The article presents data on the psychological health characteristics of the first-graders of different groups, depending on the prevalence of the number of medical and biological risk factors in early ontogeny. 193 first-graders of Arkhangelsk schools were examined with a set of sixteen techniques that allow describe the characteristics of personal health at the physiological, psychophysiological, psychological, and socio-psychological levels. Statistical analysis carried out with the methods of descriptive statistics and stepwise discriminant analysis. Data processing performed using SPSS 22.00 software package. Based on the results obtained, the authors conclude that with an increase in the number of biomedical risk factors of dysontogenesis in a child’s anamnesis, there is an increase in the scope of their influence on the different levels and characteristics of the psychological health of the sampled schoolchildren. First-graders of the group with the least amount of biomedical risk factors are characterized by higher characteristics of personal health. A combination of biomedical risk factors in the early periods of ontogenetic development of first-graders can lead to disadaptation processes in the physiological, psychophysiological, cognitive, emotional, regulatory, communicative, spiritual and moral spheres, various somatic health disorders and school difficulties. The number of biomedical risk factors in early ontogeny is a barometer for predicting personal health impairments, which, in turn, requires timely prevention and correction.

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The paper presents results of a study on the effects of unfavourable socioeconomic factors in preschool development on the features of school adaptation in children of Arkhangelsk city. The study involved 193 first-graders aged 7—8 years. A set of sixteen methods was used to describe the components of school adaptation: cognitive, emotional, emotional-behavioral, behavioral. Socioeconomic risk factors were analysed using the Social Family Passport technique. Statistical analysis was conducted using descriptive statistics, correlation and stepwise discriminant analysis. The most frequent factors of socioeconomic deprivation are the following: drastic changes in the child’s life; disparity in the estimated values of the family’s living expenses; parental alcoholism and smoking; incomplete families, etc. It is shown that adverse socioeconomic factors in preschool childhood have a controversial effect on the features of school adaptation in children, but are definitely a significant risk for all of its components.

The article is devoted to the analysis of the long-term consequences of the influence of unfavorable facts and situations in the preschool period on the success of the child's adaptation to school. The aim of the work was to study the relationship between the indicators of the preschool development period and the characteristics of the cognitive, emotional, behavioral components of the first-formers school adaptation. Methods. To identify the developmental features before the school and the characteristics of school adaptation 193 first-formers in Arkhangelsk were examined. Results. It is shown that as the child grows, the interrelation between the developmental features of the child and the components of school adaptation increases: if the indicators of the infant period are associated with the emotional component and the characteristics of the early childhood period (1-3 years) are associated with the emotional and behavioral characteristics, the characteristics of the pre-school development period (3-7 years) have high correlation with the cognitive, emotional and behavioral components of school adaptation. Conclusions. The findings suggest that the developmental features of a child aged 3 to 7 years, more than other previous stages of ontogeny, affect the ability of a first-year student to adapt to systematic learning activity. The construction of regression models revealed the key interrelationships between the investigated indicators of the child's preschool development and the components of school adaptation. The authors emphasize that the analysis of the child's developmental features before school makes it possible to get an idea of presence of dysontogenesis risk factors and to determine the focus in the corrective-developing work taking into account individual characteristics.

Introduction. The problem of the negative impact of socio-economic risk factors on the psychological health in primary school children is analyzed. The aim of the study is to quantitatively assess the influence of socio-economic risk factors in the early development of a child on certain parameters of the psychological health in primary schoolchildren. Materials and methods. Sixteen standardized research techniques that comprehensively reveal the characteristics of a child’s psychological health (physiological, psychophysiological, psychological and socio-psychological levels) were used. The identification of socio-economic risk factors in the preschool period of the child’s development was carried out with the questionnaire “Social passport of the family”. The total sample size is two hundred fifty three 7–8 year children from two comprehensive schools of Arkhangelsk city, Russia (117 girls and 136 boys). Statistical analysis is carried out using descriptive statistics and stepwise discriminant analysis. Results. The students of the control group stand out for favourable psychological and socio-psychological health can successfully adapt and study at school. Children from the group of moderate risk differ in minor deviations of psychophysiological, psychological, and socio-psychological levels of psychological health. First-graders from the high-risk group are characterized by deteriorations at all levels of psychological health. Limitations. While studying socioeconomic risk factors of psychological heath among first-grade students from general schools of Arkhangelsk city, we examined children and questioned their parents in accordance with the bioethical principles and their voluntary consent that represents a fairly reference sample. However, the results obtained require verification on similar data from other regions of the Russian Federation. Conclusion. Unfavourable socio-economic conditions in children’s lives before entering school can be the basis for emotional distress during the period of school adaptation. The failures in school life and the difficulties in relationships can later provoke the development of risky and sometimes illegal behaviour. The socio-economic risk factors are a predictor of problems in different levels of the child’s psychological health, which requires timely prevention and correction.