Hungarian adaptation levels. Psychological features of the child's adaptation to school. Types and levels of adaptation. Levels of adaptation to school, forms of maladaptation

The essence of the concept of "school adaptation"

and its main criteria

School adaptation is defined in psychology and pedagogy as a process and result of a child’s active adaptation to the conditions of a new environment, associated with a change in the leading activity and social environment (Ya.L. Kolominsky, E.A. Panko; V.S. Mukhina; I.V. Dubrovin, etc.).

Dubrovina I.V. defines adaptation as the process of a child getting used to school requirements and procedures, to a new environment for him, new living conditions.

Adaptation to school - restructuring of the cognitive, motivational and emotional-volitional spheres of the child in the transition to systematic organized schooling. "A favorable combination of social external conditions leads to adaptability, an unfavorable combination leads to maladjustment."

Adapting a child to school is a rather lengthy process associated with significant stress on all body systems. Lasts 5-6 weeks.

The problem of school adaptation is considered in close connection with ideas about the psychological readiness of a child for schooling, since the formation of this psychological education in a child is, on the one hand, one of the most important prerequisites for his successful adaptation, and on the other hand, determines the stages and content of corrective work in initial period of study.

The main indicators of socio-psychological adaptation:

1) Formation of the "internal position of the student";

The desire of the child to occupy a new social position leads to the formation of his inner position. A child ready for school wants to learn, since the fusion of two needs - cognitive and the need to communicate with adults at a new level, contributes to the emergence of a new attitude of the child to the environment, named by L.I. Bozovic "internal position of a schoolboy".

2) Formation of adequate behavior.

Productive learning activity implies an adequate attitude of the child to his abilities, work results, behavior, i.e. a certain level of development of self-consciousness.

3) Mastering the skills of educational activities.

Mastering the skills of educational activity presupposes that the child has an outlook, a stock of specific knowledge. The child must have a systematic and dissected perception, elements of a theoretical attitude to the material being studied, generalized forms of thinking and basic logical operations, semantic memorization. Intellectual readiness also implies the formation of the child's initial skills in the field of educational activities, in particular, the ability to single out a learning task and turn it into an independent goal of activity.

4) Establishment of adequate forms of interpersonal relationships in the systems "student-student", "student-teacher", "student-parent". Another urgent problem of the socio-psychological readiness of the child is the problem of the formation of qualities in children, thanks to which they could communicate with other children, the teacher. The child comes to school, a class in which children are engaged in a common cause and he needs to have sufficiently flexible ways of establishing relationships with other children, he needs the ability to enter a children's society, act together with others, the ability to retreat and defend himself.

Many authors believe that reportable changes in behavior appear during the period a child enters school. The positive effect of adaptation to school is reflected in the achievement of a relative conformity of behavior with the requirements of the new environment and is ensured by psychological readiness to fulfill the tasks facing the child. In this case, we are talking about the development of the most adequate forms of behavior in a changing micro-social environment.

An indicator of the difficulty of the adaptation process in the behavior of children can be excessive excitement and even aggressiveness, or, on the contrary, lethargy, depression. It may occur (especially in adverse situations) and a sense of fear, unwillingness to go to school. All these changes in the child's behavior reflect the characteristics of psychological adaptation to school.

Levels of adaptation of first graders

The first weeks of training in a child are characterized by a low level and instability of working capacity, a very high level of tension in the cardiovascular system, the sympathoadrenal system, as well as a low indicator of coordination (interaction) of various body systems with each other. The discrepancy between the requirements and capabilities of the child leads to adverse changes in the functional state of the central nervous system, to a sharp drop in learning activity, and to a decrease in working capacity. At the end of training sessions, a significant part of schoolchildren have pronounced fatigue.

Only at 5 - 6 weeks of training, performance indicators gradually increase and become more stable, the tension of the main life-supporting systems of the body decreases (central nervous, cardiovascular, sympathoadrenal), i.e. there comes a relatively stable adaptation to the whole complex of loads associated with learning. However, this phase of relatively stable adaptation is delayed up to 9 weeks, i.e. lasts over 2 months. And although it is believed that the period of acute physiological adaptation of the body to the training load ends at 5-6 weeks of training, the entire first year (if we compare the indicators for the following training periods) can be considered a period of unstable and intense regulation of all body systems.

Emotional and stressful impact in first-graders due to the incompleteness of the morphological and functional maturation of the body often leads to the formation of functional disorders of the central nervous system in the form of neurotic reactions. With easy adaptation, the state of tension of the body is compensated during the first quarter. With adaptation of moderate severity, disturbances in well-being and health are more pronounced and can be observed during the first half of the year, which can be considered a natural reaction of the body to changed living conditions. Some children have a hard time adjusting to school. At the same time, significant violations in the state of health increase from the beginning to the end of the school year, and this indicates the unbearable training loads and training regimen for the organism of this first grader.

Assessment of the level of school adaptation consists of the following blocks:

Indicator of intellectual development - carries information about the level of development of higher mental functions, about the ability to learn and self-regulate the intellectual activity of the child.

Indicator of emotional development - reflects the level of emotional and expressive development of the child, his personal growth.

3. The indicator of the formation of communication skills (taking into account the psychological neoplasms of the crisis of 7 years: self-esteem and the level of claims).

4. The level of school maturity of the child in the preschool period.

Research results of G.M. Chutkina showed that based on the level of development of each of the listed indicators, three levels of socio-psychological adaptation to school can be distinguished. In the description of each level of adaptation, age-psychological characteristics of six- and seven-year-old students will be highlighted.

1. High level of adaptation.

The first-grader has a positive attitude towards the school, he perceives the requirements adequately; learning material is easy to digest; deeply and fully masters the program material; solves complex problems, is diligent, carefully listens to instructions, explanations of the teacher, performs assignments without external control; shows great interest in independent study work (always prepares for all lessons), performs public assignments willingly and conscientiously; occupies a favorable position in the class.

As follows from the description, the levels of development of all indicators listed above are high. The characteristics of a child with a high level of adaptation to school correspond to the characteristics of a child who is ready for school and survived the crisis for 7 years, since in this case there are indications of formed arbitrariness, learning motivation, a positive attitude towards school, and developed communication skills. Based on the data of some researchers, a six-year-old first-grader cannot be classified as a high level due to the underdevelopment of such aspects of adaptation as readiness for schooling (in terms of arbitrariness of behavior, ability to generalize, learning motivation, etc.), unformed personality neoplasms of the crisis of 7 years ( self-esteem and level of claims) without the necessary intervention of teachers and psychologists.

2. Average level of adaptation

The first grader has a positive attitude towards the school, attending it does not cause negative feelings, understands the educational material if the teacher sets it out in detail and clearly, assimilates the main content of the curriculum, independently solves typical tasks, is focused and attentive when performing tasks, assignments, instructions from an adult, but his control; he is concentrated only when he is busy with something interesting for him (preparing for lessons and doing homework almost always); performs public assignments conscientiously, makes friends with many classmates.

