Testing first-graders for adaptation at school

End of form

Diagnostic work with first-graders at the stage of their adaptation to school is carried out using the method of observation, questionnaires, surveys for the formation of prerequisites learning activities.

Questionnaire for parents of first graders

Class

School No.

Surname, name of the child

Please answer the questions below. Underline the option that seems best to you for your child.

1. Willingly there goes a child to school?

Reluctant (YES)

Without special desire (ACA)

Willingly, gladly (A)

Difficult to answer

2. Has he fully adapted to the school regime? Does he take for granted the new routine?

Not yet (YES)

Not Quite (ACA)

Basically, yes (A)

Difficult to answer

3. Does he experience his academic successes and failures?

Rather no than yes (YES)

Not Quite (ACA)

Mostly yes (A)

Difficult to answer

4. Does your child often share school experiences with you?

Sometimes (ACA)

Quite often (A)

Difficult to answer

5. What is the predominant emotional character of these impressions?

Mostly negative impressions (YES)

Positive and negative approximately equally (VDA)

Mostly positive impressions (A)

6. How much time, on average, does a child spend daily on homework? (please provide a specific number)

7. Does the child need your help with homework?

Quite often (YES)

Sometimes (ACA)

Doesn't need help (A)

Difficult to answer

8. How does the child overcome difficulties at work?

Fails immediately before difficulties (YES)

Asking for help (ACA)

Tries to overcome on his own, but may retreat (ACA)

Persistent in overcoming difficulties (A)

Difficult to answer

9. Is the child able to check his own work, find and correct mistakes?

Can't do it on his own (YES)

Sometimes it can (ACA)

Maybe if he is encouraged to do so (A)

Usually can (A)

Difficult to answer

10. Does the child often complain about classmates, take offense at them?

Quite often (YES)

Happens, but rarely (ACA)

It almost never happens (A)

Difficult to answer

11. Does the child cope with the study load without overexertion?

No Yes)

Rather no than yes (ACA)

More likely yes than no (A)

Difficult to answer

A - adaptation

ACA - possible maladaptation

YES - maladaptation

Questionnaire for determining the school motivation of primary school students

1. Do you like school or not?

Not good

I do not like

2. When you wake up in the morning, are you always happy to go to school or do you often feel like staying at home?

More like to stay at home

It's not always the same

I go with joy

3. If the teacher said that tomorrow it is not necessary for all students to come to school, if they wish, they can stay at home, would you go to school or stay at home?

Don't know

Would stay at home

I would go to school

4. Do you like it when you cancel some classes?

I do not like

It's not always the same

5. Would you like to not be assigned homework?

I would like to

Wouldn't like

Don't know

6. Would you like the school to have only changes?

Don't know

Wouldn't like

I would like to

7. Do you often tell your parents about school?

Often

Rarely

I don't tell

8. Would you like to have a less strict teacher?

I do not know for sure

I would like to

Wouldn't like

9. Do you have many friends in your class?

Few

A lot of

No friends

10. Do you like your classmates?

Not good

Do not like

Student testing in order to diagnose the success of adaptation to schooling, is offered in the following ways:

1. “Conversation about the school”, designed to study the “internal position of the student” (authors: D.B. Elkonin, A.G. Wenger) Indicators of the “internal position of the student” are:

a positive attitude towards entering school and staying in it, as a completely natural and necessary event in life;

· special interest to the new, proper school content of classes;

Refusal of orientations characteristic of preschool childhood in terms of organizing activities and behavior;

2. Test for emotional attitude to school (“Houses”), used to identify the pole of predominant emotions in relation to school and schooling (authors: D.B. Elkonin, A.G. Venger);

3. A methodology for studying the motives of learning, designed to diagnose the leading motivation for learning (author M.Yu. Ginzburg). During the diagnosis, the prevailing motives for attending school and learning from the following series are revealed: positional, educational, game, motive for getting a mark, social, external.

Methodology "Graphic dictation" by D. B. Elkonin

Designed to study orientation in space. With its help, the ability to listen carefully and accurately follow the instructions of an adult, correctly reproduce the given direction of the line, and independently act on the instructions of an adult is also determined. To carry out the technique, the child is given a notebook sheet in a box with four dots printed on it one under the other. First, the child is given a preliminary explanation: “Now you and I will draw different patterns. We must try to make them beautiful and neat. To do this, you need to listen carefully to me, I will say how many cells and in which direction you should draw a line. Only the line that I will say is being drawn. The next line must be started where the previous one ends, without lifting the pencil from the paper. After that, the researcher together with the child find out where his right hand is, where his left hand is, show on the sample how to draw lines to the right and left. Then the drawing of the training pattern begins.

“We start drawing the first pattern. Put the pencil on the highest point. Attention! Draw a line: one cell down. We do not take the pencil off the paper. Now one cell to the right. One cell up. One cell to the right. One cell down. One cell to the right. One cell up. One cell to the right. One cell down. Then continue to draw the pattern yourself.

When dictating, rather long pauses are made. The child is given 1-1.5 minutes to independently continue the pattern. During the execution of the training pattern, the researcher helps the child correct the mistakes made. In the future, such control is removed.

“Now put your pencil on the next dot. Attention! One cell up. One cell to the right. One cell up. One cell to the right. One cell down. One cell to the right. One cell down. One cell to the right. Now go on drawing that pattern yourself.”

“Put the pencil on the next dot. Attention! Three cells up. Two cells to the right. One cell down. One cell to the left (the word “left” is emphasized by the voice). Two cells down. Two cells to the right. Three cells up. Two cells to the right. One cell down. One cell to the left. Two cells down. Two cells to the right. Three cells up. Now go on."

“Now put your pencil on the lowest point. Attention! Three cells to the right. One cell up. One cell to the left. Two cells up. Three cells to the right. Two cells down. One cell to the left. One cell down. Three cells to the right. One cell up. One cell to the left. Two cells up. Now go on drawing the pattern yourself.”

Evaluation of results. The results of the training pattern are not evaluated. In the main patterns, the performance of the dictation and independent drawing are separately assessed:

4 points - accurate reproduction of the pattern (roughness of the line, "dirt" are not taken into account);

3 points - reproduction containing an error in one line;

2 points - reproduction containing several errors;

1 point - reproduction, in which there is only a similarity of individual elements with a pattern;

0 points - no similarity.

For independent performance of the task, the assessment is based on each scale. Thus, the child receives 2 marks for each pattern, ranging from 0 to 4 points. The final grade for completing the dictation is derived from the summation of the minimum and maximum grades for completing 3 patterns (the average is not taken into account). Similarly, the average score for independent work is calculated. The sum of these scores gives the final score, which can range from 0 to 16 points. In the following analysis, only the final indicator is used, which is interpreted as follows:

0-3 points - low;

3-6 points - below average;

7-10 points - average;

11-13 points - above average;

14-16 points - high

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Introduction

Chapter 1. Theoretical rationale for adaptation junior schoolchildren

1.1 general characteristics younger children school age

1.2 Characteristics of school adaptation of a younger student

1.3 The concept of school maladaptation, causes

Chapter 2. Diagnosis of the level of adaptation of younger students

2.1 Organization of the study, description of methods

2.1.2 "Paint" technique

2.1.3 Method "Classification"

2.1.4 Methodology "Test in pictures"

2.1.5 Questionnaire for younger students

2.2 Results of the empirical study

2.2.1 Projective drawing technique "What I like about school"

2.2.2 "Paint" technique

2.2.3 Method "Classification"

2.2.4 Method "Test in pictures"

2.2.5 Questionnaire

2.3 Use of games

2.4 Organization and principles of conducting classes

Conclusion

List of used literature

Applications

Introduction

Relevance of the study: The first years of education can sometimes determine the entire subsequent school life of the child. At this time, the student, under the guidance of adults, makes enough important steps in their own development.

This period is considered equally difficult for children who entered school at the age of six and seven. As the observations of physiologists, psychologists and teachers demonstrate, among first graders there are children who, due to personal psychophysiological characteristics, find it rather difficult to adapt to new conditions for them, they only partially cope with the work schedule and curriculum.

Under the classical education system, these children are usually formed as backwards and repeaters.

The beginning of schooling for all children is a strong stress. Once a child enters school, a major change begins to take place in his or her life.

All children, along with overwhelming feelings of joy, pride or surprise about everything that happens in an educational institution, experience anxiety, confusion, tension.

Some of the first-graders can be very noisy, noisy, sometimes not even attentive during classes, they are able to behave cheekily with teachers: be daring, capricious.

The rest are quite constrained, timid, try to stay inconspicuous, do not listen when they are asked a question, at the slightest failure or remark they may cry.

A child who enters school must be physiologically and socially mature, he must achieve certain level mental and emotional-volitional development. Educational activity requires a certain stock of knowledge about the world around us, the formation of the simplest concepts.

A positive attitude to learning, the ability to self-regulate behavior is considered important.

The question regarding the adaptation of first-graders to school was considered by L.M. Kostina.

She sought to determine the possibility of influencing school adaptation by correcting the level of anxiety in children using a non-directive method. play therapy during the stay of future first-graders in preschool institutions.

Based on the data, a conclusion was made about the effectiveness of the game therapy method in correcting high anxiety in preschoolers, which provides an opportunity to increase their level of school adaptation and academic performance in the first grade.

