Helping your child adapt to school. Difficulties in first-graders adapting to school

Until recently, your child was just a baby and constantly needed the support and protection of an adult. With your help, he mastered his first steps, acquired the simplest skills of self-care and behavior in society. He happily went to the nursery and easily fit into his new team. But the years pass quickly, and kindergarten graduation is already behind us.

It seemed that he could “exhale” - the baby had become completely independent and would cope with his homework as easily as sculpting a snowman from plasticine. But the adaptation of first-graders to school is a difficult stage, and to successfully complete it, the well-coordinated work of parents, the class teacher and a psychologist is necessary.

The very concept of “adaptation” comes from the Latin “adaptare” and means the adaptation of body cells to changed environmental conditions. Applicable to our question, this is the process of socialization of the individual, adjustment to the new regime.

• High level

A first grader gets used to new conditions quite quickly (from 2 weeks to 2 months). She goes to classes with joy and does not need additional motivation. Easily learns material and copes with tasks of increased complexity. He is not afraid and does not hesitate to ask the teacher a question. Reacts adequately to comments. Has many friends. Healthy.

• Average level

The student’s adaptation to new conditions takes longer and ranges from 2 to 3 months. The child does not experience negative emotions from going to school, but may get tired and “withdraw into himself.” He can draw pictures in class, but after receiving a reprimand, he returns to discussing the topic of the lesson. Treats tasks responsibly, but completes them under the supervision of the teacher. He is diligent and attentive, but sometimes mood swings occur. Friendly.

• Low level

The student has a negative attitude towards going to school. It's hard to get up in the morning. Looks for excuses not to go to class. He assimilates the material with difficulty, in peculiar fragments. Does not accept the teacher's authority and violates discipline. Complains of feeling unwell. He hardly communicates with classmates. Forgets the names of classmates.

Physical adaptation

The baby has to sit relatively still for quite a long time, and this is a heavy static load. If until this moment the preschooler devoted most of his time to physical activity, then with the onset of classes he is forced to limit his needs. Unspent energy leads to nervous tension, and the student becomes emotionally and physically exhausted. The body malfunctions, and the child can catch an infection.

These features of first-graders' adaptation to school were noted by experts. They proved that due to overexertion, many children lose weight by October. The students also experienced surges in blood pressure. The kids complained of constant fatigue and pain in the head and stomach. Morning vomiting occurred.

What do we have to do

1. Create a daily routine and ensure its implementation.
2. As soon as the first grader returns from school, he needs to be fed.
3. If the baby is weakened, you need to set aside time for a daytime nap (an hour and a half will be enough).
4. To make up for the lack of physical activity, it is important to let your baby take a walk.
5. It is better to schedule homework between 16:00 and 18:00. It has been proven that brain activity peaks at this time.
6. Make sure that the student goes to bed no later than 21:00. Total sleep time is at least 11 hours.

Unacceptable

1. Deprive a first-grader of daytime sleep if he has such a need.
2. Feed him before or after school with sandwiches and other dry food.
3. Do your homework immediately after returning from school.
4. Wait for parents to complete assigned lessons.
5. Spend more than 40-50 minutes a day watching TV or computer.
6. Play noisy games before bed.
7. Watch scary movies and videos.
8. Wake up your child shortly before leaving the house.
9. Punish a student for bad grades by depriving them of outdoor activities.

Important! Due to non-compliance with these rules, problems arise in the adaptation of children in the school environment!

Stages of physical adaptation

Adaptation of children to learning, starting from the first day of school and until positive dynamics emerge, includes 3 stages:

It usually begins long before September 1, from the moment when the future student begins to attend preparatory classes at children's development centers or courses at school. The duration of the stage is about 2-3 weeks. This is the most difficult period for a future first-grader. This stage is called the “physiological storm.”

Occurs when the first stressful state passes. The small organism begins to struggle unsteadily for its rights in a new environment. New school reflexes and habits are formed. The student becomes calmer. The average duration of this period is about 2 weeks.

This is a phase of a more stable adaptation of the body, when it already clearly understands what is required of it and strains much less. Energy consumption becomes proportional to the task received.

Social (personal) adaptation

From early childhood, a child develops self-esteem. Its adequacy depends primarily on the parents: whether they love him, whether they pay attention to him, whether they forgive him or make him experience regular feelings of guilt, whether they compare him with other children. The child’s self-perception depends on these and other similar factors.

When a child goes to school, he develops a new personality trait - reflection. The student begins to attempt analysis, realizes his position in the group of classmates, evaluates himself from the positions of “better” and “worse.”

Having adequate self-esteem in a student is the key to successful social adaptation.

Psychological adaptation

After graduating from kindergarten, a large-scale process of preparing for school begins. The schoolchild is bought a new chic backpack with his favorite cartoon characters, a school uniform, white bows or a tie. Joint trips to stationery stores are organized, where the future first-grader himself chooses notebooks with the best covers. Girls get their hair done by September 1st.

All these preparations create the illusion of an upcoming holiday for the future first-grader. And then September 1st comes. The baby jumps joyfully to the sound of the alarm clock, the family gathers and everyone, beautiful and elegant, comes to the assembly.

Having received the first positive emotions, with each subsequent day the child begins to understand more and more that there will be no holiday, and the main thing at school is the educational process. Expectations turned out to be far from reality. The student becomes moody and experiences frequent mood swings. In psychology, these age-related features in the adaptation of first-graders to school are called the “7-year-old crisis.”

Maintain relationships with the teacher and parents of those classmates with whom your first-grader communicates. Don’t be afraid to tell the teacher about alarming moments in your student’s behavior. Go to parent-teacher conferences. Subscribe to your class group news.

Teach the little man to have his own opinion and be able to prove it with reason. In addition, the child must respect the position of others.

If necessary, try to help the student with his homework, teach him how to do it, but do not complete the task for him.

It is important to pay more attention to your child: take an interest in activities, read bedtime stories, praise him for the slightest successes, do not “brush off” his questions, even if you are tired.

Remember and follow the “golden” rule: give your baby your love exactly at the time when he least deserves it.

Wrong	Right
“Stop yelling!”	“Speak more quietly, please!”
"Are not you ashamed?!"	"Think about what you've done"
"Do not lie to me!"	“I hate that you are trying to deceive me. I might stop trusting you because of this."
“Why can Petya do this, but you can’t?!”	“You’re doing much better than last time. You just need to practice and then the result will be better"
“Do your homework quickly!”	“You’ve already rested and can start your homework.”
“Why don’t you understand?!”	“What exactly do you not understand?”
“How many times can I repeat this?!”	“I’ve already talked about this several times.”
“Why are everyone’s children normal, but you...”	“I love you very much, but the way you behave sometimes upsets me.”
"I don't know. Leave me alone!”	"Let's think logically"
“I won't buy you anything! You have plenty of toys!”	“Today we planned other purchases. Maybe we'll buy it later."
"You're wrong"	"That's what you think"

Unacceptable:

• raise your voice to the student while completing assignments;
• show anger when discussing school problems;
• demand from a first-grader results that he is not able to show;
• generate feelings of guilt in the child;
• force you to repeatedly rewrite work from draft to final.

