Psychological aspects of maladaptation of younger schoolchildren to school

psychological aspects of maladaptation of younger schoolchildren to school
Tursunbayev Sandjar Baxtiyarovich

Abstract: the phenomenon of school maladaptation is considered as a difficult life situation for first-graders and their parents. The main causes and manifestations of disadaptation are characterized. Coping behavior is considered as one of the ways to overcome school maladaptation.

Key words: school adaptation, school maladaptation, difficult life situation, coping behavior, coping strategies.


The beginning of school is a new period in the life of a child, when his responsibilities grow, changes occur in his usual way of life and social environment. But the period of adaptation at school does not always go smoothly. Some children who find themselves in the new conditions of the school environment cannot fully adapt to them, which is manifested by cognitive, behavioral, emotional and psychosomatic disorders. Such children are characterized by fatigue, great anxiety, morbidity, negative attitude to learning, conflicts with peers. Their development is unfavorable due to anxiety and overstrain.
At present, 15 to 40% of primary school students experience difficulties in the process of school adaptation, and there is a pronounced tendency towards a further increase in their number.
School adaptation is considered by us as a process of a child's adaptation to new social conditions and requirements, activities and the mode of life of schooling, and in most cases it is "spontaneous",
in other words, children independently adapt to school and to each other after a certain time. If this process does not occur, then we are talking about the process of school maladaptation.
In modern pedagogy, psychology and social pedagogy, the process of maladjustment has long been studied, it serves to describe various problems and difficulties that arise in children of different ages in connection with schooling, but there is no unambiguous interpretation that could act as a scientific concept yet.
Following Petrova E.Yu., we understand “school maladjustment” as an independent phenomenon, as a complex, socio-psychological and pedagogical phenomenon, which is the result of a violation of the adaptive mechanism of personality socialization [7].
Both for children with impaired development and for children of the norm, the duration of the process of maladaptation is characteristic. For children of both groups, the main cause of school maladjustment in the lower grades can be not only violations of a different nature, but, according to G.M. Chutkina , the nature of family education can act. If a child comes to school from a family where he did not feel the experience of "we", he enters the new social community - the school - with difficulty. A number of authors (E.V. Novikova, G.V. Burmenskaya , V.E. Kagan, etc.) believe that the main reason for school maladaptation is not the mistakes themselves in educational activities or the relationship of the child with the teacher, but feelings about these mistakes and relationships. Another cause of maladaptive behavior may be excessive fatigue and overload. Going to school is a turning point in a child's life. The success of his education at school depends on the characteristics of education in the family, his level of readiness for school (D.B. Elkonin, Sh.A. Amonashvili, V.S. Mukhina, etc.).
Like many domestic and foreign authors (D. Bright , D. Myers, S. Folkman , R. Lazarus , L.I. Antsyferova, R.M. Granovskaya, T.L. Kryukova, E.V. Kuftyak , E. G. Eidemiller and others), we also believe that the process of school adaptation is a difficult life situation not only for a first-grader, but also for his parents, especially when it comes to disruption and delay in this process. And any difficult situation, one way or another, leads to disruption of activities, existing relationships, gives rise to negative emotions and experiences, causes discomfort. All this, under certain conditions, can have adverse consequences for the development of the child's personality, so this topic is relevant at the present time.
Authors such as N.I. Olifirovich , T.A. Zinkevich - Kuzemkina , T.F. Velenta , referring the situation of a child entering school to one of the normative family crises, indicate that for the first time parents experience the fact that the child belongs not only to them, but also to the wider social system, which can also influence him. The authors note that "the nature and quality of children's adaptation to a new situation in their lives is determined by the characteristics of the existing intra-family relations" [6].
Among one of the signs indicating that the family is experiencing this crisis, the authors name the difficulties of the child's adaptation to new social conditions, expressed both in behavioral problems and problems associated with learning [9; 13].
Domestic researchers R.M. Granovskaya, I.M. Nikolskaya, T.L. Kryukova, M.V. Saporovskaya note that during the period when a child enters the school environment, elements of another, school world, new both for parents and for the children themselves, penetrate into the family [6; 10]. The child's tension grows in connection with inclusion in a new social institution and changing requirements, while the parents, according to
A.V. Chernikov, - primarily due to the fact that "the product of their educational activities is the object of public review" [12].
The process of school maladaptation, like other difficult life situations, has a number of important characteristics associated with a mismatch between the needs of the child, his capabilities and the conditions of activity (T. Tomashevsky, M. Tyshkova ); violation of the stability of the usual way of life (R. Lazarus , I.M. Nikolskaya, E.G. Eidemiller); emotional tension or stress (I.F. Dementieva, I.N. Evgrafova, A.F. Kusov); changes in the environment that disrupt activities, relationships with children and adults, the usual way of life (L.I. Antsyferova), etc. School maladaptation is characterized by a mismatch between what the child wants and what he can, causing frustrating reactions and demanding adaptive ways of coping behavior, based on the available own capabilities [1; 13; 15].
