Basic types and forms of school maladjustment. Factor of school maladjustment. Increased school maladjustment

School disadaptation- the process of adapting the child of the schoolchild to the minds of the initial mortgage, with any decrease in health until the beginning, burying itself with the teachers and classmates. Most often it is learned from schoolchildren of the youngest age, but it can also be manifested in children, schoolchildren in the senior classes.

School maladjustment is the destructiveness of the attachment to knowledge until the last time foreign buildings before psychological adaptation at the connection with pathological factors. In such a rank, it’s like school maladjustment is a medical and biological problem.

At the same time, there is a sense of school maladjustment in the form for fathers, teachers and politicians, as the vector "ailment / disruption of health, ruining the development of any behavior." At the end of the day, it’s possible to put it down to the manifestation of school adaptation, since it’s up to the ailing one to talk about the pathology of development and health.

Negative inheritance of this kind of training on the basis of testing before the child’s hopes to go to school, or for assessing the steps of the schoolboy’s development, in connection with the transition from one initial phase to the next proponated by teachers and in schools, yaku were chosen by dad.

Still one trait є the tendency of the readers is circulated, as it is impossible to fit in with learning, to direct him to a psychologist or psychiatr. Children with a special vision, to see shortcuts, as they follow from the classroom practice in everyday life - "psychopath", "isteric", "schizoid" and those of the minds of absolutely wrong psychiatrists, to admit and justify without strength, nonprofessionalism and incompetence of individuals, who are considered for a child, a child and social help for a new person.

When a sign of a psychogenic disorder appears, the adaptation is promoted by the bagatokh scientists. Deyakі fakhіvtsі vvazayut, about 15-20% of the scholars need psychotherapeutic additional help. It has also been established that there is a lack of frequency and the rate of change of adaptations from the beginning of the study. Among schoolchildren of the young age, school maladjustment is more likely to occur in 5-8% of students, in children, the figure is significantly higher and to become 18-20% of students. Likewise, as a result of one pre-development period, it is obvious that the adaptability of scholars of 7-9 years of age manifests itself in 7% of patients.

In children, school maladjustment is accelerated in 15.6% of respondents.

There is more evidence of the phenomenon of school maladjustment and the ignorance of individual and specific features of the development of a child.

Reasons for school maladjustment of scientists

Seeing a number of factors, scho vyklicayut school maladjustment. Below it will be seen, as the reasons for the school maladjustment of scientists, among them you see:

- lack of preparation for the child before high-school minds; lack of knowledge and lack of development of psychomotor tips, since the child is more likely to cope with the staff;

- lack of control of behavior - it is important for children to sit for a lesson;

- the lack of quality is adjusted according to the pace of the programs;

- social and psychological aspect - the lack of special contacts with the pedagogical team and with women of the same name;

— low rіven development of functional health of educational processes.

In addition to the reasons for the school maladjustment, there are more officials who are infused into the behavior of students in schools and into the daily life of a new normal preoccupation.

The fueling factor є injecting the features of the family and the father. If the deyakі daddy show the emotional reaction to the bad luck of the child in school, it stinks on our own, who are not susceptible to, make the shkodi an angry childish psyche. As a result of such an appointing, the child begins to ruin his ignorance, as for those who are apparently afraid of rocking their fathers and for the coming time. A negative reaction develops at the connection of the baby's cim, which is tied to everything that is tied to the school, and it should be brought into its own capacity to form school maladjustment.

Another of the most important bureaucrats was pouring in dad є in pouring in the teachers themselves, with the children in school together. Buvah, how teachers will misunderstand the paradigm of science, but in their own heart, pouring into the development of non-rationalization and negativity from the side of scientists.

The school's maladjustment is manifested in even higher activity, manifesting its character and individuality through the odd and outward vigilance. As soon as at such a self-depiction of the schoolchildren, the teachers will be overwhelmingly reactive, only because of the negative reaction of the child. As a protest against the system, children can get stuck with the manifestation of school maladjustment.

Another one injected official for the development of school maladjustment - the price of one-liter injected. Especially the school maladjustment of the disease is even more deeply rooted in the factor.