Causes of social and psychological maladjustment

If a child actively expresses his reluctance to attend school, there may be the following reasons:

• excessive demands from teachers or parents;
• the child’s classmates refuse to recognize him;
• first-grader’s misunderstanding of educational material;
• demonstration of dissatisfaction with the results of learning on the part of adults;
• systematic failures of the student;
• internal tightness of the baby;
• A first-grader has a large number of extracurricular activities. Due to attending classes, problems arise in the adaptation of a first-grader: the child simply does not have time to do his homework for school.

Adaptation according to Federal State Educational Standards

In accordance with the Federal State Educational Standards (FSES), for the successful adaptation of a first-grader, the class teacher and teacher council must provide an individual approach to each student.

According to the Federal State Educational Standard, a child’s adaptation to school includes familiarization with the basics of a healthy lifestyle and hygiene. It is necessary to find the “key” to each first grader, to be attentive to his thoughts and emotions. It is important to help the child find his place in the team.

Among the adaptation tasks according to the Federal State Educational Standard are:

• formation of adequate self-esteem in first-graders;
• development of motivation to acquire knowledge;
• formation in the child of a clear understanding of his place in the educational process;
• learning the ability to conduct self-analysis and respect the feelings of others;
• development of self-confidence;
• communication skills training.

Additional classes and clubs during the adaptation period

The initiative to attend extracurricular activities should come from the child. Or, as an option, before sending your child to the section, make sure that he has a desire to study there.

It often happens that a child wants to go to the pool, figure skating, and French classes at the same time, often not realizing what kind of load he places on himself. But this is half the trouble... It happens that his parents force him to study in certain sections, trying to satisfy their unfulfilled ambitions. As a result, when a child goes to first grade, his day is fully loaded.

It is important to give the student rest. Talk to him. It may turn out that the student already regrets his choice and no longer wants to go to some club. Eliminate all sections that he visits unwillingly.

If the adaptation period to school is easy and the first-grader copes on all fronts, playing sports will only benefit him. If the situation is the opposite, the mugs only make it worse.

Adaptation program for first-graders according to the Federal State Educational Standard

According to the requirements of the Federal State Educational Standard, a child adaptation program must be developed and implemented in every elementary-level educational institution. It should include a system of actions by the teacher and school administration aimed at providing favorable conditions for the student in the process of educational development and taking into account his personal characteristics.

The methodology uses methods of persuasion, stimulation, self-regulation, self-education and play therapy.

• role-playing and didactic games;
• making drawings on a given topic;
• discussion of metaphorical stories and parables;
• work in pairs.

To facilitate adaptation, additional holidays in the 3rd quarter are required for first-graders.

The program cannot be implemented until it is approved at the school or at a higher level.

How to understand that a child has adapted

Signs of successful adaptation of a first-grader to school are identified:

1. The child goes to school with pleasure. Is the initiator of speaking at the board. During breaks he communicates a lot with his peers. Self-assured.
2. After school he informs parents about the past school day. In addition to issues related to studies, he also talks about relationships with classmates.
3. Learning is easy for a child. He is passionate about the learning process. Often answers in class on his own initiative. Asks additional questions within the framework of the topic being studied.
4. If necessary, he can seek clarification from adults, but only after attempting to solve the problem on his own.

• Before entering school, a child should know:
• where he lives (name of country, city and street, house and apartment number);
• Full names of parents/legal representatives, places of work and telephone numbers;
• names of seasons, months and days of the week, their order;
• differences between domestic and wild animals;
• how do animals differ from birds?
• rules of behavior in society;
• direction of movement (left/right);
• numbers from 0 to 9, their order;
• names of geometric shapes (circle, square, triangle).

What a future first-grader should be able to do:

• pronounce sounds, highlight them with your voice;
• pronounce words syllable by syllable;
• make a consistent retelling;
• distinguish literary genres;
• make common sentences;
• count from 0 to 10 and back;
• compare numbers from 0 to 10 (more/less/equal);
• generalize objects according to a given characteristic;
• use prepositions correctly;
• visually determine where the animal is and where the bird is;
• find the way from school to home.

How to help a first-grader adapt faster. Memo to parents

Provide your child with the necessary knowledge about school

Long before September 1, tell your preschooler what the learning process is and why it is necessary. Explain the rules existing at school and indicate the need to comply with them. Tell your future student about the concept of grades and the criteria for assigning them, as well as what the concepts of “satisfactory” and “unsatisfactory” mean.

It is important to take the student’s routine seriously. Consider the need to alternate mental activity with rest and physical activity. During breaks from work, do not forget to ventilate the room in which the first-grader studies.

Never compare your child with other children. The only possible object for comparison is himself in the past period of time.

Pay attention to your baby. Don't criticize him or make fun of his problems (even if they seem far-fetched to you). Praise him for the slightest achievements.

It is important for the child to understand what he can do. Then he will try to get better results and your next praise. Otherwise, he may give up.

Develop the communicative qualities of speech in the student. The ability to communicate, ask questions, and clearly and logically formulate one’s thoughts is the first thing a child will need as soon as he crosses the threshold of school.

There is no need to combine the start of educational activities with a sharp increase in clubs and sections. Do not introduce new responsibilities for a schoolchild at home and outside of it just because he is now a schoolchild and can take on more work. He's already overloaded right now.

Difficulties in adaptation of first-graders to school: risk groups

1) Hyperactive children

Those students who find it difficult to sit in one place for more than 5 minutes. They are regularly distracted by extraneous sounds, and a violation of discipline occurs. Punishment does not bring results. Here it is better to act within the framework of a confidential conversation: outline the importance of receiving an education and try to interest him in the educational process.

If we are talking not just about “fidgety” students, but about those who have been officially diagnosed with ADHD (attention deficit/hyperactivity disorder), then the adaptation process will not be complete without consulting a specialist.

2) Children with increased fatigue

These children find it difficult to concentrate for long periods of time. They need breaks to complete the task. The current solution would be to gradually increase the time spent on lessons while proportionally reducing the rest phase. It is important to agree on the schedule with the teacher so that it is the same at home and at school.

3) Prodigies

They already know all the information presented during the lesson. If not, they understand it much faster than their peers. It is impossible to interest them in studying; they get bored during classes. The ideal solution in such a situation is either transfer to an individual program or transfer to a specialized gymnasium for gifted children.

4) Children with mental retardation

This includes children with all subtypes of mental retardation (mental development delay) and requires unambiguous correctional and developmental assistance from qualified specialists. You can read more about the specifics and symptoms of the disease in the studies of V.V. Kovalev. and other articles on our site.

5) Lazy children

We are talking about those who regularly ignore doing the assigned work and refuse to put in the effort. To determine how to solve the problem, it is important to understand the causes of laziness; the relevance of this problem cannot be underestimated in the era of computers and the Internet.

Possible reasons for laziness

Reduced curiosity

It is characteristic of children who did not receive answers to their questions at the age of 3-5 years, gradually losing their thirst for knowledge. It also occurs in guys who spend too much time in front of the TV.

