Adaptation of fifth graders to school parent meeting presentation. Parent meeting "adaptation of fifth graders"

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Goal: assessment of the adaptation period in the classroom, solution and prevention of problems. Objectives: - to familiarize with the psychological characteristics of the adaptation period; - identify the causes of student maladjustment and outline ways to solve emerging problems.

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The main types of human activity during the period “childhood – adolescence”: preschooler – play, junior schoolchild – learning, teenager – relationships with peers, self-affirmation

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Signs of successful adaptation: the child’s satisfaction with the learning process; the child can easily cope with the program; the degree of independence of the child when completing educational tasks, readiness to resort to the help of an adult only AFTER attempts to complete the task himself; satisfaction with interpersonal relationships - with classmates and teachers. Signs of maladaptation: tired, tired appearance of the child; the child’s reluctance to share his impressions of the day; the desire to distract an adult from school events and switch attention to other topics; reluctance to do homework; negative characteristics about the school, teachers, classmates; complaints about certain events related to the school; restless sleep; difficulty waking up in the morning, lethargy; constant complaints of poor health.

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1. change in learning conditions Primary school ONE main teacher ONE classroom ONE class group ONE requirements Gain authority from ONE teacher Transition to 5th grade MANY subject teachers MANY classrooms MANY other children MANY different requirements Gain authority again from MANY teachers

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2. changing requirements The adaptation period is further complicated by the discrepancy between the requirements of different subject teachers. And all these requirements must not only be LEARNED, but also OBSERVED, and not get confused about where to do what. How can we help? Firstly, see the advantages of these “inconsistencies”. These “little things”, which initially make school life so difficult for a child, also bring benefits. He learns to take into account all requirements, correlate them, overcome difficulties, and therefore learns adult life, where “multi-demanding” is the order of things. Secondly, it teaches a teenager to build relationships with different people, becoming more flexible. Help your child remember all the requirements and rules imposed by teachers. One of the ways is to draw up a schedule together with the teenager, indicating the specifics of completing tasks.

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3. lack of control Your child had one teacher helping him throughout elementary school. He served as a teacher, a class teacher, and a controller. When moving to fifth grade, this individual approach disappears. It is as if the student is depersonalized. There are only fifth graders in general. Hence the regression that suddenly appeared in some children: the child begins to act up like a little child, goes to his first teacher or runs after the class teacher. For others, on the contrary, the enthusiastic intoxication of freedom of movement leads to violations of school rules. How can we help? This will be a great opportunity to talk to your child about responsibility for completing tasks, even when you are not being supervised. In addition, a teenager wants freedom - here is a trial balloon for him. Find a plus here: this attitude introduces the teenager to the world of adults. Be patient. Ask your child more often about school life. At first, monitor the completion of homework, taking into account the requirements of teachers. - Help the class teacher organize the children’s leisure time, taking some of the worries on yourself (and the parent committee). If you see problems, don’t delay: go to the teacher and find out the reason for the difficulties that have arisen. Tell us about your child's special needs.

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4. Gaps in knowledge Over the years of studying in primary school, almost every student develops unlearned topics, unpracticed skills. They accumulate like a snowball. In elementary school, these “roughnesses” are smoothed out by the teacher’s individual approach and repeated explanations as soon as the child’s failure to master the material is noticed. In fifth grade, this tracking does not occur. And, without mastering the topic (and not immediately approaching the teacher or parents for clarification), the child risks not understanding the next one. The material becomes more complex from lesson to lesson. This is how twos appear... There may also be difficulties in mastering educational material due to lack of speech development, attention and memory.

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How can we help? Before doing homework, make sure you have mastered the class material. It is important to ensure that the child understands the smallest details of completing tasks and can complete similar ones. Ask your child to explain how he performs this or that exercise, and why he uses these particular calculations when performing certain tasks. If the child understands everything, but the problem of academic performance still remains, then work on developing thinking, memory, and attention. After all, observation, attentiveness, and the ability to see the smallest details - all this will help analyze and assimilate the material. The development of these mental processes is best achieved through games, because stronger motivation appears in games than in educational activities. Then the consolidated skills will be transferred to the learning situation itself.

