Drawing up a complex of games for the prevention of maladaptation of schoolchildren. The program of psychological support for children for the correction and prevention of school maladaptation
A model for developing various preliminary hypotheses, a strategy for choosing a working hypothesis and building various rehabilitation programs for school maladjustment of a child are considered. It is shown that in each specific case it is necessary to consider the possibility of working at different levels. Attention is drawn to the fact that when choosing a working hypothesis and a plan for constructing a program of psychological rehabilitation, it is necessary to single out not only resource areas of work, but also pay special attention to the most difficult moments. Such problematic moments include the relationship between parents and children, which are always complicated when a child has difficulties at school. It is shown that success in solving complex multilevel problems, which include school maladaptation, requires an integrated approach and the efforts of different specialists (teachers, psychologists, doctors).
Key words: school maladaptation, complex approach, preliminary and working hypothesis, family factor, systemic family therapy.
Currently, the search for effective pedagogical and psychological means of teaching and educating children is directed by the efforts of a large number of specialists: teachers, psychologists, doctors (pediatricians, neuropathologists, psychiatrists, psychotherapists), defectologists, speech therapists, social workers, lawyers. However, the problem of maladaptation of children in school has not yet found an adequate solution. Moreover, a single definition of the concept of “school maladaptation” that has not yet been developed and agreed upon by specialists in related disciplines has not yet been developed.
Most researchers note the polyetiology of school maladjustment, its dependence both on the internal characteristics of the child, his ability to meet the requirements of a given situation, and on the characteristics of the educational space itself, the surrounding social environment and family space.
An analysis of this phenomenon shows that the concept of school maladaptation is neither descriptive nor diagnostic. It has a collective character and includes social-environmental, psychological-pedagogical, medical-biological factors or conditions for the emergence, development and consolidation of this phenomenon. Thanks to such a three-dimensional vision, it is possible to determine with what degree of probability those phenomena that are related to school maladaptation are combined with certain social, pedagogical, psychological and psychopathological signs. When developing programs to overcome school maladaptation, a multifactorial approach can be the basis for both preventive and corrective rehabilitation measures.
However, tracing the relationship and mutual influence of various factors that determine the slowness of the child at school has not yet received enough attention. Although a number of authors note that a child's problems at school invariably affect relationships in the family and vice versa, the attitude of parents has an impact on school failure.
One of such multifactorial approaches, widely used abroad, but still little known in our country, is D. Oudtshoorn's "systemic multimodal model". This model was proposed to consider complex psychological problems (which also include school maladaptation). At the same time, the author tries to build a hierarchy of various factors and their mutual influence.
In this model, psychological problems are considered from various angles:
- social (for example, the features of the child's interaction with the social environment, including with a teacher or classmates),
- family (features of the functioning of the family system in which the child was born and / or raised),
- individual, which, in turn, can affect various areas: cognitive, behavioral, emotional, including the state of mental and somatic health and / or development.
This approach provides a stereoscopic vision of the situation, helps to formulate the necessary correctional program and delimit the areas of competence of different specialists. D. Oudtshoorn substantiates the need to put forward partial hypotheses at the diagnostic stage from the standpoint of each level (the author identifies 6 levels), and when developing a correctional program, he suggests choosing no more than three levels where violations are most pronounced. Let's take a quick look at each of these levels.
1st level. Problems with the external social environment
At this level, the problems of family members are considered in the context of social ties. It (level) covers school or work of family members, relationships with relatives, friends, acquaintances, neighbors, housing conditions, family income. Hypotheses of this level explain the emergence of psychological problems by unfavorable environmental factors, such as the biased attitude of classmates towards the child, low material well-being of the family, street violence, and other variants of psycho-traumatic or everyday influence of the external environment. This is the traditional area of social psychiatry, social workers, class teachers, commissions on juvenile affairs.
2nd level. Problems in the family system
It deals with the problems of the family as a natural group. Hypotheses of this level explain the symptomatic behavior of the "identified patient" as a consequence of a dysfunction of the family as a whole or its individual subsystems. The emphasis is not on the individual characteristics of family members, but on their interaction and structural features of the family organization. Family psychology, family counseling and psychotherapy deal with problems of this level, involving the whole family and individual family subsystems (marital, parental, child) in corrective work.
3rd level. Individual difficulties, problems or symptoms
This includes the following sublevels:
Cognitive and behavioral difficulties
They cover violations and difficulties in the field of emotions, cognitive functions or behavior of the child, explained from the positions of learning theory. Examples of problems of this level are low self-esteem, underdevelopment of social skills. The main types of assistance are behavioral and cognitive psychology and psychotherapy.
Emotional conflicts with aspects of the unconscious
Emotional problems can have a conscious and unconscious side. The directions of work in this case are low-conscious processes, the conflict between the subconscious and the conscious, resistance. Hypotheses of this level require psychodynamic psychotherapy. In children and adolescents, one can observe what is called "formation of reactions" or "hypercompensation", which in the end can lead to characterological disorders.
Mental health, developmental and personality disorders
Long-term and deep-seated disorders and deviations are formed here, such as personality disorders, early childhood autism, schizophrenia, mental retardation and retardation, and some forms of epilepsy. Hypotheses in these cases do not give grounds for "psycho-correctional" optimism, and in most cases require the consultation of a psychiatrist and the appointment of drug therapy.
Biological disorders
Here hypotheses are formulated that indicate the presence of somatopsychic or psychosomatic connections. In the first case, somatic (biochemical, neurophysiological, pathoplastic, and others) factors are primary, and their consequences are psychological or mental disorders, in the second case, vice versa. These children are not enough
only psychological assistance, consultations of pediatricians and a psychiatrist are necessary - with the appointment of further drug therapy.
All levels considered are interconnected, and improvement in any area and at any level affects the functioning of the others. The exception will be cases where the strength of these levels will neutralize the success of corrective work and therapy. It has been noted that the higher the level, the more optimistic the hypothesis looks from the point of view of the psychologist and the more positively the prospect of psycho-correctional work is assessed.
A practicing specialist (psychologist, doctor, teacher) constantly faces the question: “How to achieve a methodically correct rehabilitation plan? How should the correction process be started? It is generally recognized that it is advisable to break the entire process into separate phases when building a rehabilitation plan:
- Phase of history taking and diagnosis.
- The phase of correction and rehabilitation, which, in turn, is divided into the following stages:
- definition of a working hypothesis;
- solution of organizational issues;
- selection of appropriate methods (techniques) and their use;
- monitoring the compliance of correction plans and the results achieved; making the necessary adjustments to the previously planned work plan.
When working taking into account the multimodal model of D. Oudtshoorn, it is necessary to introduce one more additional phase, which occupies an intermediate place between the above: the formulation of preliminary hypotheses at various levels, the determination of the organizationally possible and most promising impact, i.e. the choice of a working hypothesis (which corresponds to the transition to 2.1).
As an illustration of the use of a multifactorial approach to the diagnosis and psychocorrection of school maladaptation, let us consider a case from practice.
A 13-year-old girl, Vika M., was admitted to the Children's Psychiatric Hospital No. 6 in Moscow because of suicidal statements and refusal to attend school.
1. History taking and diagnosis phase
Information about the child's life history from medical records
There is no information about the birth parents, except for the fact that the mother used drugs. She was born in a satisfactory condition, screamed immediately. She has been in an orphanage since she was three months old. One year adopted by a woman who had previously lost her son and husband in a car accident. From a year and a half she has been attending nurseries. She communicated with children selectively, was cheerful, impressionable, quite obedient. Motor development is timely. Speech development: the first words appeared at the age of one and a half, phrasal speech - after two years. She was very attached to her foster mother at preschool age. From the age of seven I went to school, studied for "good" and "excellent". She was somewhat "squeezed" in contact with children. The girls avoided playing with her, as Vika could not jump due to the pathology of her foot muscles. She was more willing to be friends with boys, was fond of towns and table tennis. In the middle of the fifth grade, one of the girls “joked” by saying that Vika was an adopted child. Vika reacted emotionally, she cried for a long time, but after it turned out that the girl was “joking”, she calmed down. However, after this incident, other children also began to call her "adoptive". The girl became reluctant to go to school, lost interest in studying, but finished the fifth grade without triples. From the sixth grade, Vika went to another school due to the dissolution of the old one. In the new class, the girl was not accepted, they often called names, wrote insulting notes, sometimes they beat her, which is confirmed by the class teacher in her description. Vika again began to refuse to go to school, sometimes skipping classes. In winter, the foster mother suffered a heart attack, the girl was alone for two weeks. She was very worried about her mother's illness, after her mother was discharged home, the girl was hospitalized in the Children's Clinical Hospital with a diagnosis of parasympathetic-type vegetative-vascular dystonia. After being discharged, she returned to school, but she complained of frequent headaches and dizziness. Achievement has declined. The girl finished the sixth grade with C's. At the beginning of the seventh grade, relations with one of the teachers became complicated, and the girl refused to go to school. On this basis, relations with his mother began to deteriorate. During the quarrel, the mother told the girl that she was adopted. Relationships became difficult not only at school, but also at home. According to the results of the first quarter, the girl was not certified in three subjects, after which she wrote a note to her mother that "she does not want to live like this anymore." The mother turned to the district psychiatrist, who recommended examination and treatment in Children's Clinical Hospital No. 6.
From a psychological examination of a girl
The stock of information and ideas corresponds to a low age norm. The girl is guided in the tasks of the age level of complexity. In thinking, a tendency to thoroughness, reliance on specific signs was revealed. Mistakes that are often made are due to an irresponsible and thoughtless attitude to business and are of a specific situational nature. The pace of work slows down in proportion to the complexity of the task. By the end of the work, there is an increase in the difficulty of concentrating, which does not significantly affect the decrease in the productivity of mental activity. Thus, during the psychological examination, the emotional-volitional characteristics and personal immaturity of the girl come to the fore. (The examination was conducted against the background of drug therapy with antidepressants.)
Clinical diagnosis
Prolonged depressive reaction due to adjustment disorder. The main syndrome is simple depressive syndrome.
2. Formulation of preliminary hypotheses
Level one - social
From the beginning of the school year, the girl moved to a new school and entered the already established team, which caused difficulties in adaptation. Against this background, the girl began to conflict with the mathematics teacher about grades. Classmates did not support her in this conflict, which led to an even greater complication of the situation. Such circumstances contributed to the refusal to communicate with peers and attend school. The difficulties of this level also include the low material level in the family, the need for the mother to work two jobs, which did not allow her to pay attention to the condition of her adopted daughter and provide her with timely support. At the level of hypotheses of this level, one can also consider that the girl is adopted, and in society, especially among adolescents, there is
biased attitude towards children raised by foster parents. This circumstance also contributed to the rejection of the girl from the school team.
Level two - family
Several hypotheses can be considered at this level.
First hypothesis.
The difficult relationship between mother and daughter is caused by the emotional isolation of the mother, who suffered the death of her own child at the age of 12 (recall that it is from the age of 12 that the girl develops polymorphic increasing symptoms). Feeling an increase in the emotional distance between her and her mother, the girl makes attempts to reduce this distance. It is no coincidence that at this moment there is a suicidal blackmail and leaving the house. This type of problematic behavior in a girl can be seen as a metaphor, as a "coded message" of the theme of death, which emotionally affects the mother and is sure to attract her (mother's) attention.
Second hypothesis.
The girl and mother are symbiotically attached to each other, and in any symbiotic relationship there are always two components at the same time - love and affection. On the other hand, adolescence is the age of separation, that is, the separation of the adolescent from the parental family, which is a normative crisis in any family system. However, in families with symbiotic
attachment (and even more so if both the mother and the child have experienced loss!) separation is extremely painful and is often perceived as a betrayal. The unconscious refusal to separate is conditionally desirable, as it saves both from the threat of loneliness. In our case, Vika “stops growing up” by not attending school. From a systemic point of view, the law of homeostasis operates in the family.
Third hypothesis.
The loss of parents (biological) already exists in Vicki's family history. That is why the girl reacts so sharply, up to hospitalization in a somatic hospital, to the illness of her foster mother, signaling to her about its need and unconsciously constructing a situation in which the mother's concern for her daughter is natural and socially expected.
Level three - individual
Cognitive and behavioral difficulties.
The intellectual development of a girl is a low age norm. The stock of knowledge is low. These features cause certain difficulties in the development of new material. Vika dislikes more and more that others might think she is stupid. Then the way out of this situation is to refuse to study, that is, "I'm not stupid, I just don't do anything." Also, the girl is not accustomed to any systematic work, and the lack of this skill makes mastering new school material difficult. (For a long time, the foster mother tried to do the main housework for the girl and protected her everywhere. Perhaps, fearing that strangers and the girl herself would say: “Not dear, not her own, not loved enough.” This clarification applies to others levels - the first and second levels of hypotheses). Also, in contact with the girl, one could see that she did not know how to communicate well with both adults and peers. She has poor communication skills.