This is laziness in its original meaning. Characteristic of smart children, for whom everything comes easy and they are not used to making efforts to get the desired result.

Fear of failure

Characteristic of children who received disproportionate punishment for any mistakes. Afraid of making a mistake again, they prefer to do nothing at all.

Diffidence

Similar to the previous reason, but is its aggravated form. The baby completely lacks self-confidence. He considers completing the task impossible for himself in principle, so he does not even try to solve it. If overcoming insecurities did not happen in childhood, it can have negative consequences in the future.

Features of temperament

If a first-grader is slow by nature, it is important to be patient and, when assessing, consider only the result obtained, regardless of the time spent.

Relationship with teacher

Immediately from the moment classes begin, it is important for parents to establish contact with the first-grader’s class teacher. In the coming years, this person will closely accompany your child: give him knowledge, act as a mediator in resolving any problems, listen to the student’s inner experiences and give him recommendations. For some children, the authority of the first teacher becomes even higher than that of the parents.

When preparing for a meeting with a teacher, prepare a questionnaire for your child, indicating his strengths and weaknesses. You can also bring a reference from kindergarten. Agree with the teacher on the requirements for the student. They must be identical both at school and in the family. Lack of coherence in actions can lead to the appearance of comparative thoughts in a first-grader.

“Mom doesn’t force you to count the cells when creating columns of examples, but the teacher does. So mom is kind, and Nina Yuryevna is evil...”

Do not allow a discussion of the teacher’s actions in the presence of a first grader, much less criticize him. Even if you do not agree with some of the nuances of his work, discuss it with the class teacher in private.

Test “Is your child ready for school?”

It is carried out to diagnose the readiness of children for 1st grade.

For reference:

Testing takes place in the form of questions and answers. Do not tell your child that you are testing him. If the answer causes significant difficulties for the future student, it is important not to rush him or show his impatience.

1. Who is heavier - a sheep or a cat?

True = 0 points (b);

incorrect = -5 b.

2. In the morning we have breakfast, and in the evening...

True = 0 b.;

incorrect = -3 b.

3. It’s warm in summer, and in winter...

true = 0 b.;

Incorrect = -4 b.

4. The sea is blue and the grass...

True = 0 b.;

incorrect = -4 b.

5. Oranges, tangerines, bananas are...

True = 1 point;

incorrect = -1 b.

6. Why does the barrier lower first, and then the train passes?

To prevent an accident from happening; so that there are no casualties, etc. = 0 b.;

incorrect = -1 b.

7. Volgograd, Smolensk, Belgorod - this is...

Cities = 1 b.; stations = 0 b.;

incorrect = -1 b.

8. What time is it now? (show clock with hands)

True= 4 points;

partially true = 3 points;

incorrect = 0 b.

9. A baby cow is a calf, a baby horse is..., a baby sheep is...?

2 correct = 4 points;

1 true = 0 points;

incorrect = -1 b.

10. Is a goat like a goose or a sheep? How? What do they have in common?

For a sheep indicating general characteristics = 0 points;

per sheep without specifics = -1 b.

incorrect= -3 b.

11. Why do cars have a braking system?

Two reasons were given: to slow down on a descent, to stop, not to get into emergency situations, etc. = 1 point;

1 true = 0 points;

incorrect = -1 b

12. What do a hammer and an ax have in common?

Two similar features = 3 points;

one generalization = 2 points;

incorrect = 0 b.

13. What do a cat and a squirrel have in common?

The answer “these are animals” or the designation of two common properties = 3 points;

1 sign = 2 points;

incorrect = 0 b.

14. What are the differences between a nail and a screw?

The screw has a thread (or giving synonyms) = 3 b.

the screw is screwed in and the nail is driven in or the screw has a nut = 2 points;

incorrect = 0 b.

15. Hockey, basketball, figure skating are...

Types of sports (physical education) = 3 points;

Games (exercises, competitions, gymnastics) = 2 points;

incorrect = 0 b.

16. Name the types of vehicles

3 land types + air or water = 4 points;

only 3 land types or all types, but after explaining what vehicles are = 2 points;

incorrect = 0 b.

17. What is the difference between an elderly person and a young person?

3 signs (gray hair, baldness, wrinkles, health problems, etc. = 4 points;

1 or 2 differences = 2 points;

incorrect = 0 b.

18. Why do people play sports?

2 reasons (to improve your health, get stronger, be slim, etc. = 4 points;

1 reason = 2 points;

incorrect = 0 b.

19. Why is it bad when a person deviates from work?

Because other people are forced to work for him (or another similar explanation) = 4 points;

he is lazy, earns little... = 2 points;

incorrect = 0 b.

20. Why do they put a stamp on the envelope?

To pay for sending mail = 5 b.;

The recipient would have to pay a fee = 2 b.;

incorrect = 0 b.

We count the points.

2 gr. — 14 — 23

3 gr. — 0 — 13

4 gr. (- 1) — (-10)

5 gr. — (-11) and below

Children who score from 0 to +24 are considered ready for school

Entering first grade is perhaps one of the most important and crucial periods in a child’s life, both emotionally and physiologically. Judge for yourself, the children will have new responsibilities, friends, school work and troubles. Carefree preschool entertainment gives way to daily lessons that require intense mental work, focused attention and painstaking work from first-graders.

Today we will tell you what the features of first-graders’ adaptation to school are, and how parents can help their child who has entered a new, incredibly interesting stage of social development.

Many psychologists, including Nina Iosifovna Gutkina, who is actively studying the readiness of kindergarten graduates for school, indicate that the period of adaptation can last from eight weeks to six months. This is influenced by several factors: the child’s personal characteristics, knowledge and skills, the specifics of the program, etc. This is why the help of parents, grandparents, and other adults is so important during this difficult period.

Experts highlight physiological, social and psychological aspects that influence the duration of adaptation. Let's take a closer look at each of them.

1. The duration of physiological adaptation depends on the state of the child’s health. During the adaptation period, the child’s body is subjected to serious stress. That is why it is necessary to monitor the reaction of first-graders to the school regime and academic loads.
2. Psychological readiness for learning implies personal, intellectual and motivational maturity. If gaming motives predominate in a first-grader, problems most likely cannot be avoided.
3. The social aspect is no less important. Adaptation of first-graders to school is often delayed if they have not previously attended a nursery or kindergarten. It is in preschool institutions that children undergo the first stage of socialization, acquiring communication skills.

Degrees of child adaptation to school

Experts conditionally divide primary schoolchildren into three large groups according to the degree of adaptation.

First group

Girls and boys adapt to changed conditions during two (maximum three) months of training. They easily make friends and join the children's team. These first-graders, without much stress, fulfill the requirements of the teacher, who notes their calmness, goodwill and curiosity. And yet, difficulties in relationships with teachers and classmates sometimes occur, but by the end of October the child, as a rule, is completely accustomed to school.

