ADAPTATION OF YOUNG SCHOOLCHILDREN TO THE CONDITIONS OF THE GROUP OF THE EXTENDED DAY Реферат

The change in the social position of the child, the system of his relationships with others, requires a certain period of adaptation, during which, in accordance with the new conditions, stereotypes of behavior become different. So, school adaptation is the adaptation of the child to a new system of social conditions, new relationships, demands, activities. It is important that the device is implemented by the child without internal loss, deterioration of well-being, mood of self-esteem reduction [6, P.4].

Adaptation of the child to school is a rather long process, connected with a significant strain of all the systems of the body. It lasts for 5-6 weeks.

The problem of school adaptation is considered in close relationship with the ideas of the child's psychological readiness for schooling, since the child's formation of this psychological education is, on the one hand, one of the most important prerequisites for its successful adaptation, and on the other - determines the stages and content of corrective work in initial period of training.

According to the results of the studies of Ya. L. Kolominsky and E.A. Panko, the following factors play a positive role in the adaptation to school: 

- favorable family microsphere, which is characterized by the absence of conflict situations; 

- correct methods of education in the family; 

- high-grade dialogue with the child, interest in its preparation for school;

 - close contact of parents with teachers;

 - the child's fulfillment of the school regime [1, p.8].

Now we will stop the main indicators of social and psychological adaptation:

1) Formation of the student's "internal position";

The desire of the child to occupy a new social position leads to the formation of his internal position. Ready for school, the child wants to learn, because the combination of two needs - cognitive and the need for communication with adults at a new level, contributes to the emergence of a new child's attitude to the environment, called L.I. Bozhovich "internal position of the student".

2) Formation of adequate behavior.

A productive educational activity presupposes an adequate attitude of the child to his abilities, results of work, behavior, i.e. a certain level of development of self-consciousness.

3) Mastering the skills of educational activities.

The first weeks of training are characterized by low level and unstable working capacity, very high cardiovascular stress level, sympathoadrenal system, and also low coordination (coordination) of various body systems among themselves. Inconsistency of the requirements and capabilities of the child leads to unfavorable changes in the functional state of the central nervous system, to a sharp drop in training activity, to a decrease in efficiency. A considerable part of schoolchildren at the end of the training sessions are markedly fatigued.

Only at 5 - 6 weeks of training the performance indicators gradually increase and become more stable, the stress of the basic life-supporting systems of the body (central nervous, cardiovascular, sympathoadrenal) decreases, There is a relatively stable adaptation to the whole complex of loads associated with training. However, this phase of a relatively stable device is delayed up to 9 weeks, i.e. lasts more than 2 months. And although it is believed that the period of acute physiological adaptation of the organism to the training load ends in 5 to 6 weeks of training, the entire first year (if we compare the indicators in the following periods of training) can be considered a period of unstable and tense regulation of all body systems.

Emotional-stress effect in first-graders in view of the incompleteness of the morphological and functional maturation of the body often leads to the formation of functional disorders of the central nervous system in the form of neurotic reactions. With easy adaptation, the state of tension of the body is compensated during the first quarter. At adaptation of average gravity of disturbance of state of health and health are more expressed and can be observed during the first half-year, that it is possible to consider as a regular reaction of an organism to the changed conditions of a life. In some children adaptation to the school is difficult. At the same time, significant disruptions in the state of health are increasing from the beginning to the end of the academic year, and this shows that the training loads and the training regime for the organism of this first-grader are not strong.

Assessment of the level of school adaptation consists of the following blocks:

1. Indicator of intellectual development - carries information about the level of development of higher mental functions, the ability to learn and self-regulation of the intellectual activity of the child.

2. The indicator of emotional development - reflects the level of emotional-expressive development of the child, his personal growth.

3. Indicator of the formation of communicative skills (taking into account the psychological neoplasms of the crisis of 7 years: self-esteem and the level of claims).