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Creating a favorable family atmosphere (memo for parents) Remember: How the parents wake up the child determines his psychological mood for the whole day. It is important that the child gets enough sleep and wakes up easily when his parents wake him up. If parents have the opportunity to go to school with their child, do not miss it. A shared journey means joint communication and unobtrusive advice. Learn to greet children after school. The first thing you should not ask is: “What grades did you get today?”, it is better to ask neutral questions: “What was interesting at school?”, “What did you do today?”, “How were you at school?” Rejoice at your child's success. Don't get annoyed at the moment of his temporary failures. Listen patiently and with interest to your child’s stories about events in his life. The child must feel that he is loved. It is necessary to exclude shouting and rude intonations from communication; create an atmosphere of joy, love and respect in the family.

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During this period, parents should be especially attentive to their children. Health Do not forget about changing your child’s educational activities at home, create conditions for physical activity between doing homework. Observe the correct posture while doing homework, take care of the correct lighting conditions. Prevent myopia, curvature of the spine, train small muscles of the hands. Be sure to include vitamins, fruits and vegetables in your child’s diet. Organize proper nutrition. Take care of the child’s hardening and maximum physical activity. Encourage your child to take responsibility for their health.

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Survey results in 5th grade 1. Do you like school? Like - 100% (8 grades) 2. In the morning, when you wake up, are you always happy to go to school? I go with joy - 37% (3 students) It can be different - 63% (5 students) 3. If the teacher said that everyone didn’t have to come to school tomorrow, that those who wanted could stay at home, would you go to school or would you stay? Houses? Would go to school - 76% (6 students) I don’t know -12% (1 student) Would stay at home - 12% (1 student) 4. Do you like it when some of your classes are cancelled? I don’t like it – 88% (7 students) It can be different – 12% (1 student) 5. Would you like not to be given homework? Wouldn’t like to – 64% (5 students) Would like to – 12% (1 student) Don’t know – 24% (2 students) 6. Would you like the school to have only breaks? Wouldn’t like to - 88% (7 studies) Don’t know - 12% (1 study)

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7. Do you often tell your parents about school? Often - 88% (7 students) Rarely - 12% (1 student) 8. Would you like to have a less strict teacher? Would like -12% (1 student) Would not like – 76% (6 students) I don’t know exactly – 12% (1 student) 9. Do you have a lot of friends in your class? A lot - 88% (7 students) Few - 12% (1 student) 10. Do you like your classmates? Liked – 100% (8 studies)

Emerging problems: a lot of different teachers; unusual schedule; many new offices; new children in the class; new class teacher; problems with high school students; increased pace of work; increased volume of work in class and homework; training requirements for individual teachers; weakening or lack of control; the need to adapt to the unique tempo and peculiarities of teachers’ speech at each lesson;

What should fifth graders be like? be able to communicate with classmates, have your own opinion and form it taking into account the opinions of others, be able to maintain relationships; be able to properly distribute and plan your time, show independence in your affairs and, if necessary, promise to seek the help of adults; try to learn, strive to acquire knowledge, be able to study independently; be able to make friends, have a permanent friend, communicate with boys and girls, independently resolve conflicts; have constant responsibilities at home, perform them without reminders, help parents;

Questions for parents: How many academic subjects did your child study in 4th grade? In 5th grade? What was your child's weekly teaching load in 4th grade? In 5th grade? How many teachers taught your child in 4th grade? In 5th grade? How much time did your child spend on average preparing homework in 4th grade? In 5th grade?

Comparative table 4th grade 5th grade 18 – 9 subjects 12 – 14 subjects 220 – 22 hours 25 – 27 hours 31 – 3 teachers 8 – 10 teachers hours 2 -2.5 hours

Signs of maladaptation: Tired, tired appearance of the child. The child’s reluctance to share his impressions of the day. The desire to distract an adult from school events, to switch attention to other topics. Reluctance to do homework. Negative characteristics about the school and classmates. Complaints about certain events related to the school. Restless sleep. Difficulty waking up in the morning, lethargy. Constant complaints of feeling unwell.