Read also: If you have the same weather... Answers to the most frequently asked questions

Second group

The adaptation period for children in this group is somewhat delayed. Newly graduated schoolchildren are not yet able to enter into the role of a full-fledged student. During lessons they often have fun, quarrel with their friends, and react to fair comments from the teacher with whims and tears. Most often, such children have difficulty mastering the curriculum. Only by the end of the first half of the year do children begin to adequately respond to the teacher’s demands.

Third group

Social and psychological adaptation of children is significantly difficult. They behave in conflicts, sometimes refuse to complete tasks, and negative emotions predominate: anger, rage, aggression. There are also difficulties with mastering the school curriculum. By the way, children with ADHD often fall into this group - simply put, with hyperactivity.

What difficulties can await the child and parents?

Of course, not every first-grader manages to go through the adaptation period with ease. What troubles do children, parents and teachers most often encounter in the first months of school? What do they usually complain about?

1. Chronic failure. Many adults, taking their children to development centers and preparatory courses, expect only high achievements and impressive results from their children. They consider a child to be “good” if he studies successfully and has a lot of knowledge. Parents have a negative attitude towards inevitable difficulties, expressing dissatisfaction in the form of critical comments: “You can’t do anything!” It is not surprising that the child becomes anxious and insecure, which again negatively affects academic performance. That is, there is chronic failure.
2. Withdrawal from activities. How often does the teacher say that your child is disconnected from what is happening in class? He does not hear the explanations and questions of the class teacher, and does not complete his assignments. Psychologists associate such children's actions not with the problem of distractibility, but with withdrawal into oneself, into the world of fantasy. This often happens to children who receive little attention from parents and other adults.
3. Negativism. It is typical for demonstrative children who want to stand out in a peer group. The teacher is not complaining about academic performance, but about the bad behavior of the child, who regularly violates discipline. Surprisingly, by punishing a little bully, adults only encourage him. After all, this is his goal - to draw attention to his person!
4. Verbalism. A very common psychological problem of modern children, which, unfortunately, we often do not notice. On the contrary, parents and grandmothers often look with emotion at a lively child who smoothly answers questions and tells poems and fairy tales. However, they miss the importance of developing abstract logical thinking and practical skills. If you are faced with a similar problem, use simple tips: do not be afraid to stop the flow of speech, give preference to productive activities (sculpting, designing, appliqué, drawing).
5. Childish laziness. Anything can be hidden behind this brief formulation:

• low cognitive activity;
• motivation to avoid failure (“I won’t do anything, it won’t work anyway”);
• natural slowness (for example, in phlegmatic and melancholic people);
• high level of anxiety and, as a result, reluctance to get involved in work;
• usual spoiling.

Read also: What to do if a child steals: advice from a psychologist

How to help your child adapt to school?

So, if you are the happy parents of a first-grader, we offer some simple tips that will help you get through this period without much loss.

1. Organize a reasonable daily routine. One of the main recommendations of experts is not to send a first-grader to an after-school program for the whole day in the first months. Watch your child wake up. If he gets up reluctantly, put him to bed half an hour to an hour earlier.
2. Try to walk after class, compensating for prolonged immobility and breathing in the fresh autumn air. Homework should not be completed immediately after returning home, but you also should not put it off until late in the evening. At first, it is necessary to help the child complete tasks, gradually teaching him independence.
3. Quarrels between peers are inevitable, so it is important to come to the aid of your first-grader and show the right way out of conflict situations. You should not be shy about contacting your teacher or classmates’ parents if conflicts continue. Remember that trust in you as a friend and mentor is formed during this period. I also recommend reading about bullying at school.
4. Do not compare your child’s results with the requirements of the school curriculum or the achievements of more successful friends. If comparisons cannot be avoided, let them be his own successes. For example, yesterday he made four mistakes, but today he made only two. Why not celebrate this result?
5. Even if the baby has already grown up and become a schoolchild, he should not be prohibited from playing with cars or dolls. You can even play with him. Even half an hour spent together can work real miracles in the development of a child's personality. It is vital for a child to feel loved and valued during their time together.
6. If children defiantly break rules at school and at home and throw tantrums, try to ignore the offenses and reward good behavior. The main reward is a confidential conversation with a child when he is calm and balanced.

The first year of school is a difficult period in a child's life. He enters a new, adult life. For parents, this period is no less difficult. They are required to take maximum participation in the baby’s life and have a competent psychological approach. In the first grade, a child’s attitude towards school and the learning process in general is formed. In order for the baby to adapt as easily as possible, it is necessary to take into account his mental and physiological state on a daily basis.

Admission to school sets a number of tasks for the child, the implementation of which requires him to concentrate his physical and mental strength. The educational process is still unusual for the baby; many aspects of it present great difficulties for him. If in kindergarten classes lasted 15-20 minutes, then in a lesson at school this time increases to 40-45 minutes. It is difficult for a child to sit through a lesson, it is difficult not to be distracted from classes, it is difficult to restrain emotions. He finds himself in a new team, he needs to get to know his classmates and teachers, establish contact with them. The requirements of school discipline differ from the requirements that were imposed on the child in kindergarten; he has new responsibilities. It takes time for a child to get used to the school process and adapt to new conditions. If the adaptation is successful, the baby will get involved in his studies, and school knowledge will be easily given to him. He will learn to meet school requirements.

Experience shows that not all first-graders tolerate adaptation easily. Many, even with a high level of intellectual development, cannot cope with the school load. Adaptation is especially difficult for children who entered school at the age of six. For them, social adaptation is of great difficulty, since the formation of a child’s personality occurs only at the age of seven. A six-year-old child is not yet able to recognize the school regime, accept the norms of school behavior, and assume all school responsibilities in full. At the age of seven, a child can already voluntarily regulate his own behavior and adapts better to society, which is why experts recommend sending a child to school at the age of seven, not six.

It is very important to help the child adapt to new conditions and painlessly move from a playful form of activity to an educational one. It is difficult for hyperactive children to adapt. They are restless, often jump up from their seats, shout, and interrupt the teacher. Their disinhibition prevents the teacher and other children from studying. It is very difficult for a teacher to find an approach to such children; a psychological distance arises between them. It is also difficult for hyperactive children to make friends with classmates. They are quick-tempered, sometimes aggressive, and often start fights. However, it is impossible to scold and punish hyperactive children; they need the help of a psychologist.

Some babies have other problems with the nervous system. They are constantly distracted and lack the perseverance to sit through an entire lesson. To solve the problem, the student can be offered an individual work schedule so that he can adapt to school faster and easier. Unfortunately, most teachers want to do more in class, give as much material as possible, but they do not have enough time to help struggling students. In such cases, the intervention of parents is necessary, who can correctly point out to the teacher the problems of their child and suggest how best to deal with him.

Some children ask to be allowed take your favorite toys to school . There is no need to prohibit them from doing this. The main thing is to explain to the child that he cannot play in class. And if there is a piece of home with the child during the break, then he will cope with adaptation more easily. A favorite toy gives a feeling of security, especially if the child is shy and timid.