Uskovoi M.V. an analysis of the characteristics of the primary adaptation of first-graders to school was carried out, then it was concluded that the level of maladaptation is greatly influenced, mainly, by hyperkinetic syndrome, inertia nervous system, unpreparedness for school, insufficient arbitrariness of mental functions, as well as their combination with each other.

The purpose of our study is to study the features of diagnosing adaptive skills in younger students with elements of practice.

To achieve the goal, the following tasks were set:

1. Consider the concepts of "adaptation" and "disadaptation".

2. Analyze forms and levels of adaptation.

3. To study the features of adaptive skills in younger students with elements of practice.

The object of the study is children of primary school age.

The subject of the study is the features of diagnosing adaptive skills in younger schoolchildren with elements of practice.

Research hypothesis: timely determination of the level of adaptation of the child to school and the creation of the necessary psychological conditions reduces the level of school maladaptation.

Chapter 1. Theoretical substantiation of adaptation of younger students

1.1 General characteristics of children of primary school age

The boundaries of primary school age, which coincide with the period of study in primary school, are present stage are established from 6-7 to 9-10 years. At this time, the subsequent physical and psychophysiological development of the child takes place, which provides the opportunity for regular schooling.

First of all, the work of the brain and nervous system is improved. According to the data of physiologists, by the age of 7 the cerebral cortex is considered already mature. But the imperfection of the regulatory function of the cortex is manifested in the characteristics of behavior, organization of activity and emotional sphere characteristic of children of this age: children of primary school age can easily be distracted, are not able to concentrate for a long time, they are, as a rule, excitable, emotional.

At primary school age, one can trace the unevenness of psychophysiological development in different children. Differences in the rate of development of boys and girls also persist: girls, as a rule, go ahead of boys. As a result, many authors conclude that, in fact, in the lower grades, children of different ages sit at the same desk: on average, boys are younger than girls by a year and a half, despite the fact that this difference does not lie in the calendar age. Sapogova EE Psychology of human development: Textbook. / E. E. Sapogova - M .: Aspect Press, 2010. - P. 54

Educational activity in primary school age is leading. It determines the most important transformations that occur in the development of the child's psyche at this age stage. Within the framework of educational activity, psychological neoplasms are formed, which characterize the most important achievements in the development of younger students and are the foundation that ensures development at the next age stage.

During the entire primary school age, a completely new type relationships with people around. The impeccable authority of an adult is gradually being lost, children of the same age are becoming of great importance for the baby, and the role of the children's community is increasing.

So, the central neoplasms of primary school age are:

quality new level development of arbitrary regulation of behavior and activity;

Reflection, analysis, internal plan of action;

development of a new cognitive attitude to reality;

Peer group orientation.

Thus, in accordance with the concept of E. Erickson, the age of 6-12 years is considered as a period for the transfer of systematic knowledge and skills to the child, which ensure familiarization with working life. Mizherikov V.A. Introduction to pedagogical activity/V.A. Mizherikov, T. A. Yuzefavichus. - M .: Rospedagency, 2009. - P. 114

Perhaps the most important neoplasms appear in all spheres of mental development: the intellect, personality, and social relations are being transformed. Special meaning educational activity in this process does not exclude the fact that the student younger age actively involved in other types of work, in the process of which the new achievements of the baby are improved and strengthened.

The specificity of primary school age lies in the fact that the goals of the activity are mainly set by adults to the children. Teachers and parents determine what can and cannot be done to the child, what tasks they should be given, what rules to follow.

A typical such situation is the fulfillment of a task by a child. Even among those children who, with a special desire, undertake to fulfill the instructions of an adult, there are quite frequent cases when children are unable to cope with the task, due to the fact that they have not mastered its essence, suddenly lost their initial interest in the task, or simply forgot to complete it in term. These difficulties can be avoided if, when entrusting the guys with something, follow certain rules.

If a child by the age of 9-10 establishes friendly relations with someone from his class, this means that the child knows how to build relationships with peers, maintain relationships for a long time, that communication with him is also important and interesting to someone . Between the ages of 8 and 11 for children, those who help them, respond to their requests and share their interests are considered friends. With the aim of developing mutual sympathy and friendship, the following qualities become significant: kindness and attentiveness, independence, self-confidence, honesty.

As the child masters school reality, he begins to form a system of personal relationships in the classroom. It is based on direct emotional relationships that are dominant.

Some domestic psychologists single out the most essential conditions that provide an opportunity for an adult to form in a child the ability to independently manage and control his own behavior. These conditions are:

1) a strong and effective motive of behavior;

2) restrictive purpose;

3) the division of an assimilated complex form of behavior into relatively independent and small actions;

4) external means, which are a support in the process of mastering behavior. Psychology in the XXI century: materials III International scientific-practical. conf. (Nov 30, 2011) : Sat. scientific tr. / Center for Scientific thoughts; under scientific ed. A. E. Slinko. - M.: PERO, 2011. - S. 98

The most important condition for the development of a child's voluntary behavior is the participation of an adult who directs the child's efforts and provides the means of mastery.

From the first minutes, the child is included in the process of interpersonal interaction with classmates and the teacher. Throughout the entire primary school age, this interaction is characterized by certain dynamics and patterns of development. The development of some processes of the psyche is carried out over a given age.

The child's ability to analyze and differentiate the objects that he perceives is directly related to the formation of a more complex type of activity in him than the sensation and distinction of individual immediate features of things. This type of activity, which, as a rule, is called observation, is especially intensively formed in the process of school teaching. At the lessons, the student receives, and after that he independently formulates the tasks of perceiving various examples and manuals in detail.

By virtue of all this, perception becomes purposeful. The teacher systematically demonstrates to the children the methods of examining or listening to things and phenomena. After that, the child is able to plan the work of perception and deliberately carry it out in accordance with the plans, to separate the main from the secondary, to establish a hierarchy of perceived signs, and so on. Such perception, synthesizing with other types of cognitive activity, becomes purposeful and arbitrary observation. If a child has developed observation at a sufficient level, then we can talk about his observation as a special quality of his personality. As multiple studies show, primary education this important quality can be developed to a large extent in all children of primary school age.

1.2 Characteristics of school adaptation of a younger student

There are many definitions of school adaptation. As an example traditional definition we can give the definition of M.V. Maksimova, who interprets school adaptation as the process of a child entering a new social situation of development. An analysis of foreign and domestic literature shows that the term "school maladjustment" or ("school disability") actually defines any difficulties that a child has in the process of schooling.

In modern society, the question of how to help a future or current first-grader successfully adapt to the new conditions of the school is acute. Strange as it may seem, but today schooling is a stressful situation for any student, and especially a first-grader. This may be due to new microsocial conditions.

Microsociety is a certain territorial community that includes neighborhood, family, peer groups, various kinds of state, religious, public, educational and private organizations, and of course a variety of informal groups of residents. Semenaka S.I. Socio-psychological adaptation of the child in society. - M.: ARKTI, 2012. - S. 32 Therefore, any childhood characterized by increased sensitivity, vulnerability to different microsocial environments. Therefore, for a child of the first grade, his family plays an important role in the process of adaptation, because she can always support the child, respond and help in anything.

The main positive factors of the family microsocial environment should be highlighted: the variety of phenomena and objects that surround the child; positive emotional communication with all family members, which leads to individual attention to its features. In addition to positive factors, it is necessary to highlight the negative factors of the microsocial environment: the mistake of family upbringing of the child; violation of relationships and understandings in the family; inability to find out the necessary points in time and more.

All of the above negative factors can lead to somatic and mental illness child. The causes of diseases can be the fact that there is a harsh treatment towards the child; communication barrier between father and child, or limited influence of father on family education; negative interpersonal relationships between spouses; conflict situations in family; inconsistency between parents of certain requirements towards the child and more.

During the period of adaptation, the crisis of seven years plays a huge role. During this period, the child experiences a turning point in his life, and as a result, it leads to a turning point in emotional instability. Therefore, the family should be vigilant during this period of time for the child.

There are quite a few classifications of adaptation, but the most optimal classification, in our opinion, is the classification according to A.L. Wenger. He considers the adaptation of the child to school and identifies three levels of adaptation of first-graders: high, medium and low level of adaptation. Psychology in the XXI century: materials of the III Intern. scientific-practical. conf. (Nov 30, 2011) : Sat. scientific tr. / Center for Scientific thoughts; under scientific ed. A. E. Slinko. - M. : PERO, 2011. - S. 105

High level

The student has a positive attitude towards the school, the requirements are adequately perceived;

The educational material assimilates easily, deeply and completely, successfully solves complicated problems;

Listens carefully to the teacher;

Carries out orders without external control;

Shows great interest in academic work(always prepares for all lessons).

Performs public assignments willingly and conscientiously;

Occupies a favorable status position in the class.

Average level

The student has a positive attitude towards the school, her attendance does not cause negative feelings;

The student understands the educational material if the teacher explains it in detail and clearly;

Gets the basic content curricula independently solves typical tasks;

Concentrated and attentive when performing tasks, instructions, instructions from an adult, but subject to control on his part;

He is concentrated only when he is busy with something interesting for him;

Preparing for lessons and doing homework almost always;

Performs public assignments conscientiously;

He is friends with many classmates.