How can we help? Create conditions for the development of independence in the child’s behavior. A fifth-grader must certainly have household responsibilities for which he is responsible. Despite the apparent maturity, a fifth-grader needs unobtrusive control from his parents, since he cannot always navigate the new demands of school life on his own. For a fifth-grader, the teacher is no longer such an indisputable authority as before; teachers may receive critical remarks. It is important to discuss with the child the reasons for his dissatisfaction, while maintaining the authority of the teacher. A fifth-grader is no longer so interested in studying in itself; many people are interested in going to school because there are a lot of friends there. It is important that the child has the opportunity to discuss his school affairs, studies and relationships with family friends and parents.

Words that support and that destroy his self-confidence: Words of support: Knowing you, I am sure that you will do everything well. You do it very well. Do you have some thoughts on this? Are you ready to start? This is a serious challenge. But I'm sure. That you are ready for it. Words of disappointment: Knowing you and your abilities, I think you could do this much better. This idea can never be realized by you. It's too difficult for you, so I'll do it myself.

Ways to overcome anxiety: Do not compare your child with others. Trust the child. Praise him more often, but so that he knows why. Demonstrate examples of confident behavior and be an example to your child in everything. Do not place excessive demands on your child. Be consistent in raising your child. Do not prohibit without any reason what was previously allowed. Try to make fewer comments to your child. Use punishment only as a last resort. Don't humiliate your child by punishing him. When communicating with your child, do not undermine the authority of other significant adults. Help him find something he likes.

Features of adaptation of fifth graders

Adaptation A complex, multifactorial process of a person’s inclusion in new living conditions, a new system of requirements and control, or a new team.

New living conditions External Office system Flexible schedule New class teacher Different teachers Internal Establishing contact with teachers Acceptance of new requirements Mastering new subjects Changes in the inner world

Features of adaptation of fifth-graders Transition from primary school to primary school Transition to a new stage of age development (younger adolescents)

The transition from primary school to basic school is a sharp change in learning conditions, diversity and qualitative complication of the requirements placed on the student, a change in the position of “oldest” in primary school to “smallest” in secondary school, the level of readiness for learning in secondary school.

Components of the concept of “readiness for learning in secondary school”: Formation of the main components of educational activity Ability to work independently and comprehend the material Successful assimilation of program material A qualitatively different, more “adult” type of relationship with teachers and classmates

Behavioral features: increased anxiety; reduced performance; increased timidity or, on the contrary, “swaggering”; disorganization; forgetfulness.

The main development tasks are the formation of the ability to study in secondary school; development of educational motivation and interests; formation of an image of oneself as a skillful person with great development opportunities;

The main tasks of development are the development of skills of cooperation with peers, the ability to compete with others, to correctly and comprehensively compare one’s results with the success of others; developing the ability to achieve success correctly and relate to successes and failures, developing self-confidence;

One of the main areas of work in early adolescence is the formation of general educational skills and abilities, the ability to learn

The main criteria for successful adaptation are a positive attitude towards school, the ability to communicate constructively with adults and peers, adequate perception of school requirements, easy assimilation of educational material, manifestation of independence and creativity when carrying out educational and other assignments, a favorable position in the class.

Problem: The skills and abilities developed in primary school often do not correspond to the material and requirements of primary school.

Reasons for school maladaptation of fifth graders

Inability to adapt to the new pace of school life. Characteristic signs: chronic lateness to school and lessons; long preparation of homework; asthenic phenomena at the end of the school day, school week. Remedies: proper distribution of mental and physical activity, adherence to a daily routine.

Change of academic subjects, their new content. Characteristic signs: lack of interest in learning a new subject; a state of misunderstanding, semantic uncertainty; neuropsychic stress. Ways to eliminate it: the teacher’s formation of an active-cognitive attitude towards his subject.

Violation of the nature of mutual adaptation between the student and the subject teacher. Characteristic signs: lack of interest in the subject, fear of the teacher; negative reactions to comments; finding an excuse to attract the teacher’s attention; truancy from classes is possible. Remedies: correction of interpersonal relationships; increasing the psychological competence of teachers.

Lack of formation of educational motivation Characteristic signs: with normal intellectual development, does not want to study; negative attitude towards the learning process; no desire to attend school; gaming motives prevail over educational ones. Methods of elimination: formation of educational interests through game forms of learning; correction of family education style.

