Mechanisms of Overcoming Scool Disadaptation of Younger Schoolchildren in the Multiethnic Classroom

Journal of Environmental Treatment Techniques

2019, Volume 7, Issue 3, Pages: 445-449

J. Environ. Treat. Tech.

ISSN: 2309-1185

Journal web link: http://www.jett.dormaj.com

Mechanisms of Overcoming Scool Disadaptation of

Younger Schoolchildren in the Multiethnic

Classroom

Elena V. Bystritskaya , Elena L. Grigoryeva , Vitaliy L. Skitnevskiy , Ivan A. Sedov , Olga

V. Reutova , Alyona A. Podlubnaya , Ludmila M. Levina

Kozma Minin Nizhny Novgorod State Pedagogical University, Department of Physical Education Theoretical Foundations, Nizhny

Novgorod, Russia. E-mail: oldlady@mail.ru

Kozma Minin Nizhny Novgorod State Pedagogical University, Department of Physical Education Theoretical Foundations, Nizhny

Novgorod, Russia. E-mail: gvelnn@mail.ru

Kozma Minin Nizhny Novgorod State Pedagogical University, Department of Physical Education Theoretical Foundations, Nizhny

Novgorod, Russia. E-mail: skvital@yandex.ru

Kozma Minin Nizhny Novgorod State Pedagogical University, Department of Physical Education Theoretical Foundations, Nizhny

Novgorod, Russia. E-mail: ivansedof@yandex.ru

Kozma Minin Nizhny Novgorod State Pedagogical University, Department of Physical Education Theoretical Foundations, Nizhny

Novgorod, Russia. E-mail: olya.reutova2013@yandex.ru

Togliatti State University, Department of Adapted Physical Education, Sport and Tourism, Togliatti, Russia. E-mail:

medbio@tltsu.ru

Linguistics University of Nizhny Novgorod, Department of English Language and Professional Communication, Nizhny Novgorod,

Russia. E-mail: ludmila_guseva@yahoo.com

Received: 30/05/2019

Accepted: 11/08/2019

Published: 20/08/2019

Abstract

Purpose: The objective of the article is to identify the signs of school dis adaptation of primary school students, the level and

qualitative characteristics of their manifestation in multinational classes and schools, as well as to specify school dis adaptation

coping and prevention mechanisms on the example of second-grade students. Methodology: The leading approach, which allows

investigating the inclusion of second-grade students, not only into the educational environment, but also into socio-cultural

environment, is a student-centered approach. Result: The types and signs of school maladaptation and social maladjustment in a

multiethnic educational organization are defined, and the results of the implementation of the identified mechanisms in polyethnic

school are determined. The article materials can be useful for primary school teachers, parents of younger students, as well as for

specialists working with polytechnic children’s groups in the system of additional education, and social teachers dealing with migrant

families in order to build a non-conflict educational environment. Applications: The scientific novelty of the research is mechanisms

for overcoming school disadaptation of younger schoolchildren as subsystems of a unified system of socialization which were

considered and described for the first time. They were combined with the purpose and content of the educational process during the

school terms. Novelty/Originality: The uniqueness of the study lies in the fact that the subtle mechanisms of school adaptation of

children of six to seven years old are examined in the structure of the multicultural educational space.

Keywords: school adaptation, individualization, integration, cognitive differentiation, parity cooperation

scientific literature (1,3,32,35). However, most often their

Introduction

characteristics are generalized and defined for an academic

year or longer period, whereas, in practice, these

The topicality of the research lies in the fact that,

traditionally, consideration of the mechanisms of

socialization of younger students of a multiethnic educational

organization begins with adaptation in the first grade,

continues with individualization in the second - third grades,

and integration into activities in the third - fourth grades (6).

These mechanisms have been rather thoroughly examined in

mechanisms change with greater frequency at an individual

child's pace, depending on his/her personal characteristics,

living conditions, and belonging to a particular national

culture (7,31,34).

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Journal of Environmental Treatment Techniques

2019, Volume 7, Issue 3, Pages: 445-449

In this paper, the authors do not set the task of

determining, which of the socialization mechanisms relates

specifically to the stage of adaptation, individualization, or

integration, as all of them, to some degree, affect the

processes of adaptation, formation of individualization, and

integration of a child in the team. The authors have a

different task, namely, to consider how a teacher should

organize social and pedagogical activities in a multiethnic

classroom in order to timely analyze the involvement of

children in one or another mechanism and facilitate the

implementation of each mechanism of socialization.