Low level

The student has a negative or indifferent attitude towards the school;

Often complains of health, dominated by a depressed mood;

There are systematic violations of discipline;

He learns school material in fragments;

Independent work with the textbook is difficult;

Does not show interest when performing independent educational tasks;

Irregularly prepares for lessons, it requires constant monitoring, systematic reminders and incentives from the teacher and parents;

Efficiency and attention are maintained with extended pauses for rest;

To understand the new and solve problems according to the model, it requires significant educational assistance from teachers;

Performs public assignments under control, without much desire, passive;

Has few friends at school. Biragov B.C. The problem of personality adaptation in educational process university // Bulletin of the University ( State University management). 2009. -№4. - pp. 17-19

Stage 1 is indicative, when in response to the whole complex of new influences associated with the beginning of systematic learning, almost all body systems respond with a violent reaction and significant stress. This "physiological storm" lasts long enough - 3 weeks.

Stage 2 - an unstable adaptation, when the body seeks and finds some optimal (or close to optimal) options for reactions to these effects. Continues given period about 2 weeks.

Stage 3 is a period of relatively stable adaptation, when the body finds the most suitable options for responding to the load, requiring less stress on all systems. Whatever work a student does, whether it is mental work to assimilate new knowledge, the static load experienced by the body in a forced "sitting" posture, or the psychological burden of communication in a large and collective, the body, or rather, each of its systems, must respond with its own stress, work. Therefore, the greater the voltage will be "issued" by each system, the more resources the body will use up. And we know that the possibilities of the child's body are far from limitless, and prolonged stress and the fatigue and overwork associated with it can cost the child's body health. The duration of this stage is 1 week. Nalchadzhyan A. A. Psychological adaptation. Mechanisms and strategies. - M.: Eksmo, 2009. - S. 167

The duration of all 3 phases of adaptation is approximately six weeks, this period lasts until October 10-15, and the most difficult, and the most difficult are 1-4 weeks.

1.3 The concept of school maladaptation, causes

Among the main primary external signs manifestations of school maladjustment, scientists unanimously attribute learning difficulties and various violations of school norms of behavior.

The main factors that can cause school failure are: shortcomings in preparing a child for school, socio-pedagogical neglect; prolonged and massive mental deprivation; somatic weakness of the child; violation of the formation of school skills (dyslexia, dysgraphia); movement disorders; emotional disorders.

Under the influence of constant failures that go beyond the actual educational activity and extend to the sphere of relationships with peers, the child develops a sense of his own low value, there are attempts to compensate for his own inadequacy. And since the choice of adequate means of compensation at this age is limited, self-actualization is often carried out to varying degrees by conscious opposition to school norms, is realized in violations of discipline, increased conflict, which, against the background of a loss of interest in school, is gradually integrated into an asocial personality orientation. Often these children develop neuropsychiatric and psychosomatic disorders.

School maladaptation of a child is a multifactorial phenomenon. The lag in learning is due to factors such as teaching methods, the personality of the teacher, help to the child from the parents, the atmosphere in the school and classroom, the place of the child in relationships with children and teachers, the personality of the child himself. Semenaka S.I. Socio-psychological adaptation of the child in society. - M.: ARKTI, 2012. - S. 47

Such a factor of school failure as the personality characteristics of the child is also multifaceted. Researchers identify the following variables: the position of the student, the motivation for learning, the level of skills of mental activity, the ability for arbitrary regulation and self-organization, the level of health and performance, the child's intelligence. Developmental delay and low school achievement are not the same thing. With a developmental delay, we can talk about the presence in the development of a schoolchild of delays in the maturation of intellectual, volitional, motivational structures in comparison with the age norm. Whereas school failure can be caused by the influence of the environment, teaching methods, the position of the student, etc. Thus, unsuccessful schoolchildren are a heterogeneous group. It includes children with a variety of learning disabilities.

Personal interference can be divided into two large groups: shortcomings in cognitive activity; shortcomings in personality development (motivation of learning, self-organization, personality disharmony).

G.S. Rabunsky offers a different classification of lagging students. Its classification is based on two variables: the level of cognitive independence and interest in the subject. Accordingly, the following types of students are distinguished: an average level of cognitive independence and low interest in learning (they study mainly for twos and threes); cognitive independence is high, there is no interest in the subject (they study extremely unevenly, grades "excellent" and "unsatisfactory" are possible); cognitive independence is low, interest in the subject is positive (success in learning depends on self-confidence); cognitive independence is low, interest in the subject is potential, these students are characterized by mental passivity and low self-confidence; the level of cognitive independence is low, there is no interest in the subject, they study extremely poorly; students of this group are at the lowest level of learning, they are not afraid of anyone, they often flaunt their disdain for learning at school; to pull up these students, it is necessary not only to develop in them the methods of mental activity, but also to form a positive attitude towards learning. Nalchadzhyan A. A. Psychological adaptation. Mechanisms and strategies. - M.: Eksmo, 2009. - S. 205

The term “school maladjustment” or “school inadaptation” defines any difficulties that a child has in the process of schooling.

Usually, 3 main types of manifestations of school maladaptation are considered:

Underachievement in education, expressed in chronic underachievement, as well as in the insufficiency and fragmentation of general educational information without systemic knowledge and learning skills (cognitive component);

Constant violations of the emotional and personal attitude to individual subjects, learning in general, teachers, as well as to the prospects associated with learning (emotionally-evaluative);

Systematically recurring behavioral disorders in the learning process and in the school environment (behavioral component). Grigorieva M.V. The structure of the motives for the teaching of younger schoolchildren and its role in the process of school adaptation / M.V. Grigorieva//Elementary school. -2009. -#1. - p.8-9

Causes of school maladaptation:

Insufficient development of educational motivation;

Psychological problems when communicating with a teacher;

Psychological difficulties of adaptation to school life, to systematic education;

The specific attitude of the child to his personality, his abilities and abilities, to his activities and its results, low self-esteem;

Exaggerated demands from parents;

Health problems.

If a child has problems with school adaptation, it is necessary to seek psychological and pedagogical help.

Chapter 2. Diagnosis of the level of adaptation of younger students

2.1 Organization of the study, description of methods

The purpose of our study is to diagnose the adaptive skills of younger students

Research hypothesis: Timely identification of the level of adaptation of the child to school and the creation of certain psychological conditions reduces the level of school maladaptation.

The following methods were used in the study:

Methodology "What I like in school"

Technique "Paints"

Technique "Classification"

・Picture test

Questionnaire for school motivation

The study was conducted in MBOU secondary school No. 1, Mirny

The number of subjects - 10 people (girls - 5, boys - 5).

2.1.1 Methodology "What I like about school"

Consider the first technique - projective drawing "What I like about school" (according to N. G. Luskanova)

Purpose: to identify the attitude of children to school and the motivational readiness of children to study at school.

Instruction: “Children, draw what you like most about school. You can draw whatever you want. Draw as best you can, no marks will be given.

Equipment: a standard sheet of paper for drawing, a pencil and an eraser.

Analysis and evaluation of drawings.

1. Inconsistency with the topic indicates:

a) lack of school motivation and the predominance of other motives, most often game ones. In this case, children draw cars, toys, military operations, patterns. Indicates motivational immaturity;

b) children's negativism. In this case, the child stubbornly refuses to draw on school theme and draws what he is best at and loves to draw.

Such behavior is characteristic of children with an overestimated level of claims and difficulties in adapting to the strict fulfillment of school requirements;

c) misinterpretation of the task, its understanding. Such children either do not draw anything, or copy plots from others that are not related to this topic. Most often this is characteristic of children with mental retardation.

2. Compliance with a given topic confirms a positive attitude towards the school, while the plot of the picture should be taken into account, i.e. what exactly is depicted:

a) learning situations - a teacher with a pointer, students sitting at their desks, a board with written tasks, etc. It indicates a high school motivation for the educational activity of the child, the presence of cognitive educational motives;

b) situations of a non-educational nature - a school assignment, students at recess, students with briefcases, etc.

Characteristic of children with a positive attitude towards school, but with a greater focus on external school attributes;

c) game situations - a swing in the school yard, a playroom, toys and other objects standing in the classroom (for example, a TV, flowers on the window, etc.). Overcoming anxiety and fears in first-graders: diagnosis, correction / ed. G. G. Morgulets, O. V. Rasulova. - Volgograd: Teacher, 2012. - S. 43

They are characteristic of children with a positive attitude towards school, but with a predominance of game motivation.

For greater reliability, when evaluating children's drawings, it is important to ask the child to talk about what he depicted, why he drew this or that object, this or that situation.

Sometimes, with the help of children's drawings, one can judge not only the level of their educational motivation, their attitude to school, but also to identify those aspects of school life that are most attractive to the child.

2.1.2 Method "Paints»

Purpose: to determine the emotional attitude to schooling.

Equipment: a set of paints or colored pencils (the more colors, the better); album sheets, on each of which 10 circles are drawn, words related to the school are inscribed in each circle: call, book, teacher, portfolio, class, physical education, classmates, lesson, homework, notebook.

Instruction: students are given sheets with a request that they carefully read the words written in the circles. Read the words in the circles in order and color each circle a different color. It is not necessary to paint the mugs in different colors. Choose every time the color you want.