Emotional conflicts with aspects of the unconscious.
First hypothesis. The girl in this family is adopted. Little is known about her birth parents. The child speaks disparagingly of them: "Good parents would not leave their child." And then, through poor study and refusal to attend school, her loyalty to her parents can be manifested. Her unconscious recreates behavior similar to the behavior of native (“bad”) parents. Vika, without realizing it, is in a conflict of loyalty between her natural and adoptive parents.
Second hypothesis. It is also known that Vika's problems at school intensified after the illness of her foster mother, which she was very worried about. It can be assumed that in this way the girl unconsciously punished herself and confirmed to herself that she was “unworthy and bad”, provoking a situation in which she could be abandoned by her parents (a repetition of a life scenario).
Mental health, developmental and personality disorders.
Vika looks quite infantile for her age. We also know that the girl spent the first year of her life in
the baby’s home, and therefore it can be assumed that at this age the child experienced sensory and emotional deprivation, which could not but affect her character and personality disorders.
biological disorders.
Despite the insufficient amount of information about the prenatal and postnatal development of the child, it can be assumed that the birth of a girl from a drug addict mother affected the psychosomatic health of the child. Disorders of memory, attention, working capacity and the vegetative sphere, confirmed by instrumental studies and psychological findings, indicate the consequences of exogenous organic damage to the central nervous system.
Thus, at each of the levels it is possible to build hypotheses that explain the occurrence of an existing violation, and to identify areas of psycho-correctional work. And since the levels are interdependent, by influencing one of them, we indirectly influence all the others. When developing a rehabilitation strategy, it is necessary to choose no more than three levels, where violations are most pronounced.
3. Choice of working hypothesis
In this case, we have chosen the levels of biological and family disorders. The girl was prescribed drug therapy (antidepressants, nootropics, restorative therapy) and classes with a systemic family psychologist.
The choice of the second direction of work - family psychotherapy - was associated not only with the degree of dysfunction of the family system, but also with the fact that after the hospital the girl would return home and all the problems that were in the family would “emerge” again, and possibly worsen. Exacerbation of problems after discharge can be expected, since the girl is offended by her foster mother not only for the past, but also for being hospitalized in a psychiatric clinic.
Psychocorrective work was carried out in a systematic approach and included both joint meetings of mother and daughter, and individual meetings with each of them. The following work was done at the joint meetings:
- communicative training with responding to mutual claims to each other;
- creation of new family rules to take into account changes in the family, primarily related to the secret adoption and growing up of the girl;
- building new emotional relationships;
- change in the structural components of the family (boundaries, roles, hierarchy).
At individual meetings with the mother, special attention was paid to her chronic post-traumatic disorder, the danger of identifying the deceased child and Vika, whom she adopted "instead of" him. In the course of psychotherapy, it was revealed that, despite the conscious choice of a female foster child, she unconsciously projected onto the girl character traits, her own
expectations and the fate of their own child.
At individual meetings with Vika, attention was paid to her unconscious conflict of loyalty between foster and birth parents, as well as the projection of the qualities of birth parents onto her foster mother. Although this work is more at the individual level, unresolved issues at that level affect the family level.
It should also be noted that during the girl's stay in the hospital, she first studied according to an individual program.
with teachers to reduce gaps in knowledge, and then switched to studying at a school at the hospital.
From dynamic observation:
at the end of the seventh grade at the hospital school, the girl moved to a new school at her place of residence. She is currently in eighth grade. Achievement is satisfactory. At the moment, the foster mother does not present any complaints about absenteeism and refusal to study. There are some difficulties of interaction in the family, but they cope with it on their own.
emerging problems.
Most educational psychologists are well-versed in dealing with the various kinds of individual problems children have in school and prefer not to deal with family problems. However, experts often see how the family reinforces, and sometimes even shapes, the problems of children's adaptation at school. Recently, the directions of psychological correction have become more and more relevant, allowing not only to inform the family about the causes of the child's difficulties at school and the family's mistakes in raising the child (for example, the parenting style or the style of communication with the child), but also to attract family resources to correct the situation.
The topic of school maladaptation is currently becoming increasingly relevant. The atmosphere of modern school education is made up of a set of mental, emotional and physical stresses that make new, more complicated demands not only on the mental constitution, intellectual abilities of the child, but also on his personality, primarily on its socio-psychological level. In conditions of maximum load and overload, the likelihood of school maladaptation is high.
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Explanatory note
to the program "Difficulties of the first grader"
The topic of school maladaptation is currently becoming increasingly relevant. The atmosphere of modern school education is made up of a set of mental, emotional and physical stresses that make new, more complicated demands not only on the mental constitution, intellectual abilities of the child, but also on his personality, primarily on its socio-psychological level. In conditions of maximum load and overload, the likelihood of school maladaptation is high.
School maladjustment occurs when the sociopsychological and psychophysical status of the child does not meet the requirements of schooling, the mastery of which for a number of reasons becomes difficult or almost impossible.
The development of school maladjustment is possible at any stage of education, but this problem is especially relevant at the initial stage of education, when the child must learn new requirements and rules, find a place in a peer group, establish favorable relations with the teacher and master a new type of activity for himself - teaching. According to S.A. Belicheva, school maladaptation is the initial stage of social maladaptation.
The causes of difficulties in the learning activities of students in a mass general education school were considered by many teachers and psychologists: N.A. Menchinskaya, T.A. Vlasova, M.S. Pevzner, A.N. Leontiev, A.R. Luria, L.S. Slavina, Yu.K. Babanskiy. As such, they named: unpreparedness for schooling, in its extreme form acting as social and pedagogical neglect; somatic weakness of the child as a result of long-term illnesses in the preschool period; speech defects not corrected at preschool age, visual and hearing impairments; negative relationships with classmates and teachers.
It should be noted that each case of school maladjustment is unique and requires a long and thorough diagnostic procedure. Therefore, in each specific case, corrective work should be carried out, based on the characteristics of the situation, the individual characteristics of the student, the specifics of the family and social situation, and other factors.
Vostroknutov N.V. identifies three main types of manifestations of school maladaptation: 1) failure in learning according to programs appropriate for the age of the child, including such signs as chronic academic failure, insufficiency and fragmentary general educational information without systemic knowledge and learning skills (cognitive component of school maladaptation); 2) constant violations of the emotional-personal attitude to individual subjects, learning in general, teachers, as well as prospects related to learning (emotional-evaluative, personal component of school maladaptation); 3) systematically repeated violations of behavior in the learning process and in the school environment (the behavioral component of school maladjustment.
The urgency of the problem of finding psychological means of increasing the adaptive capacity of students to the conditions of a modern school as one of the ways to optimize the learning process as a whole determined the purpose of compiling the correctional and developmental program "First Grader Difficulties".
All of the above was the basis for the preparation of this program.
Program goal: to help first-graders cope with the experiences and difficulties associated with entering school life, to help improve their psycho-emotional state.
Program objectives:
- Stimulation of personal growth;
- Removal of personal anxiety and emotional overload;
- Development of communicative qualities;
- Development of internal activity of children.
Program construction principles:
- Unity of diagnostics and correction.
- Taking into account the age characteristics of children.
Subject of correction:motivational sphere of first-graders.
Object of psychocorrection:first-graders with school maladjustment identified in the course of research.
Basic diagnostic methods- the My Class method, Luskanova's questionnaire, the Forest School method, observation, conversations with teachers, a questionnaire for parents, the Phillips method for studying school anxiety.
Diagnostics is also carried out after the end of classes to determine the dynamics of school motivation, the effectiveness of work.
Number of classes - 9.
Time for one lesson - 40 minutes.
The frequency of meetings is 2 times a week.
The group consists of 6-8 people.
Expected result:reducing school anxiety, increasing the level of school motivation.
The program of work on the adaptation of children to school includes:
- consultations for teachers teaching first-graders on the topics: "Psychological readiness of children for school", "Characteristics of children of primary school age", "School maladaptation and related learning difficulties";
- individual conversations with parents of first-graders on the topic "Features of the development of the child before entering school";
- performance at the first parent meeting on the topic "The child goes to first grade" (psychological readiness for this of parents);
- filling in by parents a questionnaire to identify the level of adaptation of the child to school;
- conducting a cycle of classes with children "Introduction to school life";
- filling in by the teacher of the questionnaire "Psychological analysis of the features of adaptation of first-graders to school";
- processing by a psychologist of a questionnaire filled out by a teacher;
- Carrying out corrective work with children who showed an average and high percentage of maladaptation.
EDUCATIONAL AND THEMATIC PLANNING
ACTIVITY 1
ACTIVITY 2
ACTIVITY 3-4
ACTIVITY 5-6
Literature:
- Anufriev A.F., Kostromina S.N. How to overcome difficulties in teaching children. - M., 1999.
- Istratova O.N., Exakusto T.V. Reference book of elementary school psychologist. - Rostov-on-Don, 2003.
- Ovcharova R.V. Reference book of the school psychologist. - M., 1996.
- School psychologist №12, 2001. – P.8-9.
MUNICIPAL EDUCATIONAL INSTITUTION
FOR PRESCHOOL AND YOUNGER CHILDREN
SCHOOL AGE PROGYMNASIUM
Review of the correctional development program
"Difficulties of the first grader»,
Compiled by the teacher-psychologist of the MOU "Progymnasium"
Poskina T.Yu.
Relevance and the demand for this Program is determined by, that the modern school is characterized by the problem of maladaptation, which manifests itself in the inability of schoolchildren to effectively interact with the social environment, which leads to various personality problems.
This Program is aimed at increasing the social adaptability of the individual. Particular attention is paid to the formation of methods of psychological self-regulation among schoolchildren., which is justified, i.e. to . the child becomes obligated to do what he does not always want to do; he must voluntarily control his behavior, steadily keep his attention in the lesson.
The author chose practical classes as a form of training. In general, this course has practical- oriented orientation, which allows in the process of developmental work to form students' skills of psychological culture of communication.
The program contains a bibliographic list, which indicates sufficient theoretical and methodological elaboration of the problem, which this course aims to solve.
The presented Program was tested by the author in the process of working with students. In the course of its approbation, its effectiveness has been experimentally proven.. So , the appendix provides data, testifying to the positive impact of the developmental Program on self-esteem and anxiety of students.
Reviewer
Aitmukhametova N.G., Deputy Director for NMR
Appendix 1
FEATURES OF MENTAL DEVELOPMENT OF CHILDREN
JUNIOR SCHOOL AGE
Entering school marks the beginning of a new age period in a child's life - the beginning of primary school age, the leading activity of which is learning.
L.S. Vygotsky noted the intensive development intellect at primary school age. The development of thinking leads, in turn, to a qualitative restructuring of perception and memory, their transformation into regulated, arbitrary processes.
A 7-8 year old child usually thinks in specific categories. Then there is a transition to the stage of formal operations, which is associated with a certain level of development of the ability to generalize and abstract.
By the time of transition to the middle link, schoolchildren should learn to independently reason, draw conclusions, compare, analyze, find the particular and the general, and establish simple patterns.
If students of grades 1–2 identify, first of all, external signs that characterize the action of an object (what it does) or its purpose (what it is for), then by grades 3–4, students already begin to rely on knowledge, ideas that have developed in learning process.
The younger schoolchild in his development proceeds from the analysis of a separate object, phenomenon to the analysis of connections and relationships between objects and phenomena. The latter is a necessary prerequisite for the student's understanding of the phenomena of life around him.
Particular difficulties arise for students in understanding cause-and-effect relationships. It is easier for a younger student to establish a connection from cause to effect than from effect to cause. This is understandable: a direct connection is established from cause to effect, while consideration of the facts in reverse order involves the analysis of a variety of causes, which is often beyond the power of a child.
Developmenttheoretical thinking, i.e. thinking in concepts, contributes to the emergence of reflection by the end of primary school age (the study of the nature of the concepts themselves), which transforms cognitive activity and the nature of relationships to other people and to oneself.
Influenced by learning memory develops in two directions:
- the role and share of verbal-logical, semantic memorization is enhanced (compared to visual-figurative memorization);
- the child acquires the ability to consciously manage his memory and regulate its manifestations (memorization, reproduction, recall).
In connection with the relative predominance of the first signal system, visual-figurative memory is more developed in younger students. Children retain specific information in memory better: events, faces, objects, facts than definitions and explanations. They tend to memorize by mechanical repetition, without awareness of semantic connections. They often memorize the text verbatim!
This is due to the fact that the younger student does not know how to differentiate the tasks of memorization (what needs to be remembered verbatim, and what in general terms - this must be taught).
He still has a poor command of speech, it is easier for him to memorize everything than to reproduce the text in his own words. Children still do not know how to organize semantic memorization: break the material into semantic groups, highlight strong points for memorization, draw up a logical plan of the text.
