school adaptation

There is an analysis of possibilities of the system analyse of school adaptation. The potential and restructions of the system analysis, possibility and necessity of application of the metesystem and the sinergetical approaches to research a difficult phenomenon of school adaptation are also provided in the article.

In article the problem of complex influence of various external and internal factors of school adaptation is considered. School adaptation is represented as the difficult, multilevel system which analysis is necessary for carrying out from positions of complex and system approaches. Types of the organization of complex factors of school adaptation are empirically allocated. Influence of the various structural organizations of factors on results of separate adaptable processes at school is shown.

The paper presents an analysis of the results of psychological surveys of teachers and school administrators, allowing them to reveal the content of expectations about the activities of educational psychologists.

The paper presents the findings of a theoretical analysis of the problem of school adaptation. It is demonstrated that school adaptation is an ongoing process, involving such fundamental changes in the person’s life as the change of activities and social environment. School adaptation is interpreted not only as a process of adaptation to effective functioning in an educational environment, but also as the person’s active exploration of the surrounding environment associated with his/her ability to develop psychologically, personally, and socially.

The paper present the results of an experimental study of how individual characteristics of psychological safety are manifested in firstgraders depending on how well they are adapted to school. The study involved 238 children. It applied a number of techniques aimed at examining indicators of psychological safety and the level of school adaptation in first-graders.