From the author: Articles on that topic will be continued Adaptation of children in preschool institutions: timing, problems, features. Adaptation, as the body’s adaptation to a new environment, includes a wide range of individual reactions depending on: the psychophysiological and personal characteristics of the child, the specific nature of family relationships and the conditions of stay in a child care institution. From 2 to 3 years old, a child, as a rule, does not feel the need to communicate with peers. During this period, the child’s peers are replaced by close people. Children of this age are characterized by fears of strangers and new communication situations, and the child prefers to communicate with adults who are well acquainted rather than with peers. In the middle of the third year of life, children, as a rule, are no longer afraid of unfamiliar adults, but only if they have a friendly attitude. Even before the age of 2.5 years, children, especially boys, experience some excitement when their mother leaves, but quickly calm down, because at this age they already understand that their mother will soon return. But visiting a kindergarten requires the child to be in a group for a long time. Therefore, normal emotionally sensitive and impressionable children cannot adapt quickly enough to the conditions of a kindergarten, since they react affectively to a long separation from their mother and the absence of an equivalent substitute. It’s especially hard in children. institutions for children who are nervously and somatically weakened. As a rule, their condition deteriorates in the future and there is a high risk of morbidity stress. In children's institutions, it is also difficult for educators to work with such children, since it is very difficult to “fit them into a framework.” It is difficult to force them to sleep during the day, to eat “as much as they should.” Nervously weakened children cannot sleep during the day, often from three, four, or even two years old. Since it is objectively impossible to fall asleep, a game of “cat and mouse” begins: the child pretends to be asleep, experiencing ever-increasing nervous tension, or begins to calm down, sucking his finger, biting his nails, or engaging in anonymity. Subsequent “educational sanctions” further aggravate the situation during quiet time and interfere with the sleep of other children. As a result, the children’s nervousness only increases, and the teacher experiences nothing but irritation, frustration and headache. Which children adapt more easily and why? Paradoxically, children who are emotionally underdeveloped, with low intellectual indicators, and children of alcoholics adapt most easily. The ease of adaptation is explained by the lack of emotional contact in these children - attachment to the mother, as well as the lack of depth of emotional experiences. The more developed the child’s emotional connection with his mother and the more complex the child’s psyche, the more difficult adaptation will be. It should be noted that boys in early preschool age are more difficult to adapt to new conditions than girls of the same age. This is explained by the fact that boys are more vulnerable in terms of social adaptation than girls. k Which personality traits are the most difficult to adapt to? Children with a phlegmatic temperament adapt the worst; they cannot keep up with the pace of life in the kindergarten; they cannot quickly get dressed, go for a walk, eat, or complete a task. And it turns out that the kindergarten repeats the mistakes of its parents, constantly spurring slow children on and not giving them opportunities to be yourself. There is a danger of stress in response to which these children tend to slow down even more. The adaptation process occurs much easier with a choleric temperament. These children show excitation rather than inhibition during stress. Taking this into account, an affective sharpening of the temperament characteristic of children occurs. This is especially noticeable with a phlegmatic temperament while in a nursery and at the beginning of visiting a kindergarten. The sharpening of the choleric temperament occurs in