4. The level of school maturity of the child in the preschool period.

In the psychological literature there are various interpretations of the term "school disadaptation":

- a violation of the adaptation of the student's personality to the complex changing conditions of schooling; violation of adaptation to learning;

- new requirements exceeding the child's capabilities, changing the state of the emotional sphere;

Kagan V.E. understands school disadaptation as "created by multidimensional and multilevel relationships, the inability for a child to find in the school environment" his place ";

By Chirkov V.I. and Bodenko B.N. the degree of adaptation of the child is judged by the indicators of adaptation: anxious shyness, deviant behavior, learning problems;

In addition to the concept of "school disadaptation" in the literature there are the terms "school phobia", "school neurosis", "didactogenic neurosis". As a rule, school neuroses manifest themselves in unreasonable aggressiveness, fear of going to school, refusing to attend lessons, etc. The state of school anxiety is often observed, which manifests itself in anxiety, heightened anxiety in the learning situation, the expectation of a bad attitude towards oneself, negative assessment by teachers and peers.

In pedagogical studies such leading causes of school disadaptation are distinguished, as the lack of formation of skills of educational activity and educational motivation in younger schoolchildren.

As R.V. Ovcharov decrease in the level of school motivation can serve as a criterion for school disadaptation of a child, and its increase - a positive dynamics in learning and development. In the latter case, the child quickly adapts to the school. He successfully masters the social role - the role of the student, accepts new demands, takes over new activities for him, actively enters into new relationships.

The reasons for school disadaptation are the inability to adapt to the pace of school life. Most often it happens in children with minimal cerebral dysfunction, somatically weakened. However, the latter does not constitute the cause of socio-psychological maladjustment. The reason may lie in the characteristics of family education, in the "greenhouse" conditions of the child's life. "Typical" disability manifests itself in different ways: in a long (until late evening at the expense of walks) cooking lessons, sometimes in chronic delays to school, often in the comfort of the child by the end of the school day, towards the end of the school week. Inability to arbitrarily regulate behavior, attention, learning activities that manifest themselves in disorganization, inattention, dependent on adults.

The groups of the extended day are important forms of public education of children. One of the most important tasks of working with children in the groups of the extended is to ensure that the time free from the fulfillment of the study assignments is filled with reasonable, interesting. Teachers in the conditions of the extended day group have opportunities to study the psychological, age and individual characteristics of each pupil, his inclinations and interests.

The goal of the groups of the extended day organization in the school is to create an integrated system that provides optimal conditions for students in accordance with their age and individual abilities, the level of actual development, the state of somatic and neuropsychic health.

 In order to achieve the above goals and objectives, the groups of the extended day operates under a certain regime, is built in accordance with hygienic and pedagogical requirements. It includes self-training, after-hour activities, classes on interests, excursions and walks, sports watches.

The objectives of the extended day group are to create conditions for the full development of the personality of junior schoolchildren: 

- the development of emotions, creative abilities, productive creative activity, speech skills, volitional qualities, aesthetic attitude to the surrounding world (multicultural competence), cognitive abilities (competence - ability to learn), abilities to self-expression (social competence). And also a favorable situation is created for the preparation of the homework, the upbringing of children's independence, self-discipline, self-respect, the child's confidence in success (group of competences - self-development and self-education - readiness and the need to learn throughout life).

Also in the extended day group, the following tasks are set:

1. Create the most comfortable and healthy conditions for the stay of children in the group, a favorable climate in the team;

2. Educate responsible attitude to study, interest in studies, develop skills of independent work, increase students' interest in learning;

3. Develop the moral qualities of the individual; To expand the idea of children about their behavior, their citizenship towards their homeland; 

4. Create conditions for the disclosure of the creative potential of children; 

5. Develop the physical abilities of children. Particular attention is paid to the health of students, through a well-organized regime of the day; 

6. To raise the educational and cultural level of children through extracurricular activities. The main forms of education in the groups of the extended, which the teacher uses:

 1. Cognitive forms (reading, thematic conversations, studying of graphic materials, excursions); 

2. Creative forms (thematic and free topic: drawing, modeling, applique, origami, etc.); 

3. Leisure forms (walks, developing, creative, outdoor games, finger exercises, physical training). Thus, the groups of the extended educator forms the life skills of the group's pupils as an integral system.

