Abstract
The older preschooler forms long-term psychological mechanisms for activity and behavior that ensure social adaptation. Maladaptive behavior indicates a lack of social skills and requires timely correction. The purpose of this study is to comprehensively diagnose and correct maladaptive behavior in children of senior preschool age. At the ascertaining stage of the experiment, a set of techniques was applied that made it possible to diagnose the factors, manifestations and consequences of maladaptive behavior in older preschoolers. Cluster analysis allowed us to describe the characteristics of children in selective aspects. Statistical analysis revealed that 42.55% of all the older preschool children displayed maladaptive behavior. The diagnosed criteria of maladaptive behavior included assessing factors of maladaptive behavior, identifying manifestation of maladaptive behavior and determining unfavorable group sociometric status. They formed the basis for the development and implementation of remedial programs during the formative stage of the experiment. The programs are aimed at shaping socially adequate behavior in older preschoolers, forming a positive attitude towards enrolling in and attending school, preventing negative emotional states and informing parents about the signs of maladaptive behavior in children. As a result, comprehensive diagnosis and timely correction of maladaptive behavior in older preschoolers ensure their readiness for school.
Highlights
The senior preschool age is when the foundations of a person’s future personality are formed; it is when the formation of long-term psychological mechanisms for activity and behavior takes place
Understanding that self-esteem in children showed that 43.6% displayed a high level of positivity of senior preschool age is in a formative stage, we found towards the teacher, 35.1% of older preschoolers showed that 8.5% of senior preschool children have inadequately an average level of positivity towards the teacher, and high self-esteem, 21.3% have high self-esteem, 57.4% 21.3% of older preschool children showed a low level of have adequate self-esteem and 12.8% of preschool age positivity towards the teacher
The assimilation of a system of social values indicates that a child of senior preschool age has adapted to social conditions
Summary
The senior preschool age is when the foundations of a person’s future personality are formed; it is when the formation of long-term psychological mechanisms for activity and behavior takes place. Preschoolers assimilate social values and connect them with understandings of moral norms and societal rules for behavior. This assimilation indicates that a child of senior preschool age has adapted to social conditions, which in this case implies that the child has been accepted by society and has friends (Piqueras et al, 2019). The family is the child’s primary social environment. It must take care of, protect and support the child, as well as facilitate consistency between psychological mechanisms for activity and behavior and the child's daily experience (Moreno Manso et al, 2009). Preschool educational institutions form mechanisms of social adaptation in a child that are necessary for both children and adults (Vaskivska et al, 2018)
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