Pidlits are an absolutely special category of people, as they grow up to varying degrees. Children are dependent on being linked with companies, so the thought of friends, who are included in the group of friends, becomes authoritative for them. If only one-liners obey the protest of the systems of the present, then it is great that the child herself must also come to the outrageous protest. I want in the main to adhere to more conformal features.

Knowing, as the cause of school maladjustment of scientists, it is possible with the first signs of diagnostics of school maladjustment and often see her pratsyuvati. For example, if at one point a schoolboy declares that he isn’t planning to go to school, he’s less successful, he’s starting negatively, and even more vividly thinking about teachers, then thinking about the possibility of maladjustment. If the problem was revealed earlier, it will be possible to fit in with it.

School maladjustment can help and not pretend to the success and discipline of scholars, being in sub-active experiences, or in the form of psychogenic disorders. For example, inadequate responses to stress and problems associated with disintegrating behavior, showing up with people who are feeling desperate, rapid and rapid decline in interest before the process of learning at school, negativity, new ideas, problems.

Forms of school maladjustment include special features primary activity scholars of young classes. The scholars of the youthful viku shvidshe for everything to explain the subject side of the process of navchannya - navichy, priyomy and cleverness, zavdyaki yakim to learn new knowledge.

Mastering the motivational-need-based side of the initial efficiency is considered as a bi-latent rank: step by step, adopting norms and forms social behavior matured. Dytina is not yet in the habit of vikoristovuvati їkh plots actively, as grown-ups, abandoning abandonment, even fallen as they have grown up in their relations with people.

Even if a young schoolboy doesn’t need to learn the form of a quick start, it’s hard to get it in the most difficult way, because it’s hard to get it.

This rank is one of the signs of school maladjustment - a decrease in success. The reasons can be booty individual specialties psychomotor and intellectual development, such as not mensh, not fatal. Bagato teachers, psychologists and psychotherapists are concerned that, with the correct organization of robots, with such studies, in the absence of individual qualities, I respect those who are able to cope with the children of good folding, you can new and compensated adjustments for development.

Another form of school maladjustment of scientists of a young age is strong in connection with the specificity of development. Replacing the main activity (for the change of the mountain to come to the beginning), as a visit to children at the age of six, work through those who are deprived of reason and get used to motives when the minds arise, the motives become motive.

It was established by the pre-eminent people that the middle of the advanced studies of the first-third classes were developed by those who had little preschool character before the beginning. This means that for them, the first plan was not so basic, as the situation in the school and all the inviting attributes, as the children were victorious in the country. The reason for the contention of the formation of school maladjustment of polyagus is in the disregard of the fathers to their children. Signs of immorality in primary motivation are manifested, as the unimportant task of a schoolboy to school students to take, turn through indiscipline, high step the formulation of educational health.

The offensive form of school maladjustment of the field is in the absence of self-control, before the management of behavior and respect. Inevitably, it’s the school’s mindset and the behavior of the school’s mindset, depending on the accepted norms, it can be the result of a wrong behavior, like pouring into the minds of the children. psychological characteristics For example, it’s zealousness, it’s difficult to find out the concentration of respect, emotional lability and іnshі.

The main characteristic of the style family members before these children - the visibility of the specific framework and norms, which are guilty of the statistic due to the self-regulation of the child, or the manifestation of the control of only the call.

In the first vipadku, it’s tied to these families, in which children are absolutely necessary and develop in the minds of general lack of oversight, for those with the “cult of the child”, which means that children are allowed to do absolutely everything, no matter what they want surrounded.

The fourth form of school maladjustment of young schoolchildren in the field is inevitably adapting to the rhythm of life in school.

Most often, children develop with weakened organism and low immunity, children because of physical development, weak nervous system, damaged robots and analyzers and small ailments. The reason for the formation of school maladjustment is in the wrong family wickedness or ignorance of individual peculiarities of children.

Pererakhovani in the form of school maladjustment is closely linked with social factors and development, the emergence of new provincial activity and vimog. So, psychogenic, school-based maladjustment is unreasonably tied to the character and peculiarities of the placement of significant adults (fathers and teachers) to a child. The price tag can be twisted through the split style. It is not the style of spіlkuvannya significant older adults with schoolchildren of the younger classes.