The beginning of education is not easy for almost all children. At first, children may complain of headaches and fatigue. Children may be capricious, cry frequently, have trouble sleeping, and refuse to eat. Sometimes psychological difficulties may arise, for example, fear, mood swings, reluctance to go to school, misconceptions about one's abilities, and self-esteem may decrease. During the adaptation period, the body's protective functions decrease, and children often begin to get sick.

Parents need to be patient and try to avoid conflicts with the child, he needs to be supported during a difficult period for him, and punishment and reprimand will only worsen the situation. It will be even harder for the child if he does not find understanding and support at home.

Adaptation to school - This is a complex multifaceted process. It consists of physiological and socio-psychological adaptation. The components of adaptation are interconnected. Any of them can have an impact on the child’s health, his academic performance, and the child’s interaction with peers and teachers.

As a rule, children come to first grade already having a certain amount of knowledge behind them, acquired in classes in kindergarten. Despite this, the first six months of school are the most difficult for a child. This is explained by the difference in the presentation of information to children. In preschool institutions, children acquire knowledge unobtrusively, mainly in a playful way, in activities familiar to them. Everything is different at school. Children are required to understand the learning task.

Even if a child shows interest in learning, sufficient learning motivation is necessary. He must be sufficiently developed and possess leading personality qualities.

The adaptation period is accompanied by changes in children's behavior. This can manifest itself in increased excitability of the baby, manifestations of aggressiveness, or, on the contrary, result in a depressive state, lethargy, and a feeling of fear of school. It is these changes in behavior that reflect the characteristics of psychological adaptation.

If a child is well prepared for entering school, adaptation is easier for him. Such children, as a rule, within two months become accustomed to the school environment, establish friendly contacts with classmates, and find a common language with teachers. Their behavior is characterized by friendliness, calmness, and good mood. The educational process is relatively easy for them; they fulfill the teacher’s requirements without any problems and follow school rules. Sometimes they may have some difficulties, for example in contacts with other children, since school rules are still new to them. However, after some time they get used to school and overcome all the difficulties that arise.

For many children, the adaptation process drags on for six months. They cannot get involved in the learning process, are often distracted during lessons, play, chat with their neighbor at their desks, do not respond to the teacher’s comments, and interfere with the work of the class. Such children have problems mastering educational material. Some kids show negative emotions, they often get offended, cry, and behave badly.

There are children who do not adapt to school during the entire first year of school. These kids constitute a risk group in terms of school neurosis. They may get sick often and for a long time.

Parents need to help their child accept the position of a student. You can have unobtrusive conversations with your child about school, explain to him why he needs to study, why he needs to follow school rules. At home, you should model play situations that will teach your child to follow school rules. You can invite your child to come up with new rules and play them.

If a child in the first grade has poor academic performance, constant violations of school discipline, and high levels of conflict with teachers and peers, then he a pedagogical diagnosis of school maladaptation is made . There are cases of hidden maladaptation, which manifests itself not at the level of school performance and discipline, but in the psychological experiences of the child.

Disadaptation can manifest itself in active and passive forms. The active form is expressed in the form of protest, hostility, denial. In the passive form, the child experiences increased anxiety, he tries to avoid difficulties, and becomes unsure of his own strengths and capabilities. In some cases, the baby may exhibit somatic illnesses: he complains of fatigue, headache, and may feel nauseous. In some cases, tics and stuttering appear.

How the child’s adaptation will go is largely depends on his self-esteem . The formation of self-esteem in a child begins at an early age in the family. He learns that he is loved, how others perceive him. Already in early childhood, a person develops feelings of success or failure. The emergence of such a personality trait in a child as reflection - awareness of his position, allows him to evaluate himself as a good or bad student. This assessment is based on the attitude of the people around him - relatives. classmates, teachers. During the adaptation process, a first-grader develops a feeling of competence or inferiority.

The teacher and parents should help the first-grader overcome adaptation to school. At this time, the baby needs sensitivity and understanding, he needs the love of his parents, the attention of teachers, and in some cases, the help of psychologists. When communicating with a child at home, parents should pay attention to all his achievements; they should evaluate his actions, and not himself. If something doesn’t work out for your child, you need to support him, explain that all failures are temporary, and soon everything will start to work out for him. You should not scold your child for having difficulties in learning - this can sharply reduce his educational activity.

If your child is often sick, he may get tired quickly at school, so the learning process will be difficult for him, and the workload will seem too difficult. Such children need special attention from parents and teachers. We must find an opportunity to reduce the psychological burden associated with adaptation for them. It is advisable that such children spend time at home after classes, and not in an after-school group. They will benefit from daytime naps and walks in the fresh air. And of course, we must not forget about psychological support. The child should feel that, despite failures at school, he is still loved and appreciated at home.

More difficult to tolerate adaptation for children who did not attend kindergarten before entering school. These kids have little experience interacting with peers, so it is difficult for them to interact with classmates and teachers, as they expect to be treated at school the same way as at home. Finding themselves in a new environment, they do not understand why teachers do not single them out from other children, but treat everyone equally, and their peers do not want to recognize them as a leader and concede in anything. This can lead the child to a stressful situation, which entails a reluctance to go to school, complaints that everyone is offending him.

Many parents react inadequately to these kinds of complaints from their baby. They begin to think that their child is really being bullied by his classmates, and that the teacher is disliked and biased. First of all, it is necessary to find out the reasons for the current situation. The child needs to be shown that he is understood, sympathized with and at the same time try to analyze the problem that has arisen. The child did not have the opportunity to learn how to communicate correctly in a group, as he was used to being at home with relatives. Of course, now it’s difficult for him to find contact with his classmates.

He needs to be taught , suggest how to behave in a given situation in order to make friends, win sympathy and recognition. He feels so lonely and defenseless at school; we need to show him sincere faith in his capabilities. If a child can believe in himself, he will cope with all difficulties.

Almost all children want to start learning and are looking forward to the moment when they can call themselves students. As a rule, all first-graders want to study well, meet school requirements and follow school rules. In the first month, almost all children have very high motivation to learn. The teacher’s task is to support the kids at this stage, to make them feel the joy of achieving success, to help them overcome difficulties, and to cope with their fears.

The child finds himself in a new environment . He is not yet familiar with school rules and norms of behavior, and is not accustomed to the new daily routine. All this needs to be conveyed to him, shown, taught. And this is the task not only of the teacher, but also of the parents. They can explain to the child at home how to properly keep a diary and notebooks, and discuss with him various situations that may arise at school. For example, what to do if your child wants to go to the toilet during class.

Another important point is that the child must understand that mistakes are not a crime with subsequent punishment. They learn from mistakes; this is a common occurrence in the educational process, so you should not be afraid of making mistakes. Studying exists for this purpose, so that you can learn from your own mistakes to avoid making them in the future.

If the first month is accompanied by strong motivation to study, then by the beginning of the second month an emotional decline usually occurs. The kids begin to get tired, they don’t like getting up early for classes, sitting at their desks for a long time, and studying homework. The first difficulties arise, but they are what teach the child to learn. At this time, the child needs help to cope with difficulties. This is where the teacher comes to the fore. He becomes an authority for children, they copy him, refer to his words in any situation. Often the teacher remains the idol of children until the third or fourth grade. For many parents, this fact can cause pangs of jealousy, but you should take it calmly. This does not mean at all that the child switches his love for his parents to the teacher. It’s just that another psychological period begins in the baby’s life, changing his social role.