3. Low level of adaptation.

A first grader has a negative or indifferent attitude towards school; frequent complaints of ill health; depressed mood dominates; violations of discipline are observed; the material explained by the teacher assimilates fragmentarily; independent work with the textbook is difficult; when performing independent educational tasks does not show interest; prepares for lessons irregularly, requires constant monitoring, systematic reminders and incentives from the teacher and parents; maintains efficiency and attention during extended pauses for rest; to understand the new and solve problems according to the model, significant educational assistance from the teacher and parents is required; performs public assignments under control, without much desire, passive; He has no close friends, knows only a part of his classmates by their first and last names.

In fact, this is already an indicator of "school maladaptation." In this case, it is difficult to single out age-related features, since we are dealing with disorders of the somatic and mental health of the child, which can be a determining factor in the low level of development of generalization processes, attention functions of other mental processes and properties included in the selected indicators of adaptation.

Thus, due to age characteristics, six-year-old first-graders can only achieve an average level of adaptation to school in the absence of a special organization of the educational process and psychological support by the teacher.

Reasons for the manifestation of maladaptation in younger students

In the psychological literature, there are various interpretations of the term "school maladjustment":

violation of the adaptation of the student's personality to the complex changing conditions of schooling; violation of adaptation to learning;

new requirements that exceed the capabilities of the child, changing the state of the emotional sphere;

Kagan V.E. understands school maladaptation as “created by multidimensional and multilevel relationships, the inability for a child to find “his place” in the space of schooling;

Chirkov V.I. and Bodenko B.N. the degree of adaptation of the child is judged by indicators of adaptation: anxious shyness, deviant behavior, learning problems;

In addition to the concept of "school maladjustment" in the literature, there are the terms "school phobia", "school neurosis", "didactic neurosis". As a rule, school neurosis manifests itself in unreasonable aggressiveness, fear of going to school, refusal to attend classes, etc. More often, a state of school anxiety is observed, which manifests itself in excitement, increased anxiety in educational situations, the expectation of a bad attitude towards oneself, a negative assessment from the outside teachers, peers.

In pedagogical research, such leading causes of school maladaptation are identified as the lack of formation of learning skills and learning motivation among younger students.

According to R.V. Ovcharova, a decrease in the level of school motivation can serve as a criterion for a child's school maladaptation, and its increase can be a positive trend in learning and development. In the latter case, the child quickly adapts to school. He successfully masters the social role - the role of the student, accepts new requirements, masters new activities for him, actively enters into new relationships.

The reasons for school maladaptation are the inability to adapt to the pace of school life. Most often this happens in children with minimal brain dysfunction, in somatically weakened. However, the latter does not constitute the cause of socio-psychological maladaptation. The reason may lie in the peculiarities of family education, in the "hothouse" conditions of the child's life. "Typical" inability manifests itself in different ways: in long (until late evening to the detriment of walks) preparing lessons, sometimes in chronic lateness to school, often in comforting the child by the end of the school day, by the end of the school week. Inability to voluntarily regulate behavior, attention, learning activities, which are manifested in disorganization, inattention, dependent on adults.

The reason for the insufficient level of development of the arbitrariness of the child's behavior in the absence of primary disorders is most often sought in the features of family education: it is either conniving hyperprotection (permissiveness, lack of restrictions and norms), or dominant hyperprotection (full control of the child's actions by an adult).

Another cause of maladaptive behavior may be excessive fatigue and overload. Going to school is a turning point in a child's life. The success of his education at school depends on the characteristics of education in the family, his level of readiness for school.

A striking example of school maladaptation is the socio-pedagogical neglect of children, which is primarily due to socio-psychological maladaptation.

Efimova S.L. and Bezrukikh M.M. identify groups of children who experience the greatest difficulties in the process of adaptation.

Children at risk:

■ children with attention deficit disorder (hyperactive). These children are characterized by: excessive activity, fussiness, inability to concentrate. Hyperactivity is a whole complex of disorders that are manifested by poor school performance, problems in relationships with peers, and frequent conflicts with parents. Observed in 3-5% of school-age children, in boys - 5 times more often.

■ Left-handed child. These children are characterized by a reduced ability of visual-motor coordination. Children draw images poorly, have poor handwriting, and cannot keep a line. Distortion of form, specular writing. Skipping and rearranging letters when writing. Errors in determining "right" and "left". Special strategy of information processing. Emotional instability, resentment, anxiety, reduced performance. Special conditions are necessary for adaptation: a right-hand spread in a notebook, do not require a continuous letter, it is recommended to plant it by the window, to the left at the desk.

■ Emotional disturbance in primary school age

Aggressive children

Emotionally Disrupted Children

Too shy, vulnerable, touchy, timid, anxious children.

Children belonging to the type of emotionally disinhibited react to everything too violently: if they express delight, then as a result of their expressive behavior they turn on the whole class; if they suffer, their cries and moans will be too loud and defiant.

Too shy, vulnerable, touchy, timid, anxious children are embarrassed to loudly and clearly express their emotions, quietly worry about their problems, afraid to draw attention to themselves.

What is common to all three groups of children with emotional disorders is that inadequate affective reactions (manifested in different ways in different types of children) in each child are protective, compensatory in nature.

■ Children with temporary mental retardation

Children with a temporary delay in mental development, children hardly understand what is required of them, they cannot quickly switch to a new type of activity, they do not master reading, writing, mathematics. It also happens that only reading, only writing, or only mathematics is not given. Each case of "delay" has its cause and its manifestations.

By the time they enter school, these children, in comparison with their peers, have an insufficient stock of knowledge, information, skills, and their speech is extremely poor. These children do not realize themselves as disciples. Their behavior is dominated by childishness, spontaneity, play interests, the desire only for pleasure. In the classroom, they immediately become lethargic, passive, or vice versa, overly restless, completely unable to concentrate on the task.

Some of the first-graders experience difficulties in establishing relationships with the teacher and classmates, which is often accompanied by a low level of mastery of the school curriculum. They get lost when answering the teacher's question, often make mistakes when completing assignments, spend changes alone, preferring not to leave the classroom, but to do something while sitting at their desks. The expression on their faces reflects emotional discomfort: sadness, anxiety, tension are typical for them.

For many children, going to school can be a difficult challenge. At least one of the followingproblems every child faces

regime difficulties (they consist in a relatively low level of arbitrariness in the regulation of behavior, organization);

communication difficulties (most often observed in children who have little experience in communicating with peers, manifested in the difficulty of getting used to the class team, to their place in this team);

relationship problems with the teacher;

problems associated with changing family environment.

Thus, school adaptation is the process of restructuring the cognitive, motivational and emotional-volitional spheres of the child during the transition to a systematic, organized school education. The success of such a restructuring, from a psychological point of view, depends on the level of development of intellectual functions, the emotional-volitional sphere, the formation of communication skills, etc. The immaturity of any of these areas is one of the reasons that can lead to one form or another of maladjustment .

