From the author: festival of pedagogical ideas "Open Lesson". 2008-2009 school year. yearThe emotional sphere of children should not be left without attention, both from parents and from teachers. How the child goes through the period of adaptation to school determines his further education and his status in the class. Of the variety of factors that complicate the process of socio-psychological adaptation, most are features of the emotional sphere. We know that emotions play an important role throughout a person's life. They acquire a special role during periods of change in the social situation of development. One of the primary tasks of a teacher-psychologist is to support first-grade students. In this area of ​​work, it is very important to predict the child’s level of adaptation and identify problem areas that prevent full adaptation to school. The typology presented in this article allows us to make such a forecast at the first stage of the work of a primary school teacher and psychologist. There are different approaches to studying the problem of emotions. But the point of view of every scientist leads to the conclusion that the emotional system is one of the main regulatory systems. Studying the influence of the organization of emotional regulation on the socio-psychological adaptation of children to school allows us to see new aspects that prevent the child from successfully entering a new environment . Taking into account the emotional state of each child, it is possible to build effective work in the field of education. In Russian psychology, the contribution of V.V. Lebedinsky, who deals with the problem of emotional disorders, as one of the most common causes of mental development disorders in children. The essence of the theory of V.V. Lebedinsky, is that the emotional system is one of the main regulatory systems that provide active forms of life. He proposes to consider the emotional sphere as a level system. According to this theory, disruption of the functioning of each individual level entails changes not only in the emotional, but also in the need and behavioral spheres. Attempts to trace the patterns of deepening and intensifying contact with the environment led V.V. Lebedinsky and his colleagues to identify four main levels of its organization, constituting a single, complexly coordinated structure of the basal affective organization. These levels resolve qualitatively different adaptation problems. They cannot replace each other, and weakening or damage to one of the levels leads to general affective maladjustment. At the same time, excessive strengthening of the mechanisms of one of them, its loss from the general system can also cause affective deficiency. Thus, V.V. Lebedinsky proposes to distinguish four levels of the basal system of emotional regulation: the level of field activity, the level of stereotypes, the level of expansion, the level of emotional control.N.Ya. Semago, M.M. Semago point out that this theory can also be applied to children who do not have deviations. I was able to show that the theory of V.V. Lebedinsky can be applied not only to children with developmental disabilities, but also to ordinary children. As a result of applying the level organization of affective regulation in relation to children who do not have developmental disabilities, and correlating the results obtained with the levels of socio-psychological adaptation, I was able to develop own typology. The data obtained were subjected to qualitative analysis using the methods of mathematical statistics and the SPSS-10 program.[b]Typology of students based on emotional regulation[/b]Type 1. The child does not get tired of random and frequent contacts with other people, can stay for a long time among strangers. Such a child is insensitive to negative emotional evaluation and changes in distance during communication. Usually assesses his capabilities inadequately, is not critical enough, has difficulty learning the rules of behavior, does notstrives to fulfill them. Sometimes such children can attract attention to themselves by any means; they obey demands only with an intense emotional assessment of the activity, under the threat of punishment. Manifestations of negativism are possible, as well as provoking conflicts between others, while experiencing pleasure. They may show lack of independence, conformity, and also show short-term interest in tasks. Type 2. Such children experience anxiety when the distance changes during communication, and refuse to work when there is a rapid change in activities. They are fearful, indecisive when circumstances change, unsure of their own abilities, and often play it safe in assessing possible difficulties and difficulties. This type of child loves being alone. There may be cases when a child will have difficulty getting used to a new teacher, staff, or the regime at school. It is also possible to refuse work or display aggression when switching to a new type of activity. Often these are children with low communication skills, withdrawn, lonely, and with low self-esteem. Such children are very suggestible, suspicious, distrustful of the opinions of others, and overly dependent on accepted norms of behavior. They are also very dependent and show uncertainty about the correctness of their behavior. Therefore, there are cases when a child is unsure of the correctness of his behavior, constantly turns to adults for help, and is not independent. Such children may experience anxiety and fear, refuse activities in the absence of the emotional complicity of loved ones. Type 3. Children of this type have characteristics of the second type. Also, these children are characterized by rapid satiety with activities and passivity. Requires constant stimulation to continue functioning in difficult situations. Often such children cannot make a decision, are passive, and have low communication skills. These are children who are insecure and cowardly. Type 4. Children of the fourth type have characteristics of the first type. They are also characterized by aggressiveness towards teachers when they are not allowed to carry out their plans. Such children are impatient and show suspicious curiosity. Type 5. Children of this type easily make contact, but are not demanding on the quality of communication. Can easily overcome difficulties. Such a child shows short-term interest in tasks and obeys demands only with an intense emotional assessment of the activity under threat of punishment. At the same time, he is afraid of new impressions, and sudden mood swings often occur. Usually strives to follow established rules and easily assimilates them. Type 6. These children easily make contact, allow a close distance in communication, but at any moment they can feel discomfort from changing this distance. When quickly changing activities, you may experience discomfort. Such a child easily overcomes difficulties and feels the need for sympathy from other people. Rarely shows aggression towards relatives or teachers when he is not allowed to carry out his plans. Possible manifestations of suspicious curiosity. Such children strive to follow established rules and easily learn them. Type 7. These children easily make contact and allow close communication distances. Usually strives to follow established rules and easily assimilates them. Calm, balanced, able to build relationships with peers and adults, hardworking, responsible. They are able to manage their behavior and are diligent in achieving their goals. Such children strive to follow established rules and easily assimilate them. Correlation of student types with levels of socio-psychological adaptation Type 1 Type 2 Type 3 Type 4 Type 5 Type 6 Type 7 Maladjustment++ Low++ + Average++++ + Adaptability +++Description of work with this typology: the teacher receives this typology at the beginning of the school year and, observing the children, distributes them into groups in accordance with the typology. A psychologist does the same work. To form an objective assessment, a comparative analysis is carried out.