Adaptation in pedagogy is... Definition of the concept, role, essence and conditions

The term “adaptation” translated from Latin means “adaptation”, “adjustment”. What does it mean? In a general sense, this concept means the adaptation of the body, as well as all its functions, cells and organs, to changed environmental conditions.

Adaptation processes are vital for humans. They allow you to maintain the balanced activity of organs, systems and the mental organization of the individual in the event of changing life conditions.

Definition

Adaptation in pedagogy is the natural state of an individual, which manifests itself in habituation (adaptation) to new activities, to changed living conditions, to new social contacts and changed social roles. In general, this concept is one of the main ones considered in scientific studies of the body. The fact is that the mechanisms of this process were developed in humans throughout their entire evolution. They allow our body to exist in constantly changing conditions.

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The problem of adaptation was put forward and substantiated by Zh.B. Lamarck and C. Darwin. The term “adaptation” was first introduced by Aubert in 1865. After that, it was widely used in biological literature. Here, by adaptation, researchers understood only functional changes in analyzers and sensory organs. But gradually, as science developed, the concept of adaptation began to go beyond the theory of evolution. It began to penetrate medicine, sociology, social psychology, and cybernetics. This term can be found in other areas of knowledge.

Social adaptation

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What does the process of adaptation of an individual to the environment involve? This is not only the possibility of successful functioning of his body in changed conditions. The concept of adaptation in psychology means a person’s ability to further social and personal development. This means:

• adequate perception by the individual of the surrounding reality and himself;
• normal system of communication and relationships with others;
• ability to work and study, as well as to organize rest and leisure;
• variability of behavior in order to meet role expectations;
• the ability for self-organization and self-service, as well as for mutual service in collective relationships.

Socio-psychological adaptation and socialization in pedagogy are concepts that are quite close in meaning. They denote processes that are interdependent, interdependent, but not identical. Socialization, on the one hand, is a mechanism for assimilating social experience. On the other hand, it represents the active reproduction and expansion of interpersonal relationships and connections.

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From the very first days of his birth, a person is surrounded by other people. Communication with them allows you to include him in social interaction. All people acquire their very first ideas about interpersonal relationships even before they master speech. It is in the process of relationships with others that we all manage to gain our first social experience, which subsequently becomes an integral part of our personality. It is worth noting that socialization does not contribute to individualization. A person acquires it subjectively, experiencing situations that leave one or another mark on his psyche.

Purpose of adaptation

The process of socialization represents the formation and formation of personality through mastering social experience. But at the same time, if we consider adaptation in psychology , it is one of the defining and leading mechanisms of personality socialization. At the same time, the main criterion for the success of this process is not at all the degree of conformism and opportunism. Based on the definition of social adaptation in pedagogy, this is a person’s acquisition of confidence and independence, emancipation and independence, lack of complexes and initiative.

The main goal of this process is not at all the unification of personality. A person should not become an obedient executor of someone else's will. To successfully achieve the goals facing him, he must strive for self-realization and the development of his abilities.

Insight and reasoning

One of the learning methods within adaptation is insight. The term usually refers to a situation where an individual receives data at different points in time, which is then formed into a single picture. The resulting card is used when it is necessary to survive under conditions of adaptation, that is, in a situation completely new to the individual. Insight is, to some extent, a creative process. The solution, as a rule, appears unpredictably, spontaneously, and is original.

Reasoning is another relevant method of adaptation. They resort to it when there is no ready-made solution; trials with the possibility of making mistakes seem to be an ineffective option. The result that the reasoning individual receives is used in the future to get out of various situations.

Self-awareness

Adaptation in psychology is a rather complex process. Moreover, its study is impossible without considering the self-awareness of the individual. After all, it is thanks to him that the mechanism of self-determination (search for a position in life), self-realization (activity in various directions), self-affirmation (achieving satisfaction), and also acceptance of self-esteem is activated. Self-awareness allows an individual to know himself. At the same time, the personality acquires a certain integrity and identity.

It is worth keeping in mind that the self-awareness that manifests itself during adaptation is a controlled process. It is determined by the dynamics of acquiring social experience based on the conditions for expanding communication and the range of activities.

Despite the fact that self-awareness is considered one of the deepest intimate characteristics of the human personality, only it contributes to the constant correction of a person’s idea of ​​himself in comparison with the opinion that others have about him. This is especially evident in adolescence.