According to the existing classification of forms of maladaptation, violations of the adaptation process to school can manifest themselves in the form of:

unformed elements of educational activity;

unformed motivation for learning;

inability to voluntarily regulate behavior, attention, learning activities;

inability to adapt to the pace of school life.

Conditions for adaptation of first-graders to elementary school

In modern science, the problem of developing the identification of conditions for successful adaptation in primary school age is one of the most relevant and, accordingly, the most developed. It is known that the task of solving the problem of organizing effective work to create conditions for the adaptation of children is currently the most important task for elementary schools.

In this regard, today in science there are numerous and very diverse scientific approaches and concepts.

Consider the points of view and positions on this issue of individual scientists.

For a deeper understanding of the problem under study, the scientific position of the researcher M.I. Rozhkov. The scientist singled out the criteria and developed indicators of the effectiveness of the general education school in creating conditions for adaptation and overcoming the maladjustment of children:

Cognitive criterion (knowledge of: the characteristics and development of the child's personality and the formation of his individuality; the level of development of modern society; the families of pupils and relations in them; the problems of maladaptation of children and the causes of its generative features of the spread of maladaptation in their school; understanding the causes of deviant behavior of children at the level schools).

Procedural criterion (ability to: carry out diagnostic work, make a sociological analysis of the level of adaptation, features of maladjustment and its causes at the school level; make a scientifically based forecast of the development of behavioral manifestations in individual and group classes; skills in using various methods and forms of preventive and corrective work).

The criterion of psychological and pedagogical comfort of relations (flexibility of orientation in a folding environment, a creative approach to the tasks being solved, taking into account the positions of the child, his desires, interests and needs, the ability to build relationships with children and their parents based on trust, mutual understanding, creative dialogue, implementation social and protective approach to the child and his family).

Effective-practical criterion (the ability to analyze the information received about the child and his family or group of children and organize work based on it, the ability to organize preventive and corrective work based on the activity of children and their parents, providing conditions for the successful study of the student, organizing children's leisure and their families, the ability to develop and implement programs of preventive and corrective work with children and promptly make changes to them depending on the changing situation.

Further, within the framework of realizing the purpose and objectives of our study, we considered it necessary to analyze the studies of R.V. Ovcharova. Scientists propose to consider the conditions for successful adaptation in three areas:

1. Changing the conditions of family upbringing of the child:

Improving the psychological and pedagogical literacy of parents, relationships;

Creation of educational situations in the family, active involvement of parents in the educational process;

Individual consultations, assistance to parents in raising positive and overcoming negative qualities of the child;

Control over the organization of a normal regime for the child, elimination of his neglect;

Assistance in organizing the reasonable activity of the child (play, work, creativity, knowledge of the world around him, his communication in the family);

Measures to eliminate violations of family education, restore the educational potential of the family;

2. Improving educational and educational work with the class:

Correction of the teacher's attitude to the child, recommendation of methods of working with him, active use of the method of positive stimulation of the child, removal of psychological stress;

Humanization of interpersonal relations in the children's team, the creation of a favorable psychological microclimate in the classroom, contributing to the emotional comfort of all children;

Interaction of teachers and parents in the pedagogical process;

3. Help the child in personal growth.

Organization of a psychological examination of the child and providing him with the necessary psychological assistance;

Individual work to smooth out the shortcomings of the intellectual, moral, emotional and volitional spheres;

Inclusion of the child in active activities based on the use of his positive interests;

Overcoming the negative motivation of learning;

Organization of the child's success in mastering the general education program.

It should be noted the results of the study by T.L. Ulyanova, based on which the formation of the child's educational and motivational sphere, good performance and sufficient functional maturity for school loads play a crucial role in mastering educational activities. High educational motivation and high efficiency determine the success of mastering educational activities, which means satisfaction with the results of the efforts made. This ensures the psychological well-being of the child, therefore, his successful adaptation to school.

The teacher needs to constantly work on increasing the level of learning motivation, creating situations for the child to succeed in the classroom, during breaks, in extracurricular activities, in communication with classmates.

Activities to organize a favorable adaptation environment should be aimed at:

1) maximum provision of physical activity of children at school;

2) the creation at school of a developing subject environment, which is essentially a continuation of the one to which children are accustomed to in kindergarten and which is distinguished by brightness, colorfulness, visibility, the inclusion of game and fairy tale motifs in it;

3) the widespread use of gaming techniques in educational and upbringing work, the creation of emotionally significant situations and conditions for independent practical activity;

4) changing the style of interaction between adults and children from authoritarian to the style of trusting cooperation;

5) introduction to the pedagogical process of various types of children's creative activity;

6) the use of diverse forms of non-curricular education;

7) ensuring the relationship of educational activities with life;

8) creation of a sparing mode of educational activity;

9) establishing a trusting, good relationship between the teacher and the children.

You think that the problem of adaptation concerns only first-graders and their parents, you are deeply mistaken. Be prepared for such situations: after the holidays, when the child moves to the fifth grade, a new school. How to help your child adapt to the learning process and cope with difficulties, you will learn by reading the article.

The child went to the first grade - a joyful, long-awaited and at the same time disturbing event.

Parents and compassionate grandmothers feel sorry for the baby to tears, because outside the school he is waiting for tests, and he, so defenseless and there is no mother nearby, always ready to help.

In some cases, the process of addiction becomes a difficult stage in the life of a first grader and the whole family. The whole process of further education depends on how the school life of the baby begins, how he joins the team.

Adaptation of a first-grader is the ability to adapt to new conditions.

Difficulties in adapting to school

Kindergarten children are accustomed to a comfortable daily routine - classes, games, eating and sleeping on a schedule, and school life is more dynamic. The child gets tired, often does not have time to complete the tasks of the teacher, gets upset, is capricious. In domestic children, the process of addiction is even more difficult.

The psyche and emotional state of the child is influenced by:

• personal qualities of the class teacher
• group of classmates
• changed daily routine
• the need to sit in one place the whole lesson
• duties that are incumbent on him

The child does not understand why he was deprived of the opportunity to run, play, and sitting in one place for a long time is a tedious and difficult task for him. If he starts talking in class or fidgeting, he gets a reprimand. It is not possible to earn praise from the teacher and a good grade - hence the resentment, disappointment and the first difficulties:

• poor academic performance, discipline
• laziness and unwillingness to learn
• demonstrating their attitude towards the school and teachers
• negativity towards everything that happens at school.

How to cope and prevent problems is the task of parents and the teaching staff.

Levels of adaptation of the child to school

After the first of September comes the second, the third and it becomes clear - some children easily enter school life, while others get used to it painfully, with tears and tantrums. Children can be divided into three groups according to their ability to adapt to the requirements and rules of the school.

Unfortunately, almost half of first-graders painfully go through the beginning of a long and difficult path of learning.

High level adaptation

The child without problems, on the positive, accepts new conditions, requirements and responsibilities.