You can make the learning process enjoyable and bring joy to your child. If there are old albums and notebooks at home in which the child drew and wrote before, you can compare them with new ones and note achievements. This process of comparison can be taken as a habit, then the baby will develop a desire for constant self-improvement. new achievements. He will see what he has achieved and experience success emotionally, which will increase his self-confidence. Feeling the moral support of loved ones, the child begins to feel responsible for his studies. With proper motivation from parents, by the end of the first year, a first-grader will develop punctuality, commitment, and cognitive ability. Only after the adaptation period ends can one begin to demand fulfillment of obligations and strict adherence to school rules.

If a child experiences maladaptation upon entering school, over time it does not disappear, but turns into complexes. He begins to be considered antisocial and is labeled a loser. This is why it is so important to help your child at the very start of his school life.

You cannot scold a child for failures; you need to remember that they are all surmountable. When discussing a child’s performance, there is no need to compare its results with the standard or with the results of other children. You can only compare a child with his own past results and note any improvements. If he is not doing well in his studies, it is necessary to help him find an activity in which he will be successful and will be able to realize himself. It could be sports, music, drawing or something else. Then, noting his successes in another field, we can emphasize that since he achieved good results here, he will be able to learn everything else.

There is no need to focus on school grades. A child should not think that he is loved because of his good academic performance. He must understand that his loved ones value him, no matter what, and accept him for who he is. Parents should show a sincere interest in their child's school life, not focusing only on grades. School life is full of other interesting events - holidays, events, excursions, which a first-grader will be happy to talk about.

It is necessary to encourage your child to engage in those activities in which he is most successful, this will increase his self-esteem and gain faith in himself. If parents manage to reduce their child’s feelings of anxiety, then it will be easier for him to work in class and he will achieve success faster.

Adaptation to school is the process of getting used to new school conditions, which every first grader experiences and understands in his own way. Most first-graders come to school from kindergarten. There were games, walks, a quiet routine, naps during the day, and a teacher was always nearby. The current first-graders were the oldest children there! At school everything is different: here there is work in a rather intense mode and a new strict system of requirements. It takes time and effort to adapt to them.
The period of adaptation of a child to school lasts from 2-3 weeks to six months. This depends on many factors: the individual characteristics of the child, the type of educational institution, the level of complexity of educational programs, the degree of readiness of the child for school, etc. The support of relatives is very important - mom, dad, grandparents.

• The first-grader likes school, he goes there with pleasure, and willingly talks about his successes and failures. At the same time, he understands that the main purpose of his stay at school is learning, and not excursions into nature or watching hamsters in a living corner.
• A first-grader does not get too tired: he is active, cheerful, curious, rarely catches a cold, sleeps well, and almost never complains of pain in the stomach, head, or throat.
• A first-grader is quite independent: he has no problems changing clothes for physical education (he easily ties his shoelaces, fastens buttons), confidently navigates the school building (he can buy a bun in the cafeteria, go to the toilet), and, if necessary, will be able to turn to an adult for help.
• He made friends and classmates, and you know their names.
• He likes his teacher and most of the extracurricular teachers in the class.
• To the question: “Maybe it’s better to go back to kindergarten?” he answers decisively: “No!”

A child coming to school for the first time will be greeted by a new group of children and adults. He needs to establish contacts with peers and teachers, learn to fulfill the requirements of school discipline, and new responsibilities associated with academic work. Experience shows that not all children are ready for this. Some first-graders, even with a high level of intellectual development, find it difficult to bear the workload that schooling requires. Psychologists point out that for many first-graders, and especially six-year-olds, social adaptation is difficult, since a personality capable of obeying the school regime, mastering school norms of behavior, and recognizing school responsibilities has not yet been formed.
The year separating a six-year-old child from a seven-year-old is very important for mental development, because during this period the child develops voluntary regulation of his behavior, orientation towards social norms and requirements. At this time, a new type of mental activity is formed - “I am a schoolboy.”
As already mentioned, the initial period of education is quite difficult for all children entering school. In response to the new increased demands on the body of a first-grader in the first weeks and months of school, children may complain of fatigue, headaches, irritability, tearfulness, and sleep disturbances. Children's appetite and body weight decrease. There are also difficulties of a psychological nature, such as, for example, a feeling of fear, a negative attitude towards school, the teacher, and a misconception about one’s abilities and capabilities.
The changes described above in the body of a first-grader associated with the start of school are called by some foreign scientists “adaptation disease”, “school shock”, “school stress”.

According to the degree of adaptation, children can be divided into three groups.
First group children adapt during the first two months of training. These children relatively quickly join the team, get used to school, and make new friends. They are almost always in a good mood, they are calm, friendly, conscientious and fulfill all the teacher’s demands without visible tension. Sometimes they still have difficulties either in contacts with children or in relationships with the teacher, since it is still difficult for them to fulfill all the requirements of the rules of behavior. But by the end of October, the difficulties of these children, as a rule, are overcome, the child is completely accustomed to the new status of a student, and to the new requirements, and to the new regime.
Second group children have a longer period of adaptation; the period of non-compliance of their behavior with the requirements of the school is prolonged. Children cannot accept a new situation of learning, communication with the teacher, children. Such schoolchildren can play in class, sort things out with a friend, they do not respond to the teacher’s comments or react with tears or resentment. As a rule, these children also experience difficulties in mastering the curriculum; only by the end of the first half of the year do these children’s reactions become adequate to the requirements of the school and teacher.
Third group - children whose socio-psychological adaptation is associated with significant difficulties. They exhibit negative forms of behavior, sharp manifestations of negative emotions, and have great difficulty in mastering educational programs. It is these children that teachers most often complain about: they “disturb” their work in the classroom.

What difficulties do parents and teachers face in the first years of their children’s education, what are their main complaints?
1. Chronic failure.
In practice, there are often cases when difficulties in a child’s adaptation to school are associated with the parents’ ATTITUDE towards school life and the child’s school performance.
This, on the one hand, is the parents’ fear of school, the fear that the child will feel bad at school. This is often heard in the speech of parents: “If it were up to me, I would never send him to school.” Fears that the child will be sick or catch a cold. On the other hand, this is an expectation from the child only of very good, high achievements and an active demonstration of dissatisfaction with him the fact that he cannot cope, that he does not know how to do something. During the period of initial education, a change occurs in the attitude of adults towards children, towards their successes and failures. A “good” child is considered to be a child who studies successfully, knows a lot, easily solves problems and copes with educational tasks. Unexpected parents have a negative attitude towards the inevitable difficulties at the beginning of learning (verbally and non-verbally). Under the influence of such assessments, the child’s self-confidence decreases, anxiety increases, which leads to deterioration and disorganization of activity. And this leads to failure, failure increases anxiety, which again disorganizes his activities. The child learns new material and skills worse, and, as a result, failures are consolidated, bad grades appear, which again cause dissatisfaction with parents, and so, the further, the more, and break this vicious the circle becomes increasingly difficult. Failure becomes chronic.

