Features of Adaptation of First Grade Pupils, Attending Organizations of Additional Education, To The Secondary School

Abstract

The aim of the article was to study the peculiarities of the adaptation process to a comprehensive school in first grade pupils, at the same time started to study in organizations of additional education. Assessment of the course of adaptation carried out according to methodical recommendations of Ivanovo research Institute of maternity and childhood. The following indicators were studied: the level of emotional and behavioral reactions, «success» in the development of the school curriculum, the presence of neurotic reactions, the dynamics of body weight, the number of acute diseases, a comprehensive assessment of health status. The completeness of adaptation was judged by the following criteria: the absence of diseases and other health disorders, stabilization of emotional and behavioral reactions at a high positive level, the successful development of the school curriculum. Significant differences in indicators characterizing the course and completion of adaptation during the first year of study in children engaged in additional compared with students without extracurricular activities are revealed. Determined that training in institutions of additional education reduces the probability of successful learning curriculum and completion of adaptation to secondary school.

Psychoemotional Status of Schoolchildren before and during Distance Learning at the Time of 2020 Coronavirus Lockdown

“…Система дополнительного образования способствует всестороннему развитию личности ребенка, однако занятия вне школы служат источником дополнительного влияния комплекса фак торов, которые наряду с внутришкольными детерминантами воздействуют на учащихся. В доступной отечественной и зарубежной лите ратуре отсутствуют сведения о влиянии допол нительных (учебных и внеучебных) нагрузок в период изоляции на психофизиологические показатели учащихся [9].…”