1. The child studies with pleasure, he carefully listens to the teacher, easily learns the program material, solves complex problems, is active in the classroom.
2. He performs homework assignments with pleasure, without reminding his parents, shows interest in school subjects, studies the material thoroughly and deeply, is interested in additional material.
3. He is sociable, he develops good relations with classmates and teachers.
4. With pleasure he tells how the day went, what interesting things happened, and what he learned new.

Intermediate Adaptation

The child easily adapts to new conditions.

1. He studies well and masters the compulsory material of the school curriculum, listens to the teacher willingly, if the topic is interesting to him, takes an active part in the discussion.
2. Performs responsibly homework (almost always), however, is attentive and focused only if he likes the subject or task.
3. He is active, participates in the life of the class and school, performs public assignments with pleasure, is sociable, has many friends and not only from his class.

Low level of adaptation

The child has a negative attitude towards school, classmates and teachers.

1. The child does not like to study, constantly pretends to be ill in order not to go to school.
2. At the lesson, he is passive, does not listen to the teacher, is distracted by the slightest trifles, partially learns the obligatory material in subjects.
3. Parents have to force the child to do homework and constantly remind that he did not do his homework, which he does not want to do or cannot do without the help of parents or a teacher.
4. He talks about school reluctantly, complains about classmates, teachers, has few friends.

The process of adaptation to school

Adaptation of the child takes a certain time and takes place in stages:

• child comes to school

The first stage of preparing the child for school begins.

1. The teaching staff introduces the child to the area around the school, shows where the sports, assembly hall, library, class in which he will study is located (study tour).
2. Classes are held in fine motor skills (drawing, modeling, appliqué).
3. Physical education classes for the development of gross motor skills (playing with a ball, table tennis, push-ups).
4. Children perform exercises with the teacher to develop figurative and logical thinking.

• Child getting used to school

Psychologists allocate six months, after which it is concluded how the children have adapted to school.

1. During this time, the teacher should learn the characteristics of the character and capabilities of each student.
2. The teacher and the psychologist provide assistance to first-graders in adapting to the educational process.
3. The class teacher maintains constant contact with the parents, who, in turn, should visit the school as often as possible and talk with the teacher.

• The child cannot adapt to school

After the first semester, the class teacher informs the parents about the progress of the children in six months of training and the problems of adaptation of individual students.

Work with difficult children is planned for the second semester, together with the teacher, psychologist and parents, so that by the end of the year the child will become a full-fledged member of the school team.

When the first signs of maladjustment of a first grader appear:

1. The school psychologist supervises the child, makes recommendations to the teacher and advises the parents.
2. Additional work is being carried out outside the framework of the school program for the effective development of the child, abilities and opportunities for their implementation are identified.
3. Psychological tests of the level of self-esteem, aggressiveness and anxiety of the student are done.
4. At the end of the year, the results of joint work on the adaptation of the child to school are summed up.

Conditions for adaptation to school

In order for the child to easily get used to and adapt to new conditions, it is necessary to take into account the peculiarities of adaptation to the school of the organism, the nervous system and behavior in the team and society.

Physiological adaptation to school

With the beginning of training, the child's body is rebuilt, for each this process takes a different amount of time.

In the first quarter, many babies experience a decrease in appetite and weight loss. The child complains of fatigue, headaches, hardly wakes up in the morning. Often, overwork reduces blood pressure, there are problems with the circulatory system, which during this period undergoes age-related changes.

The question arises - what to do?

Be guided by banal, well-known recommendations:

• Nothing new: regime and again - regime

For a first-grader, any kind of extensions are contraindicated, even if this is a necessary measure and there is no one to pick up the child from school, contact grandparents, sisters.

1. A child of 7 years old needs to sleep for at least 11 hours, then exercise and breakfast, if a first grader goes to school sleepy, then he will sleep the first lesson.
2. After classes, mandatory rest, preferably sleep. In the first grade, the teacher should not assign homework assignments.
3. The best time for classes with a child is after 9.00 for the second shift and 16.00 for the first.
4. Between classes, do small physical exercises - alternating mental and physical labor.

• More movement - less missed lessons

The first-grader does not move much, it is established that it takes him half an hour for active rest, of course, there are physical education lessons, but they do not solve the problem.

1. Do not limit the child in walks after school or take a walk with the baby before going to bed in the fresh air. He is better at chasing the ball with friends than sitting at the computer.
2. Write down the first-grader in the pool, in the sports section. Exercise can help prevent many diseases.
3. Provide a comfortable place for the child to practice, pay attention to the lighting and how he sits so that there are no further problems with the spine.
4. Go to school and look at the comfort of the baby in the classroom, how and where he sits, is there enough lighting in the classroom.

Unfortunately, according to statistics, parents in most cases, due to employment or negligence, have little or no control over the child. He does not get enough sleep, eats anything, spends a lot of time in front of the computer, does not go outside. There is no need to talk about good health.

Psychological adaptation to school

Psychological readiness for learning is when a child likes going to school, learning, and he is in a good mood. The opposite state in the behavior of the baby suggests that internally, mentally, he is not ready for school.

How a child psychologically adapts to school is up to you. A few simple tips to help your child:

1. Your baby should know that you are always loved, even if something doesn’t work out for him.
2. Do not shout, do not scold, do not allow physical punishment in relation to the child
3. Control, but without partiality, let's have more independence
4. Show interest in your child's studies and school life, he should feel your participation and care
5. Never set an example for other children - this is a blow to pride
6. Praise him for small victories, but do not overpraise, stimulate him to new successes and encourage him

Do not forget that each first-grader is unique, with his own character, type of temperament. Agree that, due to the mobility of the nervous system, it is difficult for a choleric person to sit in class and do homework, and for a phlegmatic person to make a quick decision.

Social adaptation to school

If a child came to school from kindergarten, he has the initial concepts of socialization in society, which distinguishes him from a first grader who was with his mother or nanny before school.

A little time will pass, and a motley group of children will turn, under the guidance of a teacher, psychologist and parents, into a friendly team.

The child should be able to build relationships with children and teachers, make friends, defend their opinions and give others the opportunity to speak. In conflict or difficult situations, the child must learn to adequately get out of them and make decisions independently.

The main task of parents and teachers is to help the first-grader find his worthy place in the team, not to become an outcast.

Readiness and adaptation to school

Parents mistakenly believe that a child needs to be taught to read, count, learn the multiplication table in advance, and he is ready for school. When the learning process begins, they wonder why a child, perfectly (in their opinion) prepared for school, lags behind classmates.

• Intellectual readiness

1. The child's ability to correctly compose sentences, clearly and intelligibly convey his thoughts
2. The ability of a first-grader to highlight the main thing, to generalize, to draw conclusions
3. The ability of the child to reason based on their observations and life experiences

All these qualities will help the first grader to learn the school curriculum, arouse interest in the subjects studied and the desire to learn more, expanding the scope of the school curriculum for themselves.