By the transition to the middle link, the student should develop the ability to memorize and reproduce the meaning, the essence of the material, evidence, argumentation, and logical reasoning schemes.
It is very important to teach the student to correctly set goals for memorizing the material. The productivity of memorization depends on motivation. If a student memorizes material with a certain attitude, then this material is remembered faster, remembered longer, reproduced more accurately.
Boys and girls of primary school age have some differences in memorization. Girls know how to force themselves, set themselves up for memorization, their arbitrary mechanical memory is better than that of boys. Boys are more successful in mastering the methods of memorization, therefore, in some cases, their mediated memory is more effective than that of girls.
In the learning process perception becomes more analyzing, more differentiated, takes on the character of organized observation; the role of the word in perception changes. For first-graders, the word primarily has a naming function, i.e. is a verbal designation after recognizing the subject; for older students, the word-name is rather the most general designation of an object, preceding its deeper analysis.
In the development of perception, the role of the teacher is great, who specifically organizes the activities of students in the perception of certain objects, teaches them to identify essential features, properties of objects and phenomena. One of the effective methods of developing perception is comparison. At the same time, perception becomes deeper, the number of errors decreases.
Possibilities of volitional regulation attention at primary school age are limited. If an older student can force himself to focus on uninteresting, difficult work for the sake of a result that is expected in the future, then a younger student can usually force himself to work hard only if there is a “close” motivation (praise, a positive mark).
At primary school age, attention becomes concentrated and stable when the educational material is clear, bright, and causes an emotional attitude in the student.
Content changesinternal positionchildren. During the transitional period, it is largely determined by relationships with other people, primarily with peers. At this age, children's claims to a certain position in the system of business and personal relationships of the class appear, a fairly stable status of the student in this system is formed.
The emotional state of the child is increasingly beginning to be influenced by how his relationships develop with his comrades, and not just academic success and relationships with teachers.
Significant changes are taking place in the norms that regulate the relationship of schoolchildren to each other. If at primary school age these relations are regulated mainly by the norms of "adult" morality, i.e. success in studies, fulfillment of the requirements of adults, then by the age of 9–10, the so-called “spontaneous children's norms” associated with the qualities of a real comrade come to the fore.
With the correct development of schoolchildren, there are two systems of requirements - for the position of the student and the position of the subject of communication, i.e. comrade, - should not be opposed. They must act in unity, otherwise the likelihood of conflicts with both teachers and peers is quite high.
At the beginning of training, the student's self-esteem is formed by the teacher on the basis of learning outcomes. By the end of elementary school, all familiar situations are subject to adjustment and reassessment by other children. At the same time, it is not the learning characteristics that are taken into account, but the qualities that are manifested in communication. From the 3rd to the 4th grade, the number of negative self-assessments sharply increases.
Dissatisfaction with oneself in children of this age extends not only to communication with classmates, but also to educational activities. The aggravation of a critical attitude towards oneself actualizes in younger students the need for a general positive assessment of their personality by other people, especially adults.
Character a younger student has the following features: impulsiveness, a tendency to act immediately, without thinking, without weighing all the circumstances (the reason is the age-related weakness of volitional regulation of behavior); general insufficiency of will - a schoolboy of 7–8 years old still does not know how to pursue the intended goal for a long time, stubbornly overcome difficulties.
Capriciousness and stubbornness are explained by the shortcomings of family education: the child is used to having all his desires and requirements satisfied. Capriciousness and stubbornness are a peculiar form of a child's protest against the demands that the school makes on him, against the need to sacrifice what he "wants" in the name of what he "needs".
By the end of elementary school, the child develops: diligence, diligence, discipline, accuracy. Gradually develop the ability to volitional regulation of their behavior, the ability to restrain and control their actions, not to succumb to immediate impulses, perseverance grows. Pupils of grades 3-4 are able, as a result of the struggle of motives, to give preference to the motive of duty.
Changes towards the end of elementary schoolattitude to learning activities. First, a first-grader develops an interest in the very process of learning activity (first-graders can enthusiastically and diligently do what they will never need in life, for example, copy Japanese characters).
Then there is interest in result of his work: the boy on the street for the first time independently read the sign, was very happy.
After the emergence of interest in the results of educational work, first-graders develop an interest in content learning activities, the need to acquire knowledge.
The formation of interest in the content of educational activities, the acquisition of knowledge is associated with the experience of schoolchildren a sense of satisfaction from their achievements. And this feeling is stimulated by the approval of a teacher, an adult, emphasizing even the smallest success, moving forward.
In general, during the child's education at the primary level of the school, the following qualities should form in him: arbitrariness, reflection, thinking in concepts; he must successfully master the program; he must have formed the main components of the activity; in addition, a qualitatively new, more “adult” type of relationship with teachers and classmates should appear.
Annex 2
CONSULTATION FOR TEACHERS
"SCHOOL DISADAPTATION
AND RELATED LEARNING DIFFICULTIES
FOR FIRST CLASS STUDENTS»
A child's adaptation to school is a rather lengthy process associated with significant stress on all body systems. Not a day, not a week is required for the kid to get used to school for real. The child's body adapts to changes, new factors, mobilizing a system of adaptive reactions.
There are three phases of adaptation:
1) a generalized reaction, when, in response to a new impact, almost all systems of the child's body respond with a violent reaction and significant stress. This "physiological storm" lasts two or three weeks;
2) unstable adaptation, when the body seeks and finds some optimal (or close to optimal) options for reactions to an unusual effect;
3) a relatively stable adaptation, when the body finds the most suitable, adequate new loads, response options, that is, adaptation itself. Observations show that a relatively stable adaptation to school occurs on the 5th–6th week of schooling.
Adaptation to school is far from being painless for all children. For some, it does not occur at all, and then we have to talk about socio-psychological maladjustment, which leads to serious consequences (up to the inability to get a full-fledged education and find one's place in life).
What are the reasons for school maladaptation?
One of the main reasons, many researchers call the discrepancy between the functional capabilities of children and the requirements of the existing education system, in other words, the lack of "school maturity".
Other reasons include the insufficient level of the child's intellectual development, his social immaturity, inability to communicate with others, poor health.
All this is a complex of internal causes, the so-called "problems of the child."
However, there are also external causes of school maladjustment - "teacher's problems": the content of education and teaching methods that do not correspond to the child's capabilities, the personality of the teacher, the style of his relationship with children and parents, etc.
Most often, these factors exist interrelatedly, follow one from the other, and in general lead to quite definite learning difficulties.
The whole variety of school difficulties can be divided into two types (M.M. Bezrukikh):
- specific, based on certain disorders of motor skills, hand-eye coordination, visual and spatial perception, speech development, etc.;
- non-specific, caused by a general weakness of the body, low and unstable performance, increased fatigue, low individual pace of activity.
As a result of socio-psychological maladjustment, one can expect the child to display the whole complex of non-specific difficulties, primarily related to impairments in activity. In the classroom, such a student is distinguished by disorganization, increased distractibility, passivity, and a slow pace of activity. He is not able to understand the task, comprehend it as a whole and work with concentration, without distractions and additional reminders, he does not know how to work deliberately, according to a plan.
The letter of such a student stands out in unstable handwriting. Uneven strokes, different heights and lengths of graphic elements, large, stretched, differently inclined letters, tremor - these are its characteristic features. Errors are expressed in underwriting letters, syllables, random substitutions and omissions of letters, non-use of rules.
They are caused by a discrepancy between the pace of activity of the child and the whole class, the lack of concentration. The same reasons also determine the characteristic reading difficulties: omissions of words, letters (inattentive reading), guessing, recurrent eye movements (“stumbling” rhythm), fast pace of reading, but poor reading comprehension (mechanical reading), slow pace of reading.
When teaching mathematics, difficulties are expressed in unstable handwriting (numbers are uneven, stretched), fragmented perception of the task, difficulties in switching from one operation to another, difficulties in transferring a verbal instruction into a specific action.
The main role in creating a favorable psychological climate in the classroom, of course, belongs to the teacher. He needs to constantly work on increasing the level of learning motivation, creating situations for the child to succeed in the classroom, during breaks, in extracurricular activities, in communication with classmates.
The joint efforts of teachers, educators, parents, doctors and a school psychologist can reduce the risk of a child developing school maladaptation and learning difficulties.
Application3
SPEECH AT THE FIRST PARENT MEETING
"CHILD GOES TO FIRST CLASS"
Psychological support during schooling is an important and big problem. We talk a lot about a child's psychological readiness for school, pushing aside or taking for granted the factor of parents' readiness for a new, school stage in their child's life.
The main concern of parents is the maintenance and development of the desire to learn, to learn new things. For example, you meet the child after the end of the lessons with the question: “What was interesting at school?” “Nothing interesting,” he replies. “That doesn't happen. You learned something new, you were surprised by something, something struck you. The child tenses up, remembers what was interesting, and maybe not immediately, but he will remember some episode of the lesson or what he read in the textbook, or maybe he will describe a funny scene that happened during the break.
Your participation and your interest will have a positive impact on the development of the cognitive abilities of the child. And these abilities you can also unobtrusively direct and strengthen in the future.
Restrain yourself from scolding the school and teachers in front of your child. The leveling of their role will not allow him to experience the joy of knowledge.
Do not compare your child with classmates, no matter how cute they are to you or vice versa. You love the child for who he is and accept him for who he is, so respect his individuality.
Be consistent in your requirements. If you strive, for example, for a child to grow up independently, do not rush to offer him help, let him feel like he has matured.
Be understanding that something will not work out for your baby right away, even if it seems elementary to you. Stock up on patience. Remember that statements like: “Well, how many times do you need to repeat? When will you finally learn? Why are you so stupid?" - except for irritation on both sides, they will not cause anything.
One mother compared the first year of a child's schooling with the first year after his birth: a huge responsibility for him, the need to spend a lot of time around, an ocean of endurance and patience. This is a really serious test for parents - a test of their vitality, kindness, sensitivity.
It is good if the child in the difficult first year of study will feel support. Your faith in success, a calm, even attitude will help the child cope with all difficulties.
Psychologically, parents should be prepared not only for difficulties, failures, but also for the success of the child.
It often happens that when praising a child, we seem to be afraid that he will become arrogant or lazy, and we add a fly in the ointment to a barrel of honey: “What did Anton get? Five? Well done! He, in my opinion, has not yet received a single four! (implicitly: and you, they say, have fours ...)
Instead of these statements, it would be much better to simply rejoice at success, expected and natural, because this was preceded by work. And it will continue to be the same, you just need to try.
It is very important that parents measure their expectations regarding the future success of the child with his abilities. This determines the development of the child's ability to independently calculate their strength, planning any activity.
So, your support, faith in the child, in his success will help him overcome all obstacles.
Appendix 4
REMINDER FOR PARENTS
At the age of 6-7, brain mechanisms are formed that allow the child to be successful in learning. Doctors believe that at this time the child is very difficult with himself. And our great-grandmothers were right a thousand times, who sent their offspring to the gymnasium only at the age of 9, when the nervous system had already formed.
However, serious breakdowns and illnesses can be avoided even today if you follow the simplest rules.
Rule 1
Never send a child to the first class and some section or circle at the same time. The very beginning of school life is considered a heavy stress for 6-7-year-old children. If the baby will not be able to walk, relax, do homework without haste, he may have health problems, neurosis may begin. So if music and sports seem like a necessary part of your child's upbringing, start taking him there a year before school starts or from second grade.
Rule 2
Remember that a child can concentrate for no more than 10-15 minutes. Therefore, when you do homework with him, every 10-15 minutes you need to interrupt and be sure to give the baby physical relaxation. You can just ask him to jump in place 10 times, run or dance to the music for a few minutes. It is better to start doing homework with a letter. You can alternate between written and oral assignments. The total duration of classes should not exceed one hour.
Rule 3
A computer, TV and any activities that require a large visual load should last no more than an hour a day - this is what ophthalmologists and neuropathologists in all countries of the world believe.
Rule 4
More than anything, during the first year of school, your child needs support. He not only forms his relationships with classmates and teachers, but also for the first time understands that someone wants to be friends with him, and someone does not. It is at this time that the baby develops his own view of himself. And if you want a calm and self-confident person to grow out of him, be sure to praise him. Support, do not scold for deuces and dirt in the notebook. All these are trifles compared to the fact that from endless reproaches and punishments your child will lose faith in himself.
A few short rules
- Show your child that they love him for who he is, and not his achievements.
- You can never (even in your hearts) tell a child that he is worse than others.
- Answer any questions your child may have as honestly and patiently as possible.
- Try to find time every day to be alone with your child.
- Teach your child to communicate freely and naturally not only with their peers, but also with adults.
- Feel free to emphasize that you are proud of him.
- Be honest about how you feel about your child.