Lack of development of educational skills. Characteristic signs: low performance in many subjects; inattention, disorganization; memorization without preliminary logical processing of the material; performing exercises without first studying the necessary rules, using random examples. Remedies: teaching methods of educational activities; replacing wrong ways of working with right ones.

Lack of motivation to achieve success Characteristic signs: despite sufficient abilities, he always chooses easier tasks, does not participate in competitions, lack of self-confidence is combined with high anxiety and low self-esteem. Ways to eliminate emotional-positive reinforcement of successful activities; increasing the level of aspirations and self-esteem; reduction of anxiety.

Lack of development of productive forms of communication and self-affirmation. Characteristic signs: strives to be the center of attention; “plays the hero”, “pretends to be a fool”; takes unnecessary risks, boasts; clowns around, dresses provocatively; communicates with older children; imitates the hooligan antics of others; very willing to carry out instructions and tasks of the teacher; overly friendly.

Lack of social normativity Characteristic signs: does not want to study, skips classes, works only when controlled or forced, avoids teachers; not interested in the approval or disapproval of adults; copies homework; selfish, hostile to children, loves intrigue, takes other people's things without permission; offends others, likes to scare, pesters weaker people; secretive and distrustful.

High level of general or special abilities (giftedness) Characteristic signs: lack of interest in the educational process, “withdrawal”; doing extraneous things in class, trying to “monopolize” the teacher’s attention, asking negative questions; fast pace of learning, high cognitive activity, originality and independence of judgment; instability of relationships with classmates, turning into conflict and isolation.

Intellectual disability Characteristic signs: poor performance in many subjects; low level of knowledge and ideas about the world around us; poverty of interests, lack of higher needs; low social status; functional failure of the family. Remedies: consultation with a specialist; the use of correctional programs aimed at the overall development of the child.

Good luck in job!

On the agenda: The difficulty of a student’s transition from primary to secondary school. Reasons for the difficulty of the adaptation period of fifth-graders. The main difficulties of 5th grade students. Questionnaire “Is everything going well with your child at school?” Criteria for readiness to study in secondary school. Successful adaptation. Disadaptation. Recommendations for parents to overcome difficulties during the adaptation period.

Reasons for the difficulty of the adaptation period of fifth-graders 5 “A” 5 “B” There are a lot of different teachers. You need to remember them, get used to the requirements of everyone. Unusual schedule. New mode. Lots of new offices. New class teacher. In middle school we are small again, and in elementary school we were the biggest. Problems with high school students.

Comparative table 4th grade 5th grade 111 subjects 18 subjects 226 hours 32 hours 33 – 4 teachers 13 teachers hours 2 -2.5 hours

Is everything going well for your child at school? 1. My child enjoys going to school. 2. I think that my child would willingly move to another school or class. 3. If given a choice, he would not want to study at home. 4. Unfortunately, my child never talks to me and his relatives about school with joy. 5. He has many friends in his class. 6. He doesn’t like the teachers at school much. 7. He actively participates in extracurricular activities, evenings, trips to the theater, museum... 8. My child is not upset when classes are canceled (due to teacher illness or other reasons). 9. My child rarely does his homework without a reminder. 10. Other interests and hobbies do not interfere with his studies at school.

Count the number of matches: for each match – 1 point

Survey results 8-10 points - Your child has a good attitude towards school and most likely he will not have problems in the near future. He is interested in learning, everything is going well. You don't have to worry about any surprises from school yet. 6-7 points - Things are going well at school. To consolidate this position, let your child understand more often that you are attentive to his successes and rejoice with him. 4-5 points - Be careful! Something is wrong in school life. Try to find out now, before the situation gets worse, what or who is the source of your child’s school worries. 1-3 points - The child urgently needs your help. He has a negative attitude towards school, associated with conflicts and decreased academic performance. We urgently need to find out the reasons, go to the school, talk with teachers and other specialists, and jointly outline concrete steps to correct the situation.

What should a fifth grader be like? Fifth-graders must: be able to communicate with classmates, have their own opinion and form it taking into account the opinions of others, be able to maintain relationships; be able to properly distribute and plan your time, show independence in your affairs and, if necessary, seek help from adults; try to learn, strive to acquire knowledge, be able to study independently; be able to make friends, have a permanent friend, communicate with boys and girls, independently resolve conflicts; have constant responsibilities at home, perform them without reminders, help parents; be able to communicate with the seller, doctor, etc.; be able to foresee the consequences of your actions and make safe, correct choices.