Analysis of the results: If the child paints most of the circles in dark (violet, blue, lilac, gray, black) colors, this indicates that he experiences negative emotions in relation to schooling in general. Overcoming anxiety and fears in first-graders: diagnosis, correction / ed. G. G. Morgulets, O. V. Rasulova. - Volgograd: Teacher, 2012. - S. 48

2.1.3 Method "Classification"

Purpose: Helps to identify the level of formation of concepts through the operation of classification.

Equipment: concept cards

Instruction: The child is asked to choose the fourth extra (correct answers are highlighted):

1. starling, tit, chicken, dove.

2. rose, carnation, aster, cornflower.

3. cow, goat, horse, calf.

4. hat, coat, dress, shirt.

5. cup, glass, saucepan, mug.

6. sailor, soldier, child, pilot.

7. tiger, elephant, lion, bear.

8. axe, scissors, knife, saw.

Evaluation of results: 3 points - one mistake, 2 points - two mistakes; 1 point - three errors, 0 points - four errors.

2.1.4 Methodology "Test in pictures"

Purpose: Helps to determine the preferred type of activity.

Equipment: pictures

Instruction: The child is offered to look at the pictures. After making sure that their content is clear, the psychologist asks: “What would you like to do first, second, third?”

Evaluation of results: If a child chooses pictures with educational activities as the most important, desirable in the first place, this indicates a high level of his motivational readiness, in the second place - about the average level, if he chooses studies in the third place or does not choose at all, this indicates about the low level of his motivational readiness.

3 points - orientation to educational activity prevails; 2 points - orientation to educational and gaming activities; 1 point - orientation to game activity.

2.1.5 Questionnairefor younger students

Purpose: To assess the level of school motivation (Appendix 1).

Instructions: The questions are read to the children, and they answer them.

Evaluation of results: Answers to questions are evaluated from 0 to 3 points (negative answer --- 0 points, neutral -- 1, positive -- 3 points). Students who scored 25---30 points are characterized by a high level of school adaptation, 20--24 points are typical for the average norm, 15--19 points indicate external motivation, 10--14 points indicate low school motivation and below 10 points - about a negative attitude towards school, school maladaptation.

2.2 Empirical resultsresearch

2.2.1 Projective drawing technique "What I like about school"

The data of the results according to the method of projective drawing "What I like about school" are offered in Appendix 2.

Angela G. The drawing corresponds to the given topic, but the situation of a non-educational nature is depicted - the blackboard and the teacher's desk, which indicates a positive attitude towards the school, with an excessive focus on external school attributes.

Irina V. The drawing corresponds to the given topic, since she depicted a typical educational situation - a teacher with a pointer at the blackboard. This indicates a high school motivation for the educational activity of the child, the presence of cognitive educational motives.

Veronica M. The drawing corresponds to the given topic and has a non-educational character - a notebook for the work "The Sun". We can say that the child has a positive attitude towards school, but has a greater focus on external school attributes.

Diana N. The figure shows a calendar of nature. Therefore, the drawing corresponds to the given topic and has a non-educational character, which indicates a positive attitude towards the school, but with a strong focus on external school attributes.

Valeria D. Depicted a computer that is in the office. This game situation, the picture corresponds to the topic. This indicates a positive attitude towards school, but with a predominance of game motivation.

Eugene Zh. The drawing corresponds to the given topic, non-educational character. Based on what, we conclude that there is a positive attitude towards school, while focusing on school attributes.

Artem M. The drawing shows a board - the drawing corresponds to a given topic and has a non-educational character, which indicates a positive attitude towards the school, but with a strong focus on external school attributes.

Vadim K. A typical game situation is depicted - a swing. This indicates a positive attitude towards school, but with a predominance of game motivation.

Maxim D. Depicted himself on the horizontal bars - this is a game situation. The picture shows a positive attitude towards school, but with a predominance of game motivation.

Egor S. The drawing corresponds to the given topic, but the situation of a non-educational nature is depicted - a board, a table, a door. This indicates a positive attitude towards the school, but with a strong focus on external school attributes.

Thus, all subjects noted a positive attitude towards school. In 60% of children there is a focus on external school attributes, in 30% - game motivation prevails and in 10% - high school motivation for the child's learning activity.

We will provide the data graphically on the diagram (Figure 1).

Figure 1. Attitude of junior schoolchildren to school

Having studied the data, we conclude that children are more attracted to school attributes, rather than learning activities.

2.2.2 "Paint" technique

The following technique was carried out "Paints", the data are indicated in Appendix 3.

Artem M. Most of the circles are painted in dark colors (“call”, “class”, “lesson”, “notebook”, “homework”, “classmates”). The word "teacher" is painted over in red, which indicates aggression.

Angela G. Her drawing shows a positive attitude towards school and learning. Only with the word "call" there are negative associations, as his student painted it in dark blue.

Irina V. V dark colors colored the words "call", "homework", "notebook", "physical education". The word "class" is painted over in red, which indicates aggression. The child experiences negative emotions in relation to schooling in general.

Maksim D. A negative attitude towards such concepts as “call”, “notebook” was revealed. In general, a positive attitude towards learning.

Eugene Zh. Painted the mugs in dark colors (“call”, “notebook”, “homework”, “classmates”). Excited attitude to the words "teacher", "portfolio", "class".

The child can be described as active, mobile, excited, with a negative attitude towards the learning process in general.

Vadim K. Painted the circles “class”, “notebook”, “classmates” in dark colors. In general, learning does not cause strong negative attitudes, with the exception of some concepts that cause little tension.

Valeria D. Colored the words “teacher”, “class”, “physical education” in dark colors. He is afraid of the teacher, hard to get used to the new environment. In general, he perceives the learning process positively.

Diana N. Most circles are painted in dark colors (“teacher”, “book”, “portfolio”, “notebook”, “homework”). The girl is hard to get used to, constrained.

In general, the child experiences negative emotions in relation to schooling.

Egor S. In dark colors painted circles "call", "physical education", "homework". The words "class", "notebook" are painted over in red. The child experiences negative emotions in relation to schooling in general.

Veronica M. They noted quite a positive attitude towards the school, only the "notebook" is colored red, which can be characterized as a manifestation of aggression.

Let's form Table 1 to compare the results.

Table 1.

Attitude towards schooling

Thus, we see that the majority of students have a negative attitude towards schooling (60%), and less than half (40%) have a positive attitude towards it.

2.2.3 Method "Classification"

The results are given in Annex 4

Irina V. - 6 mistakes - 0 points

Veronica M. - 4 errors - 0 points

Angela G. - 1 mistake - 3 points

Valeria D. - 4 mistakes - 0 points

Diana N. - 7 errors - 0 points

Artem M. - 5 errors - 0 points

Egor S. - 4 mistakes - 0 points

Maxim D. - 6 errors - 0 points

Vadim K. - 2 mistakes - 2 points

Eugene Zh. - 1 mistake - 3 points

Based on the results, we see that almost all children made mistakes, so they got 0 points.

Only 2 children made one mistake each and received 3 points each.

Thus, in 70% of children a low level of formation of concepts was revealed, 10% - an average level, 20% - high level formation of concepts.

Graphically, the results are provided in Chart 2.

Figure 2. The level of formation of concepts among younger students

2.2.4 Methodology"Picture Test"

The results are given in Annex 5

Irina V. All three choices are playful. Since there was no choice of educational activities, the girl has a low level of motivational readiness (1 point).

Diana N. First of all, she chose educational activity, the second and third choice was labor activity, therefore the child has a high level of motivational readiness. At the same time, orientation towards educational and gaming activities (2 points).

Veronika M. She did not choose her educational activity, she preferred labor and play. This implies a low level of motivational readiness (1 point).

Valeriya D. She preferred educational activity in the second place, and in the first place - labor.

This indicates an average level of motivational readiness and orientation towards learning and playing activities (2 points).

Angela G. First of all preferred labor activity, and chose the educational one in the second place.

This indicates an average level of motivational readiness and orientation towards learning and playing activities (2 points).

Egor S. First of all, he preferred labor activity, and chose the educational activity in the second place. Therefore, the child has an average level of motivational readiness (2 points).

Maxim D. In the first and second place, he chose learning activities, which indicates a high level of motivational readiness (3 points).

Vadim K. First of all, he chose educational activities, second - labor, third - gaming.

This implies a high level of motivational readiness, but with a focus on learning and playing activities (2 points).

Evgeniy Zh. In the first and second place I chose educational activity. The predominance of orientation towards learning activity indicates a high level of motivational readiness (3 points).

Artem M. Did not choose educational activity, but preferred playing. This indicates a low level of motivational readiness (1 point).

Thus, according to the results of this technique, it can be seen that 40% of the subjects have high motivational readiness, 30% medium and 30% low motivational readiness.

At the same time, only 20% of children have an orientation towards learning activities.

Figure 3. Motivational readiness for learning

2.2.5 QuestionnairesRovation

The last we conducted a survey (Appendix 6)

Angela G. - 25 points - high level of school adaptation

Valeria D. - 30 points - high level

Artem M. - 21 points - average level

Grinich Arina - 16 points - external motivation

Diana N. - 7 points - negative attitude to school

Veronica M. - 16 points - extrinsic motivation

Vadim K. - 13 points - low school motivation

Maxim D. - 16 points - external motivation

Eugene Zh. - 26 points - high level

Egor S. - 21 points - average level

Thus, having calculated the number of points for each student, we got the following percentage: 30% - a high level of school motivation, 20% - an average level, 30% - the presence of external motivation, 10% - low school motivation and 10% - a negative attitude towards school , school maladjustment.

