grew up without human society manage to adapt to society. Most often, they return to their previous life, where psychological adaptation is a passed stage.

The main manifestation of psychological adaptation is communication and other types of interaction. Active interaction with society and getting used to norms and foundations make possible the process of learning and working, building relationships with other members of society, and changing human behavior to meet the expectations of others.

Methods of psychological adaptation:

Trial and error method. When faced with a life obstacle along the way, a person overcomes it, relying on his own experience. Tried coping methods do not always solve the problem that has arisen. Over time, a person discards methods that did not lead to the desired result and finds new solutions. Formation of reaction. The so-called “training” of sorts. The correct response to changes in society is reinforced by rewards on a psychological or physical level. This method of adaptation is used unconsciously by parents in relation to their children. At the moment when the child utters articulate sounds, it seems to the mother that he is calling her. She greets the baby’s undertaking with delight, which stimulates the child to further development. Observation. Finding himself in an unfamiliar environment, a person observes the behavior of those around him. He imitates people who have already adapted to the conditions of interaction in this society, without thinking about why he is doing this. Over time, the person fully accepts the line of behavior, including awareness of goals and consequences.

Latent adaptation. A person constantly receives signals from the surrounding world. Some of them are perceived, others are not understood so clearly, and the third are not realized at all. Certain methods of interaction with society are stored in the subconscious, which are used as needed and situations arise. Insight. This is the brain’s reaction to a situation when behavioral options and methods for solving a problem scattered in memory are combined, and a person receives a signal about what reaction to the world around him will be the only correct one. The solution is spontaneous and unique, so insight is similar to the creative process. Reasoning. When discussing a problem or an unfamiliar situation, a person looks for a solution or a way to adapt to the environment. The conclusions obtained as a result of the reasoning are subsequently used in similar situations.

How does the adaptation process of children go: my experience

As a primary school teacher, in my practice I notice that children’s adaptation to school is much easier if a favorable and friendly atmosphere is immediately created in the team. When working with 1st grade, I often use a collective game form during lessons, breaks and dynamic breaks.

But no matter how well the child’s relationships with classmates develop, if tension from constant control reigns in the family or, conversely, absolute indifference to the child, then peers and the teacher can do little to help in adaptation.

The only advantage in such a situation is that a competent and responsive teacher can identify this problem at the first stage. Then he can promptly connect a psychologist and conduct the necessary conversations with parents.

Many of them, unfortunately, do not realize how important the established communication style is for a child. Therefore, I think it is very important to convey to parents knowledge about the features of adaptation at the first parent meeting, and then sum up the first results in September.

My recommendations to parents

I will highlight some recommendations for parents on how to adapt first-graders to school:

1. Follow your daily routine. Let him take into account his activities at school and at home so that he can alternate them with active activities. It is better to set up a routine before the start of the school year so as not to create unnecessary stress. It will also help instill independence skills, which are very important in learning.
2. Walk more. Ideally, a child should walk every day for 2-3 hours.
3. Provide your first grader with a quiet workplace. Don’t skimp on conditions: age-appropriate furniture, lighting and school supplies protect children’s health.
4. Don't forget about vitamins. The child should eat a balanced diet and periodically take vitamin complexes.
5. Take care of your children’s nervous system: exclude TV, computer and telephone before bedtime as much as possible.
6. Praise your child for any successes, talk about impressions and failures. It is important that he feels your attention and love.
7. Take into account the individual characteristics of the baby: character, temperament, etc. This determines what pace of work he will have and the speed of assimilation of information.
8. Consider the first grader's environment. Encourage him to communicate with classmates, and also maintain the teacher’s authority in his eyes.