Theme: Adapting and developing materials for B1 level learners contents introduction chapter psychological analysis of the problem of adaptation of first-year students at the stage of study at a university

2.2 Forms of psychological and pedagogical support for first- year students at the stage of adaptation to study at the university
At present, a structural approach has become relevant in the activities of teachers, within which not only the personal and individual characteristics of the child are considered, but also the nature of his interpersonal relationships with peers, with parents and adults around him.
The main goal of psychological and pedagogical support is to enable the teacher to help each student to be successful. The teacher must control the situation himself, determine the prospects for his own development and the tactics of interaction with each student.
The tasks of psychological and pedagogical support: the provision of psychological and pedagogical assistance in the successful adaptation of each child in new social conditions, the creation of an atmosphere of security and trust in the teacher-child-parent system, to promote the formation of the child’s skills and abilities that lie in the zone of his proximal development [34] .
Forms of psychological and pedagogical support of work depend on the number of students. There are collective, group and individual forms of work. We will consider collective forms of psychological and pedagogical support, which include an adaptation camp and curatorship.
An adaptation camp is a kind of new form of work of university teachers, which takes place outside the walls of the institute. Students get to know each other faster, immerse themselves in the climate of the university. After all, it is not easy for first-year students to wean themselves from school subjects and native teachers. Therefore, it is not surprising that such an event is now becoming a tradition in many universities.
The complexity of the initial period of a student's stay at a university is associated with the need to:
- adaptation to a new type of educational team, its customs and traditions;
- development of educational norms, assessments, methods and techniques of educational work;
- adaptation to new conditions of life, to new forms of leisure activities.
In the freshman camp, students learn the specifics of studying at a higher educational institution, how to behave at lectures and seminars, and simply get rid of the fear of a new team and university. The main goal of adaptation camps is immersion in the culture of the university for the purpose of subsequent effective training at the faculty. In the freshman camp, it is easier to master the forms of work at the institute, and a favorable climate is formed in groups. The guys get acquainted with the traditions of the faculty and the institute, learn about the rules of conduct, the possibilities of benefits, get acquainted with the curators, choose the head of the group.
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In a relaxed creative environment, the guys get to know each other, and with future teachers, and with senior students.
After passing the stage of adaptation in such a camp, each freshman develops a firm conviction that his faculty is the best.
Moreover, students learn productive interaction with fellow students and teachers, reveal their personal and creative potential, learn to understand themselves and generally find out that they, it turns out, are capable of a lot.
And the camp helps to reveal the inclinations of students to creativity, sports and much more. But, and if there are no such abilities, then while studying at a university, young people are especially acutely in need of their own realization in the social space. It is important for them not only to be a member of society, but also to show their individuality, uniqueness [20].
There are a number of qualities included in the concept of adaptability, such as communication, empathy, stress resistance, reflexivity, tolerance, the ability to organize one's social time, the ability to self-control, readiness for retraining, flexibility, knowledge of one's individual psychological qualities and others that are necessary help form students.
This path begins, in fact, with the smallest - with the ability to organize yourself, your own time.
The goal of teachers in this period is not to educate, not to teach, not to instruct, but to create conditions so that the student wants to be in this educational institution, wants to engage in an activity that is interesting to him. The system of pedagogical interaction is built based on the needs of the student [32].
That is why the adaptation period plays a big role in the life of first-year students. And its features significantly determine in the future the moral and psychological well-being of first-year students, their discipline, attitude to educational work, active life position.
Curatorship is one of the forms of educational work performed by employees of the teaching staff as part of their official duties, provided for by their individual plans. The main activities of the curator at the university are: the involvement of students in socially active life, the formation of a sense of responsibility in them, the education of a morally and physically healthy person.
An important place in the process of professional training of a future specialist is occupied by educational activities carried out through the institute of supervision. Along with mastering theoretical and practical knowledge, the student acquires, in the process of studying at a university, the experience of intra-group communication, interaction with various social institutions, organizing joint work with students of other courses [10].
Curatorship is an indispensable and, if properly organized, effective system of interaction between teachers and students, which allows solving many problems in studies and other student problems, transferring life experience, knowledge, traditions to young people, and having a certain impact on their worldview and behavior.
For successful adaptation, it is necessary to display an active position, which should be not only for the teacher, but also for the student, that is, there must be joint activity. The student must find and choose for himself the ways and means of achieving a particular educational goal, and the teacher must create the conditions for this [8].
The work of curators at the university is aimed at solving the priority task of university education - creating optimal conditions for self-development of the student's personality. The curator participates in solving this problem through counseling, orientation and psychological support for students (independently or through cooperation with the psychological service of the university).
Thus, from the foregoing, the following conclusion can be drawn that the process of adaptation directly affects academic success and self-development of the student's personality. According to the studies we have reviewed, we can conclude that a much larger percentage of first-year students go through the process of adaptation. But it is influenced by many factors, such as, for example, an adaptation camp and supervision, which assist in passing a difficult stage in a student's life.
Summing up our research, we can say that almost always, getting into an unfamiliar situation, a person experiences severe stress. A change of place of study is such an unfamiliar situation, and therefore a strong emotional experience. The child enters a new team (yes, a child, because he just graduated from school) - this is an environment of strangers, new behaviors, learning conditions, rules and taboos of an educational institution. Adaptation - the process of familiarizing the student with the educational institution and changing his behavior in accordance with the requirements and rules of the organizational culture of the educational institution. Therefore, parents, despite the fact that this is already a university and not a school, need help in adapting and creating favorable conditions for communication. Coming to the first parent meeting at the institute, the curator needs to give advice to parents for the adaptation period: celebrate the smallest achievements during the adaptation period; support the child's initiatives, his attempts to overcome difficulties; be interested in his relationship with classmates, with subject teachers and his attitude to the new school [35].
Indicators of successful socio-psychological adaptation are the high social status of the individual in a given environment, as well as his psychological satisfaction with this environment as a whole and its most important elements for him.
Summing up the results of the second part of our study, we can draw the following conclusions:
1. Adaptation of a student's personality to learning is a complex, lengthy, and sometimes acute and painful process. It is due to the need to abandon the familiar, the inevitability of overcoming numerous and diverse adaptation problems and professional difficulties.
2. According to the studied studies, it can be seen that most of the students, and this is 50-65%, successfully completed the adaptation without any difficulties.
3. To study the adaptation process, you can use the following methods: the method of studying school adaptation and maladjustment, the "Intellectual lability" method, Bourdon's proofreading test, the "Tree" projective test, the Eysenck test, the neuropsychic adaptation method.
4. The purpose of psychological and pedagogical support is to enable the teacher to help each student to be successful.
5. Forms of psychological and pedagogical support of work depend on the number of students. There are collective, group and individual forms of work.
6. An adaptation camp is a kind of new form of work of university teachers, which takes place outside the walls of the institute.
7. Supervision is one of the forms of educational work performed by employees of the teaching staff within the framework of their official duties provided for by their individual plans. The main activities of the curator at the university are: the involvement of students in socially active life, the formation of a sense of responsibility in them, the education of a morally and physically healthy person.
8. For the successful completion of the adaptation process, parents need help in adapting and creating favorable conditions for communication. Coming to the first parent meeting at the institute, the curator needs to give advice to parents for the adaptation period: celebrate the smallest achievements during the adaptation period; support the child's initiatives, his attempts to overcome difficulties; be interested in his relationship with classmates, with subject teachers and his attitude towards the new school.