- Always tell your child the truth, even when it's not to your advantage.
- Evaluate only the actions, not the child himself.
- Don't force yourself to succeed. Coercion is the worst version of moral education. Coercion in the family creates an atmosphere of destruction of the child's personality.
- Recognize the child's right to make mistakes.
- Think of a childhood jar of happy memories.
- The child treats himself the way adults treat him.
- And in general, at least sometimes put yourself in the place of your child, and then it will be clearer how to behave with him.
Annex 5
INDIVIDUAL CONVERSATION WITH PARENTS
ABOUT THE DEVELOPMENT OF THE CHILD BEFORE ENTRY TO SCHOOL
Diagram of a child's developmental history
1. Personal data of the child and basic information about the family.
Date of Birth. Full coverage of the family, indicating the age of the parents, other family members, the nature of the work of the parents. Changes in family composition. living conditions in the family.
2. Features of perinatal development.
The presence of a risk factor in the health of the mother and child.
3. The state of health of the child.
The presence of injuries and operations, frequent diseases. Cases of hospitalization and registration with specialists.
4. Raising a child.
Where, by whom was he brought up, who cared for the child, when the child was sent to kindergarten, how did he get used to it, how did relations develop, were there any complaints from the educators? Were there drastic changes in the environment, long, frequent separations from your parents? The child's reaction to them.
5. Child development in infancy and early childhood.
Features of the development of motor skills, the timing of the main sensorimotor reactions (when he began to crawl, sit, walk). General emotional background. The development of speech. Attitude towards relatives and strangers. activity and curiosity. Neatness and self-care skills. Difficulties in behavior. Favorite games and activities.
6. Development of the child in preschool childhood.
Favorite games, activities. Does he like to draw, at what age. Does he like to listen to fairy tales, memorize poems, watch TV. Can he read. How did you learn when. How developed physically. Which hand is leading. Does he have household chores? What are the relationships with peers, with family members. typical conflicts. current bans. Character features. Fears. Difficulties. Complaints.
Appendix 6
QUESTIONNAIRE FOR PARENTS
BY LEVEL DETECTION
ADAPTATION OF THE CHILD TO SCHOOL
1. Is your child willing to go to school?
2. Is he fully adapted to the new regime, does he take for granted the new routine?
3. Does he experience his academic successes and failures?
4. Does he share his school experiences with you?
5. What is the predominant emotional character of impressions?
6. How does he overcome difficulties in doing homework?
7. Does the child often complain about classmates?
8. Does he cope with the teaching load? (Voltage degree.)
9. How has his behavior changed since last year?
10. Does he complain of unreasonable pain, and if so, how often?
11. When does he go to bed? How many hours a day do you sleep? Has the nature of sleep changed (if so, how) compared to last year?
Appendix 7
PSYCHOLOGICAL ANALYSIS
FEATURES OF ADAPTATION
FIRST GRADE STUDENTS TO SCHOOL
Questionnaire for the teacher
1. Parents have completely withdrawn from education, they almost never go to school.
2. When entering school, the child did not have elementary learning skills (he could not count, did not know the letters).
3. Does not know much of what most children of his age know (eg, days of the week, seasons, fairy tales, etc.).
4. Poorly developed small muscles of the hands (difficulties with writing, unequal letters).
5. He writes with his right hand, but according to his parents he is a retrained left-hander.
6. Writes with his left hand.
7. Moves his arms aimlessly.
8. Frequent blinking.
9. Sucks a finger or a pen.
10. Sometimes he stutters.
11. Biting his nails.
12. The child has a fragile physique, small stature.
13. The child is clearly at home, needs a friendly atmosphere, loves to be petted and hugged.
14. He loves to play very much, he even plays in the lessons.
15. It seems that he is younger than other children, although he is the same age as them.
16. Infantile speech, reminiscent of the speech of a 4-5-year-old child.
17. Excessively restless in class.
18. Quickly comes to terms with failures.
19. Likes noisy, active games at recess.
20. Cannot concentrate on one task for a long time, always tries to do it faster, not caring about quality.
21. After an interesting game, a sports break, it is impossible to set him up for serious work.
22. Long experiences failures.
23. With an unexpected question, the teacher often gets lost. Given time to think, he can answer well.
24. Performs any task for a very long time.
25. He performs homework much better than classwork (the difference is very significant, more than that of other children).
26. It takes a very long time to change from one activity to another.
27. Often cannot repeat the simplest material after the teacher, while demonstrating an excellent memory when it comes to things of interest to him (for example, he knows all brands of cars).
28. Requires constant attention from the teacher. Almost everything is done only after a personal appeal.
29. Makes many mistakes when copying.
30. To distract him from the task, the slightest reason is enough: the door creaked, something fell, etc.
31. Brings toys to school and plays in class.
32. Never does anything in excess of the minimum: does not seek to learn something, to tell.
33. Parents complain that they hardly seat him for lessons.
34. It seems that he hardly sits down for lessons.
35. Doesn’t like any effort, if something doesn’t work out, he quits, looking for some kind of excuse: his arm hurts, etc.
36. Not quite a healthy look (pale, thin).
37. By the end of the lesson, he works worse, is often distracted, sits with an absent look.
38. If something does not work out, gets irritated, cries.
39. Doesn't work well with limited time. If you rush him, he can completely “turn off”, quit work.
40. Often complains of being tired.
41. Almost never answers correctly if the question is posed in a non-standard way, requires intelligence.
42. Answers become better if there is a reliance on some external objects (counts fingers, etc.).
43. After an explanation, the teacher cannot perform a similar task.
44. It is difficult to apply previously learned concepts and skills when the teacher explains new material.
45. Often answers not to the point, cannot single out the main thing.
46. It seems that it is difficult for him to understand the explanation, since he has not formed basic skills, concepts.
The work of the teacher with the questionnaire
When working with the questionnaire, the teacher on the answer sheet crosses out the numbers that describe fragments of behavior that are characteristic of a particular child.
Results processing
The table is divided by a bold vertical line. If the number of the crossed-out fragment is to the left of the line, 1 point is counted during processing, if to the right - 2 points. The maximum possible score is 70. Having calculated how many points the child scored, you can determine his maladaptation coefficient:
K \u003d P: 70 x 100,
where P is the number of points scored by the child.
Indicator up to 14% is normal, there is no maladaptation.
Indicator from 15 to 30% indicates an average degree of maladaptation.
Indicator above 30% - a serious degree of maladaptation.
Indicator above 40% indicates that the child needs to consult a psychoneurologist.
1. RO - parental relationship.
2. NGSh - unpreparedness for school.
3. L - left-handedness.
4. NS - neurotic symptoms.
5. And - infantilism.
6. HS - hyperkinetic syndrome, excessive disinhibition.
7. INS - inertia of the nervous system.
8. NP - insufficient arbitrariness of mental functions.
9. LM - low motivation for learning activities.
10. AS - asthenic syndrome.
11. NID - violations of intellectual activity.
ANSWER FORM
INTRODUCTION TO SCHOOL LIFE
Lesson 1.
"Acquaintance"
Target : to help children get in touch with each other and with adults, to realize themselves as a person.
STUDY PROCESS
Warm up
The psychologist introduces himself and talks about himself.
He invites the children to introduce themselves, give their first and last names, then stand in a circle and say their name with a smile, you can with the touch of a hand, looking into the eyes of the neighbor standing on the right.
A chair is placed in the middle of the circle, one child sits on a chair, the rest take turns telling him their version of an affectionate name. When all participants say the name of the person sitting on the chair once, he gets up, thanks for the pleasant words with a nod of his head and the word “thank you” chooses and names the one he likes the most.
Game "Atoms and Molecules"
Psychologist . We are all separate atoms, atoms roam one at a time, they are bored, and they wanted to get together, combine into molecules in twos (then three, five, etc., in the end - according to the number of children). What a large group gathered, and all the atoms immediately became more cheerful!
Painting
Invite everyone to sit at their desks and draw a flower.
If the child cannot or does not want to draw, tell him: “If you were an artist, could you draw? I'll click three times and you'll start drawing."
Collect all the painted flowers in one bouquet and “plant” (lay out on a table or on the floor) - you get a beautiful, bright meadow.
Game "Give the warmth of a flower to a friend"
Standing in a circle, join your palms, feel how heat is transferred along the chain.
In pairs: by touch, determine which partner's hands, face, pat on the head.
Homework
The child must learn from the parents what his name means.
Lesson 2.
"Me and my name"
Target : promote contact between children, help children realize their positive character traits.
STUDY PROCESS
Warm up
Psychologist . In the last lesson, we learned who's name. My name means ... (the psychologist talks about his name). Did you find out what your name means?
The children take turns saying their names. If they don’t know, the psychologist helps (you need to find out before the lesson what the names of the children mean).
Psychologist . Guys, do you like being called Kolka, Masha? And Kolenka, Mashenka? Why? What is your mother's name?
Children take turns answering. You can invite the children to come up with a name for themselves: “What would you like to be called?”
Magic chair game
One child sits on a separate chair in the middle of the circle. For the one who sits on this magical chair, the best words and wishes are uttered, his best qualities of character are called.
Painting
Children draw their own portrait.
Relaxation exercise
Lying on the floor, children pretend to be magicians (fairy-tale characters) to classical music, remembering and repeating all the positive words spoken by those around them.
Lesson 3.
"Me and my family"
Target : getting to know family members, common interests, traditions.
STUDY PROCESS
Exercise "Family Drawing"
Sitting in a circle on a chair or on the floor, the child tells the names of the parents, other family members (from a drawing or photograph), who likes to do what.
The game "Change places those who have ..."
The psychologist offers to change places for children who have
a) has an older brother
b) younger sister
c) younger brother
d) older sister
e) have both a brother and a sister
f) grandparents live with them,
g) grandfather and grandmother live in the village, etc.
Rene Gilles technique
The psychologist distributes ready-made forms.
Lesson 4.
"Lesson and Change"
Target : introduce children to the rules of conduct in the lesson and change, practice their application. Reveal school motivation.
STUDY PROCESS
Conversation on the topic "What is a lesson?"
Children express their opinions.
Psychologist . How can you show that you are ready for the lesson? For example, at school there is a rule “Ready for the lesson”: at the call, the student stands near his desk and waits for the teacher’s command. Let's practice this rule.
Playing situations
What should be done:
a) when the teacher (or someone senior) enters the class;
b) when you want to say something;
c) when someone is late for a lesson, etc.
Attention game
Psychologist . You have to be very careful in class. Let's play a game to test your powers of observation. Close your eyes and lay your head on the desk.
Who has a desk mate with blond hair? Raise your hand with your eyes closed.
Open your eyes and check yourself. Close your eyes again. Who has a neighbor with dark eyes? Raise your hand with your eyes closed.
Open your eyes and check yourself. Close your eyes again. Who has a neighbor...
Conversation "What can be done for a change?"
Generalization of the children's answers: for a break, you can prepare for the next lesson, go to the toilet, change clothes for a physical education lesson, rhythmics, wipe the board on duty, play games.
Outdoor game (choice of children)
Development of rules of conduct
Done by the children themselves:
- at school you can smile and laugh,
- you can not swear and fight, etc.
Drawing on the theme "What I like about school"
Completion of the lesson
Psychologist .
The bell will ring now -
Our lesson is over.
The lesson is over. At the beginning of the lesson, we learned to follow the “Ready for Lesson” rule, the same should be done when the lesson is over. The teacher on the bell says: “The lesson is over,” and all students should stand near their desks.
Lessons 5-7.
School tour
(conducted over 3 lessons)
Target : to teach children to navigate the school premises, to acquaint with the staff.
STUDY PROCESS
Getting to know the school plan
Psychologist . Guys, I brought the plan of the school. Who knows what a plan is? Yes, this is the drawing of our school. I wonder where your class is?
After finding the path from the entrance to the classroom, offer to walk around the school, guided by the plan.
Medical office visit
The psychologist introduces the nurse. She conducts a conversation on the questions: “What are vaccinations for? Why can't a student get sick? What should be done to not get sick, but to be healthy?
Gym visit
The physical education teacher introduces himself and asks the children questions: “Why do people go in for sports? Do students need physical education? Who does exercises in the morning? Which of the children is already engaged in sports sections? Then the children imitate non-contact boxing, skiers, swimmers, gymnasts, etc. If one of the children is engaged in sports sections, you can invite them to show any exercises.
A visit to the music room - "countries of five rulers"
After the performance, the music teacher invites the children to guess three whales of music: they play a march (children march), then dance music (offers to dance), the children sing or listen to a song of their choice.
Visit to the fine arts classroom
The teacher introduces children to the "kingdom of the pencil and brush."
Children in pairs play the game "Sculptor": one "sculpts" the animal at will, then talks about his "sculpture". Then the children switch roles.