Most of the time, primary school students spend at school. It is the second half of the day - prolongation gives them the opportunity to realize their identity, creativity. In free communication, not related to the time frame of the lesson, younger schoolchildren exhibit other features that are not in demand earlier. It can be like kindness, compassion, and cruelty, anger. The groups of the extended day educator will properly organize the upbringing process to help younger schoolchildren become full members of this large family.

The leading role in solving problems of harmonious development of the child's personality belongs to the school. An important place in this work is assigned to the groups of the extended day.

The second half of the day is an organic continuation of the first. How successful this continuation will be depends on the teacher and educator working in pairs. A prospective plan for educational work, compiled by teachers in conjunction with the age and individual characteristics of the group. In it must necessarily be planned active leisure activities, with the inclusion of intellectual-cognitive games. The child should have the freedom to choose classes that fit his interests and abilities. Clearly worked out unified requirements for work, a system, a comfortable microclimate, a correct attitude towards each other, no timeframe - all this is the key to the successful activity of the extended day group. The personality of the educator is of no small importance. Only a sincere, passionately fond of children, the heart, can withstand the psychological and emotional burden.

The family must be made an accomplice in the educational process. Children need to realize their own identity in creative pursuits. The help of parents in this is invaluable. The opportunity to show their creativity and get deserved praise from the closest and loved ones for a long time remains in the memory of junior schoolchildren.

Conversations play a huge role in the upbringing of children, the formation of their spiritual appearance. In the life of the extended-day group, they occupy a very large place and greatly contribute to increasing interest in it.

A skillfully constructed conversation, taking into account the age characteristics of children, their life experience, lays the foundations of psychological readiness for self-education.

The educator should in no case exhibit tactlessness, intolerance, domination, lack of understanding in working with parents and children. Parents should be aware of their civic and personal responsibility for the development, upbringing and education of children.

Therefore, only by joint efforts, supplementing and supporting each other, the family and the school can achieve the desired results. The goal of the teacher, educator, parents is one - the blessing of children, their full and harmonious development. It's time to raise the issue of the system of pedagogical interaction at the "family-school" level, taking into account the traditions, experience, opportunities and characteristics of schools.

When working with junior schoolchildren it is recommended to use toys and games familiar to children in preschool age. This helps to relieve emotional and mental stress. The game has always been an integral part of human life, it was used to educate and develop the younger generation. Necessary conditions for successful gaming activities are naturalness, without taking all actions of the players, sensing their understanding (full emotional contact with them).

Gaming is planned for the entire school week. At the same time, the activity of the first half of the day is not duplicated: if there was a serious mental load in the lessons, it is better to give games to develop communicative skills or play story-role games. The game does not have to be a preparation for the club hour; players should not interfere with those who have not yet completed the preparation of lessons; The game must correspond to the age, physical and mental state of the child.

Children develop creatively, while learning to choose between one or another type of activity.

The teacher can also independently organize a group work in any direction or take the children to the circles, sections, clubs by interests. Circular work should also be planned, systemic and systematic. Each child can attend no more than two circles (the SanPin norm).

In accordance with the guidelines for educational work and norms SanPiN in the primary school, entertainment in the group is held once in 2 weeks, and the all-school event - once a quarter. Club hour is an event held for educational purposes. The educator prepares it in advance, sets a goal, tasks, determines the methods and methods of educational influence. If necessary, it is possible to involve pupils, parents, members of the pedagogical collective - teacher-organizer, music director, librarian, museum employee, etc.

Thus, with the use of gaming methods, the educator of the extended day group has the opportunity to get to know the child better, and the student is much easier to adapt to the conditions of the extended day group.