https://ijmri.de/index.php/jmsi
volume 4, issue 4, 2025
389
STUDYING THE PSYCHOLOGICAL ADAPTATION OF PRIMARY SCHOOL
STUDENTS
Rajabova Noila Maxmadmusoyevna,
Student of Primary Education,
University of Information Technology and Management
Annotation:
This article analyzes the process of psychological adaptation of primary school
students to school life. It explores how students respond to the new environment, the
psychological barriers they face, and the factors influencing social adaptation, as well as methods
to facilitate this process. The article also examines mechanisms for improving the level of
adaptation through collaboration among school psychologists, parents, and class teachers.
Additionally, ways to assess the level of psychological adaptation based on empirical research
are proposed.
Keywords:
primary school, psychological adaptation, student, school environment, social
adjustment, psychological barriers, adaptation.
Introduction.
For a student entering primary school, familiarization with a new environment, new requirements,
and a new community creates great psychological pressure. This process directly affects the
student's subsequent achievements and attitude to education. Therefore, studying the process of
psychological adaptation during this period is of great scientific and practical importance.
Main part
.
Psychological adaptation is the process of a person's adaptation to a new environment and
conditions, and this process is especially difficult for primary school students. The following
factors affect their adaptation:
- The positive or negative nature of the family environment;
- The relationship between the teacher and the student;
- Social relations in the classroom;
- The emotional stability and self-confidence of the child.
Child psychology is a separate branch of psychology that studies the laws of the child's mental
development at different age periods, as well as the laws of transition from one age stage to
another. The main focus of the science of child psychology is on how the human psyche and
consciousness develop from birth to adulthood. As D.B. Elkonin noted, as the child develops as a
member of society and a person, his psyche develops, and his ability to reflect the world
becomes more complex and improved from infancy to adulthood. The specific features of this
process and its laws are studied by child psychology.
The issue of studying socio-psychological factors related to the sufficient formation of motives
for an active and positive attitude to educational activity in each student at the very beginning of
primary education should be one of the important tasks facing today's education. At the same
time, the effectiveness of education cannot be ensured without conducting socio-psychological
studies on the direct impact of the student's individuality, uniqueness, identification and
reflection processes on educational activity and the motivation of attitude within the framework
of this impact. Russian psychologist A.N. Leontiev emphasizes the existence of psychic and
practical forms of human activity, and the child's consciousness grows precisely in educational
activity. D.B. Elkonin, showing the features of educational activity, emphasizes its sociality in
terms of its essence, content and form of manifestation. Educational activity is an activity that, as
https://ijmri.de/index.php/jmsi
volume 4, issue 4, 2025
390
a result of which, first of all, changes occur in the student. Its product should be viewed on the
basis of various motives. These motives should be directly related to the growth and
development of the learner's personality. Educational activity is directly related to the concepts
of education, teaching and learning. Education is the process of teaching the learner's knowledge,
skills and abilities in cooperation with the teacher. The educational process is directly aimed at
mastering certain information, actions, and forms of behavior.
The problem of child development in the process of education and training is one of the central
issues. According to the theory of P.Ya. Galperin, the process of assimilation of knowledge
consists of six stages:
1. Motivation.
2. Explanation.
3. Performing actions in material form.
4. Performing actions and tasks out loud.
5. Performing actions to be performed silently.
6. Performing the activity mentally.
This theory distinguishes three main types of learning: in the first type, the assimilation of
actions occurs with errors, the material being given is not sufficiently understood, the learner
does not understand the true essence of the training; in the second type, it is characterized by a
relatively bold and thorough understanding of the material and the separation of concepts related
to the material; in the third type, the assimilation of actions is provided quickly, efficiently and
without errors.
Methods. The problem of the psychological foundations of education covers many issues. The
success of education depends on a number of psychological factors. First of all, let's dwell on the
student's attitude to education. This attitude is manifested in the attention, emotions, interests and
will, the behavior of the individual. The educational process, first of all, requires the attention of
students. The use of visual aids and technical means in lessons creates involuntary attention in
the student.
The study revealed that positive family relationships and parental attention facilitate children's
adaptation to school. In particular, the pedagogical culture and psychological support of parents
play a major role in this. It was also observed that the emotional support of the teacher, his
individual approach and the psychological climate in the classroom are of great importance in the
adaptation of children. In addition, the personal qualities of primary school students, in particular,
social activity, openness, stress resistance, and the ability to control themselves to some extent,
also determine the level of their adaptation to school. Studies show that children of this age are
sensitive to social support and have a high emotional response to changes in their environment,
which requires monitoring and managing their psychological adaptation.
Conclusion.
The results of the research showed that the social and psychological adaptation of primary school
students to the school environment is a complex, multifactorial and interdependent process. In
this process, the individual psychological characteristics of the child, the socio-psychological
situation in the family, the level of adaptation to the social environment of the school, the
personality of the teacher and the relationships established with him are the main determinants.
In the adaptation process, the child's emotional stability, social skills, communicative activity,
stress tolerance and independent thinking are of great importance. The psychological adaptation
of students at the initial stage has a significant impact on their educational success and personal
development. Therefore, educators, psychologists and parents should approach this process
actively and consciously. At the same time, psychological services at school, family support and
a positive pedagogical approach play an important role in the successful implementation of
adaptation. In general, the socio-psychological adaptation of a primary school student to school
determines not only his/her academic success, but also the entire direction of personal
development. Therefore, a deep analysis of this process and a scientific study of the determinants
affecting it are of great practical and theoretical importance.
https://ijmri.de/index.php/jmsi
volume 4, issue 4, 2025
391
The list of used literature:
Z. Nishanova, G. Alimova. Child psychology and teaching methods. Textbook. -T.:
Publishing House of the Literary Fund of the Writers' Union of Uzbekistan, 2006. 160 p
Abdullaeva, M. (2019). Adaptation of children in psychology. Tashkent: Publishing
House of the Teacher.
Norkulova, G. (2021). Conducting psychological work with primary school students.
Journal of Education and Training, 2(6), 55-59.
Boymurodova M, “Determinants of social and psychological adaptation of primary
school students” Journal of Science and Innovative Research in Modern Education, 149-156b
Shakhonova, D. (2022). Mechanisms of coping with stress in children. Uzbek
Psychology, 1(3), 23-30.
Qorayeva L. Z. “Psychological development of primary school students in the process
of educational activity” Journal of Educational and Innovative Research 206-b
Murodov, A. (2020). Socio-psychological adaptation at the stage of primary education.
Pedagogy and Psychology, 3(8), 77-84.