As negative experiences will not be compensated, as not to be known significant people I want you to be good and you can know about the child before the child, how to develop his self-assessment, so that he will have psychogenic reactions to be-yak school problems When you re-diagnose it, it will turn into a syndrome, which I will call psychogenic maladjustment.

See great maladjustment

Before Tim, how to describe the type of school maladjustment, it is necessary to see the criteria:

- lack of success among students for programs, as they reflect on the needs of a schoolboy, at the same time with such signs, as other normal, chronic failure, lack of background knowledge and the need for

- the distribution of a special specialty before the process of initiation, before the readers and before the living possibilities, we will tie them up;

- Episodic behavior is not tolerated (anti-adolescent behavior against demonstrative opposition to oneself and other scholars, neglect of the rules and stubbornness of life in school, show vandalism);

- pathogenic maladjustment, which is a lot of damage to robots nervous system, Sensory analyzers, cerebral ailments and manifestations of children;

- psychosocial maladjustment, as it appears in the capacity of state-of-the-art individual features of a child, to summarize its non-standardness and require a special approach in the minds of the school;

- (keeping order, moral and legal norms, social behavior, deformation of internal regulation, as well as social attitudes).

I see five main types of manifest maladjustment.

The first type is the whole cognitive school maladjustment, which turns the child's unsuccessfulness in the process of introducing programs that reflect the needs of the schoolboy.

Another type of school maladjustment is emotional-assessment, which is a dressing with permanent damages of an emotional-special positioning, before the process of initiation as a whole, as well as to some objects. It includes the trivia and the experience of problems that arise in school.

The third type of school maladjustment is behavioral, in the repeated breakdown of behavioral forms in the school environment and navchannes (aggressiveness, not looking for contact and passive-induced reactions).

The fourth type of school maladjustment is somatic, with which it is linked to the physical development and health of a schoolboy.

The conceptual type of school maladjustment is communal, it is difficult to make contacts, as with grown-ups, and with one-liners.

Prevention of school maladjustment

The first crocus in the preventive school adaptation є the establishment of the child's psychological readiness before the transition to a new, non-welcoming regime. However, the psychological readiness of all is deprived of one of the components of the complex training of a child before school. At the same time, it is necessary to start a level of obvious knowledge and mind, to develop its potential, to develop a target, respect, memory;

Fathers are guilty of being even more respectful to their children and intelligence, but before an hour the schoolchildren adapt, they will especially strongly require the attention of loved ones and the readiness to go through emotional difficulties, anxiety and anxiety at once.

The main way to fight against school maladjustment is psychological assistance. At the same time, it was even more important that close people, the waking father, gave proper respect to the trivial robot with a psychologist. In times negative infusion Sem'ї on the schoolboy varto deal with the corrections of other manifestations of lack of praise. Daddy zobov'yazani pam'yatati and nagaduvati sob, well, if the child's failure in school does not mean the ruin of life. Apparently, it’s not a matter of condemnation for a nasty skin assessment, it’s best to carry out a respectful discussion about the possible causes of failure. The managers of saving friends between children and fathers can ask for more successful life in their difficult lives.

The result will be more effective in that case, if the help of a psychologist will be unified with the child's father and the changing school environment. In that case, if the schoolboy doesn’t think about it with teachers and other scholars, because people negatively infuse a new one, the initial mortgage, Todi bazhano think about the school change. It is possible, in the іnshkіlny school mortgages of the scholars, to surrender to the newcomers and to know new friends.

In such a rank, it is possible to overcome the development of school maladjustment more strongly, or step by step to improve the most effective maladjustment. The success of the prevention of adaptation in schools is due to the free participation of the fathers and the school psychologist in the first problems of the child.

Profіlaktika shkіlnoї dezadaptatsії vklyuchaє a stvorennya klasіv kompensuyuchogo navchannya, zastosuvannya konsultativnoї psihologіchnoї Relief at pershіy neobhіdnostі, vikoristannya psihokorektsії, sotsіalnih trenіngіv, trenіngіv uchnіv s dad, zasvoєnnya vchitelyami techniques korektsіyno-rozvivayuchogo navchannya, yak natsіlena on The Teaching dіyalnіst.