Types of adaptation

Thanks to the process of adaptation, the body begins to function optimally in an unusual environment. At the same time, scientists distinguish two types of adaptation. The first of them is biophysiological, and the second is socio-psychological. We are interested in the second of them. It is considered as an adaptation in pedagogy. This is nothing more than a mechanism by which people acquire a certain socio-psychological status, and also master certain socio-psychological role skills. It “turns on” during the period when a person tries to achieve harmony between the external and internal conditions of his activity and life. The result of this is an increase in the adaptability of the individual. In other words, a person becomes more adapted to new activities and living conditions.

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If we consider the definition of adaptation in pedagogy, then this is nothing more than the process of interaction of an individual with the social environment, during which a person faces various problematic situations in the field of interpersonal relationships. This allows the individual to master the norms and mechanisms of social attitudes and behavior, as well as acquire character traits that are important for their normal existence in society.

What is adaptation in pedagogy? This, by definition, is each of the stages in which an individual overcomes problematic situations. After all, in this case, a person uses mechanisms and behavioral skills that he acquired at previous stages of his socialization and development. At the same time, new ways of solving problems, plans and programs of internal psychological processes are revealed to them.

An important contribution to the development of this concept in its broad sense was made by J. Piaget. He believed that adaptation in psychology and pedagogy is one of the most important processes through which a child’s intellectual development occurs. At the same time, he identified two components of this mechanism. These are accommodation and assimilation. The first of these two components is a restructuring of mental activity. The purpose of such a process is to be able to assimilate newly incoming information. As for assimilation, it is considered to be the appropriation of an external event with its transformation into a mental one. In other words, adaptation in pedagogy is, firstly, the acquisition of skills, abilities and knowledge, mastery and competence. Secondly, a change in a person’s mental organization, affecting personal (emotions, goal setting, motivation, etc.), as well as cognitive (perceptual, sensory, etc.) processes.

We work in a team: features

For any company manager, an extremely important aspect of internal policy is personnel adaptation. With an irresponsible attitude towards this issue, staff turnover becomes high, and the active development of the company is almost impossible. The manager may not always deal with new employees - this approach is applicable only in small-scale businesses. Instead, it is necessary to develop standard optimal procedures to help a new person integrate into the work process of the enterprise.

Adaptation represents an individual’s acquaintance with the internal organization and corporate culture. The new employee must adapt to the voiced requirements and integrate into the team.

Personnel adaptation is the adaptation of new people to the conditions of the work process and the content of work, to the social environment in the workplace. To make the process easier, you need to think about how to make the process of getting to know your colleagues and responsibilities easier. Adaptation involves conveying the stereotypes of behavior accepted in the team. The responsibility of the new employee is to assimilate, adapt to the environment and begin to identify common goals and personal interests.

Physiological factors

This group includes the biological characteristics of a child of a certain age. These are his physiological and anatomical indicators, health status, level of working capacity and fatigue. This can also include some features that are observed in an individual in the functioning of one or another body system. Some scientists believe that the adaptation process is also influenced by factors such as heredity.

As individual characteristics that are considered during adaptation in personality psychology, the type of nervous system is taken into account, as well as the ability to adapt to changes in the usual environment. These factors, as a rule, are the reason for the differences that occur between the processes of adaptation to preschool educational institutions in different children.

Another important indicator that affects social adaptation is, in pedagogy, nothing more than the age of the child at the time of his admission to a preschool institution. According to scientists, children from 5 to 20 months adapt worst to changing conditions.

The gender of the child also influences the effectiveness of adaptation processes. According to researchers, girls adapt best to new conditions. It is much more difficult for boys to accept changes in their environment.

Children: special age, special attitude

Childhood adaptation is a particularly sensitive issue. As a rule, problems first arise when the child needs to be sent to a nursery or kindergarten. Over time, the time comes to get the child ready for school, and parents and children again face adaptation problems. The first days are the hardest. To facilitate this stage, it is necessary to take into account the characteristics of the baby’s age. Psychologists who specialize in the problems of children’s adaptation to educational institutions come to the aid of parents.

A special feature of adaptation in kindergarten is the abundance of negative emotions at first. Babies tend to be capricious and cry, whine. For some, the negative state is expressed in fear - the child is afraid of the unknown, new people, especially adults. Stress can trigger anger. It is possible to show aggression towards anyone and anything. During the adaptation period, some children exhibit depression, lethargy, and lethargy.

To somewhat smooth out the transition, positive emotions should be provided, and they should be associated for the child with the new place. An abundant option is a selection of incentives, games, and rewards that the baby receives for adequate behavior. Over time, negative emotions will completely give way to positive ones. Parents should be prepared for the fact that the child will have trouble sleeping for the first time after starting to attend a child care facility, even if such difficulties have not previously been observed. Restless sleep, waking up in tears or screaming is a problem that ends on its own by the time the adaptation stage is completed.

