Medvediev O. The adaptation of first-year pupils with heightened emotional sensitivity to the secondary school's educational environment

The theoretical generalization of children's adaptation to the school and a new approach to the solving of this important problem and urgent challenge is presented in the study; the pedagogical conditions of first-year pupils with high emotional sensitivity adaptation to the educational environment of the school are theoretically proved and experimentally verified. The pedagogical essence of the phenomenon "pupil's heightened emotional sensitivity", "pedagogical support of the first-year pupils with high emotional sensitivity adaptation to the school" are defined on the basis of theoretical analysis of psychological and educational research literature and a concept of the notion "first-year pupils with high emotional sensitivity adaptation to the educational environment of the secondary school" is specified in the study as well. The essence and place of the emotional transition from preschool to primary school children in the child's adaptation to the educational environment of secondary school are actualized and defined in the scientific study. Criteria of first-year pupils' emotional state during their adaptation to school (emotional and sensual, emotional values, emotional and personal) are defined; levels' indicators of this state are characterized (constant positive emotional, positively inconstant emotional, heightened (increased) emotional sensitivity, constant negative emotional). The effectiveness of pedagogical conditions of first-year pupils with heightened emotional sensitivity adaptation to school's educational environment are theoretically substantiated and verified. The Program of developing and remedial classes for first-year pupils and training program for their parents "My child emotional world" are created, provided and tested; educational seminar for teachers' adaptation of students to the school environment is organized and provided in the study.