School maladjustment of children in the development of quiet children, which were adapted to schools and by the very ones to newcomers. Pidlits with maladjustment are often used for those who have a good grasp of them, but in the beginning they are even more impertinent. Adaptive schoolchildren speak twice about the difficult times in the unstable hour through the busyness of busyness.

Pidhid social prevention in the capacity of the head because of the vision of the reasons and minds, negative manifestations. Correction of school maladjustment is needed for the additional approach.

Social prophylaxis includes a system of legal, social-ecological and vicious visits, which are carried out by a suspension to neutralize the causes of deviant behavior, such as to bring about adaptation in schools.

In prophylactic school maladjustment є psychological and pedagogical implications, from which they are also introduced to the quality of maladjustment from maladaptive behavior, especially naughty on the moral-free habits.

Informatsionny pіdhіd of studing on the idea of ​​that, how to see the norms of behavior, some children don’t know about the norms themselves. Tsei pidhid is the best to admit about the rights and regulations, such as the announcement.

Correcting school maladjustment work as a psychologist at school, but often daddy guide the child to an individually practical psychologist, so that kids are afraid, about all the problems and everyone knows, that they should be put to the point of failing.

Problems of prevention and development of school maladjustment, how to appear in failures of success, behavior and interpersonal relations in a significant part of scholars in the past are still relevant in science. Notably, due to the vibrational dosages, even in the cob classes, 25-30% of the children appear to have similar problems, and it is not uncommon to recognize the nature of nature, and the presence of special chronicle programs can be brought to the psychosocial development of the child, up to the developmental forms of behavior, to see. It is not a matter of the government given the problem of being recognized both on the basis of the initial and violent process, destabilizing the primary activity of the educators and recognizing the part of the educators for themselves.

Practical solution of the problems of school maladjustment of the need for serious scientific and methodical tools, which are focused on early diagnostics of symptoms and factors in risk, on the basis of differentiation of programs of special psychological development, effective participation Psychological and pedagogical education of readers and fathers of maladapted scholars.

In the most Zagalom viglyadі on the basis of the school's maladjustment to the mind of a deyak, a sign of the inconsistency of the sociopsychological and psychophysiological status of the child in the situation school navchannya Ovolodinnya, for a number of reasons, become twisted or, in extreme cases, ill-humored. Social and psychophysiological parameters є storage elements of the social status of the child and lie in the starting potential of the child. Relying on the concept of living chances by M. Weber and the theory of social and cultural capital of P. Burd, the starting potential of childhood can be significant, in the backward view, as the child's life chances for access to social and cultural benefits. At the same time, it is important to note that the starting potential can be folded in structure and built up with no components. It is possible to see the internal structure (natural start), as it is based on physical and genetic (biological, intellectual development) and existential (uniqueness of development: the child takes on the specialness) characteristics. The name of the structure is represented by the chief rank, the potential of the family and the resources of the suspension.

See great maladjustment

On the thought of vital psychologists, maladjustment is the process of breaking the connections in the system "specialness - social". Chim big region is responsible for the process of maladjustment, less real adaptation. The process of interaction between the individual and the social is - tse, persh for everything, the processes of mutual relations. The theory of symptom complexes became more and more popular for an hour (V.S.Merlin, T.D. Molodtsova, etc.). The ambassadors of the central theory take on the symptom complex by a group of psychic powers of the specialty, who summarize the group of interconnected specialties. Symptom complexes appear in situational motives and attitudes, as well as in strong powers of particularity.

For example, on the thought of T.D. Good maladjustment is the result of internal and external disharmony and uncommonly complex disharmony of specialness, because of itself and suspension, as it manifests itself in internal mental discomfort, people who are disturbed, Etc. Molodtsov's view of maladjustment as a manifestation of integration, there are a number of species. To such types are included: pathogenic, psychosocial і social see.

pathogenic the type of appearance occurs as a result of damage to the nervous system, ailments to the brain, damage to analysts and manifestations of advanced phobias.

Psychosocial maladjustment is interpreted as the result of state changes, accentuation of character, unpleasant manifestations of emotional-volovoy spheres, pink development, etc.

maladjustment social, as a rule, it manifests itself in the violated norms of morality and law, in the asocial forms of behavior and deformation of the system and internal regulation, reference and central concepts, social attitudes.

