Статтю присвячено вивченню структури адаптаційного процесу
підлітків при переході до навчання в основній школі. Підкреслюється
актуальність і важливість зазначеної проблеми в контексті нового погляду
на навчання і виховання, визначення пріоритетних напрямів школи взагалі.
Відповідно до отриманих результатів виділено фактори, які обумовлюють
адаптацію підлітків до змінених умов навчання. Теоретично обґрунтовано
присутність кожного з факторів в адаптаційному процесі школярів,
визначено їх склад і вагу.
The problem and the relevance of the research. One of the most crisis
stages of schooling is a transition from primary school to lower secondary school.
The difficulties accompanying this period are mainly connected with new forms
and content of education, new schoolteachers teaching different subjects, with
various methods of subject material presentation and new demands to pupils, age
changes in the child’s development – the beginning of adolescence. Therefore, the
problem of schoolchildren’s adaptation to new conditions of the teaching-learning
process is especially serious and, as a consequence, there arises the necessity of
providing specially organized work aimed at the correction and development of
factors which have the most impact upon this process.
The purpose of the article. The aim of the article is to study the structure of
the adaptation process of adolescents in transition to learning in secondary school;
study of the impact of identified factors on the success of pupil’s adaptation.
The research methods. In accordance with the purpose of the article set of
methods: theoretical methods (analysis, synthesis, generalization, abstraction,
classification, induction, deduction); empirical methods (questionnaires, tests);
methods of mathematical and statistical data (correlation and factor analysis).
The main results. Based on analysis of literature indicates that adjustment
to the secondary school pupils is seen as an adaptation to the new conditions of
learning and qualitatively new level of communication, the development of certain
stereotypes, which allows them to overcome difficulties and to successfully master the educational activity.
Empirical research has shown that one of the factors affecting the success of
adaptation of schoolchildren in this period, is the level of formation of their basic
mental operations. Established significant correlations between measures of
adaptation and level of development of mental operations pupils.
As a result of adapting the structure of pupils study the fourth and fifth
classes the following factors were identified that are responsible for this process:
intellectual, emotional, social, self-esteem. The share of the intellectual factor,
which includes all mental operations and properties of thinking, is much higher
than the others, and its importance is significantly enhanced in the fifth grade. The
second factor of importance (emotional) includes indicators such as anxiety and
emotional attitude towards school. In the fifth form, the effect of this factor is
greatly reduced. The share of social factor and the factor of “self-esteem” is much
less intellectual and emotional in the fourth and fifth form.