The behavior and academic performance of the child is influenced by the relationship with classmates, he must learn to live in a team.

• social readiness

1. The child should be able to build relationships with classmates, have personal communication skills
2. Be able to present yourself, start a conversation or maintain a conversation
3. He must have communication skills with adults - teachers, administration

• Personal readiness

1. The child understands that he has grown up and the kindergarten is already over, a new, more responsible and adult stage in life begins.
2. He understands the motivation for studying, he sets a goal to achieve good results. Can realistically assess his abilities and understands that he has a lot to learn.
3. Knows that although the game is more interesting than homework, it must be done first.

Adaptation of fifth graders to school

Speaking about the adaptation of the child to school, it is impossible to ignore the complex process of the transition of children from primary to secondary school. If the parents of first-graders, sending their child to the first grade, know what difficulties the child has to overcome, then the parents of fifth-graders are not aware of the difficulties of adapting their children to new conditions.

1. In elementary school, they were the oldest, and when they came to middle school, they turned out to be the smallest, which changes their status, and this is difficult to put up with.
2. Having become a second mother, the first teacher is already taking care of the new first graders, and the fifth graders feel abandoned.
3. Unfamiliar subjects and new teachers, each with their own demands, all evoke feelings of unease and insecurity.
4. New classes are formed, newcomers come in, with whom difficult relationships can be established.

Often the adaptation of a fifth grader is easy and painless:

• comes in a good mood from school
• goes to class without a hitch
• does homework independently, rarely asks for help
• studying the school curriculum does not cause him difficulties
• he has many friends, actively participates in the life of the class

If everything is right in the child's behavior on the contrary, it means that adaptation difficulties have arisen, he needs help. Try to talk as much as possible with the child, because this is the only way to find out what is bothering him and try to solve all the problems with him together.

Video: "How to help a child adapt to school?"

The first-grader has a positive attitude towards the school, he perceives the requirements adequately; learning material is easy to digest; deeply and fully masters the program material; solves complex problems, is diligent, carefully listens to instructions, explanations of the teacher, performs assignments without external control; shows great interest in independent study work (always prepares for all lessons), performs public assignments willingly and conscientiously; occupies a favorable position in the class.

As follows from the description, the levels of development of all indicators listed above are high. The characteristics of a child with a high level of adaptation to school correspond to the characteristics of a child who is ready for school and survived the crisis for 7 years, since in this case there are indications of formed arbitrariness, learning motivation, a positive attitude towards school, and developed communication skills. Based on the data of some researchers, a six-year-old first-grader cannot be classified as a high level due to the underdevelopment of such aspects of adaptation as readiness for schooling (in terms of arbitrariness of behavior, ability to generalize, learning motivation, etc.), unformed personality neoplasms of the crisis of 7 years ( self-esteem and level of claims) without the necessary intervention of teachers and psychologists.

2. Average level of adaptation

The first grader has a positive attitude towards the school, attending it does not cause negative feelings, understands the educational material if the teacher presents it in detail and clearly, learns the main content of the curriculum, independently solves typical tasks, is focused and attentive when performing tasks, instructions, instructions from an adult, but his control; he is concentrated only when he is busy with something interesting for him (preparing for lessons and doing homework almost always); performs public assignments conscientiously, makes friends with many classmates.

3. Low level of adaptation.

A first grader has a negative or indifferent attitude towards school; frequent complaints of ill health; depressed mood dominates; violations of discipline are observed; the material explained by the teacher assimilates fragmentarily; independent work with the textbook is difficult; when performing independent educational tasks does not show interest; prepares for lessons irregularly, requires constant monitoring, systematic reminders and incentives from the teacher and parents; maintains efficiency and attention during extended pauses for rest; to understand the new and solve problems according to the model, significant educational assistance from the teacher and parents is required; performs public assignments under control, without much desire, passive; He has no close friends, knows only a part of his classmates by their first and last names.

In fact, this is already an indicator of "school maladaptation."

In this case, it is difficult to distinguish age features, since we are dealing with violations of the somatic and mental health of the child, which may be a determining factor in the low level of development of generalization processes, attention functions of other mental processes and properties included in the selected indicators of adaptation.

Thus, due to age characteristics, six-year-old first-graders can only achieve an average level of adaptation to school in the absence of special organization of the educational process and psychological support by the teacher.

The next aspect to which attention should be paid is the unfavorable result of the adaptation process, the reasons leading to the so-called maladaptation.

Disadaptation and maladjustment styles

According to the definition formulated by V.V. Kogan, " school maladaptation- psychogenic illness or psychogenic formation of the child's personality, which violates his objective and subjective status in school and family and affects the student's educational and extracurricular activities.

This concept is associated with deviations in school activities - difficulties in learning, conflicts with classmates, etc. these deviations may be in mentally healthy children or in children with various neuropsychiatric disorders, but do not apply to children whose learning disorders are caused by mental retardation, organic disorders, physical defects.

School maladaptation- this is the formation of inadequate mechanisms for adapting a child to school in the form of learning disorders, behavior, conflict relations, psychogenic diseases and reactions, an increased level of anxiety, and distortions in personal development.

Studying the behavior of six- and seven-year-old children, first graders, T.V. Dorozhovets discovered three maladaptive styles: accommodative, assimilation and immature.

accommodation style reflects the child's desire for complete subordination of his behavior to the requirements of the environment.

For assimilation style the child's desire to subordinate the social environment to his needs is characteristic. In the case of an immature style of adaptation associated with the psychological immaturity of a child of a given age, we are talking about his inability to accept a new social situation of development.

An increased degree of expression of each of these styles of adaptation leads to school maladaptation.

The behavior of these children at school is different. First-graders with an accommodative style of adaptation corresponding to the typical image of a “good student” readily obey all the rules and norms of school life, and thus, as a rule, turn out to be the most adapted to learning activities and the norms of school life.

Positive assessments from teachers, due to their high authority, contribute to the formation of a positive "I-concept" of children and an increase in their sociometric status.

Children with an assimilation type of adaptation, who ignore school rules that are new to them or follow them only in the presence of a teacher, are, as a rule, maladapted in terms of accepting learning activities and school requirements. Typical in such cases, negative assessments of the teacher in the presence of classmates lead, as a rule, to an even greater decrease in their authority, status in the class, thereby hindering their social adaptation. However, it was noted that the relatively weak orientation of children to the authority of the teacher protects them from a strong underestimation of self-esteem.

The most difficult to adapt children with immature style when it is due to insufficient development of the will. Such children are unable to coordinate their behavior in accordance with the rules and norms of school life.

The main reason for school maladaptation in the lower grades, according to G.M. Chutkina, associated with the nature of family education. If a child comes to school from a family where he did not feel the experience of "we", he enters the new social community - the school - with difficulty.