Thus, it is necessary to focus on the fact that we have identified school maladaptation in one student. In order to reduce the level of maladjustment and create conditions for the subsequent full development of the younger student, in paragraph 2.3 we will provide recommendations on the child's adaptation to school life.

2. 3 Game use

The specificity of games allows you to use any game separately to solve specific problems when working with primary school students. Specially organized classes accumulate the positive impact of individual games, can significantly improve the overall adaptation to school.

Teachers and psychologists, while adapting a child to school life, must remember to create conditions for the subsequent full development of a younger student.

The class teacher implements a program for the adaptation of first-graders to school education, taking into account the results of diagnostics in the process of education and training.

In order for the process of entering a new life for children to go smoothly and painlessly, it is necessary:

Introduce children to each other as soon as possible, help them see the positive aspects in each of their new classmates, show that each child is valuable and interesting in something of his own: he knows how to do something special, is fond of something, in his there were some interesting events in life;

start immediately to form a class team, create a friendly atmosphere in the classroom, organize interaction between children;

give children the opportunity to express themselves, to assert themselves;

provide each child with a sphere of success, self-realization;

Use the most sparing evaluation mode in areas of failure.

The key points of successful work at the initial stage of training are also:

Assistance to first-graders in understanding and accepting the rules of school life and themselves as students;

· Accustoming to the regime of the day and observance of sanitary and hygienic standards. Basina T. A. Features of psychological support of teachers at the stage of adaptation of first-graders to school: dis. cand. psychologist. Sciences: 19.00.07 / Basina Tatyana Anatolyevna; [Place of protection: Psychoneurol. Institute]. - M., 2010. - P.73

To improve the well-being of children during the period of adaptation to school, it is desirable that the administration educational institution ensured that the following conditions were met:

1. Fixed amount of homework.

1. Bringing home only those tasks that the child can complete on their own.

2. Mandatory additional walks in the fresh air in the extended day group.

4. Sports sections and circles in the afternoon, contributing to the activities of children.

These and other similar measures, with full (two or three) meals, will contribute to the good adaptation of children to the conditions of schooling. Nikitina E. V. The program of psychological and pedagogical support of the adaptation period of 5th grade students in the context of the transition to federal state standards[Electronic resource] // EJ Externat.RF: [website]. - St. Petersburg, 2011-2012. - URL: http://ext.spb.ru/index.php/2011-03-29-09-03-14/76-2011-05-03-14-38-44/1491--5-.html

The objective criteria characterizing the success of first-graders' adaptation to learning at school are as follows:

the adequacy of behavior;

Involvement of the child in the life of the class;

manifestation of the ability to self-control, to keep order, to communicate with peers and adults;

Tolerant, calm attitude to temporary failures;

* the ability to find a constructive way out of difficult situations. It is also necessary to constantly monitor the state of the child's health and the change in his indicators under the influence of the training load - this is one of the main criteria that characterize the course of adaptation to systematic education.

1. Drawing graphic samples ( geometric shapes and patterns of varying complexity).

2. Stroke along the contour of geometric figures of varying complexity with a consistent expansion of the radius of the stroke (along the outer contour) or its narrowing (stroke along the inner contour).

3. Cutting out figures from paper along the contour (especially - cutting is smooth, without tearing the scissors off the paper).

4. Coloring and shading (the most well-known method of improving motor skills usually does not arouse interest in children of primary school age and therefore is used mainly in the classroom only as an educational task. However, by giving this lesson a competitive game motive, you can successfully apply it after school hours ).

5. Various types of visual activity (drawing, modeling, applique).

6. Designing and working with mosaics.

7. Mastering crafts (sewing, embroidery, knitting, work with beads). Vachkov I. V. Group methods in the work of a school psychologist / I. V. Vachkov. - M.: Os-89, 2009. - S. 143

Primary school teachers should adhere to the following guidelines:

Combine gaming, productive, educational and other activities;

To achieve effectiveness in teaching six-year-olds, it is necessary to form a positive, emotional attitude to classes;

To manage the activities of children of six years of age, widely using (especially in the first half of the year) methods preschool education with partial and dosed application of school methods;

It is necessary to observe continuity not only in methods, but also in styles of pedagogical communication;

Use the great educational opportunities for joint (group) activities of students;

To form the ability to role-play and personal communication -- important condition in preparation for the change of leading activity;

In the process of adaptation to school, take into account the individual psychological characteristics of students, which are manifested in their level of learning, the pace of learning, attitudes towards intellectual activity, characteristics of emotions and volitional regulation of behavior.

2.4 Organization and principles of conducting classes

Classes in a group can be conducted by psychologists or specially trained teachers. Classes are held in groups.

The school adaptation training was conducted in a classroom with a circle arrangement. Working in a circle also contributes to creating an atmosphere of psychological safety. The facilitators address the children by name and ensure that all children do the same. Tasks are selected in such a way as to ensure success in their implementation. Each exercise is offered to children first in the maximum simple version. Gradually, the exercises become more difficult due to an increase in tempo, semantic load in tasks with words.

Leaders implement the principle of a non-judgmental approach to children. It is important to compare the success of each child with his own previous achievements. This principle is also observed when the exercises are carried out in the form of a competition.

2. 5 Contentse training "school adaptation"

The purpose of the first lesson is to teach the child to identify his abilities and capabilities, develop the desire for a goal, the ability to think creatively, see the relationship between events, build hypotheses and make judgments.

The purpose of the second lesson is the formation of a stable self-esteem, the ability to accept oneself and other people, adequately perceiving one's own and other people's advantages and disadvantages, the development of self-confidence, the formation of such personality traits as courage, courage, mutual support.

The purpose of the third lesson is to develop the spiritual principle (orientation to absolute values: truth, beauty, goodness); teaching children to empathize, the formation of reflective skills, the ability to be aware of their feelings, the causes of behavior, the consequences of actions, to bear responsibility for them. Since for the successful adaptation of children to school importance has a socio-psychological readiness of children for school, in particular, such a component as communicative competence, emotional stability, the child needs the ability to enter the children's society, act together with others, yield in some circumstances and be able not to yield in others. These qualities provide adaptation to new social conditions. All games with rules contribute to the formation of communication skills.

The purpose of the fourth lesson is to consolidate the skills of cooperation among younger students, the formation of strong friendly contacts, the development of sustainable cognitive interests and needs. Dryagalova E. A. Psychological and pedagogical support of the process of adaptation of first-graders to school: dis. ... cand. psychologist. Sciences: 19.00.07 / Dryagalova Elena Aleksandrovna; [Place of protection: Nizhegorsk. state architecture.-builds. university]. - Nizhny Novgorod, 2010. - S. 69

All classes, as well as training as a whole, are a set of measures that ensure a smooth transition of younger students to a new activity for them - educational, and the active development of this activity.

At the end of the training, a significant improvement in the emotional state of children can be traced. They become more balanced emotionally stable, less anxious. The training teaches children to adequately assess their achievements, opportunities and abilities, and also teaches the skills of cooperation in a team in the process of joint activities.

adaptation first grader cognitive

Conclusion

Currently, the problem of adapting a first-grader to school is one of the most acute and widespread.

The first grade for a child is a difficult and difficult period of life.

Adaptation to school is a restructuring of the cognitive, motivational and emotional-volitional spheres of the child during the transition to systematic organized schooling.

Children who attend kindergarten are in more advantageous conditions, since there the elements of readiness for schooling are purposefully formed by pedagogical influence.

Difficulties arising from insufficient readiness for school can be the cause of a child's maladjustment.

The concept of “school maladjustment” is associated with any deviations in the educational activities of schoolchildren, the occurrence of which is preceded by some reasons.

There are three forms of adaptation: adaptation of the body to new conditions of life and activity, to physical and intellectual stress; adaptation to new social relations and connections; adaptation to new conditions of cognitive activity.

Process physiological adaptation a child to school can be divided into several stages, each of which has its own characteristics and is characterized by a different degree of stress functional systems organism.

...

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Projective test of personal relationships, social emotions and value orientations "Houses".

Methodological basis test is a color-associative experiment, known from the relationship test by A. Etkind. The test was developed by OA Orekhova and allows diagnosing the child's emotional sphere in terms of higher emotions of social origin, personal preferences and activity orientations, which makes it especially valuable from the point of view of analyzing the child's emotional attitude to school.

The following materials are required for the technique:

Answer sheet< WITH thymus material >

Eight colored pencils: blue, red, yellow, green, purple, grey, brown, black. Pencils should be the same, painted in colors corresponding to the stylus.

The study is best done with a group of first-graders - 10-15 people, it is advisable to seat the children one at a time. If possible, you can attract high school students to help, having previously instructed them. The help of the teacher and his presence is excluded, since we are talking about the attitude of children to school life, including the teacher.

The research procedure consists of three coloring tasks and takes about 20 minutes.

Instructions: Today we will be coloring. Find task number 1 on your sheet. This is a path of eight rectangles. Choose the pencil that you like best and color the first rectangle. Set that pencil aside. Look at the remaining pencils. Which one do you like best? Color the second rectangle with it. Set the pencil aside. And so on.