In addition to the group of T.D. Molodtsova vidіlyaє disadaptation psychologicalі socially-psychological... Prior to the psychological group of maladjustment, it is impossible to introduce phobias of early internal motivational conflicts, as well as those who saw accentuations, as they did not fit into the social system of development, but it is impossible to see them as pathogenic. Before the psychological maladjustment you have to admit all kinds of internal problems. Until the end of the day, the self-assessment, the values ​​and the directness of the child, which became the self-esteem of the specialness of the child, caused the stress of the frustration, traumatized in the basic very specialness, the ale. Dzherel socially-psychological image of maladjustment, on the basis of psychosocial, impairing social life, which effectively infuses the psyche of the child. In the whole vipad social adaptation tied not only with those, who are socially or not handled through the destroyed society, but those who did not know the place in the suspension, as they were “vipali” from ny, and in that number of our microsots.

Vyhodyach from vyschevikladenogo, the presenter vvazhaє for the need to see the onset of the type of maladjustment: pathogenic, psychological, psychosocial, social-psychological and social. Etc. Molodtsova proponates the analysis of maladjustment in the fallowness of the degree of wideness in the other spheres of life and intelligence (the university, wide and wide), and also in the fallowness, because of the fact that in the world of clay it is hoarded Behind the step of turn, I analyze the maladjustment, I’ll be hooked, I’ll see it, and I’ll turn. For the nature of the judgment, it is analyzed as the first, the second, and according to the triviality of the counter - as the situational, the time and the style. Along with the idea, we introduced a larger and more integrated understanding - complexes of especially significant changes.

Have you seen such kind of such complexes:

* svitoglyadny(Sukupn_st vіdnosin to the fundamental principles of life);

* sub-special(Vidnoshennya to myself yak specialties);

* dyalnisny(Vіdnoshennya to new types of activity, including before the beginning);

* internal social, Yakiy can be distributed to the educational complex (rendered to the family, to the best team, to the initial mortgage, to reference groups, etc.);

* intimate special(Personalized weddings with one-liners, fathers, teachers, etc.);

* socially-ideological(Vidnoshennya to political and social processes).

The complex is, in essence, the structure of interrelated special powers, which will preserve the visibility of this special, self-appointed function. Disharmonization, unbalancing of specific features in quiet complexes, especially significant mechanism of disadaptation processes. Significance for the specialty of the surrounding complexes can change in the fallowness of the specific features; zvnіshnіkh podіy, which appear as the initial ones for the child (conflіct, the fall of the family, etc.); of such changes in the psychoontogenesis of specialness. Complexes are tightly interconnected between themselves. The process of maladjustment, dressing with broken ones in one of the complexes, is more difficult for itself to lose and expand the maladaptive space for the rakhunok of the other complexes.

The process of maladjustment, which appeared in an intimate-special complex, through the teacher’s unsettledness, is negatively placed on a given subject, the task of being supported by a teacher (maladjustment is expanded in the activity complex). Decrease in success is negatively developed by the class, the classroom, by the school (to hustle the internal social complex). Piddlers, seeing a negative reaction from those who feel sick, become stuck in their own or become inadequately aggressive, wanting to resist internally (to break down in a sub-special complex). As a heritage of everything, the process of maladjustment to build up stiffness, glybin, and neutralize it, it is not easy to navigate with a straightforward robot.

We can see the phenomenon of maladjustment, which means that we are aware of these mechanisms, that we can catch the causes and often neutralize maladjustment processes. The basis of doslіdzhen in tseomu directly clasped Z. Freud. I am the first to see the glory of the species of the ancient mechanisms of the specialty. Stan vnutrіshnoї dezadaptatsії, Yakscho slіduvati position of Freud i kontseptsіyam neo-Freudians can harakterizuvati yak sub'єktivne, emotsіyno zabarvlene vіdobrazhennya in svіdomostі Lyudin Borotba zovnіshnogo i vnutrіshnogo, nerozv'yazanih superechnostey mіzh tim, scho sponukaє povedіnka naspravdі, i tim, scho guilty Bulo him keruvati ...