Signs of maladaptation are a tired, tired appearance of the child. the child’s reluctance to share his impressions of the day. the desire to distract an adult from school events and switch attention to other topics. reluctance to do homework. negative characteristics about the school, teachers, classmates. complaints about certain events related to the school. restless sleep. difficulty waking up in the morning, lethargy. constant complaints of poor health.

How can we help? It is mandatory for parents to show interest in school, class, and every day they live. Informal communication with your child after the school day. Obligatory acquaintance with his classmates and the opportunity for children to communicate after school. Inadmissibility of physical measures of influence, intimidation, criticism of the child, especially in the presence of other people, mental punishment. Taking into account the child’s temperament during the period of adaptation to school education. Providing the child with independence in educational work and organizing reasonable control over his educational activities. Help your child do his homework, but don't do it yourself!

How can we help? Help your child feel interested in what is taught at school. Encouragement of the child, and not only for studying. Moral stimulation of the child's achievements. The main helpers of parents in difficult situations are patience, attention and understanding. Try to create a favorable climate in the family for the child.

Words that support and that destroy a child’s self-confidence Knowing you, I am sure that you did everything well. You do it very well. Do you have some thoughts on this? Are you ready to start? This is a serious challenge. But I'm sure. That you are ready for it. Knowing you and your abilities. I think. You could do it much better. This idea can never be realized. It's too difficult for you, so I'll do it myself.

Institutional educational institution "I-III levels secondary school No. 6, Yenakievo"

“Adaptation of fifth graders to new learning conditions”

Practical psychologist

Volodina N.I.

2016-2017 academic year G.

Thought as a gift

The best way to make children good is to make them happy.

Wilde Oscar

This is a strange word "ADAPTATION"

Adaptation – not only adaptation to successful functioning in a new environment, but also the ability for further psychological, personal, social development.

Disadaptation – inability to solve new problems posed by life itself.

Main developmental tasks in 5th grade:

developing the ability to study in secondary school;
development of educational motivation, formation of interests;
developing skills of cooperation with peers, the ability to compete with others, correctly and comprehensively compare your results with the success of others;
developing the ability to achieve success and correctly relate to successes and failures, developing self-confidence;
formation of ideas about oneself as a skillful person with great development opportunities.

Age characteristics of a younger teenager:

opening a new level of self-awareness
the desire to understand oneself, one’s abilities - comparing oneself with others, searching for uniqueness;
self-knowledge through communication - development of communication skills;
formation of a self-assessment system;
pronounced emotionality.

Signs of successful adaptation:

child's satisfaction with the learning process;
the child can easily cope with the program;
the degree of independence of the child when completing educational tasks, readiness to resort to the help of an adult only AFTER attempts to complete the task himself;
satisfaction with interpersonal relationships - with classmates and the teacher.

Signs of maladjustment :

Physiological level – increased fatigue, weakness, decreased performance, headaches and abdominal pain, disturbances in appetite and sleep, biting nails, trembling fingers, motor retardation or, conversely, activity.
Cognitive level – the child does not master the school curriculum and the required amount of knowledge.
Emotional level – negative attitude towards school and class, reluctance to go there, problems in relationships with teachers and peers.
Behavioral level – impulsive behavior, low level of self-control, rejection of school rules, aggressiveness or, conversely, tightness.

Questionnaire results "The Ideal Teacher"

Questionnaire results “Attitude towards academic subjects”

How can I help you?

Do not forget to take into account the difficulties of the adaptation period and age characteristics when choosing a method of presenting the material.
Introduce students to smarter ways to complete homework in your subject.
Try to find positive aspects, something special or unusual in each student’s answers and reward him for it.
Try to create an environment of success, encourage your students, even if they don’t succeed.
Work in tandem with classroom teachers to gain a better understanding of the classroom.
Don’t miss the opportunity at the end of the lesson to encourage those in front of the whole class who are not yet confident enough in themselves, are inactive, or are afraid to answer.

Thank you for your attention!