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PHONEMIC ABILITIES AS THE FACTOR OF ADAPTATION TO SCHOOL // Pedagogical Review. 2019. Issue 4 (26). P. 27-34

Conditions of formation of psychological and pedagogical conditions of adaptation of children to school already at a stage of preschool education are considered. There is a great influence of the degree of development of psychological factors in preschool children on the success of their adaptation to school. Particular attention is paid to the problem of adaptation of children to school, taking into account the development of their sound, lexical and grammatical structure of speech, phonemic abilities. Factors influencing successful adaptation of first-graders are generalized. The addition of one more factor to this group is substantiated: competent and expressive speech of the child, correct pronunciation of letters and syllables, developed phonemic abilities. The analysis of the ratio of phonemic abilities and subsequent adaptation of children to school was carried out. At the theoretical level, the features of manifestation of phonemic abilities in the learning process in the first grade and their impact on the success of adaptation to school. The main approaches to the formation of phonemic abilities in preschool children are considered. There are specific conditions for the organization of classes in kindergarten for the development of phonemic abilities, taking into account the age characteristics of children and special requirements for the organization of work with children at this stage of development according to the Federal State Educational Standard for Pre- School Education. It is concluded that the timely development of phonemic abilities will contribute to the correct pronunciation, understanding of speech, its perception, and then successful learning in school, which will lead to a more favorable and positive adaptation of firstgraders.

Keywords: phonemic abilities, speech, adaptation, preschoolers, maladaptation, grammatical structure, sound reproduction

PEDAGOGICAL CONDITIONS ENSURING ADAPTATION OF PRIMARY SCHOOL CHILDREN WITH DISABILITIES TO THE EDUCATIONAL ACTIVITIES // Pedagogical Review. 2019. Issue 4 (26). P. 45-52

The relevance of the study of this problem is due to the demand of society, the growth of inclusive education in the country. The article analyzes the concepts of adaptation, school adaptation, social adaptation, personal adaptation, psychological adaptation and substantiates the pedagogical conditions that ensure the effectiveness of adaptation of primary school children with disabilities to educational activities. We used the following methods: questionnaire for teachers study school adaptation of students (methodology L. M. Kovaleva), projective technique of “What I like about school?” (N. G. Lukanova), “A Conversation about the school” T. A. Nezhnova, “Personal scale manifestations of anxiety” G. Taylor, T. A. Nemchin’s “Adaptation”. The peculiarities of students’ interaction, personal stability, individual psychological features, school anxiety during the adaptation period are revealed. The effectiveness of the phenomenon under study is achieved through the implementation of pedagogical technology, pedagogical support, means of “subject-developing” education. The study allows us to conclude that the success of the adaptation of primary school children with disabilities to educational activities is provided by specially created pedagogical conditions: the activation of cognitive activity of children, the organization of cooperation as a three-way aspect of interaction, ensuring inclusive dialogue with the age-specific features of the development of mental processes, the creation of a positive microclimate of the social environment.

Keywords: primary school student, adaptation, school adaptation, factors of adaptation, inclusive education, educational activity