Psychological factors of deadaptation of primary school cheidren

Abstract

The issue of children’s deadaptation emerges especially acutely at the age of primary school. In the article the authors highlight the main causes of deadaptation of primary school children by analyzing theoretical works and practical experience of contemporary educators and psychologists. Deadaptation is interpreted as being a process, a phenomenon, a state and a result. Socio-psychological deadaptation is a complex of psychological features of a person, the type of traits of character, unrealistic self-esteem, phobias, deviational behavior etc. that make it morediffi cult to adapt to environment. It is triggered by individual sexual and psychological features of children that can be explained by their peculiarities and unstable upbringing. The problems of deadaptative school children bear a psychological character. Their successful adaptation to learning conditions requires individual approaches and, if needed, special psychological and socio-pedagogical corrective programs. The deadaptation could be triggered by various factors that fall into two main groups: external (social or objective factors) and individual (personal or subjective factors). The external group includes the organization of microsocial interaction such as confl ict situations at home or workplace, diffi culties in participating in informal communication that lead to unfavorable outcomes in adaptation. Individual factors that trigger deadaptation
include genotypically caused personal properties – physique, the type of nervous system, temperament, biological needs, affectiveness, natural abilities as well as those acquired during life – knowledge, competencies and skills. Deadaptation of primary school children is exacerbated by socio-economic, psychological pedagogical and biological factors. The aspects that determine the development of deadaptation among primary school children are constantly changing and
get complicated, new aspects are added too, all of which creates a complex social situation. The discomfort is further aggravated by the specifi c nature of educational activity in which the child is involved. The authors defi ne disadaptation as a ‘’process’’ – a decrease in adaptational abilities of a person in an environment or under certain conditions; as a ‘’phenomenon’’ – an external characteristic of a dysfunctional state of a person that is realized through untypical behavior, attitude and useful activity under specifi c conditions; as a ‘’result’’ – a comparative assessment of a brand new state and behavior that does not correspond to the given conditions and is untypical of a person that results from their past behavior, attitude to activity, learning and the people around them.