Individual psychological factors

This group includes the level of development of the child’s intelligence, self-esteem, emotional state, as well as the stability of certain character traits. According to scientists, admission to a preschool educational institution leads to an effective sharpening of the child’s characteristic temperament. At the same time, phlegmatic children feel the greatest discomfort. Cholerics adapt most quickly to a changing environment.

In addition, adaptation in pedagogy is a mechanism that is influenced by:

• the degree of attachment of the child to his parents;
• the specifics of the child’s development of communication skills;
• the child’s tendency to demonstrate independence;
• degree of mental development;
• existing habits.

Benefits and harms

You should not send your child to an educational institution too early. Even if the child can cope with the adaptation normally, being separated from the mother too quickly does not bring anything good. Scientists have found that attending kindergarten at the age of two is guaranteed to cause severe stress, affecting the baby’s physiology and psyche. This practice can lead to neurotic reactions, because the age is still too young for separation from the mother to be painless. Consequently, the baby develops slowly, and the quality of the skills acquired also becomes lower.

The child cannot adequately contact and trust his parents, since the connection was broken too early, without strengthening. Over the years, the problems only get worse, and kids face problems interacting with peers. By the age of four, children form groups to play, and until this point it is preferable to play alone. If a child finds himself in a group setting too early, he cannot develop adequately. This often has a negative effect on speech functions.

Social and psychological factors

In psychology and pedagogy, adaptation is a process influenced by:

• social attitudes;
• the nature of the child’s environment before entering the preschool educational institution;
• specifics of the kindergarten environment.

The presence of the above factors allows children to most effectively establish contacts in a new interpersonal interaction.

According to some researchers, the main criterion by which the level of social adaptation in pedagogy can be determined is nothing more than the child’s absence of permanent disturbances in his behavior, which border on a neurological disorder. If such a situation does occur, then we can say that the baby is maladapting. He has not yet been able to adapt to the new conditions of the preschool educational institution.

Vicarious and latent adaptation

Vicarious adaptation presupposes the assimilation of a certain model of behavior, an understanding of its relevance and the consequences of the actions taken. Typically, such adaptation is observed after becoming familiar with the behavior patterns of famous and famous, successful individuals. Some imitate movie characters or their friends.

Latent adaptation is based on receiving signals from the surrounding space. Some of them are conscious, others are not clearly perceived, and others are not perceived by consciousness at all. The brain forms a cognitive map of the world in which the individual is forced to survive, and determines what response to the situation in the new environment will be optimal. This development of adaptation was confirmed by conducting excrement experiments with rats that were able to detect their way to food through a maze. In particular, scientists first taught the road, then filled the labyrinth with water. The animal still got to food, although it was forced to use other motor reactions to do this.

Types of socio-psychological adaptation

Considering the concept of adaptation in pedagogy, we can talk about the existence of the following:

• Progressive socio-psychological adaptation. It is characterized by the achievement of unity of interests of the individual and the goals of groups in society.
• Regressive socio-psychological adaptation. This type is formal. Moreover, such adaptation does not meet the interests of society, as well as the development of the individual and social group.

According to some psychologists, the regressive type of adaptation to new conditions does not allow an individual to self-realize and demonstrate the creative abilities given to him by nature. Socialization of the individual is possible only with progressive adaptation. Otherwise, the child will develop a tendency to systematically violate norms of behavior, which will cause new problematic life situations to arise, to which the lack of experience will not allow him to adapt.

Adaptation problems

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The process of children adapting to a new environment at 4-5 years old has practically no differences. However, if we consider social adaptation for older preschoolers in psychology and pedagogy, it is a mechanism that significantly expands the level of problems that arise when a child masters a new living space for him. The thing is that at the age of six, children are already quite close to moving to a new educational institution. This leads to a change in their social status, which increases problems with adaptation. This may also be related to the development of the child’s mental apparatus. Most often in this case, teachers note the lack of attention, hyperactivity and aggressive behavior of the student.

The problem of school adaptation in pedagogy is not a new topic. At the same time, today we can say that its relevance has increased many times. This is due to globalization and mobility, political and economic changes, new approaches to the structure of the education system, etc.