2. Withdrawal from activities.
This is when a child sits in class and at the same time seems to be absent, does not hear questions, does not complete the teacher’s assignments. This is not associated with the child’s increased distractibility to foreign objects and activities. This is withdrawal into oneself, into one’s inner world, fantasies. This often happens to children who do not receive enough attention, love and care from parents and adults (often in dysfunctional families).

3. Negativist demonstrativeness.
Characteristic of children with a high need for attention from others and adults. Here there will be complaints not about poor academic performance, but about the child’s behavior. He violates general rules of discipline. Adults punish, but in a paradoxical way: those forms of treatment that adults use to punish turn out to be encouragement for the child. The true punishment is deprivation of attention.
Attention in any form is an unconditional value for a child, who is deprived of parental affection, love, understanding, and acceptance.

4. Verbalism.
Children developing according to this type are characterized by a high level of speech development and delayed thinking. Verbalism is formed in preschool age and is associated primarily with the peculiarities of the development of cognitive processes. Many parents believe that speech is an important indicator of mental development and make great efforts to ensure that the child learns to speak fluently and smoothly (poems, fairy tales, etc.). The same types of activities that make the main contribution to mental development (the development of abstract, logical, practical thinking - these are role-playing games, drawing, designing) appear in the background. Thinking, especially figurative thinking, lags behind. Brisk speech and clear answers to questions attract the attention of adults who highly value the child. Verbalism, as a rule, is associated with a child’s high self-esteem and adults’ overestimation of his abilities. When school begins, it becomes clear that the child is unable to solve problems, and some activities that require imaginative thinking cause difficulties. Not understanding what the reason is, parents are prone to double extremes: 1) blame the teacher; 2) blame the child (increase demands, force them to study more, show dissatisfaction with the child, which, in turn, causes insecurity, anxiety, activities are disorganized, fear of school and parents increases for their failure, inferiority, and then the path to chronic failure. Necessary: pay more attention to the development of imaginative thinking: drawings, design, modeling, appliqué, mosaic. Basic tactics: maintain the flow of speech and stimulate productive activity.

5. The child is lazy" - These are very common complaints.
Anything could be behind this.
1) reduced need for cognitive motives;
2) motivation to avoid failure, failure (“and I won’t do it, I won’t succeed, I don’t know how”), that is, the child refuses to do anything because he is not confident in success and knows what a bad grade is, his work They won’t praise you, but will once again accuse you of incompetence.
3) general slowness of the pace of activity associated with temperamental characteristics. The child works conscientiously, but slowly, and it seems to the parents that he is “too lazy to move,” they begin to urge him on, get irritated, show dissatisfaction, and at this time the child feels that he is not needed, that he is bad. Anxiety arises, which disorganizes activities.
4) High anxiety as a global problem of self-doubt is also sometimes regarded by parents as laziness. The child does not write a phrase, an example, because... I’m not at all sure how and what to write. He begins to shirk any action if he is not convinced that he is doing the right thing, well, because he already knows that his parents will love him if he does everything well, and if not, then he will not receive the “portion” of love he needs.
Less common is laziness in the proper sense, when a child does only what pleases him. This is spoiling.

How can I help my child adapt to school?
The most important result of such assistance is to restore the child’s positive attitude towards life, including daily school activities, towards all persons involved in the educational process (child - parents - teachers). When learning brings children joy or at least does not cause negative experiences associated with the awareness of oneself as inferior, lacking love, then school is not a problem.
A child starting school needs moral and emotional support. He should not just be praised (and scolded less, or better not scolded at all), but praised precisely when he does something. But:
1) under no circumstances compare his mediocre results with the standard, that is, with the requirements of the school curriculum, the achievements of other, more successful students. It is better to never compare your child with other children (remember your childhood).
2) You can compare a child only with himself and praise him only for one thing: improving his own results. If he made 3 mistakes in yesterday’s homework, and 2 in today’s homework, this should be noted as a real success, which should be appreciated sincerely and without irony by his parents. It should be emphasized that once he has learned to do something well, he will gradually learn everything else.
Parents must wait patiently for success, because... School work is where the vicious circle of anxiety most often closes. School should remain an area of ​​gentle assessment for a very long time. The pain in the school sphere must be reduced by any means: reduce the value of school grades, that is, show the child that he is loved not for good studies, but loved, valued, generally accepted as his own child, of course, not for something, but in spite of everything. The more we try to educate, to put pressure on, the more resistance grows, which sometimes manifests itself in sharply negative, pronounced demonstrative behavior. As already mentioned, demonstrativeness, hysteria, and capriciousness are generated by the lack of love, attention, affection, and understanding in a child’s life. Each case is best considered individually. We can only give some general recommendations. Reduce all comments to a minimum when the child is “playing tricks,” and most importantly, reduce the emotionality of your reactions to a minimum, because it is precisely emotionality that the child seeks. There is only one way to punish hysterics - deprivation of communication (calm, not demonstrative). Main award- this is kind, loving, open, trusting communication in those moments when the child is calm, balanced, and doing something. (Praise his activities, work, and not the child himself, he still won’t believe it). I like your drawing. I'm glad to see how you work with your constructor, etc.).
1. The child needs to find an area where he could realize his demonstrativeness (clubs, dancing, sports, drawing, art studios, etc.).

Medical recommendations:
For students who have reached 6.5 years of age at the start of their studies, classes are held only in the first shift, no earlier than 8 a.m., over a five-day school week, in compliance with a stepwise regime (in the first quarter - three lessons of 35 minutes each; in the second quarter - four 35 minute lesson). To create such a regime, it is recommended to place the first classes in a separate educational section. The layout of many schools does not allow this; in this case, teachers should be advised to devote the last 10 minutes of the lesson to quiet games, drawing, and watching funny cartoons. From the second half of the year no more than four lessons of 45 minutes each are allowed. After the second or third lesson, a daily dynamic lesson lasting at least 40 minutes should be organized with the organization of outdoor games under the supervision of a teacher in the open air or, in case of adverse weather conditions, in recreation.
Education should be carried out without scoring for the entire year and without homework for the first six months. On Wednesday, a lighter day should be included in the class schedule (subjects less difficult to study or with a dynamic component). An additional week's vacation is required in the middle of the third quarter.
To facilitate adaptation, first-graders’ compliance with the norms of physical activity is of great importance. To do this, the following should be organized for them at school: gymnastics before classes, physical education minutes in class, outdoor games during breaks, a dynamic break - daily, physical education lessons - at least twice a week, as well as extracurricular sports activities. Parents are advised to take their child for a walk every day after school and before bed.
Of course, to facilitate the adaptation of first-graders, it should be organized rational daily routine . Experts recommend, if possible, not to immediately send a first-grader to an extended day group for the whole day; It is highly advisable, at least in the first quarter, to arrange for the child one or two days completely or partially free from “extended school”.
First grade students can participate in sections and clubs (mainly physical education and aesthetic classes should be recommended): no more than two clubs are recommended with a total duration of classes of no more than 6 hours per week. It is recommended to start doing homework no earlier than 16:00. Children’s daily routine should include a period of quiet rest after lunch; it is possible to organize nap for children who do not attend an extended day group. The duration of nightly sleep for first-graders should be at least 9.5 hours, and playing on the computer and watching TV shows should not exceed 1 hour per day.
The first grade of school is one of the most difficult periods in a child's life. When entering school, a child is influenced by the class group, the personality of the teacher, a change in routine, an unusually long restriction of physical activity, and the emergence of new responsibilities.
Adapting to school, the child’s body mobilizes. But it should be borne in mind that the degree and pace of adaptation is individual for everyone, so each child requires help and great patience from all the adults around him.