Disadaptation, as a difficult life situation, causes chronic failure in a child. The child learns new material, skills worse, and, as a result, failures are fixed, bad marks appear. Under the influence of such assessments, the child's self-confidence decreases, anxiety increases, which leads to deterioration and disorganization of activity. In most cases, the presence of a negative demonstrativeness is characteristic. Here it is the child's behavior that is problematic, not poor learning; he violates the general norms of discipline, shows aggression towards peers. Most often, children leave activities, and this is the other side of the negative demonstrativeness. Mostly children are insecure, passive. They avoid joint activities not only with peers, but also with the teacher. One way or another, school maladaptation in most of its cases manifests itself in the presence of anxiety, anxiety, lack of positive emotions, recurring colds. And also in the predominance of negative emotions, conflict behavior, frequent mood changes and affective outbursts, sleep disturbances, physical activity [9; eleven; 13]. And to overcome all the consequences, specific actions are needed, based on conscious efforts, to regulate the child's emotional and intellectual stress in order to optimally adapt psychologically to external circumstances, in other words , use the existing coping strategies [4].
T.L. Kryukova gives a definition of coping behavior, according to which it is defined as “allowing the subject, with the help of conscious actions in ways that are adequate to personal characteristics and the situation, to cope with stress or a difficult life situation” [5, p. 57]. In contrast to the dispositional and situational approach, the integrative approach fully characterizes coping behavior. According to him, the adaptability or non-adaptation of the coping strategy is determined by the characteristics of the situation and the personality itself. Like Kryukova T.L. we point out that there are special personal qualities that determine better coping with difficulties and coping styles [4].
So, according to Antsyferova L.I., in order to overcome difficult situations, it is necessary to formulate them as problems, define goals, outline a solution plan, ways to achieve the goal, change one’s own characteristics and attitudes to situations, “positive interpretation” or giving a neutral meaning. Auxiliary methods of self-preservation in situations of difficulties are also important, namely the use of "techniques" for dealing with emotional disorders - psychological withdrawal or flight [1].
Khazova S.A. writes that in order to cope with life's difficulties, additional resources are needed, dividing them into two groups. The first group is external (time, money, education, standard of living, social support and
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the absence of other life stresses), the second is the internal resources of coping . Khazova S.A. emphasizes the importance of internal resources, which are personality traits that create the ability to cope with stress in effective ways. These include not only optimism, but also self-efficacy , resilience, subjectively perceived control over the situation, "an explanatory style of thinking." Positive self-esteem, self-confidence, the availability of the necessary social skills, and the ability to quickly restore physical and mental strength after stress also contribute to coping [11].
Many domestic authors believe that the formation and development of the qualitative characteristics of children's coping behavior is influenced by relations between representatives of different generations in the family. And the parent-child relationships themselves and the childhood experiences associated with them influence the formation and development of such personality traits and behavioral strategies of the child, which subsequently mediate their preference for certain coping strategies. Saporovskoy M.V. studies of coping behavior in the context of child-parent relationships, it was found that in conditions of emotional rejection, lack of parental attention and care ( hypoprotection ), inadequately low level of parental requirements, instability, and inconsistency in parenting style, the child develops such destructive states and characteristics as anxiety and hostility in relation to adults; emotional uncontrollable tension, often manifested in serious fears; lack of social normativity, expressed in various forms of negativism. This reduces the child's adaptive abilities, mediates the phenomenon of maladjustment to new social conditions, reduces the child's stress resistance to difficult life situations, which generally ensures coping inefficiency [8, 9].
A relationship was found between the importance of the role of a parent for an adult and the choice of coping strategies. The greater the significance of the role, the more pleasure he gets in direct interaction with the child, the more often he chooses coping , focused on active participation in resolving a difficult life situation.
Thus, we are talking about the fact that the process of maladaptation is a difficult life situation for the whole family, which gives rise not only to negative emotions and experiences, discomfort, but also to disruption of activities, established relationships, and violations of the development of the child's personality. Additional resources and coping strategies are needed to overcome the consequences .
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