Entering school, studying there, and moving from class to class require special efforts from children. However, the most acute issue of a child’s adaptation is precisely when moving to a new educational institution. This is caused by the following:

School adaptation in pedagogy is considered a process during which a child assimilates and accepts a new social situation for himself, masters his new status as a student and acquires skills in new interaction systems (“child-peer”, “child-teacher”). At the same time, the little person begins to develop new behavioral characteristics.

If we consider the concept of school adaptation in psychology, it is worth noting that it is characterized by the following criteria:

Social adaptation presupposes the child’s ability to:

• respond to the teacher;
• listen;
• perform assigned exercises independently;
• analyze and organize the execution of tasks.

An important aspect will be the ability to maintain contacts with peers and give an adequate assessment of both oneself and others.

In the process of adaptation to school, the physical preparation of the body is also important, because a rather impressive load falls on the child. His body begins to work to the limit. This poses a risk of overwork.

In addition, school adaptation in pedagogy is also considered from a psychological point of view. The degree of rapid adaptation to new conditions largely depends on the child’s readiness to enter school, that is, on his:

• desire to learn new knowledge and complete teacher assignments;
• desire to successfully master them.

The ability to process information and remember is also important.

Consultation on the topic: “Social adaptation as a psychological and pedagogical phenomenon.”

State budgetary educational institution of the Samara region

Secondary educational school No. 3 "Education Center"

S. Kinel - Cherkassy municipal district Kinel - Cherkassy Samara region.

Performed by the teacher of “Fine Arts”: Petrova I. Yu.

GBOU Secondary School No. 3 “OTs” s. Kinel — Cherkassy

Consultation

on the topic of:

"Social adaptation as a psychological and pedagogical phenomenon."

When a child enters a school, his life changes significantly: a strict daily routine, the absence of parents or other close adults, new requirements for behavior, constant contact with peers, a new room containing a lot of unknowns and therefore potentially dangerous, a different style of communication. .

All this falls on the child at the same time, creating a stressful situation for him, which can lead to neurotic reactions (whims, fears, refusal to eat, frequent illnesses and mental regression).

A child living in changing social conditions must have the ability to adapt to them, since any social environment requires from the child forms of behavior that are adequate to it, in other words, this is social adaptation.

According to Yu.A. Mislavsky

: “
Social adaptation
is the process and result of an individual’s active adaptation to the conditions of a new social environment.
For an individual, social adaptation is paradoxical in nature: it unfolds as a search activity flexibly organized in new conditions, an individual going beyond the limits of a ready-made final form. The less pronounced the personality principle is in an individual, the more social adaptation is in the nature of adaptation to new conditions of the social environment.” “ ADAPTATION
is not only an adaptation to successful functioning in a given environment, but also the ability for further psychological, personal, and social development.

«ADAPTATION

is a very complex phenomenon, comprising several relatively independent, but organically interconnected components:

– physical and physiological adaptation

— adaptation to physical working conditions;

• psychological adaptation

  - internal adaptability of the individual to the requirements of the educational institution, so to speak, peace of mind, satisfaction with activities, conditions;

• socio-psychological, interpersonal adaptation

  - adaptability to other members of the team, group, peers, etc.;

• social adaptation

  in the narrow sense of the word, as a person’s acceptance of norms, values, and standards of behavior accepted in the team.

K.O. Santrosyan

the following says about the nature and stages of adaptation: “In sociology and psychology, adaptation is considered as a process and the result of establishing certain relationships between the individual and the social environment. This concept of adaptation is quite broad and in psychological science its content needs to be specified, including along with the factor of the social environment and the factor of the nature of the activity, because final adaptation to a new social environment is mediated through adaptation to a new form of activity.

The phenomenon of adaptation must be considered in three aspects:

• from the perspective of the object of adaptation

  (to which it is necessary to adapt), which manifests itself in two forms - in the form of a social environment and a type of activity;

• psychological content of behavior

  - adaptation to the novelty of the environment or activity, manifested in overcoming the psychological barrier and mastering the social environment and activity;

• psychological mechanisms of adaptation to novelty and mastering the social environment and activities

  - replacing emotional stress with operational stress and forming mechanisms for performing a specific type of activity.

K.O. Santrosyan distinguishes two types of adaptation process:

1. “physiological and psychophysiological” adaptation

- a relatively short period leading to the replacement of emotional stress. During this period, the psychological barrier is overcome and adaptation to a new environment and activity occurs;

2. "psychological adaptation"

- characterized by the formation of psychological mechanisms of behavior in a new social environment and performance of activities.