Find task number 2. Before you houses, their whole street. Our feelings live in them. I will name the feelings, and you choose the right color for them and paint them. Don't put away the pencils. You can paint with whatever color suits you. There are many houses, their owners may differ and may be similar, which means that the color may be similar.

List of words: happiness, grief, justice, resentment, friendship, quarrel, kindness, anger, boredom, admiration.

If children do not understand what a word means, they need to explain it using verbal predicates and adverbs.

Find task number 3. In these houses we do something special, and the residents in them are unusual. Your soul lives in the first house. What color suits her? Color it.

Designations of houses:

№2 - your mood when you go to school,
No. 3 - your mood in the reading lesson,
No. 4 - your mood at the writing lesson,
No. 5 - your mood at the math lesson
No. 6 - your mood when you talk to the teacher,
No. 7 - your mood when you communicate with your classmates,
No. 8 - your mood when you are at home,
No. 9 - your mood when you do homework,
No. 10 - think for yourself who lives and what does in this house. When you finish coloring it, tell me quietly in my ear who lives there and what he does (the corresponding note is made on the response sheet).

The technique gives a psychotherapeutic effect, which is achieved by the very use of color, the ability to respond to negative and positive emotions, in addition, the emotional series ends in a major tone (admiration, personal choice).

The processing procedure begins with task No. 1. The vegetative coefficient is calculated by the formula:

VK = (18 - red place - yellow place) / (18 - place of blue color- place green)

The vegetative coefficient characterizes the energy balance of the body: its ability to consume energy or its tendency to save energy. Its value varies from 0.2 to 5 points. The energy indicator is interpreted as follows:

0 - 0.5 - chronic overwork, exhaustion, low performance. Loads are unbearable for a child

0.51 - 0.91 - compensated state of fatigue. Self-healing of optimal performance occurs due to a periodic decrease in activity. It is necessary to optimize the working rhythm, the mode of work and rest.

0.92 - 1.9 - optimal performance. The child is distinguished by cheerfulness, healthy activity, readiness for energy consumption. The loads correspond to the possibilities. Lifestyle allows the child to restore the expended energy.

Over 2.0 - overexcitation. More often it is the result of the child's work at the limit of his abilities, which leads to rapid exhaustion. It is required to normalize the pace of activity, the mode of work and rest, and sometimes reduce the load.

Next, the indicator of the total deviation from the autogenous norm is calculated. A certain order of colors (34251607) - autogenous norm - is an indicator of psychological well-being. To calculate the total deviation (SD), the difference between the actual occupied space and the normative position of the color is first calculated. Then the differences (absolute values, without taking into account the sign) are summed up. The CO value varies from 0 to 32 and can only be even. The SD value reflects a stable emotional background, i.e. the prevailing mood of the child. The numerical values of CO are interpreted as follows:

More than 20 - the predominance of negative emotions. The child is dominated by a bad mood and unpleasant experiences. There are problems that the child cannot solve on his own.

10 - 18 - the emotional state is normal. The child can be happy and sad, there is no reason for concern.

Less than 10 - Predominance of positive emotions. The child is cheerful, happy, optimistic.

Tasks No. 2 and No. 3 essentially decipher the emotional sphere of the first grader and guide the researcher in the likely problems of adaptation.

Task number 2 characterizes the sphere of social emotions. Here it is necessary to assess the degree of differentiation of emotions - normally, the child paints positive feelings with primary colors, negative ones - brown and black. Weak or insufficient differentiation indicates deformation in certain blocks of personal relationships:

Happiness-grief - a block of basic comfort,
Justice - resentment - a block of personal growth,
Friendship - quarrel - a block of interpersonal interaction,
Kindness - anger - a block of potential aggression,
Boredom - admiration - a block of knowledge.

In the presence of an inversion of the color thermometer (primary colors occupy the last places), children often have insufficient differentiation of social emotions - for example, both happiness and quarrel can be indicated by the same red color. In this case, you need to pay attention to how the child colors the pair categories and how far the pairs are in the color choice.

The relevance of the child's experience of this or that feeling indicates its place in the color thermometer (task No. 1).

Task No. 3 reflects the child's emotional attitude towards himself, school activities, teacher and classmates. It is clear that if there are problems in some area, the first grader paints these houses in brown or black. It is advisable to highlight the rows of objects that the child marked with the same color. For example, school-happiness-admiration or homework-woe-boredom. The chains of associations are transparent enough to understand the child's emotional attitude to school. Children with weak differentiation of emotions are also likely to be ambivalent in their emotional evaluation of activities. According to the results of task No. 3, three groups of children can be distinguished:

with a positive attitude towards school

with an ambivalent attitude

with a negative attitude

It should be noted that with extremely low or extremely high rates of VC and SD, doubts about the purity of the study, this technique can be duplicated according to the same scheme, but individually, with standard cards from the Luscher test.

The following is a summary table< table >. The vegetative coefficient, the data of a survey of parents and the analysis of medical statistics characterize in generalphysiological component adaptation of the first-grader to school. For convenience, all data can be reduced to three categories:

sufficient physiological level of adaptation (no psychosomatics, energy balance is normal)

partial physiological level of adaptation (either psychosomatic manifestations or low energy balance are observed)

insufficient physiological level of adaptation (diseases during the period of adaptation, psychosomatic manifestations, low energy balance)

The expert assessment of the teacher characterizesactivity component adaptations of the first grader.

And finally, the total deviation from the autogenous norm is an integrated indicatoremotional component adaptation. In the summary table, it makes sense to reflect the sign of the relationship (positive, ambivalent, negative) of the first grader to the teaching, teacher, classmates and himself.

Comparison of indicators of the physiological, activity and emotional components will allow qualifying the level of adaptation of first-graders as:

sufficient

partial

insufficient (or maladaptation)

Thus, on the basis of the data obtained, it is quite reasonable to single out first-graders who need individual attention from a psychologist. It seems appropriate to distinguish two groups of such children:

first-graders with insufficient level of adaptation

first-graders with partial adaptation

children fromfirst group it is necessary to examine individually, identify the causes and factors of maladjustment, if possible, carry out the necessary corrective work. As practice shows, it is these first-graders for a long time will require attention and help from both the psychologist and the teacher.

Second group - first-graders with partial adaptation - more often in need of short-term operational assistance from a psychologist. Data on their emotional state, the materials of the survey of teachers and parents provide enough information for such work. The reasons for incomplete adaptation can often be increased anxiety caused by immoderate expectations of parents, a change in the nature of parent-child relationships, overload with additional activities, low self-esteem, poor health, etc. Often these children do not cause fear of the teacher, as they learn the program and follow the rules of the student's behavior, but often this happens at the expense of the physical and psychological health of the little student. Depending on the specific situation, the psychologist should consult parents and teachers, give recommendations on how to overcome the identified psychological distress.

Adaptation to school - the restructuring of the cognitive, motivational and emotional-volitional spheres of the child during the transition to systematic organized schooling. A happy combination of social external conditions leads to adaptation, unfavorable - to disadaptation.

The main features of systematic schooling are the following:

firstly, with admission to school, the child begins to carry out socially significant and socially valued activities - educational activities;

secondly, a feature of systematic schooling is that it requires the obligatory implementation of a number of identical rules for all, to which all the behavior of the student is subject during his stay at school.

We have proposed the following methods for studying the adaptation of first-graders:

Methodology "House" (N.I. Gutkina);
Methodology "Study of intellectual readiness for school";
Methodology "Determining the motives of learning" (M.R. Ginzburg);
Methodology "Composing a story from a picture";
Drawing technique "What I like about school";
Toulouse-Pieron test;
Test "Houses" (O.A. Orekhova).

Methodology "House"(N. I. Gutkina) is a task for drawing a picture depicting a house, the individual details of which are made up of elements capital letters. The methodology is designed for children 5-10 years old and is used to determine the readiness of children for schooling.

Purpose of the study: to determine the child's ability to copy a complex pattern.

The task allows you to identify the child's ability to focus on the sample, accurately copy it, determine the features of the development of voluntary attention, spatial perception, sensorimotor coordination and fine motor skills of the hand.

Before completing the task, the child is given the following instruction: “There is a sheet of paper and a pencil in front of you. I ask you to draw exactly the same picture on this sheet as on this sheet (a sheet with the image of a house is placed in front of the subject). Take your time, be careful, try to make your drawing exactly the same as on this sample. If you draw something wrong, do not erase it with an elastic band or your finger (you need to make sure that the child does not have an elastic band). It is necessary to draw the correct one on top of the wrong one or next to it. Do you understand the task? Then get to work."

Methodology "Study of intellectual readiness for school".

Definition of concepts, explanation of causes, identification of similarities and differences in objects are operations of thinking, evaluating which one can judge the degree of development of the child's intellectual processes. These features of thinking are established by the correctness of the child's answers to a series of questions. For each correct answer to each question, the child receives 0.5 points, so maximum amount points that he can get in this technique is 10.

Methodology "Determining the motives of the teaching"is aimed at studying the formation of learning motives, identifying the leading motive.

For children of 6-7 years old, the following motives are the most characteristic: the actual educational-cognitive motive, which goes back to the cognitive need (educational); broad social motives based on an understanding of the social need for teaching (social); "positional" motive associated with the desire to take a new position in relations with others (positional); “external” motives in relation to the study itself, for example, obedience to the requirements of adults, etc. Game motive, inadequately transferred to a new educational sphere (game); motive for getting a high mark (mark).