Thus, the aim of the article is to identify and describe the

mechanisms of socialization of second-graders in polyethnic

school, and to provide recommendations for implementing

these mechanisms in an educational organization with a small

percentage of a non-indigenous ethnic group.

ability and diligence; increased situational anxiety; reduced

retention time; a sharp negative change of motivation for

participation in sport and after-school clubs. In this case,

children may have quick success at the first stage of entering

activities. However, with decrease in the rate of achievement

and its emotional coloring, cognitive de-motivation of the

child for this type of activity occurs. At the same time, if

parents let themselves be led by the child in changing the

content of additional education, despite the child’s abilities

and real inclinations, in the long term, it can lead to a

complete refusal to participate in extracurricular activities. In

a polyethnic classroom, the first and second forms of

cognitive maladaptation occur more often, because in

additional education acquiring knowledge is emotionally

colored and, therefore, more comfortable for the child.

The emotional type of school disadaptation is associated

with the development of four psychological constructs of a

second-grader. The first construct is motivation for success.

When disadaptation occurs, such motivation decreases during

unsuccessful studies and in anticipation of possible failures.

This kind of motivation gives way to the motivation for

avoiding failure, when the child is focused not on getting a

high result, accompanied by positive assessment of others,

but on the desire not to leave the comfort zone of “totally

average”. At the same time, s/he makes considerable efforts

not to get negative assessment, and, instead of the desired

comfort, the child may experience discomfort and

embarrassment, and the amount of efforts aimed at

maintaining a “C” is even higher than the desire to score

victory. Such a striving in polyethnic school is manifested in

the child’s isolation from learning activities, and, therefore,

from the classmates, which further reduces the pace of his/her

social adaptation, does not develop the child's stress

resistance and readiness to meet challenges.

The second construct is the child’s self-assessment in the

student’s role-playing function. As the study showed, in the

situation of school disadaptation, the self-esteem of a

younger schoolchild is reduced, which causes a situation of

constant anxiety before any form of activity and interaction, a

feeling of his/her impotence and secondary infantility. This is

most clearly manifested in a polyethnic classroom, when

interpersonal cooperation is also multicultural, and

capriciousness, tearfulness and bad habits such as nail biting,

and biting a pen or a pencil develop.

The third construct is the level of claims. It lies in the fact

how complex are the goals the child sets for him/herself.

Reducing the level of claims to the zone of actual

development does not contribute to development of new

types of social interconnections and acquisition of new types

of activities. However, school disadaptation often leads to

underestimation of the levels of claims below the vital level,

and the child ceases to set goals on his/her own, becoming an

obedient performer of someone else’s, not always good, will.

As a result, s/he can get under the influence of informal

leaders and, eventually, grow into a problem teenager.

Methodological Framework

Signs of school disadaptation are very diverse, so it is

logical to divide them into types that are listed below.

The physiological type manifests itself mostly when the

child is under physical exertion, that is, during and after the

break, as well as during PE classes and the classes

immediately following them. This type manifests itself

verbally, in the form of the child’s complaints of fatigue,

headaches and abdomen pain, lack of appetite at breakfast in

the school cafeteria, or at a snack during the break. In non-

verbal form, the manifestation of physiological signs may be

observed in a sharp and inexplicable reddening of the skin, in

discrete redness or paleness of the skin, and in general pallor;

in relaxed posture, chaotic movements or, vice versa,

sluggishness and slow response. Combination of verbal and

non-verbal signs can occur, such as: voice trembling and

tremolo in fingertips, obsessive ((stereotype) word repetition

and compulsory movements, stuttering, etc.

The cognitive type manifests itself in three forms: the

first one - signs of disadaptation in the course of educational

activities at school; the second – in the process of doing

home assignment; and the third -in the child’s attitude to

cognitive process in the system of additional education. Each

form has its own signs of disadaptation, as well as

generalized ones, manifested in any kind of cognitive

activities. Thus, the first signs of school disadaptation are:

lack of cognitive interest in the forms and content of learning,

that the child’s classmates find interesting; lack or decrease

in achievement in those activities that the student has so far

easily managed; deliberate forgetfulness, when at home the

child easily reproduces poems and applies rules,

etc.,

however, in class s/he is unable to present the same

educational information.