Library visit
The librarian asks the children riddles:
Without language
Without a voice,
And he will tell everything.
Not a bush, but with leaves,
Not a shirt, but sewn
Not a person, but tells.
Conducts a conversation on the questions: “What are books for? What kind of books are there? Who writes and publishes them? Who has a favorite book? etc.
Offers to enroll in the library for those children who already know how to read.
Excursion to the psychologist's office
Psychologist . Guys, today I invite you to my place. Who knows what a psychologist is?
Children's answers.
If someone becomes sad, feels bad, the psychologist will console, protect, give the opportunity to relax.
Relaxation exercise.
Dining room visit
Part of the lesson is conducted by the etiquette teacher. He shows and tells who, where and how to sit correctly, how to use the devices.
A tour of the kitchen
Psychologist . Our cooks, although young, cook very tasty: their pies are magnificent, cabbage soup is delicious, compote is sweet, bread is soft.
Excursion to the kindergarten group
Psychologist . Guys, many of you attended kindergarten. There are similar groups in our school, they are in the left wing. You can come to preschoolers to play in a group, for a walk, but when they sleep, you can’t make noise. You can come to help educators do something in their free time: dress the kids for a walk, teach the children of the preparatory group to read, speak Tatar and English, put on and show concerts and performances. They will always welcome you.
Organize a joint outdoor game.
Pictogram
After visiting all the classrooms at the end of the third lesson, the children draw words: school, class, study, illness, delicious food, cleanliness, an interesting book, strength, music, play, drawing, etc.
Lesson 8.
LEARNING - light,
and ignorance is darkness
Target : strengthen the desire to learn, gain knowledge, show that knowledge is necessary.
STUDY PROCESS
Warm up
Psychologist . Guys, why do you think people need to study?
Listens to the answers of all children, makes a generalization.
Game "Guess the profession"
Children take turns imitating the movements that are performed in a certain profession, or say what is needed for this work. The rest of the children guess who this or that child wants to be, and name the qualities that a representative of this profession should have.
Conversation
Children answer the questions: “Can you be called an employee? What are you doing now? What should students be like? What do you need for your work?
Alphabet game.
The psychologist offers the children to pass the test for the title of student. First, an attention check.
The game "What's gone"
Now - memory check.
Solving problems for ingenuity
Checking thinking - solving "tricky" tasks.
Outcome
Psychologist . That's how attentive, smart you all are, which means that all of you can study well and all of you are awarded the title of student.
Lesson 9.
"When everyone is having fun,
and one is sad
Target : to teach children to empathize with each other, to cultivate friendliness, the ability to distinguish and understand emotional states.
STUDY PROCESS
Warm up
Psychologist . While walking in the school yard, you saw a sad student. Guys, let's think: why is he sad?
Children's answers.
Do you feel sorry for him? How can we console him?
Children offer options, choose the most suitable. The psychologist offers to approach the boy and try to comfort him.
Exercise "Mood"
Demonstration of faces with different emotional states: joy, sadness, fun, anger, surprise, etc. Invite the children to choose and “make” a person, ask what he wants to do in this state, whether he likes such a person or not, and why? When does a person have such a mood?
Psychologist . Behind the color you can see various objects, living beings. With the help of color, a person can even express his mood. When a person is happy, everything works out for him, he is satisfied, they say that he sees everything in pink. And when a person is in trouble, what color is his mood? (Children's answers.) So, if the mood is good, then it is “painted” in bright, light colors: yellow, orange, red, light green, blue. Bad mood - dark colors: black, brown. If it is difficult to determine the mood, you can show it with the help of blue, green, gray colors. I suggest you draw your mood every day.
Painting
Invite the children to draw the face of mom, dad, brothers, sisters - what they are most often.
Lesson 10.
"Magic Words"
Target : cultivate a culture of behavior, arouse a desire to follow the rules of behavior, use “magic” words in speech: hello, thank you, goodbye, please
etc.
STUDY PROCESS
Conversation
Psychologist .
- Hello! -
You tell the person.
- Hello! -
He smiles back.
And probably
Won't go to the pharmacy
And he will be healthy for many years.
When people say: "Hello", they not only greet each other, but also wish health. Every meeting begins with a greeting. What greeting words do you know? How else can you say hello? (Nod your head, wave your hands, bow, shake hands.)
Warm up
Invite the children to walk around the class and greet each other. Ask: whose greeting did you like more, why?
Dramatization of the fairy tale "The Hare and the Hedgehog"
Children listen to a fairy tale performed by two classmates.
Questions to children: “What can you say about a hare? hedgehog? How did you feel as a rabbit? And as a hedgehog? Who is nice to you? Have you met such people in your life? How did you do it?
Psychologist .
The words "Goodbye!"
"Thank you!", "Sorry!",
Give generously.
Give to passers-by
Friends and acquaintances
In the trolleybus, in the park,
Both at school and at home.
These words are very important
They are to man
Like air, needed.
Without them it is impossible to live in the world.
These words are needed
Give with a smile.
Conversation
Psychologist . Who can you say hello to and who can you not: at home, at school, on the street? In what cases do we say “to health”, “please”, “thank you”, and is it always necessary to pronounce them? Please remember the cases when “magic words” helped you.
Ball game "Polite words"
Psychologist . To find out what other polite words you know, we will play a game. I throw the ball, and you, having caught it, must say a polite word and return the ball. Do not forget that polite words are spoken kindly, looking directly into the eyes.
List of additional literature 1. Akimova M.K., Kozlova V.T. The development of thinking in younger students. Developmental and correctional programs for working with younger students and adolescents. - M.-Tula, 1993. Typology of school maladaptation The school, as an institution of socialization, reproduces the basic patterns and models of social relationships. With the beginning of a child's education in school, the conditions of his life are standardized in the form of a system of requirements and rules that are common to all students. For the first time, the child faces the task of “adapting” himself and his behavior to social and normative requirements, which at this stage of development acquires the significance of adapting the child to learning activities in general. In addition, schooling is characterized by the coincidence of a fundamental change in the social situation and a psychological crisis due to the intensive development of the child's thinking.
Poskina T.Yu. Preventive program "First Grader Difficulties"Page Sections: School psychological service To consolidate the thought, the child needs movement! The first grade of school is one of the most important periods in the life of children. The first months after the start of training are the most difficult, the child gets used to a new way of life, to the rules of the school, to a new daily routine. The situation of novelty is for any person to some extent disturbing. The child, on the other hand, experiences emotional discomfort, primarily because of the uncertainty of ideas about the requirements of teachers, about the characteristics and conditions of learning, about the values and norms of behavior in the class team. This state can be called a state of internal tension, alertness, anxiety. Such a state, being long enough, can lead to school maladaptation: the child becomes undisciplined, inattentive, irresponsible, lags behind in school, gets tired quickly and simply does not want to go to school. From the first days, the school poses a whole range of tasks for the child, not directly related to his previous experience, but requiring the maximum mobilization of intellectual and physical forces. The child is influenced by a complex of new factors: the class team, the personality of the teacher, a change in the regime, an unusually long restriction of motor activity and, of course, the emergence of new, not always attractive duties, sometimes all this leads to a deterioration in health. To prevent these disorders, it is necessary to organize psychological support for children during the period of their adaptation to training in an educational institution. In connection with the foregoing, it seems very relevant to create a program of classes aimed at preventing and correcting the maladaptation of first-grade students. The main goal of the program: psychological assistance and support for children during the period of adaptation to school. The lessons are based on the author's technique “Gymnastics of the brain” Zakharova R.A., Chupakha I.V. Work with complexes of kinesiology exercises allows you to change the student's ability to absorb and process information, as well as activate the work of specific areas of the cerebral cortex, in particular, reading, speech and writing. Classes include the following types of exercises: breathing, oculomotor, body-oriented, body cross, dance-motor, for the development of fine motor skills of the hands, relaxation, for the development of the communicative, cognitive sphere. During the cycle of preventive classes, we also use the following methods and techniques: Elements of bibliotherapy (reading psychological fairy tales, poems, riddles); Expressive studies; Games: mobile games, games with rules, speech-motor, developing. These types of exercises contribute to the development of: fine and gross motor skills of the hands, activation of various parts of the cerebral cortex, increased ability to voluntary control, activation of the nervous system of the body, activation of interhemispheric connections between the body and the brain, prevention of dyslexia and dysgraphia. The development and activation of these functions help to successfully carry out group correction in various areas of the psyche of children: self-regulation, concentration, anxiety reduction, increased stress resistance, adaptive capabilities. Classes are designed for children 6-8 years old. They are held in the psychologist's office, or in a specially equipped room, twice a week. Their duration is 30-35 minutes. In a group of 10-12 children. During classes, children sit in a circle on chairs. All classes have a flexible structure, filled with different content. Lesson plan for the prevention and correction of school maladaptation
Bibliography 1.Adaptation program for adolescent children to new learning conditions, Shapavalova V.G. http://festival.1september.ru/articles/500553/ 2. Chupakha I.V., Puzhaeva I.Yu., Sokolova I.Yu. Health-saving technologies in the educational process. -M.: Ileksa, Public Education; Stavropol: Stavropolservisshkola, 2004. - 400 p. 3. Marily Zdenek. Development of the right hemisphere: An in-depth program for releasing the power of your imagination, 2004., - 352 p. 4. Kryazheva N.L. Development of the emotional world of children. A popular guide for parents and educators. Yaroslavl: Academy of Development, 1996., 208 p., ill. 5. Lopukhina I. Speech therapy - speech, rhythm, movement: a guide for speech therapists and parents. - St. Petersburg: Delta, 1997, - 256 p., ill. Introduction 1. The essence of the concept of school maladaptation in the research of modern scientists 2. Characteristics of school maladjustment (types, levels, causes) Features of school maladjustment in primary school age Conclusion Bibliography Introduction maladaptation junior schoolchild psychological The entry of a child to school is a turning point in his socialization, it brings with it serious tests of his adaptive capabilities. Virtually no child has a smooth transition from preschool childhood to schooling. A new team, a new regime, a new activity, a new nature of relationships require new forms of behavior from the baby. Adapting to new conditions, the child's body mobilizes a system of adaptive reactions. A child entering school must be physiologically and socially mature, he must reach a certain level of mental development. Educational activity requires a certain stock of knowledge about the world around us, the formation of elementary concepts. A positive attitude to learning, the ability to self-regulate behavior are important. Taking into account the growth trends of the negative consequences of maladjustment, expressed in particular in learning difficulties, behavioral disorders, reaching the level of criminal severity. The problem of school adaptation should be attributed to one of the most serious social problems of our time, requiring in-depth study for subsequent prevention. Recently, there has been a tendency to experimentally investigate the peculiarity of the pedagogical process in connection with the emergence of school maladaptation. The role of the pedagogical factor in the occurrence of disadaptation is great. These include the features of the organization of school education, the nature of school programs, the pace of their development, as well as the influence of the teacher himself on the process of the child's socio-psychological adaptation to school conditions. Object of study: Disadaptation as a psychological process. Subject of study: Features of the prevention of maladjustment in primary school age. Purpose: To consider the features of the prevention of school maladjustment of younger students 1.The essence of the concept of school maladjustment in the research of modern scientists The process of adaptation to school, as well as to any new life circumstance, goes through several phases: tentative, unstable and relatively stable adaptation. Unstable adaptation is typical for many schoolchildren. Today, the concept of “school maladaptation” or “school inadaptation” is quite widely used in psychological and pedagogical science and practice. These concepts define any difficulties, violations, deviations that a child has in his school life. By school maladjustment they mean only those violations and deviations that occur in a child under the influence of school, school influences or provoked by educational activities, educational failures. As a scientific concept, “school maladjustment” does not yet have an unambiguous interpretation. First position: "School maladjustment" is a violation of the adaptation of the student's personality to the conditions of schooling, which acts as a particular phenomenon of the child's disorder of the general ability for mental adaptation due to any pathological factors. In this context, school maladaptation acts as a medical and biological problem (Vrono M.V., 1984; Kovalev V.V., 1984). From this point of view, school maladjustment for parents, teachers, and doctors, as a rule, is a disorder within the framework of the “disease/impairment of health, development, or behavior” vector. This point of view explicitly or implicitly defines the attitude towards school maladjustment as a phenomenon through which the pathology of development and health manifests itself. An unfavorable consequence of such an attitude is a focus on test control when entering school or when assessing the level of development of a child in connection with the transition from one educational level to another, when the child is required to prove that he has no deviations in the ability to study in the programs offered by teachers and in the school chosen by the parents. Second position: School maladaptation is a multifactorial process of reducing and disrupting a child's ability to learn as a result of the discrepancy between the conditions and requirements of the educational process, the closest social environment, and his psychophysiological capabilities and needs (Severny A.A., 1995). This position is an expression of a socially maladaptive approach, because the leading causes are seen, on the one hand, in the characteristics of the child (his inability, due to personal reasons, to realize his abilities and needs), and on the other hand, in the characteristics of the microsocial environment and inadequate conditions for schooling. . In contrast to the medical and biological concept of school maladjustment, the maladaptive concept compares favorably in that it pays primary attention in the analysis to the social and personal aspects of learning disabilities. She considers the difficulties of schooling as a violation of the adequate interaction of the school with any child, and not just a "carrier" of pathological symptoms. In this new situation, the child's inconsistency with the conditions of the microsocial environment, the