The methodology is based on the principle of "personification" of motives. Children are invited short story, in which each of the studied motives acts as a personal position of one of the characters. Children make three choices in sequence. From the answers-choices of first-graders, a conclusion is made about the essence of the leading motive for future educational activities.

Interpretation of motives:

External - the child does not show his own desire to go to school, he attends school only under duress.

Training - the child likes to study, likes to go to school.

Game - At school, the child only likes to play, walk, communicate with children.

Positional - a child goes to school not in order to master educational activities, but in order to feel like an adult, to raise his status in the eyes of children and adults.

Social - a child goes to school not to be educated, to learn something new, but because he knows that he needs to study in order to get a profession in the future, - that's what parents say.

mark - the child goes to school to earn fives, for which parents and the teacher praise.

Methodology "Composing a story from a picture." Cspruce- rate active lexicon, connectivity and grammatical structure child.

Drawing technique "What I like about school"allows you to determine the child's attitude to school.

Toulouse-Pieron test.

The purpose of the technique: to identify the ability to voluntary concentration of attention

An increase in the mass fraction of mild cerebral disorders is a new reality of the last decade. 40-60% of today's children who enter school every year have functional impairments in the activity of the brain, in principle, reversible and normalized as the child grows and the brain matures. In our country, these disorders are called minimal brain dysfunctions (MMD). Education that does not take into account the individual psychophysiological characteristics of the child gives rise to a massive increase in problems and often leads to persistent maladaptation.

The Toulouse-Pieron test corrects this situation. The test is a modification of the proofreading test - a non-verbal achievement test aimed at identifying the ability to voluntary concentration of attention. The use of this technique for the diagnosis of MMD is substantiated by Cand. psychol. Sciences L.A. Yasyukova.

projective test personal relationships, social emotions and value orientations"Houses" made it possible to diagnose the emotional sphere of the child in terms of higher emotions of social genesis, personal preferences and activity orientations, which makes it especially valuable in terms of analyzing the emotional attitude of the child to school (to himself in a new role, to the teacher, to classmates).

The research procedure consists of three coloring tasks and takes about 20 minutes.

1st task defines vegetative coefficient, which characterizes the energy balance of the body: its ability to consume energy or its tendency to save energy. Its value varies from 0.2 to 5 points. The energy indicator is interpreted as follows:

0 - 0.5 - chronic overwork, exhaustion, low performance.
0.51 - 0.91 - compensated state of fatigue. Recommendation: it is necessary to optimize the working rhythm, the mode of work and rest.
0.92 - 1.9 - optimal performance. The child is distinguished by cheerfulness, healthy activity, readiness for energy consumption.
Over 2.0 - overexcitation. It is required to normalize the pace of activity, the mode of work and rest, and sometimes reduce the load.

2nd task deciphers the emotional sphere of the first grader.

In task number 3 reflects the emotional attitude of the child to himself, school activities, teacher and classmates.

According to the results of task No. 3, three groups of children can be distinguished:

with a positive attitude towards school
with an ambivalent attitude
with a negative attitude

Comparison of indicators of the physiological, activity and emotional components will allow qualifying the level of adaptation of first-graders as:

sufficient
partial
insufficient (or maladaptation)

Diagnostic methods

adaptation / disadaptation of students.

Class teacher: Simankova M.P.

2016

Psychodiagnostic tools

Methodology "Conversation about the school" T.A. Nezhnova

The teacher-psychologist gets acquainted with the child and asks him if he likes school. Depending on the answer, the first question "Conversations" is asked.

What do you like (dislike) about school the most? What is the most interesting, attractive, favorite part of school for you?

Further, the educational psychologist says: “I will tell you little stories about yourself, but these will not be stories about what has already happened to you, or happened, but about what could happen because it happened to others. And you will tell me what you would say or do if such a story happened to you.

Imagine that tonight mom suddenly says: “Child, you’re still small, it’s hard for you to go to school. If you want, I’ll go and ask you to be released from school for a month, six months, a year. Do you want to? " What will you answer mom?
Imagine that mom did just that (obeyed you or acted in her own way), agreed, and you were released from school with tomorrow. I got up in the morning, washed my face, had breakfast, you don’t have to go to school, do whatever you want ... What would you do, what would you do when the other guys are at school?
Imagine that you went out for a walk and met a boy. He is also six years old, but he does not go to school, but to kindergarten. He asks you: "What should be done to prepare well for the first grade?" What would you recommend? Imagine that you were offered to study in such a way that you would not go to school, but on the contrary, a teacher would come to you every day and teach you everything that is taught at school. Would you like to study at home?
Imagine that your teacher suddenly went on a business trip for a whole month. The director comes to your class and says: "We can invite another teacher to you for this time, or we can ask your mothers that each of them visit you instead of a teacher for one day." How do you think it would be better for another teacher to come or for moms to replace the teacher?
Imagine that there are two schools - school A and B. At school A, the schedule of lessons in grade 1 is as follows: every day there are writing, reading, mathematics lessons, and drawing, music, physical education lessons not every day. And in school B, the opposite is true: every day there is physical education, music, work, drawing, and reading, writing and mathematics are rare - once a week. What school would you like to study at?
At school A, a first-grader is strictly required to listen carefully to the teacher and do everything he says, not talk in class, raise his hand if he needs to say something or go out. And at school B they don’t make remarks if you get up during a lesson, talk to a neighbor, leave the class without asking. What school would you like to study at?
Imagine that one day you worked very diligently in all the lessons, and the teacher said: “Today I studied very well, just wonderful, I want to somehow especially mark you for such a good teaching. Choose for yourself - give you a chocolate, put a toy or a mark in a journal?" What would you choose?

Response classification
(All answers are divided into two categories A and B)

Question 1: literacy lessons, counting, classes, in content and form, which have no analogues in the preschool life of a child.
Question 2: child's refusal to take a "vacation".
Question 3: training sessions - statements that describe the daily routine, which necessarily includes actions for self-education.
Question 4: the content side of preparing for school is the development of certain skills of reading, counting, writing.
Question 5: disagreement with homeschooling.
Question 6: teacher choice.
Question 7: school choice a.
Question 8: school choice a.
Question 9: mark selection.

Question 1: preschool types activities - lessons of the artistic and physical culture and labor cycle, as well as extracurricular activities: games, food, festivities, etc.
Question 2: leave consent.
Question 3: preschool activities: games, walking, drawing, housework without mentioning any educational activities.
Question 4: the formal aspects of preparing for school - the acquisition of uniforms, a portfolio, etc.
Question 5: consent to homeschooling.
Question 6: choice of parents.
Question 7: choice of school B.
Question 8: choice of school B.
Question 9: choice of toys or chocolates.

The predominance of category A in the child's answers indicates that his internal position is meaningful. The predominance of category B indicates the orientation of the child to preschool activities, to the formal aspects of learning.
When interpreting the results obtained, it must be remembered that not only quantitative but also qualitative indicators should be evaluated. These include the general behavior of the child during testing, and the interest with which the child takes on each new task, and the pace of work, and the willingness to make contact with the experimenter, and fatigue, etc.

Projective methodology "School of animals" T.A. Nezhnova

Target: identification of school neuroses on initial stage development, finding out the causes and ways of correction.

Conduct form:individual and group.

Equipment: paper, colored pencils.

Preliminary preparation:Now we will make an amazing journey into the magical forest. Sit comfortably, relax, close your eyes. Imagine that we are in a sunny forest clearing. Listen to the rustling of the leaves above your head, the soft grass touching your feet. In the clearing you see the "School of animals". Look around. What animals study in this school? And what kind of animal is the teacher in it? What are the students doing? What animal do you see yourself as? What do you feel about it? Live these feelings in yourself. You can stay in this Animal School for a while while I count to 10, and then open your eyes.

Instruction: You have visited the School of Animals. Now take a pencil and paper. Try to draw what you saw.The children are doing the task.Look closely at your drawing and find the animal that you could be. Put an "x" or "z" next to it.

Interpretation:

The position of the drawing on the sheet.The position of the picture closer to the top edge of the sheet is interpreted as high self-esteem, as dissatisfaction with one's position in the team, lack of recognition from others. The position of the picture in the lower part is self-doubt, low self-esteem. If the drawing is located on the midline, then the child is fine.

The contours of the figures. The contours of the figures are analyzed by the presence or absence of protrusions (such as shields, shells, needles), the drawing and darkening of lines - all this is protection from others. Aggressive - if performed in sharp corners; with fear or anxiety - if there is a darkening of the contour line; with apprehension, suspicion - if shields, barriers are set up.

Pressure. When evaluating lines, attention must be paid to pressure. The stability of the pressure indicates stability, weak pressure - about the manifestation of anxiety, very strong - about tension. Anxiety may be indicated by broken lines, the presence of contours, traces of erasure.

The presence of details corresponding to the sense organs - eyes, ears, mouth.The absence of eyes indicates a rejection of information, the image of ears (especially large and detailed) indicates an interest in information, especially regarding the opinions of others about oneself. An open, shaded mouth is about the ease of fear. Teeth are a sign of verbal aggression.

An analysis of the quality and interaction of characters shows the features of communicative relations.A large number of people entering into various relationships with each other (playing, being depicted in educational activities, etc.) and the absence of dividing lines between them indicates a favorable relationship with classmates. Otherwise, we can talk about difficulties in building contacts with other students.

