Teacher Training Institute (Dnieper, Ukraine)
Problems of adaptation
of pupils in the Arab pedagogy
Our ability to
adaptation to new situations can not be compared with the resources for a child
to adjust. We have a wealth of experience allows us to adapt to new situations
in a more smooth and controlled.
The ability of a child
to integrate into a new environment depends on its be shaped But also how they
develop patterns of adaptation. Leaving home and integrated into a new
environment, with peers those who have never seen, with different rules to be
learned and in a strange place, not easy.
Arab scholars Dr. Rifai Naim [1] and Dr. Zero Halabi Muwaffaq Hashim[2] consider
adaptation as a process aiming at coping with inconsistency between the student
and the new school environment. This process includes psychological, social and
academic adaptation aspects. The adaptation process results in a qualitative
interaction between the student and the school environment, harmony and a
steady balance of their relationships. Seeking this harmony, both the student’s
and the school’s integral efforts are critical. The student has to bear a new
role, consistent with his own nature and the requirements of the new
environment. These requirements, however, must be well-defined, clear and reasonably worded,
protecting autonomy and dignity of the maturing personality. Teachers’
behaviour directly influences the process of students’ adaptation to a new
school and its result. Success of pupils adaptation depends on the degree to which
he can satisfy his needs (psychological, social and didactical) in the new
environment. If these needs are satisfied, the student functions causing
problems for neither himself nor those around him, he sets a positive attitude
towards his new school.
Analysis of
Arab
scientific publications [3;
4; 5;6] helped
to ascertain that researches on the school transition have two well-defined
trends: 1) the school transition influence on students’
academic and social functioning, emphasizing identification of difficulties,
encountered by the students; 2) strategies, facilitating
students’ adaptation to a new school environment, providing a favourable school
environment.
Changes in school environment explain
problems of pupils adaptation to a new school for the most part.
If the school environment does not conform to the students’ needs, his
adaptation process complicates. Researchers elucidate such significant factors
for the successful students’ adaptation to a new school as students’ safety and
a warm and welcoming environment, also called school microclimate or ethos.
However, the students’ adaptation and success of their further functioning at a
new school mostly depend on students-teachers relationship (Najaf, Ahmed Afrah, 2013[7];
Abu Ghali, Mahmoud Attaf, 2014[8]).
Newcomers successfully adapt to a new
school and overcome negative effects of the school transition, when their
teachers’ behaviour is distinguished by such attributes as showing interest in
their students, caring for their students, appreciation of their students’
endeavour, listening to their pupils, their active
involvement in learning (Shaya Mohammed Abdullah,
2013[9]),
making of pupils feel supported by their teachers and able to
receive individual help (Daoud Sofana Ahmed,2013
[10]).
The teachers’ behaviour indicator, especially important for pupils
adaptation to a new school, is to help of pupils enabling them
to understand many changes in students’ learning, personal and interpersonal
relationship after a school transition. Relying on pupils evaluation of
help, received from their teachers, we can forecast indicators of many other
variables, namely, students’ psychological condition (self-concept,
depression), interpersonal relationship (interaction with teachers, peers,
deviant of pupils, children-parents conflicts).
Researches on adaptation to a new school
usually rely on an analysis of the subjective experiences of pupils transitioned
from one school to another. However, researches on their parents’ opinion about
teachers’ behaviour with newcomers and its effect on the students’ emotional
state at a new school has been scanty (for instance, Smadi Ahmad Abdul Majid,
2015[11]; Nomad Mona Hassan Sayed, 2015[12];
Ziad Abdel Karim, 2014[13]).
Thus, the study
of Arab scientists of pupil’s adaptation problems deserves special attention of
European scientists.
BIBLIOGRAPHY
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الصحة النفسية – دراسة في سيكولوجية التكيف / د. الرفاعي – نعيم / ص ( 403-404-406-407-408-445) .
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