What is adaptation of a schoolchild? Adaptation is the process of a child’s adaptation to school, to new living conditions, a new type of activity and new loads. Some of us mistakenly think it's a week or two. But in fact, a child’s adaptation to school is a rather long process associated with significant stress on all body systems. Observations have shown that socio-psychological stable adaptation of children to school occurs in the 5-6th week of school and can last up to six months. And this depends on many factors: the individual characteristics of the child, the level of complexity of the educational program, the type of educational institution, the degree of preparedness of the child. During this period, the support of family and friends is very important. According to the degree of adaptation, children can be divided into three groups. The first group of children adapts around the end of October. These children are in a good mood, they are active, sociable, make new friends, and fulfill the teacher’s requirements. Sometimes, however, difficulties are noted either in relationships with the teacher or in communicating with children, but this passes by the end of the first quarter and the children fully master the new student status, new requirements and new regime. The second group of children takes longer to adapt. These children cannot accept the new situation in their lives and the educational system with restrictions and rules. Such schoolchildren may play in class, not respond to the teacher’s comments, or react with tears or resentment. These children may have difficulty following the school curriculum. And only by the end of the first half of the year are they able to accept the rules of the school and follow the learning process. The third group is children who do not master the curriculum; they exhibit negative behaviors and negative emotions. They often “disrupt” lessons and get into conflict with the teacher and peers. If you do not deal with the reasons for this behavior in time and do not correct these adaptation difficulties, then all this can lead to a breakdown in adaptation and mental health problems. The joint efforts of teachers, educators, parents, doctors and school psychologists can reduce the risk of maladjustment and learning difficulties in a child. What difficulties do parents and teachers face in the first years of their children’s education?1. Chronic failure. In practice, there are cases when the difficulties of a child’s adaptation depend directly on the parents’ ATTITUDE towards school. Some parents are very worried about the process of their child attending school. On the one hand, they are afraid that the child will have a bad time at school and it will be difficult, that the child will get sick, etc. On the other hand, parents expect only positive results from their child and actively show him dissatisfaction with the fact that he cannot cope, that he does not know how to do something. In some families, during the educational period, a change occurs in the attitude of adults towards children, towards their successes and failures. The child begins to feel that when he copes with educational material, gets along with peers and teachers, he becomes “good and loved” by his parents. And, conversely, if he experiences difficulties, he feels emotional dissatisfaction from his family and condemnation. Under the influence of such assessments, the child’s self-confidence decreases and anxiety increases, which leads to disorganization of activities and perpetuates failures, which again cause dissatisfaction among parents. And so, the further it goes, the worse it gets, and breaking this circle becomes more and more difficult. Lack of success becomes chronic.2. Withdrawal from activity. Withdrawal from activity can be observed when a child is present in a lesson, but does not participate in the process. The student in this case “does not see” and “does not hear” what is happening around. He does not complete the teacher's assignments and is in a state of absence. This is not associated with the child’s increased distractibility to foreign objects. This is withdrawal into oneself, into one’s inner world and fantasies. Most often this happens to children who are deprived of sufficient attention, love and care.from adults, parents (as an example: dysfunctional families).3. Negativistic demonstrativeness. This is another type of behavior of a child who is deprived of attention and love from his parents. Here there will be complaints not about poor studies, but about behavior. He violates general rules of discipline. Adults punish, but in a paradoxical way: those forms of punishment that are used turn out to be rewards for the child. In this case, the child wants to receive attention in any way. Namely attention, love, affection, and not care! How often can you hear from parents. “We do everything for him, take care of him, feed him, clothe him, he has all the toys, a bicycle and a computer, and trips to the sea.” But this is only the material side, which is not important to the child. He needs your feelings, your acceptance of him for who he is, understanding of his feelings and emotions, i.e. your unconditional love.4. Verbalism. Children developing according to this type are distinguished by a high level of speech development and delayed thinking. Verbalism is formed in preschool age and is associated with the peculiarities of the development of cognitive processes. Many parents believe that the main thing is to teach their child to speak fluently and clearly (poems, fairy tales, etc.), but they forget to pay attention to the types of activities that make the main contribution to mental development. This is abstract, logical, practical thinking, which can be developed through construction, drawing, logic or role-playing games, etc. Verbalism leads to inflated self-esteem of the child and high assessment by parents of his abilities. When starting school, the child encounters difficulties in solving problems or experiences difficulties in activities that require imaginative thinking. Without understanding the reason, parents can: a) blame the teacher; b) blame the child. In the latter case, parents increase their demands, force them to study more, and show dissatisfaction, which in turn leads to increased uncertainty and anxiety in the child. And again chronic underachievement. The way out is the development of not only speech qualities, but also necessarily imaginative thinking and logic. Classes in modeling, drawing, design, appliqué work, mosaics.5. A child being lazy is a very common complaint. Anything can be behind laziness. A) Reduced need for cognitive motives B) Refusal to activity, as there is a state of uncertainty about success and fear of failure. The child faces the fear of once again being accused of incompetence and it is easier for him not to do than to do. C) Characteristics of temperament, when the child does everything very slowly, but conscientiously. It seems to his parents that he is “lazy” and they begin to urge him on, get irritated, and show dissatisfaction. And the child feels that he is not needed, that he is bad, not what he needs. Anxiety arises, which disorganizes activities. D) Sometimes high anxiety can also be regarded by parents as laziness. A child avoids any activity if he is not convinced that he is doing the right thing, good, because he knows that his parents will love him. Less often is laziness in the proper sense, when a child does only what pleases him. This is spoiling. How to help your child adapt to school? A child starting school needs moral and emotional support. - Refrain from criticizing, even if he writes poorly, counts slowly or is sloppy. Criticism, especially in front of strangers, will increase his problems. - Consider your child’s temperament during the adaptation period. It is difficult for active children to sit in one place, for slow ones it is difficult to get used to the school rhythm. -Encourage and praise your child for his actions and never compare your child with others. This can lead either to increased pride or to envy and a drop in self-esteem. - Try to at least sometimes look at the world through the eyes of your child. Remember what you were like as a child! - Love and accept your child for who he is! - And remember that children's problems are no easier than adults. Conflict with