Білім айнасы Республикалық газет Кадырова Сара Ерболатовна, Рахметова Анар Муратовна
Академик Е.А. Бөкетов атындағы
Қарағанды университеті, Қарағанды қ.
The problem of building relationships in the category «child – parent», the choice of the right tactics of upbringing and the influence of these factors on the process of developing the child’s personal qualities are of wide relevance among domestic and foreign scientists. The preschool and school stages, including early age, are studied in detail. Despite the popularity of this topic, the direct influence of the nature of family relations on the adaptation of a child to a preschool іnstitution – a new social environment has not been well studied. Although the main driving force for the development of a child’s personal qualities is a specific type of upbringing. Violations in the behavior of children during the transition to new conditions are explained, among other things, by a sharp change in the methods of upbringing accustomed to children.
A detailed analysis of literary sources revealed that the consideration of the influence of the nature of family education on the effectiveness of the child’s adaptation to the environmental conditions of a preschool institution is carried out by scientists from the following aspects: close communication with the mother; features of different children in the field of development of communication skills; the nature of established habits; the presence
We solve each of the above positions. Some scientists believe that it is the close relationship with the mother that is the main factor affecting the adaptation of the child. R.V. Tonkova-Yampolskaya, T.A. Chertok, the main difficulties in the process of changing perception arise due to the fact that the child’s nervous processes are insufficiently active and mobile. «The loss of a sense of stability and to a certain extent security leads to psychological stress, characteristic functional disorders of nervous activity» [1].
Adherents of the following position believe that the individual characteristics of children in the field of communication determine the level of development of their adaptive abilities. «The experience of communication with others acquired by a child before entering kindergarten determines the nature of his adaptation. The narrower the circle of communication of a child before entering a preschool institution, the longer his relationship with educators and peers is formed» [2]. N.D. Vatutina believes that this lack of experience in communication with both adults and other children is the biggest problem, the root of difficulties in adapting to preschool. The author also draws attention to the fact that the methods used by the teacher when communicating with the child should be selected on the basis of the distribution of children according to the desired type of communication. Only two such types are distinguished – business and emotional. In addition, N.D. Vatutina notes, the adaptation process will be easier and faster if the child’s communication skills were formed to some extent during the transition to a preschool institution.
The third position, which made it possible to analyze literary sources, indicates the determining importance of the habits formed in the child in the adaptation process [2]. Such a position can be considered based on two characteristics:
– first, the degree of formation of hygienic and cultural skills;
– secondly, the presence of various bad habits in the child, such as finger sucking, pacifiers, mandatory motion sickness, and others.
According to N.D. Vatutina, they give a special, individual character to the style of behavior, these are the habits that the child has acquired throughout his life. «Ignorance of the child’s habits significantly complicates the work of the Educator, his pedagogical influence is spontaneous,aimless and often does not give the desired result» [2]. It should be noted that attempts to break the established habits and stereotypes of the child cause his negative reaction and complicate the process of adaptation in general [3].
So, the last position is the influence of the level of independence on the effectiveness of adaptation processes. Researchers note the importance of sufficiently developed independent activity skills for a child to establish productive communication with adults (educators in kindergarten or teachers at school) and other children, peers. According to S. Tepluka, a child who is able to dress, eat or perform any other procedure without help will never feel helpless, which will undoubtedly have a positive effect on his general condition. «The ability to independently engage himself in toys helps him to distract from experiences, smooth out the sharpness of negative emotions. The child’s autonomy creates the prerequisites for faster communication with adults and peers» [3].
In addition, it should be noted that the problem of studying the condition of a child before entering a preschool educational institution attracts the attention of scientists. Through «previous cases», researchers understand the features and nature of upbringing. Violation of the holistic development of the child is a consequence of a sharp change in the methods and methods of upbringing during the transition to a preschool institution [3].
A number of researchers are inclined to consider the conditions of upbringing in the family in the field that coincides with upbringing in a preschool institution (kindergarten) [2]. «Breaking the persistent stereotypes of feeding and sleeping in preschool leads to adverse reactions in adaptive children» [3].
Other researchers talk about an additional influence on the adaptation processes of the child in the established family structure (the presence of siblings, grandparents). Some scholars «focus on families with more than one child and grandparents with their parents involved in the upbringing, where the preschooler has more opportunities to gain different experiences of interacting with others and to develop qualities such as empathy for the other during communication, lack of aggressiveness» [40, p.15]. That is, a more branched family structure has a positive effect on the formation of qualities that contribute to effective adaptation to the organization of preschool education [4].
Also, the adaptation of the child can be influenced by the breakdown of relationships in the family. This factor is recognized by scientists as negative, complicating the ability to adapt. According to A.I. Zakharov, the adaptation processes are very difficult in children under the excessive care of their parents, who have a habit of paying special attention, who depend on their mother, who have distrust of their abilities, who have many fears.prevents communication with others. Scientists such as V.N. Posysoev, A.E. Lichko, E.G. Eidemiller and many others are of the opinion that hyper- or, conversely, hypoguardianship, too harsh relationships, emotional detachment and other incorrect forms of upbringing in the family are not able to help the child form all the qualities necessary for the productive course of adaptation processes.
The position is widespread that conflict situations in the family «consider children to be neurotic and create a negative precedent in relations with peers of the opposite sex» and, as a result, significantly complicate adaptation to a new social environment.
There is a point of view that the individual characteristics of parents can also affect the process of adaptation of a child to stay in a preschool educational institution. «The most important cause of adaptation difficulties will be the lack of parental communication, the introverted nature of the individual reaction, which does not contribute to the development of children’s communication and ease of communication with peers in the group» [5]. Children can unconsciously perceive the above qualities, which negatively affects their adaptive abilities.
Based on all of the above, we can draw the following conclusions. The influence of upbringing on the effectiveness of the child’s adaptation processes is considered from such positions:
– the degree of conformity of the methods used in the preschool educational institution and at home;
– structural features of the child’s family;
– presence of violations of the educational nature;
– the fact of frequent conflicts;
– influence of personal qualities of parents.
It should be noted that the greatest negative impact on the effectiveness of the child’s adaptation to kindergarten is the presence of conflicts and the use of incorrect forms of еducation.
REFERENCES
1 Ватутина Н.Д. Ребенок поступает в детский сад. — М.: Просвещение, 1983.
2 Социальная адаптация детей в ДДУ. / Под ред. Р. В. Тонковой-Ямпольской.-М.: Просвещение, 1987.
3 Теплюк С. Улыбка малыша в период адаптации.// Дошкольное воспитание, 2006, №3, с.42-49, №4, с.46-52.
4 Общение детей в детском саду и семье. / Под ред. Т.А. Репиной. — М.:Педагогика, 1990.
5 Захаров А.И. Как предупредить отклонения в поведении ребенка. — М.: Просвещение, 1986.
