TRUDNOŚCI W ADAPTACJI SPOŁECZNEJ DZIECKA W PRZEDSZKOLU: BADANIE CZYNNIKÓW

IRINE GERSAMIA; NATELA IMEDADZE

doi:10.21697/fp.2015.2.23

Published: 2016-11-17

Vol. 5 No. 2 (2015)

DIFFICULTIES IN SOCIAL ADAPTATION OF A CHILD TO KINDERGARTEN: RESEARCH OF FACTORS

IRINE GERSAMIA , NATELA IMEDADZE

Pedagogical Forum

Section: Colloquia

https://doi.org/10.21697/fp.2015.2.23

Abstract

The article will discuss the problem of social adaptation of children to nursery school. Based on the conducted surveys, difficulties of the adaptation period were iden- tified, in particular, as caused by a high level of anxiety and the specifics of interpersonal relationships. A high level of anxiety, as the acquired property of an individual, implies such things as high sensitivity to emotional situations, unconscious uncertainty in one’s abilities, the desire to preserve a familiar position that satisfies the individual’s attitude towards itself, and the occurrence of acute emotional reactions when a familiar position is threatened to change. The ways of coping with them are provided herein. Particular attention has been given to specially selected active motor games that contribute to not only uniting children and overcoming isolation, but also to relieving stress in children, which may arise in the process of children’s adaptation to kindergarten.

Keywords:

preschool age, kindergarten, nursery school, social adaptation, the level of anxiety, active motor game

Most read articles by the same author(s)

Irine Gersamia, Anxiety level in preschool biligual children (research report) , Pedagogical Forum: Vol. 10 No. 2 (2020)

Download files

PDF

Citation rules

GERSAMIA, I., & IMEDADZE, N. (2016). DIFFICULTIES IN SOCIAL ADAPTATION OF A CHILD TO KINDERGARTEN: RESEARCH OF FACTORS. Pedagogical Forum, 5(2), 253–263. https://doi.org/10.21697/fp.2015.2.23

Cited by / Share

References

Bulotsky-Shearer R. J., Bell E. R., Dominguez X. (2012). Latent profiles of problem behaviour within learning, peer and teacher contexts: Identifying subgroups of children at academic risk across the preschool year. ‘Journal of School Psychology’, No. 50(6), pp. 775-798. DOI: https://doi.org/10.1016/j.jsp.2012.08.001
Google Scholar

Dorkey M., Amen E., Temple R. (2002). Anxiety test. In: Golovey L., Ribalko E.F. (eds). Practical work in age psychology. Saint Petersburg: Rech (in Russian).
Google Scholar

Gilles R. (1995). Technique of René Gilles. In: Ahmedjanov E.P. (Ed.). Psychological tests. Moscow: Svetoton (in Russian).
Google Scholar

Imedadze N. (1966). Anxiety as a learning factor in preschool age. In: Prangishvili A. (ed.). Psychological studies. Tbilisi: Metsniereba (in Russian).
Google Scholar

Isenberg, J. P., Jalongo, M. R. (2001). Creative expression and play in early childhood (3rd ed.). Upper Saddle River, NJ: Prentice Hall.Isenberg, J. P., Jalongo, M. R. (2014). Why is play important? Social and emotional development, physical deve- lopment, creative dDevelopment. In: Creative Thinking and Arts-Based Learning. Preschool through fourth grade. (pp.53-55). Pearson: Allyn Bacon Prentice Hall.
Google Scholar

Katz, L. G., McClellan, D. E. (ed.) (1997). Fostering children’s social competence: The teacher’s role. Washington, DC: National Association for the Education of
Google Scholar

Young Children.
Google Scholar

Rubin, K. H., Coplan, R. J., Fox, N. A., Calkins, S. D. (1995). Emotionality, emo- tion regulation and preschoolers’ social adaptation. In: Development and Psychopathology. (pp. 49-62). Cambridge University Press.
Google Scholar

Vygotsky, L. S. (2004). Developmental psychology of a child. Moscow: EKSMO (in Russian).
Google Scholar