Entering school is a difficult and exciting period for a first-grader and his parents. The social situation and the child’s social circle changes. The demands placed on him are increasing, and his range of responsibilities is expanding. A lot depends on how successful a child’s adaptation to school is: psychological well-being, academic performance, and even health.

The problem of a child’s adaptation to school is closely related to the psychological characteristics of age.

Age characteristics of a first grader

The leading activity of a preschooler is play. In kindergarten, the daily routine was organized taking into account games and relaxation. Even the classes were like a game and took 15–20 minutes. There was always a teacher nearby, ready to help, a familiar environment for the child, a warm atmosphere.

Psychologists call the age of 6–7 years a crisis age. The need for independence, activity, and initiative increases. The child gradually loses the childlike spontaneity characteristic of a preschooler. Now he strives to give an emotional and semantic characterization to his own and others’ actions. Thanks to this, the child develops self-esteem, without which personality development is impossible.

Adequate self-esteem helps a child to realistically perceive his positive and negative traits. Positive self-esteem is largely the result of family upbringing, love and unconditional acceptance by loved ones. In early childhood, the child sees himself through the eyes of significant adults: parents, and later - educators, teachers.

During a crisis period, a 6–7-year-old person develops a need for a new social role: a schoolchild, a student. The game takes second place, and educational activities take first place. The child wants to become more independent and move to a new level in communicating with adults.

At the age of 7 years, the active development of cognitive processes such as memory, attention, and verbal and logical thinking also occurs.

All this determines the child’s psychological readiness for school, which must be formed before entering first grade.

Adaptation period

Adaptation of a child to school is a difficult path of physical and psychological adaptation to an unfamiliar environment, getting used to school life, and mastering educational activities.

The child is faced with completely unusual conditions. He needs to follow many new rules, get to know his classmates, and build a relationship with the teacher. During lessons, you need to calmly and attentively listen to the teacher for 40–45 minutes, and this can be simply physically difficult for a first-grader. During recess you also need to maintain discipline, you cannot run or shout. And when you come home from school, you also do your homework. This requires the child to be responsible, organized, and independent, which not everyone can do.

Almost all first-graders experience difficulties to some extent during the period of getting used to school reality. This manifests itself in increased fatigue, poor appetite, and headaches. The child may be capricious and cry often. Frequent mood swings, lack of self-confidence, and depression are possible. Some children may show aggression and anger towards others. The desire to go to school disappears, and a negative attitude towards studying may appear.

Stages of a child’s adaptation to school

1. Approximate. It is characterized by a violent reaction; the body’s strengths and capabilities work under stress. The child explores a new environment and adapts to it. Typically the period takes 2–3 weeks.
2. Unstable adaptation, when a student gradually begins to find optimal forms of behavior. Reactions become calmer.
3. Sustainable adaptation is when a child finds the necessary ways to respond to various situations, and this becomes habitual for him. At the same time, energy costs are reduced, and he no longer experiences stress.

Adaptation or maladaptation

The first months of school pass, and the children gradually integrate into their new school life. Taking a closer look, among the first-graders we can distinguish children with different levels of adaptation:

1. Positive adaptation. The child develops a positive perception of school and learning in general. He responds correctly to requirements and fulfills them. Successfully copes with educational material and can perform complex tasks. Responsible, executive, independent, proactive. Relations with classmates and the teacher are favorable, he is respected in the class. Getting used to school occurs during September - October.
2. Moderate adaptation. The child has a good attitude towards school. Has an average academic level, copes well with the material when the teacher explains everything clearly and in detail. May become distracted when lacking control. I have good relationships with many kids in the class. Adaptation takes place during the first semester of the school year.
3. Disadaptation (adaptation disorder). A negative or indifferent attitude towards school develops. A child can perceive educational material only with the help of a teacher. Completes homework assignments from time to time and is constantly distracted in class. Violations of discipline are frequent. May show high aggressiveness or, conversely, anxiety and uncertainty. It’s difficult to get along with classmates; there are no friends in the class team. In such cases, it is useful to consult a neurologist or psychologist.

The problem of a child’s adaptation to school is successfully resolved by the attentive and competent approach of a teacher and school psychologist. But the most important thing for a little student is love, respect, and support from parents.

Memo to parents

How to help your child physiologically adapt to school:

• Develop together the correct daily routine that corresponds to studying at school. Form it gradually, in advance. Go to bed no later than 22.00, get up early. Periods of exercise should alternate with physical activity.
• Walking for at least 2-3 hours a day is required.
• Provide your first grader with a quiet place to study. To avoid health problems, appropriate furniture, lighting, and school supplies are necessary.
• Give your child a rest after school and a change of activity.
• Monitor your child's proper diet. After consulting with your doctor, give vitamin supplements.
• Turn off the computer and TV before bed. This leads to overexcitation and depletes the nervous system.
• Instill in your child the skills of personal hygiene, neatness, and independence in advance. He must be able to take care of himself and clean up after himself.

To psychologically adapt to school:

• Help your child develop positive self-esteem. Don't use other children as an example. Comparisons are only possible with the child’s own achievements.
• Create a psychologically favorable atmosphere in the family. Avoid conflicts and additional stress.
• Show that you love your baby.
• Take into account the individual characteristics of the child: temperament, character. The pace of his activity and the peculiarities of assimilation of new information depend on this.
• If possible, spend more time with your child, devote time to varied and useful leisure time.
• Praise your child more often, and for all his achievements. Learn to set and achieve goals.
• Give your child reasonable independence. Control should be within reason; this will teach him self-control and responsibility.
• Teach your child to establish relationships with peers, tell him how to resolve conflict situations. Look for answers in psychological and pedagogical literature, give examples from life.
• Maintain contact with the teacher, do not allow yourself to speak disrespectfully about him in the presence of the child.
• The teacher is an indisputable authority.
• Calmly accept the teacher’s comments to the child, listen carefully, and ask for advice.
• Support your child psychologically: wake him up with a kind word, wish him good luck at school. When meeting him after class, show him how happy you are, but don’t start right away with questions. He will relax, rest, and tell you everything himself.

A calm, loving, friendly attitude of parents will help the child cope with the difficult period of getting used to school. If a first-grader feels well, studies with interest, has friends in the class and a good relationship with the teacher, then adaptation to school has been successful!

A children's correctional psychologist talks about psychological adaptation to school: