Indicators of Development in the Preshool Periodas a Way to Predict School Adaptation of First-Year Primary School Students

Abstract

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.