At the current psychological science isnu, in addition to one, there is one more classification of forms of school maladjustment:

Irregularity of elements and tools of initial performance. The primary legacy is the decline in success. The reason for the lack of formation of the initial performance may be that of the individual, for the purpose of the intellectual development of the child, as well as for the pedagogical impotence, the disregard for the assignment of the father (and the teacher) to the fact that the school needs special attention

Irregularity in students' motivation for learning, their directness to non-school students, type of performance. Fathers seem to be roughly like this: "I am not interested until now, I am blessed and grati, I’m going to school with interest, but now ...".

It is necessary to develop the primary lack of formation of motivation and secondarily, in order to develop the motivation for the new generation of unwelcoming officials. Symptoms of initial motivation are similar to symptoms of abnormalities in initial efficiency - lack of discipline, lack of discipline in new situations, lack of importance, lack of awareness, it’s true, as a rule

Lack of adequate regulation of behavior, respect, initial performance, which manifests itself in disorganization, lack of importance, fallowness in older people.

The reason for the inadequate development of the child's behavior during the daytime is the most frequent whine in the peculiarities of the family's behavior: at the same time, hyperprotection (all-permissiveness, high-speed control)

Imminently stick up to the tempo school life... Most often, it is common in children with minimal cerebral dysfunction, in somatically weakened. However, there are still no reasons for the social and psychological maladjustment. The reason may lie in the peculiarities of the family vikhovannya, in the "hothouse" minds of the child's life. "Typical" obscenity is manifested in a simple way: in trivial (until late evening at school for walks) learned lessons, sometimes in chronic children at school, often in a child until the end of the psychological day, until the end of the day. middle school№ 96 Moscow metro station "Why is" important "child important?" For materials site http://www.ychitel.com .

The problem of adapting children to minds in schools

See the adaptations of young schoolchildren to the minds of newschool

The process of physiological adaptation of a child to school can be divided into a number of stages, skin types of their own specialties and characterized by a growing step of stress functional systems organism. Those who see the whole process, how changes in the body of a child are meant during adaptation to school, are complex preschool goals, which included the development of indicators of food nervousness, Rozumovoy pracezdatnosty, I will become a heart-vascular system, I will become healthy, success, regime of the day, initial activity in the classroom.

seen three main steps adaptations .

First step- If the whole complex of new infusions, knitted with a cob of systematic navchannya, appear to be booming reaction and significant stresses practically to all systems and organisms. Tsia "physiological storm" is trivial to reach dovgo (two-three tizhni).

Another stage- it is unstable, if the organism of the sound and know how optimal (or close to optimal) options for reactions on the flow.

third stage- the period of apparently stable attachment, if the body knows the most suitable options for responding to new options, so that the least stress of all systems is affected.

The triviality of the three phases of adaptation is approximately five-sixty-four, so the period is three-fold up to 10-15 years, and the most folding, and the most folding є the first-quarter.

Such a rank, physiological adaptations, are looked at in order for the teacher to know and reason, which at this stage of the day cannot be overwhelmingly intensive to the head of the robot Why children are so smartly tired and very important to respect them. As far as you need it will be all pedagogical process so, do not make shkodi a healthy skin child.

Factors of school maladjustment

I will stay for an hour in case of emerging problems, related to children in school, the term is victorious "School disadaptation" ... This term, as a rule, refers to the vision of the schoolboy’s skills, which is manifested in the students’s difficulties in the students, the breakdown of discipline, confrontation with classmates.

In a zealous vigilance from a school maladjustment, there is a sense of the lack of awareness of a sociopsychological, psychophysiological status of a child in the minds of a mysterious new school, due to the importance of a new school

maladjustment- the price of breaking down the attitudes of a schoolboy to the minds of being in school, as it’s like the way it’s a problem in a child’s state of the art, to psychological adaptation to the point of being pathological factors.

call in to look 3 main types of school manifestations maladjustment :

1) unsuccessfulness among newcomers for programs, turning into chronic unsuccessfulness, as well as in lack and prevalence of outwardly educated visions without systemic knowledge and basic tools (cognitive component of SD);

2) permanent destruction of the socially-special appointing to the outer objects, to the whole, to the teachers, as well as to the prospects connected to the studies (the emotional-assessment, special component of the SD);

3) systematic repetition of behavioral disorders in the process of education and in the school environment (behavioral component of SD).

