Adaptation of first-graders to school, methods, characteristics of children

At first, school classes are difficult for almost every child. A special daily routine, a lot of new information, attempts to complete teachers' assignments faster and better than their classmates. Children adapt to school in completely different ways. Some get used to it within 1-2 months and study successfully without harm to their health. Others go through a longer adaptation process, which can last the entire school year, especially for first-graders. Getting used to school is associated with stress, which weakens the child's body, increases the risk of developing diseases and reduces the effectiveness of learning. Modern curricula do not take this into account, and first-graders "have a considerable burden" on their heads. To prevent a child from falling behind their peers from the first days of school, experiencing fear or hatred of learning, you need to create a favorable atmosphere for him. To do this, it is necessary to conduct not only lessons according to the school curriculum, but also adaptive classes.

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Entering school makes significant adjustments to the usual life of each child. The adaptation period at school is quite difficult for first-graders. The adaptation process directly depends on the characteristics of the child's nervous system, his type of temperament, character, mental development. Most children, crossing the school threshold, feel quite anxious and insecure in the team. This happens because, unlike previous generations, who were brought up on collective games in the courtyards, the modern younger generation usually spends their leisure time near the TV or computer. They do not have developed basic communication skills, as well as an understanding of how to behave correctly in society. Because of this, conflicts with teachers and peers often arise, which form a negative attitude towards school and the educational process in the minds of children. It follows that teaching a child to calmly adapt to school is the main task of parents, teachers and school psychologists. The most difficult period of psychological and physiological adaptation of first-graders to school lasts from 4 to 6 weeks, and for weakened children - up to 8 weeks.

Features of adaptation of children going to first grade

Psychologists distinguish three levels of social and psychological adaptation to school for children aged 6-7 (first-graders):

• High level (56%) - adaptation to school occurs within the first two months from the beginning of school. The first-grader has a positive attitude towards school; perceives the taught material with ease and completely assimilates it, solving complex problems; diligent, listens attentively to the teacher's instructions and explanations, independently carries out necessary assignments; shows a noticeable interest in self-study, is respected by classmates.
• Average level (30%) - adaptation affects a long period. The first-grader has a favorable attitude towards attending school, without experiencing negative emotions; assimilates new information on studies, if it is presented in detail and clearly, and also independently solves standard problems; is focused and attentive when carrying out assignments and assignments from adults, but control over the process is necessary; maintains friendly relations with many classmates.
• Low level (14%) - adaptation is difficult. The first-grader has a negative attitude towards school; often complains of ailments; is often in a depressed mood; violates discipline; assimilates educational material in fragments; does not show interest in self-study, and the process itself is difficult; prepares for lessons irregularly, under constant supervision and encouragement to study from parents and the teacher; requires long breaks to maintain attention and working capacity; requires significant outside help to learn new material and solve problems using a model; carries out public assignments without much enthusiasm, under the supervision of adults; does not make friends, knows the names and surnames of only a few classmates.

Communication plays a significant role in the child's adaptation to school and successful learning, due to which his psychological development occurs. Only through communication can a child feel and understand his "I", and determine his destiny in life. Literally at the first stages of schooling, a child needs to feel the joy associated with communication. If he has difficulties in creating friendly ties, parents need to help him. In order to awaken a child's desire to study at school, parents should support their child psychologically, developing a desire to study, praising even small achievements, setting them up for successful results.

Adaptation is very difficult for children whose parents:

• compare their child's achievements;
• exercise total control;
• rarely praise their children for their successes, and fuel failures with reproaches and irritation;
• do not draw a connection between the child's achievements and his abilities.

An equally important person for a first-grader is his teacher. Successful adaptation to school and learning depends on how the teacher communicates with his students.

Tasks of parents

As for the conditions that contribute to a comfortable psychological state and successful learning of a schoolchild, these include, first of all, the daily routine. It helps to strengthen health and will, and also to fully use the time of wakefulness. Also, parents should create conditions for the child to receive new positive emotions. To do this, the family needs to visit the cinema, theater, museum, zoo, amusement park more often, read books and do household chores together, try to discuss everything that happened during the day.

It is extremely important for parents to:

• create such constant conditions for the child where he can study without outside interference;
• schedule a productive daily routine;
• create conditions for high-quality rest for the child;
• feed the child on time and let him rest/sleep;
• constantly engage in developing the child's attention and faith in his own strength;
• help in the fight against mental laziness;
• limit watching TV and computer;
• do not demand more from the child than his capabilities;
• do not burden him with written assignments;
• encourage a positive attitude towards learning;
• teach him to save and appreciate every minute life;
• try to develop good relationships within the family.

If you do not adhere to these points, the child may have difficulties with learning.

Tasks of the teacher

The difficulty of first-graders adapting to school is increasingly relevant for the entire educational system.

When coming to school, most children experience anxiety and worries. This can manifest itself in different ways: some children try to attract attention to themselves, while others, on the contrary, speak as quietly as possible, become withdrawn, and have difficulty interacting with classmates and teachers.

Paying attention to all the ways of getting used to a new environment and people, it is worth noting that every first-grader needs help from parents and teachers.

Initially, it is quite difficult for them to navigate the unknown space of the school. First-graders do not know or do not immediately remember the rules of conduct within the school walls, in lessons, they need a certain period to get used to them. Children will also have to get to know their classmates and build some kind of relationships. It happens that even after several months, not all children remember the names of their classmates. All these moments make the adaptation process slow.

A competent teacher has the ability to speed up and soften the process of adaptation of children aged 6-7 to school several times. This is achieved by helping first-graders understand what rules of conduct at school they need to follow, why this is so important. It makes sense to convey the information necessary for familiarization with behavior at school in a structured form. To this end, teachers and school psychologists have developed and successfully implemented 6 classes with first-graders.

The objectives of the classes on adaptation to the school process are as follows:

• create comfortable conditions for first-graders, providing emotional calm, a sense of security;
• create a friendly psychological atmosphere in the classroom;
• help first-graders learn the rules of behavior as a schoolchild;
• create comfortable conditions for classmates to get to know each other;
• organize positive interaction between children;
• create means for the cohesion of children;
• carefully familiarize themselves with the characteristics of the children in the class taught by the teacher.

The classes use various types of information exchange between the teacher and schoolchildren: games and exercises with psychological overtones, creative tasks with subsequent discussion of the results and their generalization in the form of general exhibitions.