Mechanisms for social adaptation of first-graders to multi-ethnic schools

Abstract

Introduction. The problem of social adaptation and socialization of younger pupils is now particularly relevant because the systems of family and school education of younger schoolchildren have not been harmonized, which has been facilitated by the complication of curricula and the shift in emphasis in the educational process from education to education. This problem is also exacerbated by the activity of migration processes in Russia and in the world, which contributes to the growth of the number of multi-ethnic educational organizations that have a multicultural plan of meaningful communication and interaction between family and school. Thus, it is necessary to identify the principles and stages of interaction between teachers, parents and pupils in the process of socialization of the junior student in order to make communication of all subjects of the educational process effective. Materials and methods. The study was conducted on the basis of multi-ethnic schools of the second type of Nizhny Novgorod and Nizhny Novgorod region, which was attended by 2,284 first-graders. During the experiment, methods were used to diagnose the necessary indicators: self-assessment (method "Lesenka," author V.G. Schur), reflexes (method "Cipher," Rows, "Patterns" P.V. Novikov, V.V. Davydov), visual-shaped thinking (Progressive matrices Raven), communicative motivations (Test of Communication Minds. Results of a research. It has been revealed that the level of social adaptation of first-graders is lower than optimal due to the presence of a number of barriers to socialization: understated self-esteem, which at interaction of first-grader with other people is manifested through reduction of life activity, appearance of the position "I am a loser" and prevalence of motivation to avoid failure; Personal reflection in the participants of the experiment is at a formally understated level, which increases the level of conflict in the educational environment and leads to a decrease in children 's responsibility for their actions and words; Visual thinking is at the level of boundary between low and average values, which in the process of socialization is expressed in the non-formation of images of their future activities and models of interaction with participants of the educational process. Discussion of results. The most significant barriers to the adaptation of children to a multi-ethnic school were the reduction of motivation for joint activities and localization of ethnic groups, as well as the transfer of the assessment of activities to the assessment of personality and nationality. It is these problems that are most important in reducing the rate of social adaptation of first-graders to a multi-ethnic school and need to be integrated by school and family. Conclusion. Adequate assessment by teachers and parents of the signs of de-adaptation of first-graders to the conditions of education in a multi-ethnic school will allow the timely introduction of adaptation mechanisms, both in the family and in school. Timely application of methods of social support for younger schoolchildren will significantly increase the speed of their adaptation and the efficiency of educational activities of first-graders.