According to the Yerevan psychologist: “The duration and intensity of the process depend on the degree of difference between the new and old systems, which requires ensuring a transitional stage between them, during which psychological adaptation mechanisms must be formed, i.e. mechanisms for overcoming a psychological barrier and performing a new type of activity.”

In his scientific theses “On factors contributing to adaptation.”

V. E. Kadochkina

writes that one of the significant factors influencing adaptation is innate qualities, for example, general and partial properties of the nervous system. The basic properties of the nervous system significantly influence the direction of the child’s activity, as well as his communication skills, and the number of sources of information obtained through direct interactions with team members depends on it. Insufficient consideration of congenital characteristics can significantly complicate and hinder the development of a child. Adaptation to interpersonal relationships is most successfully carried out in the process of work, play, and social work.

ADAPTATION

is a complex phenomenon, and its various components are influenced differently by various factors. Adaptation to new, more complex methods and forms of educational activity depends primarily on pedagogical skill and tact, knowledge of children and the ability to carry out a differentiated approach to them, knowledge and consideration by the teacher and educator of the child’s significant individual characteristics. One of the significant adaptation factors is the unity of requirements for students from adults and the creation of a favorable psychological climate in the children's team.

When studying the adaptation process, one cannot help but touch upon the concept of socialization, because adaptation is one of the fundamental mechanisms of the socialization process.

«SOCIALIZATION

“is the process of an individual’s assimilation of behavioral patterns, psychological mechanisms, social norms and values ​​necessary for the individual’s successful functioning in a given society. Socialization covers all processes of cultural inclusion, communication and learning through which a person acquires a social nature and the ability to participate in social life.

According to Freud, the main stages in the process of socialization are the stages of psycho-sexual development, during which the innate properties of a person “unfold”, but in conflict with the demands of society. Freud believed that socialization is limited to the first 5-6 years of life, which, together with his denial of the positive role of the social environment, was criticized by later researchers of this problem. So, the approach of J. Piaget

, while retaining the idea of ​​various stages in personality development, differs significantly from Freud's.
Piaget
emphasizes the development of an individual's cognitive structures and their subsequent restructuring depending on experience and social interaction, which play a decisive role in the transition from one stage of development to another. The child learns new experiences using essential schemas and adapts cognitive structures to new experiences through the mechanism of “equilibrium.”

Unfortunately, problems associated with adaptation remain at the level of theoretical research and are reduced only to recommendations.

How does a child develop his ability to adapt?

The birth of a child itself is a clear manifestation of the body’s biological adaptation. The transition from conditions of intrauterine to extrauterine existence requires a radical restructuring in the activities of all major systems: blood circulation, respiration, digestion. By the time of birth, these systems must be able to carry out functional restructuring, i.e. there must be an appropriate level of readiness of all adaptation mechanisms.

A healthy newborn has this level of readiness and quickly adapts to existence in extrauterine conditions. Just like other functional systems, the system of adaptation mechanisms continues to mature and improve over a number of years of subsequent development of the child. Within the framework of this system, after birth, the child also develops the opportunity for social adaptation (as he acquires social forms of behavior and the scope of the social conditions of his life expands). This occurs simultaneously with the formation of the entire functional system of higher nervous activity and the child’s psyche, and is closely related to the emergence of behavioral reactions customary to the demands of the family environment. If these requirements change, then the child finds himself in a difficult situation; he needs to change his usual forms of behavior and bring them into line with new living conditions. Such circumstances require a certain tension in the system of adaptation mechanisms. How successfully a child copes with these difficulties largely depends on the functionality of this system.

The functionality of the system of adaptation mechanisms is determined by several factors:

• state of health and level of development of the child.

  A healthy, well-developed child has greater functionality of all body systems, including the system of adaptation mechanisms. He copes with any difficulties more easily;

• risk factors biological and social history

  . Biological factors include toxicosis and maternal diseases during pregnancy. Social ones arise after the birth of a child and are expressed in the fact that the baby is not provided with the correct regime (sufficient daytime sleep, wakefulness, etc.).

Such a child copes much worse with the difficulties of the adaptation period; emotional stress inevitably arises and, as a result, either illness or other manifestations of severe adaptation;

• age-related characteristics of the appearance and consolidation of various forms of social behavior determine the nature of the child’s reactions. If necessary, he has to change these forms of behavior;

• To improve the system of adaptation mechanisms, the level of adaptive capabilities of the body in restructuring forms of behavior, depending on changing social conditions, is important. This quality is not formed on its own. It requires some training, which becomes more complicated with age, but should not exceed the child’s age capabilities. The child should not become stressed in any unusual social situations. This skill is formed in parallel with the development of the psyche. The child must be placed in conditions where he needs to change his behavior patterns. At first, this manifests itself in small things: you shouldn’t shout on the street, it’s ugly to be capricious at a party, you need to be able to play with other children, etc. But it is in such seemingly small details that the qualities called the generalized term “social maturity” are formed (this also includes opportunities for social adaptation).