At home, signs of disadaptation are: lack of information

about school activities or concealment of such information by

the child; constant postponing of doing homework, on a far-

fetched pretext or without any; recourse to the assistance of

parents, even in such types of assignments that the child used

to fulfil independently. Therefore, when choosing the level of

difficulty or the size of the task, the child wants to choose the

simplest and the shortest possible. Constant negligence in

doing the task, carelessness in storage, collecting and using

educational supplies becomes characteristic of the child.

The fourth construct is the locus of control, that is the

child’s ability to take responsibility for his/her actions or

delegate this responsibility to others. In case of successful

adaptation, the child's internal locus is expressed by the

phrase "I’ll do it myself." In this case, the child develops both

a desire, and an ability to take responsibility for him/herself,

as well as criteria for assessing socially significant activities.

In a wide cognitive process, signs of learning

maladaptation are: decrease in the general level of working

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2019, Volume 7, Issue 3, Pages: 445-449

With the external locus of control, which is formed in

connection with school disadaptation, the child becomes

dependent on the opinions of others and external evaluation

of his/her activities. The child has an imbalance in the control

and evaluation process, which is expressed in the fact that

s/he blames others for his/her mistakes, and attributes all

his/her progress to him/herself, that creates a conflict

situation between the child and others. This can cause not

only interpersonal conflicts, but also inter-ethnic conflicts

and can become a security threat in the classroom.

Behavioral type of school disadaptation has the following

signs: manifestation of forms of destructive behavior ("the

little destroyer syndrome"), early appearance of character

accentuations and the rupture of social ties, manifested in

distrust, deceit, desire for solitude. All these signs in

educational activities are manifested in unwillingness to do

work at the request of the teacher or parents, to fulfil official

duties of a leader, to master new activities, to interact with

successful children, and, as a result, in aggression towards

such children.

Results

The experiment included two stages: ascertaining

research and “forming” experiment, in the structure of which

the main method of implementing adaptation mechanisms

was a counseling system with the use of an interactive

manual for younger students and their parents (Table 1).

Judging by the results of the ascertaining study, emotional-

psychological factors of the teacher’s motivating

schoolchild for activities, public approval or disapproval,

resulting in emotional discomfort at school and acute

perception of educational difficulties, have the greatest

potential in provoking school disadaptation. The remaining

types of school factors are somewhat less significant for

students of monoethnic schools. For students of polyethnic

school the factors of intellectual type are significant. These

factors are associated with the language barrier of children in

a polyethnic classroom, their poor educational cooperation

and the fact that children of non-indigenous nationalities

cannot expect their parents’ high-level educational assistance.

Based on the adapted Sonin method of registration, the most

evident signs of school disadaptation of second-grade

students in polyethnic school were identified (Figure 1).

The data presented in Figure 1, demonstrates that

disadaptation according to the physiological type mostly

manifests itself in unmotivated headaches, abdominal pain

and drowsiness. Emotional type – in the level of claims and

motivation for achieving success. Intellectual type - in lack of

retention of knowledge, when children are unable to

reproduce what they know and reproduced at home, and in

postponing of doing homework. In terms of behavior,

second-graders demonstrate anxiety and a little less often

aggressiveness.

Materials and Method

The research was conducted in a polyethnic educational

organization of the second type: secondary schools # 6, 52,

2 of Nizhny Novgorod, as well as in several schools in

Nizhny Novgorod region (Bor, Dzerzhinsk, Kstovo). The

subjects of the study were 864 second-grade students. The

survey and experimental activities also involved 1,124

parents of second-graders. The leading approach, that allows

investigating the inclusion of second-class students not only

in educational environment, but also in sociocultural

environment, is a student-centered approach based on the

humanistic paradigm of education. The characteristics of

school disadaptation and the degree of manifestation of its

types were determined through observation and analysis of

students' work, and testing using Sonin technique.

Table 1: The results of the ascertaining study of problems in social and school adaptation of second- grade students

Type

Physiological

Emotional

Intellectua

Behaviora

Level

School

Monoethnic

Polyethnic

8±1.32%

9±1.12%

32±2.1%

33±2.2%

10±0.98%

27±1,67%

21±2.2%

18±2.05

14±3% average

19±2%

above the average

Figure 1: The intensity of school disadaptation indicators in second-grade students of multiethnic school

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2019, Volume 7, Issue 3, Pages: 445-449

Table 2: The results of “forming” experiment in overcoming problems in social and school adaptation of second-grade students