In addition to the concept of "school maladjustment" in the literature there are terms "school phobia", "school neurosis", "didactic neurosis". As a rule, school neurosis manifests itself in unreasonable aggressiveness, fear of going to school, refusal to attend classes, etc. More often, a state of school anxiety is observed, which manifests itself in excitement, increased anxiety in educational situations, the expectation of a bad attitude towards oneself, a negative assessment from the outside teachers, peers.

In cases of didactogenic neuroses, the system of education itself is traumatic in the first place. In a modern school, as a rule, the activity of the teacher has very little contact with the activity of the student, while the joint activity of the teacher and the student is the most effective way to transfer experience and knowledge. The goals of the student and the teacher initially diverge: the teacher must teach, the student must learn, i.e. listen, perceive, memorize, etc. The teacher remains in a position "above" the student, and, sometimes, without realizing it, suppresses the student's initiative, his cognitive activity, much-needed educational activity.

Didactogenic neurosis in the case of teaching six-year-olds can arise when the teacher does not pay attention to their age-psychological characteristics. According to many authors (D.B. Elkonin, Sh.A. Amonashvili, V.S. Mukhina, and others), the style and nature of pedagogical interaction between a teacher and a six-year-old child differs significantly from the classical approach to teaching seven-year-olds. This issue will be discussed in more detail in the next section of this chapter.

Another reason for maladaptive behavior may be excessive fatigue and overload. Going to school is a turning point in a child's life. The success of his education at school depends on the characteristics of education in the family, his level of readiness for school.

A number of authors (E.V. Novikova, G.V. Burmenskaya, V.E. Kagan, etc.) believe that the main reason for school maladjustment is not the mistakes themselves in educational activities or the relationship of the child with the teacher, but worries about these failures and relationships.

For many children, going to school can be a difficult challenge. At least one of the following problems every child faces

Regime difficulties (they consist in a relatively low level of arbitrariness in the regulation of behavior, organization);

communication difficulties (most often observed in children who have little experience in communicating with peers, manifested in the difficulty of getting used to the class team, to their place in this team);

Relationship problems with the teacher

Problems associated with changing family environment.

Thus, school adaptation is the process of restructuring the cognitive, motivational and emotional-volitional spheres of the child during the transition to a systematic, organized school education. The success of such a restructuring, from a psychological point of view, depends on the level of development of intellectual functions, the emotional-volitional sphere, the formation of communication skills, etc. The immaturity of any of these areas is one of the reasons that can lead to one form or another of maladjustment .

According to the existing classification of forms of maladaptation, violations of the adaptation process to school can manifest themselves in the form of:

unformed elements of educational activity;

unformed motivation for learning;

inability to voluntarily regulate behavior, attention, learning activities;

inability to adapt to the pace of school life.

Conditions that contribute to the successful adaptation of the child to school:

The role of continuity between kindergarten and school in the formation of psychological readiness and adaptation of children to school.

Interaction between school and family: Involving parents in active participation in the process of adaptation of the child helped to identify the features of the psychological state of younger students during the period of adaptation, the nature of changes in the physical condition of students, describe the impact of the teacher's activities and the nature of the interaction of students with each other, thereby indicating the features of the process of adaptation of students to a new activity.

Organization of a subject-developing environment and living space for a variety of activities for children.

Introduction of new forms of organization of non-regulated activities of students (dynamic pauses, targeted walks, excursions, educational games).

Examination of medical records of students.

Meetings in an informal setting (trip to the theater, excursions, etc.)

Identification of individual characteristics, inclinations, interests of students through individual conversations with students, parents.

Conducting moments of rest and relaxation, game moments in the lessons.

The term "adaptation" means adaptation of the structure and functions of the body, its organs and cells to environmental conditions. The concept of adaptation is directly related to the concept of "child readiness for school" and includes three components: adaptation physiological, psychological and social, or personal.

psychological readiness of the child. Psychological adaptation child to school covers all aspects of the child's psyche: personality-motivational,

• educational and cognitive.

  The main difficulty of "subject" adaptation for a novice student is the development of the content of education - literacy and mathematical concepts. Achieving this goal requires certain efforts from students and the development of a number of important educational qualities: 1. Personal motivational attitude to school and learning: desire (or unwillingness) to accept the learning task, to fulfill the tasks of the teacher, that is, to learn. 2. Acceptance of a learning task: understanding the tasks set by the teacher; desire to fulfill them; striving for success or the desire to avoid failure. 3. Ideas about the content of the activity and methods of its implementation: the level of elementary knowledge and skills formed by the beginning of training. 4. Information relation: provides perception, processing and preservation of a variety of information in the learning process. 5. Activity management: planning, monitoring and evaluation of their own activities, as well as susceptibility to learning effects. During the period of adaptation of the child to school, the most significant changes occur in his behavior. As a rule, an indicator of difficulties in adaptation are such changes in behavior, like overstimulation and even aggressiveness, or vice versa, lethargy, depression and fear reluctance to go to school. All changes in the child's behavior reflect the characteristics of psychological adaptation to school. According to the degree of adaptation of children can be divided into three groups. First group children adapt during first two months learning.

  These children relatively quickly join the team, get used to school, make new friends. They almost always have a good mood, they are calm, benevolent, conscientious and fulfill all the requirements of the teacher without visible tension. Sometimes they still have difficulties either in contacts with children or in relations with the teacher, since it is still difficult for them to fulfill all the requirements of the rules of conduct. But by the end of October, the difficulties of these children, as a rule, are overcome, the child is fully mastered with the new status of a student, and with new requirements, and with a new regimen. Second group children have a longer period of adaptation, the period of non-compliance of their behavior with the requirements of the school is delayed. Children cannot accept a new situation of learning, communication with a teacher, children. Such students can play in the classroom, sort things out with a friend, they do not respond to the teacher's remarks or react with tears, insults. As a rule, these children also experience difficulties in mastering the curriculum; only by the end of the first half of the year, the reactions of these children become adequate to the requirements of the school and teacher. Third group- children whose social and psychological adaptation is associated with significant difficulties. They have negative forms of behavior, a sharp manifestation of negative emotions, they learn the curriculum with great difficulty. It is these children that teachers most often complain about: they "interfere" with work in the classroom. Process physiological adaptation the child to school can also be divided into several stages, each of which has its own characteristics and is characterized by varying degrees of stress on the functional systems of the body. The first stage of physiological adaptation- indicative, when in response to the whole complex of new influences associated with the beginning of systematic learning, the body responds with a violent reaction and significant stress in almost all systems. This "physiological storm" lasts long enough (two or three weeks). Second phase- an unstable adaptation, when the body looks for and finds some optimal options, reactions to extraneous influences. Third stage- a period of relatively stable adaptation, when the body finds the most suitable options for responding to the load, requiring less stress on all systems. The duration of all three phases of physiological adaptation is approximately five to six weeks, and the most difficult are the first and fourth weeks. Personal, or social, adaptation associated with the desire and ability of the child to accept a new role - a schoolboy and is achieved by a number of conditions. An important indicator of a child's satisfaction with being at school is his emotional state, which is closely related to the effectiveness of educational activities, affects the assimilation of school norms of behavior, the success of social contacts and, ultimately, the formation of the student's internal position.