requirements of the teacher and the school ceased to be an indication of his (the child's) defectiveness. Third position: School maladaptation is predominantly a socio-pedagogical phenomenon, in the formation of which the cumulative pedagogical and school factors themselves play a decisive role (Kumarina G.F., 1995, 1998). The prevailing view of the school as a source of exceptionally positive influences in this aspect for many years is giving way to a reasonable opinion that for a significant number of students the school becomes a risk zone. As a trigger mechanism for the formation of school maladjustment, the discrepancy between the pedagogical requirements presented to the child and his ability to satisfy them is analyzed. Among the pedagogical factors that negatively affect the development of the child and the effectiveness of the impact of the educational environment are the following: the discrepancy between the school regime and the pace of educational work and the sanitary and hygienic conditions of education, the extensive nature of training loads, the predominance of negative evaluative stimulation and the "semantic barriers" that arise on this basis. in the relationship of the child with teachers, the conflicting nature of intra-family relations, which is formed on the basis of educational failures. Fourth position: School maladaptation is a complex socio-psychological phenomenon, the essence of which is the impossibility for a child to find "his place" in the space of schooling, where he can be accepted as he is, maintaining and developing his identity, and the opportunity for self-realization and self-actualization. The main vector of this approach is aimed at the mental state of the child and at the psychological context of the interdependence and interdependence of the relationships that develop during the period of education: "family-child-school", "child-teacher", "child-peers", "individually preferred - used by the school learning technologies ". In a comparative assessment, an illusion arises of the closeness of the positions of the socially maladaptive and sociopsychological approaches in the interpretation of school maladaptation, but this illusion is conditional. The socio-psychological point of view does not consider it necessary that the child should be able to adapt, and if he cannot or does not know how, then "something is wrong" with him. As a starting point in the problematic analysis of school maladjustment, the followers of the socio-psychological approach single out not so much the child as a human being who faces the choice of adaptation or maladjustment to the learning environment, but the originality of his "human being", existence and life activity in this period of his life complicated by maladjustment. development. Analysis in this vein of school maladaptation becomes much more difficult if one takes into account the fixed experiences that form in mutually intersecting relationships, the influence of the current culture and the previous experience of relationships, as a rule, dating back to the early stages of socialization. Such an understanding of school maladaptation should be called humanitarian and psychological, and it entails a number of important consequences, namely: School maladaptation is not so much a problem of typification of pathological, negative social or pedagogical factors, but rather a problem of human relations in a special social (school) sphere, a problem of a personally significant conflict that is formed in the bosom of these relations and ways of its possible resolution; This position allows us to consider the external manifestations of school maladjustment ("pathologisation" or the development of mental, psychosomatic disorders; "oppositional" behavior and the child's failure, other forms of deviations from socially "normative" educational settings) as "masks" that describe undesirable for parents, for persons responsible for the upbringing and education of other adults, the reactions of the internal, subjectively unsolvable for the child conflict associated with the learning situation, and acceptable for him (the child) ways of resolving the conflict. Diverse manifestations of maladjustment, in fact, act as options for protective adaptive reactions, and the child needs maximum and competent support on the path of his adaptive search; In one of the studies, a group of one hundred children, whose adaptation process was specially monitored, was examined by a neuropsychiatrist at the end of the school year. It turned out that in schoolchildren with unstable adaptation, individual subclinical disorders of the neuropsychic sphere are recorded, some of them have an increase in the level of morbidity. In children who did not adapt during the school year, a psychoneurologist recorded pronounced asthenoneurotic deviations in the form of borderline neuropsychiatric disorders. Doctor of Medical Sciences, Professor V.F. Bazarny, in particular, draws attention to the negative impact on children of such traditions rooted in school: ) The usual posture of children during the lesson, strained and unnatural. Studies conducted by scientists have shown that with such psychomotor and neurovegetative enslavement, after 10-15 minutes, the student experiences neuropsychic stress and stress comparable to those experienced by astronauts during takeoff; ) A learning environment impoverished by natural stimuli: closed rooms, limited spaces filled with monotonous, artificially created elements and depriving children of vivid sensory impressions. Under these conditions, the figurative-sensory perception of the world fades, the visual horizons narrow, and the emotional sphere is depressed. ) Verbal (verbal-informational) principle of building the educational process, "book" study of life. Uncritical perception of ready-made information leads to the fact that children cannot realize the potential inherent in them by nature, they lose the ability to think independently. ) Fractional, element-by-element study of knowledge, mastery of fragmentary skills and abilities that destroy the integrity of the worldview and worldview in children. ) Excessive enthusiasm for the methods of intellectual development to the detriment of the sensual, emotional-figurative. The real figurative-sensory world has been replaced by an artificially created (virtual) world of letters, numbers, symbols, which leads to the splitting of the sensual and intellectual in a person, to the disintegration of the most important mental function-imagination. And as a consequence, to the early formation of a schizoid mental constitution. Primary school age is one of the most difficult periods in a child's life. Here is the emergence of consciousness of one's limited place in the system of relations with adults, the desire to carry out socially significant and socially valued activities. The child becomes aware of the possibilities of his actions, he begins to understand that not everything can. The issues of school education are not only issues of education, the intellectual development of the child, but also the formation of his personality and upbringing. 2.Characteristics of school maladjustment (types, levels, causes) When dividing maladaptation into types, S.A. Belicheva takes into account the external or mixed manifestations of the defect in the interaction of the individual with society, the environment and himself: a) pathogenic: defined as a consequence of disorders of the nervous system, diseases of the brain, disorders of analyzers and manifestations of various phobias; b) psychosocial: the result of age-sex changes, character accentuation (extreme manifestations of the norm, increased degree of manifestation of a certain trait), adverse manifestations of the emotional-volitional sphere and mental development; c) social: manifested in the violation of moral and legal norms, in asocial forms of behavior and deformation of the systems of internal regulation, reference and value orientations, social attitudes. Based on this classification, T.D. Molodtsova identifies the following types of maladaptation: a) pathogenic: manifested in neuroses, tantrums, psychopathy, analyzer disorders, somatic disorders; b) psychological: phobias, various internal motivational conflicts, some types of accentuations that did not affect the social development system, but which cannot be attributed to pathogenic phenomena. Such disadaptation is largely hidden and quite stable. This includes all types of internal disturbances (self-esteem, values, orientation) that have affected the well-being of the individual, led to stress or frustration, traumatized the individual, but have not yet affected behavior; c) socio-psychological, psychosocial: academic failure, indiscipline, conflict, difficult education, rudeness, violations of relationships. This is the most common and easily manifested type of maladjustment; As a result of socio-psychological maladjustment, one can expect the child to display the whole complex of non-specific difficulties, primarily associated with impaired activity. At the lesson, a non-adapted student is unorganized, often distracted, passive, slow pace of activity is different, mistakes are often made. The nature of school failure can be determined by a variety of factors, and therefore an in-depth study of its causes and mechanisms is carried out not so much within the framework of pedagogy, but from the standpoint of pedagogical and medical (and more recently social) psychology, defectology, psychiatry and psychophysiology d) social: a teenager interferes with society, differs in deviant behavior (deviating from the norm), easily enters an asocial environment (adaptation to asocial conditions), becomes a delinquent (delinquent behavior), is characterized by adaptation to maladaptation (drug addiction, alcoholism, vagrancy), as a result of which it is possible to reach the criminogenic level. This includes children "dropped out" of normal communication, left homeless, predisposed to suicide, etc. This species is sometimes dangerous for society, it requires the intervention of psychologists, teachers, parents, doctors, justice workers. Social maladaptation of children and adolescents is directly dependent on negative relationships: the more pronounced the degree of negative attitudes of children towards studies, family, peers, teachers, informal communication with others, the more severe the degree of maladaptation. It is quite natural that overcoming this or that form of maladaptation should first of all be aimed at eliminating the causes that cause it. Very often, the child's maladjustment at school, the inability to cope with the role of a student negatively affect his adaptation in other communication environments. In this case, a general environmental maladjustment of the child occurs, indicating his social isolation, rejection. Often in school life there are cases when balance, harmonious relations between the child and the school environment do not arise initially. The initial phases of adaptation do not go into a stable state, but on the contrary, maladaptation mechanisms come into play, ultimately leading to a more or less pronounced conflict between the child and the environment. Time in these cases only works against the student. The mechanisms of maladaptation are manifested at the social (pedagogical), psychological and physiological levels, reflecting the child's response to environmental aggression and protection from this aggression. Depending on the level at which adaptation disorders are manifested, one can speak of risk states of school maladjustment, while highlighting the states of academic and social risk, health risk and complex risk. If primary adaptation disorders are not eliminated, then they spread to deeper "floors" - psychological and physiological. ) Pedagogical level of school maladaptation This is the most obvious and perceived level by teachers. He reveals himself to be the problems of the child in learning (activity aspect) in the development of a new social role for him-student (relational aspect). In the activity plan, with an unfavorable development of events for the child, his primary learning difficulties (stage 1) develop into problems in knowledge (stage 2), a lag in mastering the material in one or more subjects (stage 3), partial or general (4th stage), and as a possible extreme case - in the rejection of educational activities (5th stage). In relational terms, the negative dynamics is expressed in the fact that initially arising on the basis of academic failure in the relationship of the child with teachers and parents (1st stage) develop into semantic barriers (2nd stage), episodic (3rd stage) and systematic conflicts (stage 4) and, as an extreme case, into a break in relationships that are personally significant for him (stage 5). Statistics show that both educational and relationship problems show a stable constancy and do not mitigate over the years, but only get worse. The generalized data of recent years state the growth of those who experience difficulties in mastering the program material. Among junior schoolchildren, such children make up 30-40%, among primary school students, up to 50%. Polls of schoolchildren show that only 20% of them feel comfortable at school and at home. More than 60% have dissatisfaction, which characterizes the trouble in the relationship that develops at school. This level of development of school maladjustment, which is obvious to teachers, can be compared with the tip of the iceberg: it is a signal of those deep deformations that occur at the psychological and physiological levels of the student - in his character, in mental and somatic health. These deformations are hidden and, as a rule, teachers do not correlate with the influence of the school. And at the same time, its role in their appearance and development is very great. )Psychological level of maladaptation Unsuccessful educational activity in studies, trouble in relations with personally significant people cannot leave a child indifferent: they negatively affect a deeper level of his individual organization - psychological, affects the formation of the character of a growing person, his life attitudes. First, the child has a feeling of anxiety, insecurity, vulnerability in situations related to educational activities: he is passive in the lesson, tense, constrained when answering, cannot find something to do during the break, prefers to be near the children, but does not enter into close contact with them. contact, cries easily, blushes, is lost even at the slightest remark from the teacher. The psychological level of maladaptation can be divided into several stages, each of which has its own characteristics. The first stage - Trying to the best of his ability to change the situation and seeing the futility of efforts, the child, acting in the mode of self-preservation, begins to instinctively defend himself from extremely high loads for him, from feasible demands. The initial tension is reduced due to a change in attitude towards learning activities, which are no longer considered significant. The second stage - are shown and fixed. The third stage is various psychoprotective reactions: in the classroom, such a student is constantly distracted, looks out the window, and does other things. And since the choice of ways to compensate for the need for success among younger students is limited, self-assertion is often carried out by opposing school norms and violating discipline. The child is looking for a way to protest against a non-prestigious position in the social environment. The fourth stage - there are ways of active and passive protest, correlated, probably, with a strong or weak type of his nervous system. ) Physiological level of maladaptation The impact of school problems on a child's health today is the most studied, but at the same time the least of all is realized by teachers. But it is here, at the physiological level, the deepest in the organization of a person, that experiences of failure in educational activities, the conflicting nature of relationships, an exorbitant increase in time and effort spent on learning are closed. The question of the impact of school life on children's health is the subject of research by school hygienists. However, even before the advent of specialists, the classics of scientific, natural pedagogy left their assessments of the impact of the school on the health of those who study in it to posterity. So G. Pestalozzi in 1805 noted that with the traditionally established school forms of education, an incomprehensible "suffocation" of the development of children, "killing their health" occurs. Today, in children who have crossed the threshold of school already in the first grade, there is a clear increase in deviations in the neuropsychic sphere (up to 54%), visual impairment (45%), posture and foot (38%), diseases of the digestive system (30%). For nine years of schooling (from 1st to 9th grade), the number of healthy children is reduced by 4-5 times. At the stage of graduation from school, only 10% of them can be considered healthy. It became clear to scientists: when, where, under what