Type

Physiological

Emotional

Intellectual

Behavioral

Phase

before the experiment

cognitive differentiation

parity cooperation

individualization of giftedness

9±1,12%

9,5±2,1%

7,8±1,3%

8,2±1,7%

7,3±1,4%

33±2,2%

31±1,8%

22±2,3%

25±1,9%

17±2,26%

27±1,67%

19±1,73%

16±2,07%

11±1,33%

10±1,81%

18±2,05

16±2,4%

17±2,17%

14±1,4%

12±1,2%

“game of maturity”/total

To sum it up, average disadaptation rate in polyethnic

school is much higher than in monoethnic, and is above

average in all types of disadaptation. The results of “forming”

experiment in teachers’ implementation of the system of

adaptation mechanisms based on advisory activities are

shown in Table 2. Judging by the results of the research, all

pitas of school disadaptation factors have a decreasing

tendency; however, with the introduction of each adaptation

mechanism, they change irregularly and often non-linearly.

Nevertheless, after the implementation of the adaptation

program parameter values of all the factors reached an

average level.

The first is natural predisposition to a certain series of

disciplines: mathematics, natural sciences, humanities, and

arts (27). The second reason is cognitive interest in a

particular academic subject (9). Here, objective and

subjective factors are involved. Objective factors - the ability

to study the subject, and subjective factors - empathy for the

teacher. The third reason is a high level of creativity in the

classroom and an opportunity for the student to manifest

talent in the context of activities related to the content of the

discipline (20). A defect in the implementation of this

mechanism in a polyethnic classroom arises from the student,

when infatuated by the visual attractiveness of a school

subject and its simplicity, s/he unreasonably chooses it as the

major one. This happens more often with representatives of

non-indigenous ethnic groups. On the part of the parents, an

overestimation or underestimation of the importance of the

academic discipline in the child’s later life and the translation

of this assessment into the process of home education may

occur.

Discussion

As a number of studies (8,19) have shown, more than

5% of secondary schools in Central Russia belong to the

second type of multiethnic educational organizations, where

the number of representatives of non-indigenous nationalities

is quite significant. Thus, creating conditions of successful

multicultural socialization of schoolchildren and prevention

of school disadaptation should not be ignored. In social

maladjustment one child demonstrates difficulties in behavior

The second mechanism, implemented after the first one,

is connected with the students’ team-building, with the

child’s awareness of his/her rights and duties of a full-fledged

student, and with the distribution of roles in the class based

on the similarity of goals. This mechanism is initiated

through engaging the child in activities, the so-called

(

18), another experiences fatigue and weakness (28), and the

third refuses to study to spite the teacher (25), etc.

In order to timely detect and carry out prevention of

school disadaptation of second-grade students, the teacher

needs to remember the mechanisms and results of social

adaptation of these students in the first grade (4,9,10). As

research revealed, the primary adaptation of younger

schoolchildren during one school year includes several

mechanisms, that can proceed sequentially, and, in some

periods, simultaneously (16,17). For convenience, they were

called: “playing school”, “reflexive mirror”, “talent field”,

“

infection by activities”. This mechanism can be defined as

parity cooperation”. It is implemented when groups of

children carry out educational projects. The skill of the

teacher is to find a balance between relying on the child’s

already revealed abilities and facilitating identification of

new abilities; between working in fixed microgroups and

forming new creative groups of children. An imbalance in

this work can lead to the formation of class groupings and to

the emergence of not only leaders, but also outcasts

“cross-cultural

cooperation”

(12,13,22,24,29,15).

(

5,14,23).

The third mechanism begins to operate when students are

motivation or academic success at the beginning of studies in

the second grade is impaired, the mechanisms that will be

discussed further, will allow to correct the shortcomings of

social pedagogical work during the previous academic year.

In this case, integration of teachers and parents in the field of

education and upbringing of the child can be beneficial, as

reviewed by a number of authors (2,5,11,21,26,30,33). As

part of the author's technology, such integration is

implemented through a system of consultations for parents

and schoolchildren and with the help of an interactive manual

on the issues of health improvement, education and

upbringing of younger schoolchildren.

So in the second grade, social adaptation of

schoolchildren is provided by four mechanisms: The first

mechanism is associated with educational activities and is

called by the authors “cognitive differentiation” of

educational abilities and aptitudes, which has three reasons.

already aware of their abilities, in particular, in their creative

talents; when they have developed their talents to some

extent, and have used them in joint activities. This

mechanism may be called "individualization of giftedness."