51. The specifics of teaching six-year-old children at school

As soon as a child enters school, a new social situation of development is established. The center of the social situation of development becomes teacher.

The beginning of schooling leads to a radical change in the social situation of the child's development. He becomes a "public" subject and now has socially significant duties, the fulfillment of which receives public assessment.

A child entering school automatically occupies a completely new place in the system of human relations: he posts appearclear responsibilities related to educational activities.

During primary school age, develop a new type of relationship with others.

The need for communication determines speech development. Throughout childhood, the child intensively masters speech. The development of speech turns into speech activity. A child who enters school is forced to move from his "own program" of speech education to the program offered by the school.

Speech communication implies not only a richly represented variety of words used, but also the meaningfulness of what is being said. Meaningfulness provides knowledge, understanding of what is at stake, and mastery of the meanings and meanings of verbal constructions of the native language. The main function of speech is communication, communication or, as they say, communication.

Levels of adaptation to school, forms of maladaptation

Children are far from being equally successful in “getting used to” new conditions of life. In the study of G.M. ChutkinaG.M. Chutkina Adaptation of first-graders to the pedagogical process of the school: Abstract of the thesis. dis. cand. ped. Sciences Moscow State Pedagogical Institute named after V.I. Lenin. - M 1987. -19 p. three levels of adaptation of children to school were revealed.

High level of adaptation. The student has a positive attitude towards the school, the requirements are adequately perceived; learning material is easy to digest; diligent, attentively listens to instructions, explanations of the teacher; performs assignments without external control; occupies a favorable position in the class.

Average level of adaptation. The student has a positive attitude towards the school, her attendance does not cause negative feelings; understands the educational material if the teacher presents it in detail and clearly; focused and attentive when performing tasks, instructions, instructions from an adult, but under his control; is concentrated only when he is busy with something interesting for him; He performs assignments conscientiously, makes friends with many classmates.

Low level of adaptation. The student has a negative or indifferent attitude towards the school; frequent complaints of ill health; depressed mood dominates; violations of discipline are observed, the material explained by the teacher assimilates fragmentarily, independent work is difficult, he needs constant monitoring; maintains efficiency and attention with extended pauses for rest; passive; has no close friends.

It is necessary to highlight the factors that determine the high level of adaptation (according to G.M. Chutkina): a complete family, a high level of education of the father and mother, the correct methods of education in the family, the absence of a conflict situation due to alcoholism (father) in the family, a positive style of attitude towards teachers' children, functional readiness to study at school, favorable status of the child in the group before entering the first grade, satisfaction in communicating with adults, adequate awareness of one's position in the peer group.

The influence of adverse factors on a child's adaptation to school, according to the same study, has the following sequence: incorrect methods of education in the family, functional unpreparedness for schooling, dissatisfaction in communicating with adults, inadequate awareness of one's position in the peer group, low level of education of the father , mothers, conflict situation in the family due to alcoholism, negative status of the child before entering the first grade, negative style of attitude towards the teacher's children, incomplete family.

Admission to school is associated with the emergence of the most important personal neoplasm - the internal position of the student.

The internal position is a motivational center that ensures the child's focus on learning, his emotionally positive attitude towards school, the desire to conform to the model of a “good student”.

In those cases when the most important needs of the child, reflecting the position of the student, are not satisfied, he may experience a stable emotional distress, a state of maladaptation. It manifests itself in the expectation of constant failure at school, a bad attitude towards oneself from teachers and classmates, in fear of school, unwillingness to attend it. Thus, school maladjustment is the formation of inadequate mechanisms for a child to adapt to school in the form of learning and behavioral disorders, conflict relations, psychogenic diseases and reactions, an increased level of anxiety, and distortions in personal development.

Kovaleva L.M., Tarasenko N.N. Psychological analysis of the features of adaptation of first-graders to school. // Primary School, No. 7, 1996, 34 p. There are five subgroups of children in whom the process of adaptation proceeds differently.

Subgroup I - "Norm". Based on the psychological diagnosis of observations, characteristics, it can include children who:

Cope well with the teaching load and do not experience significant learning difficulties;

Successfully interact with both teachers and peers, that is, they do not have problems in the field of interpersonal relations;

Do not complain about the deterioration of health - mental and somatic;

Do not show antisocial behavior.

The process of school adaptation in children of this subgroup as a whole is quite successful. They have high learning motivation and high cognitive activity.

Subgroup II - "Risk Group" (possible occurrence of school maladaptation), requiring psychological support. Children usually do not cope well with the academic load, do not show visible signs of impaired social behavior. Often the sphere of trouble in such children is quite a hidden personal plan, the level of anxiety and tension increases in the student as an indicator of trouble in development. An important signal of the beginning trouble may be an inadequate indicator of the child's self-esteem with a high level of school motivation, and violations in the sphere of interpersonal relations are possible. If at the same time the number of diseases increases, this indicates that the body begins to respond to the occurrence of difficulties in school life due to a decrease in protective reactions.

Subgroup III - "Unstable school maladjustment." Children of this subgroup differ in that they cannot successfully cope with the academic load, the process of socialization is disrupted, and significant changes in psychosomatic health are observed.

Subgroup IV - "Sustainable school maladjustment." In addition to signs of school failure, these children have another important and characteristic feature - antisocial behavior: rudeness, hooligan antics, demonstrative behavior, running away from home, skipping classes, aggression, etc. In the most general form, the deviant behavior of a schoolchild is always the result of a violation of the assimilation of the child's social experience, a distortion of motivational factors, and a disorder of adapted behavior.

Subgroup V - "Pathological disorders". Children have an obvious or implicit pathological deviation in development, unnoticed, manifested as a result of education or deliberately hidden by the parents of the child when he enters school, and also acquired as a result of a serious, complicated disease.

Such manifestations of pathological conditions include:

Mental (delays in mental development of varying degrees of the emotional-volitional sphere, neurosis-like and psychopathic disorders);

Somatic (the presence of persistent physical ailments: disorders of the cardiovascular, endocrine, digestive systems, vision, etc.)

Physiological (lethargy, low mobility, etc.)

Representation of the theoretical model of L.M. Kovaleva and Yu.A. Aleksandrovsky together with the methodology for diagnosing the adaptation process

In the table (Appendix 1) Journal "Handbook of the class teacher"//URL: http://menobr.ru/resource/default.aspx?control=24&id=5618&catalogid=1055(date of access 10/18/11) presents 9 indicators of adaptation of students in school and their levels of manifestation: the mood of the child (7 levels of manifestation); contacts with peers (6 levels); cognitive activity (5 levels); discipline (6 levels); reactions of aggression, anger (5 levels); fear (5 levels); physical activity during recess (4 levels); general well-being (5 levels); academic performance (4 levels).

