Особливості адаптації молодших підлітків до навчання в основній школі

Abstract

У статті аналізуються психолого-педагогічні особливості адаптації молодших підлітків до нових умов навчання в основній школі. Наголошується на доцільності створення універсальної, функціональної та спрямованої до практичного використання програми психолого-педагогічного супроводу підготовки учнів під час переходу в середню ланку шкільного навчання.

An important task of current education is to increase the efficiency of forming personality in her intellectual, creative, socio-cultural, personal and spiritual development. The prerequisite of achieving this goal is the provision of socio-psychological adaptation to new conditions of training. The educational process at school involves changes in the learning environment, accompanied by the dynamic development of students’ personalities due to the period of its active formation. Achieving this goal is possible through providing socio-psychological adaptation of pupils to new conditions of their study, particularly during children’s transition from primary to secondary school. As pedagogical practice shows, this very transition is characterized by decrease in academic achievement, behavioural disorders, fatigue, neurotic reactions of junior teenagers. Finding causes of these difficulties and ways of solving this problem is a topical direction of modern psychological and pedagogical research. So far, there is no uniform approach towards the definition of the concept «adaptation of pupils to learning». Such aspects as structural components of pupils’ adaptation to studying at junior secondary school, the criteria for measurement of adaptation level of the fifth grade pupils and the factors affecting them, insufficiently developed ways to accelerate the process of pupils’ adaptation to studying at junior secondary school remain uncertain. Therefore, a comprehensive psycho-pedagogical support facilitates the process of adaptation of junior teenagers to studying at junior secondary school, which positively affects their personal development. Despite the considerable number of works devoted to the phenomenon of school adaptation and the variety of methods of psychological assistance for socially disadapted children, the problem of difficulties in the adaptation process is not removed, and only becomes more urgent each year. The need to create versatile, functional and, most importantly, practically aimed program of work at educational institutions will contribute to the broad study of this problem.