Педагогічні умови соціальної адаптації першокласників – дітей-сиріт та дітей, позбавлених батьківського піклування – до умов інтернатного закладу

Abstract

The article focuses on the disclosure of pedagogical conditions of social adaptation of first-graders – orphans and children deprived of parental care – to the conditions of the residential institution. The authors, based on the analysis of psychological and pedagogical literature, specified the essence of the concept of «social adaptation» and highlighted its components. Based on theoretical and empirical research, analysis of the practice of educational activity of boarding schools, it is noted that the process of social adaptation of pupils to the conditions of the boarding school is an extremely acute problem because the pupils of boarding schools constitute a specific category of schoolchildren who have problems of both personal and interpersonal character. But the authors state that the accommodation, education and training of students in residential institutions should guarantee the opportunities for education and personal development for each of them, as well as for children raised in the family. Successfully achieving such a level can be achieved by creating favorable pedagogical conditions for the first-graders entering the boarding school. The researchers have determined the pedagogical conditions for a successful social adaptation of first-graders – orphans and children deprived of parental care – to the conditions of a boarding school, namely: a deep study by teachers of individual characteristics of pupils and the creation of a developing educational environment. The first pedagogical condition for the successful adaptation of first-graders is the deep study by the teachers of the boarding school of the individual abilities of students, their inclinations, and psychological peculiarities. Teachers of the boarding school should familiarize themselves with the personal affairs of children, and, based on these data, draw diaries of pedagogical supervision and make plans for individual educational work with each first-grader. The second pedagogical condition for the successful adaptation of first-graders to a residential institution is the creation of a developing educational environment, namely: the organization of the spatial-subject field of the educational-developing environment of the boarding school (architecture of the school building, the interior design, the spatial structure of the educational and recreational facilities, the external environment of the school, symbolic space); social and communicative component of the developing educational environment (creation of comfortable conditions of cooperation, mutual understanding, mutual respect, formation of the highest form of communication in first-graders – outsituative-personal, which leads to a restructuring in the complex system of various types of activity of the child). Key words: adaptation, training, education, communication, boarding school.