According to the theoretical model of L.M. Kovaleva and Yu.A. Aleksandrovsky, factors influencing the process of adaptation can be identified and compared with the methodology for diagnosing adaptation as follows:

Determining the level of adaptation

Subgroup I - "Norm" corresponds to a high level of adaptation. The sum of points is from 9 to 16.

Subgroup II - "Risk group" corresponds to the average level of adaptation. From 17 to 24 points.

Subgroup III - "Unstable school maladaptation" corresponds to a level of adaptation below the average. From 25 to 32 points.

Subgroup IV - "Sustainable school maladaptation" corresponds to a low level of adaptation. From 33 to 40 points.

Subgroup V - "Pathological disorders" corresponds to the lowest level of adaptation. Over 41 points.

So. He began searching for the insect with the highest degree of adaptation. And who do you think it was?

Daniel Scott's dark eyes shone with enthusiasm as he cast a glance over the city, or rather at the part of it that could be seen from the window of Dr. Hermann Bach's office at the Grand Mercy Hospital. Silence reigned for a while, the old doctor smiling indulgently.

Then,” Scott continued, “I began to look for living organisms with the highest degree of adaptation. And who do you think got my attention? Of course, insects. If an insect's wing is cut off, a new one will grow in its place. If the head of one insect is transplanted into another, then it will grow. You, of course, ask, colleague, what is the secret of such a high degree of adaptation?

Dr. Bach shrugged.

Well, what is it?

Scott's face suddenly turned grim.

I don't know for sure," he muttered. - Undoubtedly, everything depends on the work of the glands. All processes in the body are controlled by hormones. His face brightened up again. - However, I deviate from the topic.

Ants? Dr. Bach suggested. - Bees? Termites?

No. They are the most highly developed of the insects and do not have great adaptability. But the web is an insect known for its ability to mutate more than any other. It was he who was used by Dr. Morgan in his studies of the influence of x-rays on heredity. This is the most common fruit fly, Drosophila. Her eyes have a reddish tint, but after prolonged exposure to X-rays, she gives birth to white-eyed offspring. Moreover, this is a real mutation, since the white color of the eyes is inherited further. It is generally accepted that acquired properties are not passed on to offspring, but the white eyes of Drosophila were passed on. So…

I know,” Dr. Bach interrupted him.

So I used fruit flies,” Scott concluded. - I subjected their bodies to the decomposition process and injected the cow with the extract thus obtained. Then after bleaching with protein for a week, after vacuum evaporation and various cleansing processes, I got the serum. I think the technical details will be of no interest to you. In general, I tested the effect of the serum on guinea pigs infected with tuberculosis. And the serum helped! Pigs have adapted to tubercle bacilli. Then I tried the serum on a rabid dog - and she also recovered! After that, the turn came to a cat with a broken spine. The cat is like new. And now I ask you to give me the opportunity to try your serum on one of your patients.

Dr. Bach wrinkled his forehead.

Too early, he said. - You're trying to get ahead of the events of the year by two, Dr. Scott! First expand the circle of your experiments. Test the serum on monkeys, then try it on yourself. I have no right to risk human life for such a dubious experiment as yours!

Everything is correct. However, as far as I am concerned, I myself am perfectly healthy, and the purchase of a great ape requires funds. I tried to get them out, but to no avail. Maybe you can do something?

Try to make your request to the Stoneman's office.

And then they will appropriate all my merits and deprive your hospital of the opportunity to make an important discovery. Listen, Dr. Bach, I'm only asking you to give me the opportunity. Trust me with some hopeless patient! A beggar, finally!

The beggars and the unemployed are people too,” Bach objected, looking sullenly at his hands. - Listen to me, Dr. Scott. I have no right to make you this offer, since it is contrary to all medical ethics, but if I have a completely hopeless case and the patient personally agrees to use your inversion, I will take the risk. Here is my last word.

Scott sighed.

Such a case is unlikely to occur to me. While the patient is conscious, everyone still hopes for something, and when he loses consciousness, he will no longer be able to give consent! So this is a hopeless case!

However, everything happened differently. Less than a week after this conversation, a selector suddenly spoke in Dr. Scott's small laboratory:

Dr. Scott, please come into the chief's office.

Hastily adding a few figures to the results of the last analysis, Scott hurried to the call. When he entered Dr. Bach's office, the director of the clinic paced nervously from corner to corner.

Scott, we have a suitable patient for you, he squeezed out. “Although it is against all the rules of medical ethics, given his condition, I don't think you can harm him any further. However, we must hurry. Let's go to the isolation room.

The two doctors hurried over there. Once inside the tiny square room, Scott stared at the chin-covered figure.

Girl! he muttered.

She was quite homely and miserable, but her face, already touched by deathly pallor, gave her appearance an expression of gloomy dignity. Her dark hair, cut too short, was tangled, and her face looked completely unattractive. Her eyes were closed, and if it weren't for the weak breath that rattled out of her chest, she might have been mistaken for a dead person.

And this is what you call an opportunity for me? Scott asked, unpleasantly startled. "She's almost dead!"

Dr. Bach nodded.

Tuberculosis, he said. - Final stage. There are only a few hours left to live.

The girl coughed, blood stains appeared on her blue lips. She opened her almost completely lifeless watery blue eyes.

Well, - said Bach with mock cheerfulness, - so we woke up. Let me introduce you to Dr. Scott. And this,” he glanced at the card pinned to the headboard, “is Miss Kira Zelas. As I told you, Miss Zelas, Dr. Scott has the latest serum. Most likely, it will not cause a radical improvement, but still worth a try! Besides, I don't think that its use at the present time is too risky. Do you agree with me?

Of course, because I don't care the end, doctor! Do whatever you see fit.

Then it's all right. Have you prepared the syringe, Scott? - Bach took a syringe with a transparent serum and put a needle on it. - Enter in a certain place? Not? But, of course, intravenously. He stuck the needle into the patient's arm, and Scott noticed that she did not react to the injection with the slightest movement of the muscles. Only in complete apathy lay with her eyes closed while thirty cubes of liquid dissolved in her blood.

They went out into the corridor. Bach closed the door behind him.

Damn me if I like it! I feel like...like a corpse defiler.

However, the next day he seemed to overcome his doubts.

This patient, Zelas, is still alive, he told Scott, and if I dare to believe my eyes, I will say that her condition has even improved a little. But maybe it's just an optical illusion? I still continue to consider her case hopeless.

The next day, sitting in Dr. Bach's office, Scott noticed a slight embarrassment in the old man's gray eyes.

The girl is better,” Bach muttered. - Without a doubt. But don't lose your head, Scott, miracles have happened before, without any serum. Let's keep an eye on her.

By the end of the week, it became clear that there was no need for long observations. Kira Zelas was recovering before her eyes, like a fast-growing tropical plant. Although the pallor has not yet left her face, but it has lost its deathly pallor, it has grown stout, the shadows under the eyes have disappeared, and the look has revived.