The nature of the relationship between the teacher animal and the child animal.It is necessary to trace whether there is an opposition between them? How are the figures of the teacher and the student in relation to each other?

Image of learning activity.In case of no imagelearning activities it can be assumed that the school attracts the child with extra-curricular activities. If there are no students, teachers, educational or gaming activity, the drawing does not depict a school of animals or people, then we can make the assumption that the child has not formed the position of a student, he is not aware of his tasks as a student.

Color spectrum. Bright, cheerful tones speak of a successful emotional state of the child at school. Gloomy tones can indicate trouble and depression.

Observation - the most common and indispensable method in working with first graders, although it can be used in studying the development of children of any age. Observations are continuous, when the researcher is interested in all the features of the child's behavior, but more often selective is used, when only some of them are recorded. The use of the observation method must meet a number of requirements. This is a clearly set goal, the development of an observation scheme (what to see, how to fix it), systematic observation (in episodic observations, only random moments can be identified that depend on the momentary state of the child and do not show the patterns of his development), objectivity of observation (the fact itself is described, and not its interpretation by the observer).
The difficulty in organizing observation during the period of adaptation to schooling is that it is necessary to observe the behavior of 20 or more students at the same time.
In the process of primary observation, carried out at two to four lessons and breaks between them (sometimes after lessons), all exceptional cases are recorded, i.e. such behavior of the child, which in one way or another distinguishes him from the general mass of children. Let's give examples.
1. All the children sit quietly and listen carefully to the teacher, and someone starts fidgeting, fussing, spinning, talking, getting up from the desk.
2. All children are actively involved in work, and someone gets bored, looks out the window, draws on the desk, and does other extraneous things.
3. At recess, someone gets bored on the sidelines, someone fights all the time, conflicts with other children, etc.
Sharply pronounced emotional reactions, characteristic answers and mistakes, the pace of work, activity in the classroom, attitudes towards successes, failures, etc. are recorded.
Through observation, children are identified as motor-disinhibited, excitable, irritable, sedentary, emotionally unstable children with a predominance of a certain type of emotion, socially bold, easily making contact, timid, shy, etc.
With a longer observation, it is recommended to analyze the performance of educational tasks by children: viewing notebooks, listening to answers in the lessons, and also take into account the dynamics of progress in all school subjects. The results of observations of the student are evaluated by the teacher or psychologist on seven scales in accordance with the following indicators:

1st scale - learning activity.
5 - actively works in the lesson, often raises his hand, answers correctly.
4 - it works in the lesson, positive and negative answers alternate.
3 - rarely raises his hand, but answers correctly.
2 - often distracted, does not hear the question, short-term activity.
1 - passive in the lesson, gives negative answers.
0 - there is no learning activity at all.

2nd scale - assimilation of program materials.
5 - correct and error-free performance of training tasks.
4 - single errors.
3 - unstable performance, fluctuations in correct and incorrect answers.
2 - poor mastering of materials in one of the subjects.
1 - frequent mistakes, inaccuracy in completing tasks, many corrections, strikethroughs.
0 - poor assimilation of program materials, gross errors and a large number of them.

3rd scale - behavior in the classroom.
5 - conscientious fulfillment of all the requirements of the teacher, discipline.
4 - fulfills the requirements of the teacher, but sometimes is distracted from the lessons.
3 - often talks with comrades, not collected.
2 - constrained in the lesson, tense, answers little.
1 - fulfills the requirements partially, spins, talks.
0 - gaming interests predominate, in the lesson he is engaged in extraneous matters.

4th scale - change behavior.
5 - high gaming activity, willingly participates in gaming activities.
4 - a small degree of activity, prefers classes in the classroom with one of the guys.
3 - the child's activity is limited to activities such as doing homework, washing the blackboard, cleaning the class.
2 - cannot find any use for himself, passes from one group of children to another.
1 - passive, avoids others.
0 - often violates the norms of behavior.

5th scale - relationships with classmates.
5 - sociable, easily in contact with children.
4 - little initiative, but easily comes into contact if he is approached.
3 - the scope of communication is limited, communicates only with some.
2 - prefers to be near children, but does not come into contact with them.
1 - closed, isolated from others.
0 - shows negativism towards other children.

6th scale - relationship with the teacher.
5 - shows friendliness towards the teacher, often communicates with him.
4 - cherishes the good opinion of the teacher about himself, strives to fulfill his requirements.
3 - diligently fulfills the requirements of the teacher, but often turns to classmates for help.
2 - fulfills the requirements of the teacher formally, trying to be unnoticed.
1 - avoids contact with the teacher, gets lost when communicating with him, cries.
0 - communication with the teacher leads to negative emotions, cries at any comments.

7th scale - emotions .
5 – good mood, smiles often.
4 - calm emotional state.
3 - a decrease in mood is episodically manifested (cyclicity).
2 - negative emotions prevail.
1 - depressive mood.
0 - aggression.

The results of observation with the help of these rating scales are summarized in a table.
School Adaptation Map

Last name, first name	Learning activity	assimilation program material	Behavior in the classroom	Behavior at a break	Relationships with classmates	Attitude towards the teacher	Emotions	Total score	conclusions

The list marks the children with the lowest scores on each of the scales.

Key.
21-35 points - adaptation has occurred completely.
14-20 points - incomplete adaptation.
0-13 points - disadaptation.
For more complete information scaling is recommended.

Observation scheme "Map of school adaptation"

Designed to record observations and assessments of the teacher in relation to individual children, in particular for more in-depth study problem children. It presents the parameters on the basis of which it is possible to evaluate the activity of the child, the features of his emotional-volitional sphere and position in the class. This information may be additional to assess the child's adaptation to school.
FULL NAME. ______________________________________Class__________________

(underline the correct option)
1. School readiness level:
high - medium - low.
2. Progress for the 1st and 2nd half of the year:
reading
Russian language
mathematics
better written - better oral - no difference
3. Completion of written work:
does classwork better - does homework better - there is no difference in their performance.
4. Attitude towards learning:
responsible - irresponsible.
5. Attitude towards school failures:
strongly worries - quickly forgets about them - does not worry at all.
6. Incidence:
frequent - at times - very rarely.
7. Discipline:
always good - average - undisciplined.
8. Work pace:
fast - medium - slow.
9. Health:
flat - spasmodic - rapidly falling.
10. Attention:
stable - uneven - easily distracted.
11. Wits:
fast - medium - slow - limited.
12. Motor skills:
excessively mobile - moderate - inactive.

13. Speech :
very well developed - not very developed - poorly developed.
14. Excerpt:
good - average - reduced - negligible.
15. Contact:
sociable - closed - invisible - non-contact.

16. Position in class:
loved - enjoys attention - invisible - unloved - fenced off.
17. Mood:
joyful - even - imperceptible - serious - depressed.
18. Compared to peers:
1) less difficult yes no
2) strongly distracting yes no
3) more tiring yes no
4) worries more often yes no
5) harder to contact yes no
6) more fluctuations in
performance yes no
7) more shy and timid yes no
8) more sensitive yes no
9) more excitable,
irritable yes no
10) more whiny yes no
11) more restless yes no
12) more mobile yes no
19. Adaptation to school took place:
fast - slow - did not happen

Questionnaire for determining school motivation
(developed by N.G. Luskanova)

	Do you like school?	Yes; No; Not good
	Are you always happy to go to school in the morning or do you often feel like staying at home?	I go with joy; it's not always the same; want to stay at home more
	If the teacher said that tomorrow it is not necessary for all students to come to school, would you go or stay at home?	would go to school; Don't know; would stay at home
	Do you like it when some classes are cancelled?	I do not like; it's not always the same; like
	Would you like to not be given any homework?	would not like; Don't know; I would like to
	Would you like to see only changes in school?	No; Don't know; I would like to
	Do you often talk about school to your parents and friends?	often; rarely; I don't tell
	Would you like to have a different, less strict teacher?	I like our teacher; I do not know for sure; I would like to
	Do you have many friends in your class?	a lot of; few; no friends
	Do you like your classmates?	like; Not good; do not like

Analysis of results. For each first answer - 3 points, for the intermediate - 1 point, the last - 0 points.
The maximum score is 30 points. The higher the score, the higher the school motivation.
25 - 30 points : the attitude towards oneself as a schoolchild is formed, high educational activity.
20 - 24 points : attitude towards oneself as a schoolchild is practically formed (average norm of motivation).
15 - 19 points : a positive attitude towards school, but the school attracts more extracurricular activities (extrinsic motivation).
10 - 14 points : attitude towards oneself as a schoolchild is not formed (low level of motivation).
Below 10 points : negative attitude towards school (school maladaptation).
The survey can be conducted repeatedly, which allows us to assess the dynamics of school motivation. A decrease in the level of school motivation can serve as an indicator of a child's school maladaptation, and its increase can be a sign of positive dynamics in the child's learning and development, which corresponds to easier adaptation.

State autonomous educational institution

middle vocational education Tyumen region

"TYUMEN PEDAGOGICAL COLLEGE No. 1"

Questionnaire for determination

school motivation

(developed by N.G. Luskanova).

Completed by a 3rd year student of the specialty

"Correctional Pedagogy in Primary Education"

Simankova Anastasia Viktorovna

Tyumen 2013.