In the course of a comprehensive study conducted by scientists in different countries, three phases of the adaptation process were identified:

• ACUTE PHASE

  , which is accompanied by various fluctuations in the somatic state and mental status, which leads to weight loss, frequent respiratory diseases, sleep disturbances, decreased appetite, regression in speech development (lasts on average one month);

• SUBACUTE PHASE

  - characterized by adequate behavior of the child, i.e. all changes decrease and are recorded only in individual parameters against the background of a slower pace of development, especially mental, compared to average age norms (lasts 3-5 months);

• COMPENSATION PHASE

  - characterized by an acceleration of the pace of development, as a result, by the end of the school year children overcome the above-mentioned delay in the pace of development.

There are three degrees of severity of the acute phase of the adaptation period:

• easy adaptation

  - changes normalize within 10-15 days, the child gains weight, behaves adequately in a group, and gets sick no more often than usual;

• moderate severity

  - changes normalize within a month, while the child loses weight for a while, illness may occur for 5-7 days, there are signs of mental stress;

• difficult adaptation

  - lasts from 2 to 6 months, the child often gets sick, loses existing skills, and both physical and mental exhaustion of the body may occur.

It would be wrong to think that a child should be protected from social adaptation. On the contrary, it is necessary to train the system of adaptation mechanisms from early childhood, to increase its capabilities, without which a person cannot adequately behave in different social conditions.

The easy adaptation of children to new social conditions largely depends on the emotional state of the child. On this basis, a higher level of his cognitive activity is formed in new conditions.

To effectively guide the process of children’s adaptation to a child care institution, a well-thought-out system of pedagogical influences is needed. The leading place in it is occupied by the organization of the child’s activities that meets his needs.

Indicators of a child’s good and rapid adaptation are a calm, balanced emotional state, active actions when getting to know the environment, and the ability to make contact with adults and peers.

Depending on the level of the child’s communication skills with peers and adults, the volume and content of the teaching staff’s work with parents are determined. Parents can and should play an important role in the educational process and help develop tasks. In addition, parents can always come to the classroom, work with their children, and share with them some special skill or talent.

The decisive role in organizing the process of adaptation of children belongs to the teacher. The course and duration of the adaptation process depend on whether he finds an approach to the child, whether he can understand the desires, interests and needs of the child, and organize his life during the day in new conditions.

Bibliography.

1. Andreeva G.M. Social Psychology. M., 1989. 432 p.
2. Andreeva G.M. development of the child's personality. M., 1987.
3. Andreeva G.M., Bogomolova N.N., Petrovskaya L.A. Modern social psychology in the West. M., 1977. 271 p.
4. Bozhovich L.I. Personality and its formation in childhood. M., Education, 1968.
5. Vatutina N.D. The child enters kindergarten. M., Education, 1983.
6. Wegner L.A. Raising psychological readiness for systematic learning (senior preschool age) // Preschool education. 1095. - No. 7.
7. Developmental and educational psychology. / Ed. Petrovsky A.V. 2nd ed. – M., 1979.

Adaptation of schoolchildren with developmental disabilities

According to available data, more than 80% of modern children experience learning difficulties due to certain health conditions. That is why adaptation is also considered in special pedagogy. This makes it possible to solve the problems of a child with developmental disabilities and eliminate his isolation from the society in which he grows and lives.

Disorders of social adaptation affect children's attitude towards their environment. They become anxious and gloomy, depressed and touchy. As a result, they develop isolation. Children begin to avoid a wide range of social circles. They isolate themselves within “four walls,” where they may experience hidden (masked) depression.

Growing up, a child with disabilities begins to realize that he is not like everyone else. This contributes to the formation of low self-esteem, social passivity and a narrowing of the scope of active activity.

Adaptation in correctional pedagogy is, first of all, the psychological rehabilitation of children with learning difficulties. It may represent a release of nervous tension. In addition, the teacher should strive to correct his pupil’s self-esteem, develop his memory and mental functions, imagination and thinking, attention and overcome passivity. At the same time, it will be necessary to develop in the child responsibility and independence, an active life position, help him overcome alienation and develop communication skills.

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