circumstances healthy children become sick. For teachers, the most important thing is that in maintaining health, the decisive role belongs not to medicine, not to the healthcare system, but to those social institutions that predetermine the conditions and lifestyle of the child - the family and school. The causes of school maladjustment in children can be of a completely different nature. But its external manifestations, to which teachers and parents pay attention, are often similar. This is a decrease in interest in learning, up to a reluctance to attend school, deterioration in academic performance, disorganization, inattention, slowness or, conversely, hyperactivity, anxiety, difficulties in communicating with peers, and the like. In general, school maladaptation can be characterized by three main features: the lack of any success in school, a negative attitude towards it, and systematic behavioral disorders. When examining a large group of younger schoolchildren aged 7-10 years, it turned out that almost a third of them (31.6%) belong to the risk group for the formation of persistent school maladaptation, and more than half of this third have school failure due to neurological reasons. , and above all a group of conditions, which is referred to as minimal brain dysfunction (MMD). By the way, for a number of reasons, boys are more prone to MMD than girls. That is, minimal brain dysfunctions are the most common cause leading to school maladaptation. The most common cause of SD is minimal brain dysfunction (MBD). Currently, MMD are considered as special forms of dysontogenesis, characterized by age-related immaturity of individual higher mental functions and their disharmonious development. At the same time, it must be borne in mind that higher mental functions, as complex systems, cannot be localized in narrow zones of the cerebral cortex or in isolated cell groups, but must cover complex systems of jointly working zones, each of which contributes to the implementation of complex mental processes and which can be located in completely different, sometimes far from each other, parts of the brain. With MMD, there is a delay in the rate of development of certain functional systems of the brain that provide such complex integrative functions as behavior, speech, attention, memory, perception, and other types of higher mental activity. In terms of general intellectual development, children with MMD are at the level of the norm or, in some cases, subnorm, but at the same time they experience significant difficulties in schooling. Due to the deficiency of certain higher mental functions, MMD manifests itself in the form of violations in the formation of writing skills (dysgraphia), reading (dyslexia), counting (dyscalculia). Only in isolated cases, dysgraphia, dyslexia and dyscalculia appear in an isolated, "pure" form, much more often their signs are combined with each other, as well as with impaired development of oral speech. The pedagogical diagnosis of school failure is usually made in connection with the failure of education, violations of school discipline, conflicts with teachers and classmates. Sometimes school failure remains hidden from both teachers and the family, its symptoms may not adversely affect the student's progress and discipline, manifesting themselves either in the student's subjective experiences or in the form of social manifestations. Adaptation disorders are expressed in the form of active protest (hostility), passive protest (avoidance), anxiety and self-doubt, and in one way or another affect all areas of the child's activities at school. The problem of difficulties in adapting children to the conditions of primary school is currently of high relevance. According to researchers, depending on the type of school, from 20 to 60% of younger students have serious difficulties in adapting to the conditions of schooling. A significant number of children study in the mass school, who already in the primary grades do not cope with the curriculum and have difficulties in communication. This problem is especially acute for children with mental retardation. Among the main primary external signs of manifestations of school failure, scientists unanimously attribute learning difficulties and various violations of school norms of behavior. Among children with MMD, students with attention deficit hyperactivity disorder (ADHD) stand out. This syndrome is characterized by excessive motor activity unusual for normal age indicators, defects in concentration, distractibility, impulsive behavior, problems in relationships with others and learning difficulties. At the same time, children with ADHD are often distinguished by their awkwardness, clumsiness, which is often referred to as minimal static-locomotor insufficiency. The second most common cause of SD is neuroses and neurotic reactions. The leading cause of neurotic fears, various forms of obsessions, somato-vegetative disorders, hystero-neurotic conditions are acute or chronic traumatic situations, unfavorable family conditions, wrong approaches to raising a child, as well as difficulties in relationships with a teacher and classmates. An important predisposing factor in the formation of neuroses and neurotic reactions can be the personality characteristics of children, in particular, anxious and suspicious traits, increased exhaustion, a tendency to fear, and demonstrative behavior. There are deviations in the somatic health of children. An insufficient level of social and psychological and pedagogical readiness of students for the educational process at school is fixed. There is a lack of formation of psychological and psychophysiological prerequisites for the directed educational activity of students. The family is a kind of micro team that plays a significant role in the upbringing of the individual. Trust and fear, confidence and timidity, calmness and anxiety, cordiality and warmth in communication as opposed to alienation and coldness - all these qualities a person acquires in the family. They are manifested and fixed in the child long before entering school and have a lasting effect on his adaptation in learning behavior. The reasons for complete maladaptation are extremely diverse. They can be caused by the imperfection of pedagogical work, unfavorable social and living conditions, deviations in the mental development of children. 3.Features of school maladjustment in primary school age The formation of a child's personal qualities is influenced not only by the conscious, educational influences of parents, but also by the general tone of family life. At the stage of schooling, the family continues to play an important role as an institution of socialization. A child of primary school age, as a rule, is not able to independently comprehend either educational activities in general, or many of the situations that are associated with it. It is necessary to note the symptom of “loss of immediacy” (L.S. Vygotsky): between the desire to do something and the activity itself, a new moment arises - an orientation in what the implementation of this or that activity will bring to the child. This is an internal orientation in terms of what meaning the implementation of an activity can have for the child: satisfaction or dissatisfaction with the place that the child will occupy in relations with adults or other people. Here, for the first time, the semantic orienting basis of the act appears. According to the views D.B. Elkonin, there and then, where and when an orientation towards the meaning of an act appears, there and then the child passes into a new age. The experiences of a child at this age directly depend on his relationship with significant people: teachers, parents, the form of expression of these relationships is the style of communication. It is the style of communication between an adult and a younger student that can make it difficult for a child to master educational activities, and sometimes, it can lead to the fact that real, and sometimes far-fetched difficulties associated with learning, will begin to be perceived by the child as insoluble, generated by his irreparable shortcomings. If these negative experiences of the child are not compensated, if there are no significant people next to the child who would be able to increase the student's self-esteem, he may experience psychogenic reactions to problems that, in case of repetition or fixation, add up to a picture of a syndrome called psychological school maladaptation. It is at primary school age that the reaction of passive protest manifests itself in the fact that the child rarely raises his hand in class, fulfills the teacher's requirements formally, is passive during recess, prefers to be alone, and does not show interest in collective games. In the emotional sphere, depressive mood and fears predominate. If a child comes to school from a family where he did not feel the experience of "we", he enters the new social community - the school - with difficulty. The unconscious desire for alienation, rejection of the norms and rules of any community, in the name of preserving the unchanged "I" underlie the school maladaptation of children brought up in families with an unformed sense of "we" or in families where parents are separated from children by a wall of rejection, indifference. Dissatisfaction with oneself in children of this age extends not only to communication with classmates, but also to educational activities. The aggravation of a critical attitude towards oneself actualizes in younger students the need for a general positive assessment of their personality by other people, especially adults. The character of a younger student has the following features: impulsiveness, a tendency to act immediately, without thinking, without weighing all the circumstances (the reason is the age-related weakness of volitional regulation of behavior); general insufficiency of will - a schoolboy of 7-8 years old is not yet able to pursue the intended goal for a long time, stubbornly overcome difficulties. Capriciousness and stubbornness are explained by the shortcomings of family education: the child is used to having all his desires and requirements satisfied. Boys and girls of primary school age have some differences in memorization. Girls know how to force themselves, set themselves up for memorization, their arbitrary mechanical memory is better than that of boys. Boys are more successful in mastering the methods of memorization, therefore, in some cases, their mediated memory is more effective than that of girls. In the process of learning, perception becomes more analyzing, more differentiated, takes on the character of organized observation; the role of the word in perception changes. For first-graders, the word primarily has a naming function, i.e. is a verbal designation after recognizing the subject; for older students, the word-name is rather the most general designation of an object, preceding its deeper analysis. One of the forms of school maladaptation of primary school students is associated with the peculiarities of their educational activities. At primary school age, children master, first of all, the subject side of educational activity - the techniques, skills, and abilities necessary for acquiring new knowledge. Mastering the motivational-need side of educational activity at primary school age occurs as if latently: gradually assimilating the norms and methods of social behavior of adults, the younger student does not yet actively use them, remaining for the most part dependent on adults in his relations with people around him. If a child does not develop the skills of learning activities or the techniques that he uses, and which are fixed in him, turn out to be insufficiently productive, not designed to work with more complex material, he begins to lag behind his classmates and experience real difficulties in learning. There is one of the symptoms of school maladjustment - a decrease in academic performance. One of the reasons for this may be individual characteristics of the level of intellectual and psychomotor development, which, however, are not fatal. According to many educators, psychologists, psychotherapists, if you properly organize work with such children, taking into account their individual qualities, paying special attention to how they solve certain tasks, you can achieve not only to eliminate their learning lag, but also to compensate for developmental delays. Another reason for the lack of formation of learning activity skills among primary school students may be the way children master the methods of working with educational material. V.A. Sukhomlinsky in his book Conversation with a young school principal draws the attention of novice teachers to the need to specifically teach primary school students how to work. The author writes: In the vast majority of cases, mastering knowledge is beyond the student's strength because he does not know how to learn... Teaching guidance, built on the scientific distribution of skills and knowledge over time, makes it possible to build a solid foundation for secondary education - the ability to learn. Another form of school maladaptation of younger schoolchildren is also inextricably linked with the specifics of their age development. A change in the leading activity (playing to learning), which occurs in children at the age of 6-7 years; It is carried out due to the fact that only the understood motives of the teaching under certain conditions become effective motives. One of these conditions is the creation of favorable relations of reference adults to the child - the student - parents, emphasizing the importance of studying in the eyes of elementary school students, teachers encouraging the independence of students, contributing to the formation of strong learning motivation in schoolchildren, interest in a good grade, gaining knowledge, etc. However, there are also cases of unformed learning motivation among junior schoolchildren. Is not it. Bozhovich, N.G. Morozov write that among the pupils of grades I-III examined by them, there were those whose attitude to schooling continued to be of a preschool character. For them, it was not the activity of learning itself that came to the fore, but the school environment and external attributes that could be used by them in the game. The reason for the emergence of this form of maladjustment of younger students is the inattentive attitude of parents to children. Outwardly, the immaturity of educational motivation is expressed in the irresponsible attitude of schoolchildren to classes, in indiscipline, despite the rather high level of development of their cognitive abilities. The third form of school maladjustment of younger schoolchildren is their inability to arbitrarily control their behavior, attention to educational work. The inability to adapt to the requirements of the school and manage one's behavior in accordance with accepted norms may be the result of improper upbringing in the family, which in some cases exacerbates such psychological characteristics of children as increased excitability, difficulty concentrating, emotional lability, etc. The main thing that characterizes the style of relationships in the family towards such children is either the complete absence of external restrictions and norms that should be internalized by the child and become his own means of self-government, or endurance means of control exclusively outside. The first is inherent in families where the child is completely left to himself, is brought up in conditions of neglect, or families in which reigns cult of the child where everything is allowed to him, he is not limited by anything. The fourth form of maladjustment of elementary school students to school is associated with their inability to adapt to the pace of school life. As a rule, it occurs in somatically weakened children, children with a delay in physical development, a weak type of VDN, disturbances in the work of analyzers, and others. The causes of maladaptation of such children in the wrong upbringing in the family or in ignoring adults their individual characteristics. The listed forms of maladaptation of schoolchildren are inextricably linked with the social situation of their development: the emergence of a new leading activity, new requirements. However, in order for these forms of maladaptation not to lead to the formation of psychogenic diseases or psychogenic neoplasms of the personality, they must be recognized by children as their difficulties, problems, and failures. The reason for the occurrence of psychogenic disorders is not the blunders in the activities of primary school students themselves, but their feelings about these blunders. By the age of 6-7, according to L.S. Vygodsky, children are already quite well aware of their experiences, but it is the experiences caused by an adult's assessment that lead to a change in their behavior and self-esteem. So, the psychogenic school maladaptation of younger schoolchildren is inextricably linked with the nature of the attitude towards the child of significant adults: parents and teachers. The form of expression of this relationship is the style of communication. It is the style of communication between adults and younger students that can make it difficult for a child to master educational activities, and sometimes it can lead to the fact that real, and sometimes far-fetched difficulties associated with learning, will begin to be perceived by the child as insoluble, generated by his irreparable shortcomings. If these negative experiences of the child are not compensated, if there are no significant people who would be able to increase the self-esteem of the student, he may experience psychogenic reactions to school problems, which, if repeated or fixed, add up to a picture of a syndrome called psychogenic school maladaptation. The task of preventing school maladaptation is solved by correctional and developmental education, which is defined as a set of conditions and technologies that provide for the prevention, timely diagnosis and correction of school maladaptation. Prevention of school maladaptation is as follows: 1.Timely pedagogical diagnosis of the prerequisites and signs of school maladaptation, early, high-quality diagnosis of the current level of development of each child. 