The development of the following stages of school maladjustment:

1. Lightweight;

2. medium-heavy;

3. It’s important.

With an easy step, the rupture of pershoklasniki maladjustment drags on until the end of the first four. In the middle - to New rock, in heavy - to the end of the first rock.

We pay for the main reasons , Scho wiklikayut at a young schoolboy difficult adaptation to school education.

1) Tse may be the lack of formation of the "internal position of the schoolboy", which is a fusion of cognitive consumption and consumption in spilkuvanny with growing up on a new ryvn. You can only talk about the "inner position of the schoolboy" only if the child really wants to read it, and not just go to school. Half of the children who have school have not yet formed their position. The problem is especially relevant for six-girls. For them, more often, less for seven children, it is not difficult to formulate "a sense of the need to learn", the stench is less organized on the socially accepted forms of behavior in schools.

2) Weak development of power is one of the main reasons for failure in the first class. The versatility of the field in that, from one side, it is quite a behavior to get involved in the new solutions of a young school age, to develop in the middle of the initial (educational) activity, and, from the other side, a weak development

3) Lack of development in the child's primary motivation, which allows the child to sprymati and diligently viconuvati navchalnі zavdannya, To make it difficult to adapt to the ear of the day. Initial motivation be stored in social motives vchennya, as well as motives of reaching.

4) Ditina, having become learned, tempts new for the new rules of school life, so, in his own heart, to bring up psychological stress. Numerical “can”, “not possible”, “demand”, “it is necessary”, “right”, “wrong” will fall like an avalanche on the student. These rules are linked both with the organization of the most school life, and with the inclusion of a child in a new educational activity. Norms and rules of decals go out from the bezposrednymi bazhannyi and sponuks of the child. It is necessary to adapt to tsikh norms.

5) Spіlkuvannya with a teacher can be difficult for a child. Itself in the sphere of spilkuvannya children will grow up to the end preschool education the sutta of the day is displayed. If you try to mean them in one word, then there will be confidence. Until the earliest time in schools in spilkuvanny with grown-up children grow up to spiral not on special situational awareness, but on all that change, whatever the context of the spilkuvannya, the rationalization of the position of the elderly and the sense of nutrition of the guru. The very tsi rice is necessary for the child to accept primary tasks- one of the most important components of the initial activity.

6) Difficult adaptations to a school life, to a systematic development, it can be explained by the lack of development of building up to interconnection with other children. Psychic functions can be found in the collective among the viewers of every child, and at the same time they become the functions of the individual's psyche. Only the development of the development of the child with the same children allows adequate activity in the minds of the collective initial activity. Spіlkuvannya with a one-liner tightly knitted with such a most important element of the primary activity, as the primary activity. ovolodinnya in charge of Yes, the child is able to use the zagalny way of displaying the whole category of buildings.

7) Difficult children in the early days of school can be tied to specific targets for themselves, their abilities and health, to their performance and results. Primarily the power of transferring a high level of control, which is guilty of basing on adequate assessment of its performance and capabilities. In order for the child to be so beautifully adaptable to the minds of her life, she needs to be positively aware of herself. Children with a negative self-assessment of mental health in the skin right know that they are not overwhelmed. They have a high level of anxiety, it is better for children to get used to school life, it is important to converge with one-sided women, to study with a clear struggle, to become aware of the difficulties in familiar knowledge.

8) Zavischeni vimogi from the side of the fathers negatively infuse on the adaptation of the child to school. Normal average success of a child sprymayutsya batkami yak bad luck. The reality is not to be paid off, to be judged low. As a result, the young schoolboy grows up in anxiety, falls in pragmatism to the achievement of success, sings in his own way, forms a low self-assessment, as it closes in a low assessment of the students.

9) The success of the adaptation process is rich in why it starts with a health and wellness camp physiological development... The body is guilty of being functionally ready, so that the development of the surrounding organs and systems can reach such a level, so that it adequately responds to the development of the world.

With such a rank, with the understanding of "school maladjustment", they will link up whether they see the vision of the new schoolchildren. Civic health can be found in mentally healthy children, and in children with neuropsychiatric disorders. School maladjustment, well-known to the scientific values, - the establishment of inadequate mechanisms of the child's attitudes to school, which are manifested in the eyes of the children at the beginning of the child's