Due to his/her talent, the child can take a special, socially

approved position in the society. At the same time, it is

necessary to remember the “golden rule of pedagogy”, which

states that a child should not be compared with other

children, but only with him/herself. In this case, the focus is

not only on the child’s record of achievement, but also on the

effort that needs to be applied to ensure success. This way

the mechanism for the individualization of talent will be

successfully implemented.

The fourth mechanism of social adaptation of a second-

grader is “game of maturity." It’s implementation may start in

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2019, Volume 7, Issue 3, Pages: 445-449

the first grade, but the mechanism works better for second-

graders when new first-graders come to school. Second-grade

students look at them patronizingly and, with proper

organization of socially pedagogical activities and

interaction, strive to assist them, and demonstrate support and

care. Similar behavior of second - graders is observed in

relation to younger members of the family, as well as to

representatives of wildlife, pets, animals and birds of the

pet’s corner, indoor and garden plants. These children can

show similar attitude to elderly people, not necessarily the

members of their own families

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Conclusion

Based on the above, it may be concluded that in the

context of a multiethnic educational organization, social and

pedagogical activities aimed at school adaptation and

socialization of younger schoolchildren are of considerable

importance. Consequently, it is essential to study and apply

adaptation mechanisms, which have their peculiarities and

change several times during each academic year.

0. Grigorieva, E.L., and Bystritskaya, E.V. The Concept of

Etno-Veche" within the child youth adaptation multiethnic

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Scientific review. pedagogical sciences.2016; 1: 7-21.

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pedagogical support of protection of pupils migrants in

polycultural educational space: Doctoral dissertation. Rostov

on Don: RGPU.2000.

. Thus, second-grade students manifest the following

socialization mechanisms: “cognitive differentiation”,

“

individualization of giftedness”, “parity cooperation” and

game of maturity”.

. The criteria for success of school adaptation and

12. Gunaydin M, Demirel D, Bernay F, Ariturk E, Bicakci U,

Tander B. Laparoscopic appendectomy for perforated

appendicitis in children: Is intraperitoneal drainage

necessary?.

Clin Exp Invest. 2015;6(3):224-7.

socialization of second-graders can be classified according

to:

https://doi.org/10.5799/ahinjs.01.2015.03.0523.

3. Ivanova, S.S., Bystritskaya, E.V., Burkhanova, I.Y., Stafeeva,

A.V., and Zhemchug, Y.S. Physical Culture Teacher

Professional Activity Problems in Polyethnic Educational

Organization. Eurasian Journal of Analytical Chemistry,



physiological type (characteristics and self-assessment of

physical condition and peculiarities of motion);

cognitive type (characteristics of cognitive process and

the manifestation of intellectual qualities);

emotional type (motivation for learning activities, the



(Interdisciplinary Perspective on Sciences 7b). 2017; 12:

615–1620.



4. Jahwari, N. A.,

Khan, M. F. ORGANIZATIONAL

MECHANISMS IN SOHAR

Social Sciences Reviews.

2016;4(2):76-87. https://doi.org/10.18510/hssr.2016.423.

ratio of self-assessment and level of aspirations, locus of

control),

LEARNING

UNIVERSITY. Humanities



behavioral type (reduced level of anxiety and

aggressiveness, inclination to productive interaction and

socializing).

15. Kvet, M., & Matiasko, K. Temporal Data Performance

Optimization using Preprocessing Layer. Journal of

Information Systems

018;3(2):13.

Engineering

Management.

Recommendations

6. Kim, T.K. Assessment of efficiency of physical training of

children and teenagers in the family school system. Science

and school. 2011;1:84-87.

The article materials can be useful for primary school

teachers, parents of younger students, as well as for

specialists working with polytechnic children’s groups in the

system of additional education, and social teachers dealing

with migrant families in order to build a non-conflict

educational environment.

17. Kim, T.K. Organizational and pedagogical conditions of

effective realization of problems of physical training in the

family school system. Pedagogical education and science.

013; 4:57-64.

8. Kirdyanova, A.A. The system of interaction with family at

school for parents "we together" as an innovation in additional

education. Modern pedagogics. 2015; 7(32): 54-57.

Knowledgment

The author confirms that the data do not contain any

conflict of interest.

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cross-cultural contacts. Collections of conferences of Research

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contents, methods, means: Scientific and methodical grant.

Syktyvkar: Publishing house the Syktyvkar state. university.

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