2.The moment of entering the school should correspond not to the passport age (7 years), but to the psychophysiological one (for some children it can be 7 and a half or even 8 years). .Diagnostics when a child enters school should take into account not so much the level of skills and knowledge as the characteristics of the psyche, temperament, and potential capabilities of each child. .Creation in educational institutions for children at risk of a pedagogical environment that takes into account their individual typological characteristics. Use variable forms of differentiated correctional assistance during the educational process and after school hours for children at high, medium and low risk. At the organizational and pedagogical level, such forms can be - special classes with a smaller occupancy, with a sparing sanitary-hygienic, psycho-hygienic and didactic regime, with additional services of a medical and health-improving and correctional-developing nature; correctional groups for classes with teachers in certain academic subjects, intra-class differentiation and individualization, group and individual extracurricular activities with teachers of basic and additional education (circles, sections, studios), as well as with specialists (psychologist, speech therapist, defectologist), aimed at developing and correction of deficiencies in the development of school-significant deficient functions. .If necessary, use the advisory assistance of a child psychiatrist. .Create compensatory learning classes. .The use of psychological correction, social training, training with parents. .Mastering by teachers the methods of correctional and developmental education aimed at health-saving educational activities. The whole variety of school difficulties can be divided into two types (M.M. Bezrukikh): specific, based on certain disorders of motor skills, hand-eye coordination, visual and spatial perception, speech development, etc.; non-specific, caused by a general weakness of the body, low and unstable performance, increased fatigue, low individual pace of activity. As a result of socio-psychological maladjustment, one can expect the child to display the whole complex of non-specific difficulties, primarily related to impairments in activity. In the classroom, such a student is distinguished by disorganization, increased distractibility, passivity, and a slow pace of activity. He is not able to understand the task, comprehend it as a whole and work with concentration, without distractions and additional reminders, he does not know how to work deliberately, according to a plan. The letter of such a student stands out in unstable handwriting. Uneven strokes, different heights and lengths of graphic elements, large, stretched, differently inclined letters, tremor - these are its characteristic features. Errors are expressed in underwriting letters, syllables, random substitutions and omissions of letters, non-use of rules. They are caused by a discrepancy between the pace of activity of the child and the whole class, the lack of concentration. The same reasons also determine the characteristic reading difficulties: omissions of words, letters (inattentive reading), guessing, recurrent eye movements (“stumbling” rhythm), fast pace of reading, but poor reading comprehension (mechanical reading), slow pace of reading. When teaching mathematics, difficulties are expressed in unstable handwriting (numbers are uneven, stretched), fragmented perception of the task, difficulties in switching from one operation to another, difficulties in transferring a verbal instruction into a specific action. The main role in creating a favorable psychological climate in the classroom, of course, belongs to the teacher. He needs to constantly work on increasing the level of learning motivation, creating situations for the child to succeed in the classroom, during breaks, in extracurricular activities, in communication with classmates. The joint efforts of teachers, educators, parents, doctors and a school psychologist can reduce the risk of a child developing school maladaptation and learning difficulties. Psychological support during schooling is an important and big problem. We talk a lot about a child's psychological readiness for school, pushing aside or taking for granted the factor of parents' readiness for a new, school stage in their child's life. The main concern of parents is to maintain and develop the desire to learn and learn new things. The participation and interest of parents will have a positive impact on the development of the cognitive abilities of the child. And these abilities can also be unobtrusively directed and strengthened in the future. Parents should be more restrained and do not scold the school and teachers in front of the child. The leveling of their role will not allow him to experience the joy of knowledge. You should not compare the child with classmates, no matter how cute they are or vice versa. You need to be consistent in your requirements. Be understanding that something will not work out for your baby right away, even if it seems elementary to you. This is a really serious test for parents - a test of their vitality, kindness, sensitivity. It is good if the child in the difficult first year of study will feel support. Psychologically, parents should be prepared not only for difficulties, failures, but also for the success of the child. It is very important that parents measure their expectations regarding the future success of the child with his capabilities. This determines the development of the child's ability to independently calculate their strength, planning any activity. Forms of manifestation of school maladaptation Form of maladaptation Causes Primary request Corrective measures Lack of formation of skills in educational activities - pedagogical neglect; - insufficient intellectual and psychomotor development of the child; - lack of help and attention from parents and teachers. Poor performance in all subjects. Special conversations with the child, during which it is necessary to establish the causes of violations of learning skills and give recommendations to parents. Inability to arbitrarily regulate attention, behavior and learning activities. - improper education in the family (lack of external norms, restrictions); - indulgent hypoprotection (permissiveness, lack of restrictions and norms); - dominant hyperprotection (full control of the child's actions by adults). Disorganization, inattention, dependence on adults, a statement. Work with the family; analysis of teachers' own behavior in order to prevent possible misbehavior. Inability to adapt to the pace of academic life (tempo unsuitability). - improper upbringing in the family or ignoring by adults of the individual characteristics of children; - minimal brain dysfunction; - general somatic weakness; - developmental delay; - a weak type of the nervous system. Long-term preparation of lessons, fatigue by the end of the day, being late for school, etc. Work with the family to overcome the student's optimal load regimen. School neurosis or fear of school , inability to resolve the contradiction between family and school we .The child cannot go beyond the boundaries of the family community - the family does not let him out (for children whose parents use them to solve their problems. Fears, anxiety. It is necessary to connect a psychologist - family therapy or group classes for children in combination with group classes for their parents .Unformed school motivation, focus on non-school activities.- the desire of parents to "infantilize" the child; - psychological unpreparedness for school; - destruction of motivation under the influence of adverse factors at school or at home. irresponsibility, lagging behind in studies with high intelligence. Working with the family, analyzing teachers' own behavior in order to prevent possible misbehavior. It is quite natural that overcoming one form or another of maladaptation should first of all be aimed at eliminating the causes of it. Very often, the child's maladjustment at school, the inability to cope with the role of a student negatively affect his adaptation in other communication environments. In this case, a general environmental maladjustment of the child occurs, indicating his social isolation, rejection. Conclusion Entering school marks the beginning of a new age period in a child's life - the beginning of primary school age, the leading activity of which is learning. The younger schoolchild in his development proceeds from the analysis of a separate object, phenomenon to the analysis of connections and relationships between objects and phenomena. The latter is a necessary prerequisite for the student's understanding of the phenomena of life around him. It is very important to teach the student to correctly set goals for memorizing the material. The productivity of memorization depends on motivation. If a student memorizes material with a certain attitude, then this material is remembered faster, remembered longer, reproduced more accurately. In the development of perception, the role of the teacher is great, who specifically organizes the activities of students in the perception of certain objects, teaches them to identify essential features, properties of objects and phenomena. One of the effective methods of developing perception is comparison. At the same time, perception becomes deeper, the number of errors decreases. The possibilities of volitional regulation of attention in primary school age are limited. If an older student can force himself to focus on uninteresting, difficult work for the sake of a result that is expected in the future, then a younger student can usually force himself to work hard only if there is a “close” motivation (praise, a positive mark). At primary school age, attention becomes concentrated and stable when the educational material is clear, bright, and causes an emotional attitude in the student. By the end of elementary school, the child develops: diligence, diligence, discipline, accuracy. Gradually develop the ability to volitional regulation of their behavior, the ability to restrain and control their actions, not to succumb to immediate impulses, perseverance grows. Pupils in grades 3-4 are able, as a result of the struggle of motives, to give preference to the motive of duty. By the end of elementary school, attitudes towards learning activities change. First, a first-grader develops an interest in the very process of learning activity (first-graders can enthusiastically and diligently do what they will never need in life, for example, copy Japanese characters). Then interest is formed in the result of his work: the boy on the street for the first time read the sign on his own, he was very happy. After the emergence of interest in the results of educational work, first-graders develop an interest in the content of educational activities, the need to acquire knowledge. The formation of interest in the content of educational activities, the acquisition of knowledge is associated with the experience of schoolchildren a sense of satisfaction from their achievements. And this feeling is stimulated by the approval of a teacher, an adult, emphasizing even the smallest success, moving forward. In general, during the child's education at the primary level of the school, the following qualities should form in him: arbitrariness, reflection, thinking in concepts; he must successfully master the program; he must have formed the main components of the activity; in addition, a qualitatively new, more “adult” type of relationship with teachers and classmates should appear. Starting any activity, a person adapts to new conditions, gradually gets used to them. In this he is helped by the accumulated experience, which expands and enriches with age. The main role in creating a favorable climate in the classroom belongs to the teacher. He needs to constantly work on increasing the level of learning motivation, creating situations for the child to succeed in the classroom, during breaks, in extracurricular activities, in communication with classmates. The joint efforts of teachers, educators, parents, doctors, a school psychologist and a social pedagogue can reduce the risk of a child having learning difficulties. The psychologist should have a comprehensive understanding of the child's readiness for schooling, on the basis of which he can participate in the distribution of children by classes and levels of education, trace the dynamics of processes that indicate positive or negative changes in the child when mastering educational activities, navigate the difficulties of school adaptation children, determine the types of assistance to a particular child so that for each student his school becomes a truly school of joy, personal achievement and success. Literature 1. Bozhovich L.M. Personality and its formation in childhood. M.; 1968. 2. Burlachuk A.F., Morozov S.M. Dictionary guide to psychological diagnostics. Kyiv; 1989. 3. Bezrukikh M.M., Efimova S.P. Do you know your student? - M.: Enlightenment, 1991. - 176s. Vygotsky L.S. Collected works: In 6 volumes. M.; 1982. Introduction to Psychodiagnostics: Textbook for students. avg. ped. uch. institutions./ M.K. Akimova, E.M. Borisova, E.I. Gorbachev and others, ed. K.M. Gurevich, E.M. Borisova, - 3rd ed., Sr., - M .: Ed. Center "Academy", 2000. - 192p. Gurevich K.M. Individual psychological characteristics of schoolchildren. M.; 1988. Gutkina N.I. Psychological readiness for school. - M.: Academic project, 2000 - 3rd ed. perer. and additional - 184s. Children's practical psychology: Textbook / Ed. prof. T.D. Martsinkovskaya. - M.: Gardariki, 2000. - 255p. Elfimova N.V. Diagnosis and correction of learning motivation in preschoolers and younger schoolchildren. M., 1991. Zobkov V.A. Psychology of attitude and personality of the student. Kazan; 1992. Kulagina I.Yu. Developmental psychology. / Child development from birth to 17 years. / Textbook. 3rd ed.- M.: Publishing house of URAO, 1997.-176p. Menchinskaya N.A. Problems of teaching and mental development of the schoolchild. - M.: 1989. Materials of the Russian scientific-practical conference on the topic "Problems of school maladjustment" from November 26-28, 1996, Moscow. Mukhina V.S. Child psychology. - M.: LLC April Press, CJSC Publishing house EKSMO-PRESS, 2000.- 352p. Nemov R.S. Psychology: Textbook. for stud. higher textbook ped. manager: in 3 books. - 3rd ed. - M.: Humanitarian ed. center VLADOS, 2000. - book 3: Psychodiagnostics. Introduction to scientific psychological research with elements of mathematical statistics. - 640s. Obukhova L.F. Age-related psychology. M.: 1996. Ovcharova R.V. Practical psychology in elementary school. M.: 1996. Ovcharova R.V. Practical psychology at school. M.: 1995. Rogov E.I. Handbook of a practical psychologist: Textbook. allowance.: in 2 books. - 2nd ed. Perer., Supplementary, - M .: Humanitarian ed. center VLADOS, 1999. - Book. 1: The system of work of a psychologist with children of different ages.-384p. Practical psychologist's guide. Readiness for school: developing programs.: Method. allowance / N.V. Dubrovina, L.D. Andreeva, T.V. Vokhmyatina et al., ed. I.V. Dubrovina, 5th ed. - M.: Ed. center "Academy", 1999.-96s. Sokolova V.N. Fathers and sons in a changing world. M.: 1991. Stepanov S.S. Diagnosis of intelligence by the method of drawing test. M.: 1994. Sapogova E.E. The peculiarity of the transitional period in children 6-7 years of age / / Questions of psychology. - 1968. No. 4 - pp. 36-43. Tokareva S.N. Social and psychological aspects of family education. Moscow State University, 1989. Physiological and psychological criteria for readiness to study at school // materials of the symposium. M., 1977. School readiness. How parents can prepare their children for success in school. M.: 1992. School and mental health. / Ed. CM. Grombach. - M., 1988. TutoringNeed help learning a topic?
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