Sh.K. Тuleubayeva, V. Mitrofanova

Buketov Karaganda State University, Karaganda

Features of children's adaptation to preschool organization

On admission to the pre-school child organize the transition from the familiar and normal family environment for him in a special microenvironment, which is significantly different from the family environment.

It has been observed that children enrolling in preschool organizations behave differently. Features of their behavior is largely determined by the requirements that have been established at the time of joining the group.

The child's behavior shows that he feels the need to communicate with adults, to obtain affection, attention from them. And this need is satisfied by educator, in whom the child is a kind of a loved one.

Some children quickly adapt themselves to the new environment groups and able to occupy themselves. They do not go for permanent teacher, but calmly and confidently turn to him when needed. Only in the early days some confusion, anxiety in their behavior is noticeable [1, 2].

Getting used to new environment often leads to the development of so-called adaptation syndrome, which has in some cases adversely impact on the health of the child. Due to the age characteristics of children's adaptation to living in the children's organization presents considerable difficulties, especially at the age of six months to a year and a half.

Subacute period or proper adaptation - this time the severity of changes on the system gradually decreases: the fastest normal appetite; more persistent sleep disorders and emotional state; game and voice activity recovers slowly.

The period of payment, or the adaptation to the new conditions - all of these indicators are normalized, reach the initial level, and sometimes exceed it [4].

Uruntaeva G.A. on the specifics of the first two periods highlights light, moderate and heavy adaptation.

Easy adaptation. Length violations in behavior up to 20 days. It noted a slight deterioration of appetite. Relationships with adults is almost broken. Physical activity is not reduced. Functional shifts are expressed minimal, they are normalized to the end of the first month. Diseases arise of the child in the period of adaptation

Adaptation of moderate severity. All behavioral disorders are more durable. Relationships with adults are not violated. All functional shifts are expressed clearly, particularly in the days preceding the disease, which usually occurs during adaptation in moderate acute respiratory infection, and proceeds without complications.

Heavy adaptation. It is characterized by a significant duration (2-6 months or more) and the severity of symptoms. It may be expressed in two ways. In a first embodiment, the child falls ill within 10 days after receipt, and then 4 or more times per year in the children's collective. This child's condition may not affect the performance of physical and neuropsychological development. This adaptation option is encountered, usually in children up to 1.5 years, with adverse health before entering children's organization.

Sometimes it is developing a second version of the heavy adaptation of children, manifested by prolonged and pronounced inadequate behavior, neurotic, depression. Decreased interest in the environment, the child is usually avoids contact with children, seeks solitude or aggressive. Drinking adult suffrage. Sharply reduced motor and speech activity. The child becomes moody, requires more attention from the adult cries in his sleep, easily frightened. [3]

At the same time, there are critical periods in a child's adaptation capabilities that are directly linked to the development of communicative relationships with other people, and to be considered for admission to a kindergarten child [4].

The first period covers the first six months of life, when communication with the child is based on the physical and emotional contact. Kid actively and emotionally respond to loved ones, and still shows no fear in relation to unfamiliar adults. In this period of early socialization takes place easy if simple maintenance habits persist, and feeding regime persist. In this case, the child early emotional ties are established with the staff and peers rather than with his mother, which leads to the impoverishment of the emotional sphere.

The second stage - up to 2 years more difficult, that is, to the baby has already developed a certain dynamic stereotype (fixed certain habits and habitual forms of response). The ability to come into contact with unfamiliar adults during this period is still very limited. The child is adequately understand facial expressions, gestures, intonation basically just close friends, he learns to long-term contacts and permanent situations [3].

In the third phase (2 to 3 years) at the kid is just beginning the development of individual independent relations with the world without close adult. The child is just beginning to turn out communication skills, both with adults and with peers, and the situation forces him to the garden to interact with other "here and now", while the majority of children are usually absent at least some experience with other children and adults. Since the beginning of kindergarten at this age a child starts life unfamiliar to him, changing the time of awakening (now need to wake up early and do not always child wakes up alone), feeding, sleeping, walking, etc...

Thus, throughout the early childhood difficulties of adjusting to new social conditions are inevitable. Close adults need to train the adaptive capacity of the child, to give him the opportunity to actively participate in different social situations and collect your own social experience, which in the future will help your child to learn a new social environment.

Literature

1 Ватутина Н.Д. Ребенок поступает в детский сад: Пособие для воспитателей дет. сада. - М.: Просвещение, 1993. – 112 с.

2 Азаров Ю.П. Семейная педагогика: Педагогика Любви и свободы. М., 1995.- 185 с.

3 Урунтаева, Г.А. Дошкольная психология: Учеб. пособие для студ. сред. пед. учеб. заведений. – М., 2001. - 336 с.

4 Печера К.Л., Пантюхина Г.В., Голубева Л.Г. Дети раннего возраста в дошкольных учреждениях. – М.: Просвещение, 1985. - 214 с.