The influence of psychological and pedagogical conditions on the process of secondary school students’ adaptation at REC ISEDT RAS

The article reflects the essence of the activity carried out by the Research-and-Education Center at the Institute of Socio-Economic Development of Territories of the Russian Academy of Sciences, which is focused on the adaptation of the secondary school students of the first year. The authors highlight the relevance of creating psychological and pedagogical conditions for the efficiency of going through the period of adaptation to a new educational institution.The article reveals the concepts of adaptation, adjustment, and conditions. It highlights certain features of the individual’s adaptation period, which characterize it as a dynamic process. With respect to the system of education, the authors use concept of “psychological and pedagogical conditions”, which is understood as the concrete ways of pedagogical interaction. The article presents a characteristic of the three groups of psychological and pedagogical conditions: informational, technological, personal. The authors come to a conclusion that psychological and pedagogical conditions are a factor that influences the personality of schoolchildren in the process of their adaptation to a new educational institution, team, teachers, etc. ISEDT RAS Research-and-Education Center that educates secondary school students provides a telling example of how the complex of activities seeking to enhance the efficiency of first year students’ adaptation at the Research-and-Education Center under the Institute of Socio-Economic Development of Territories of the Russian Academy of Sciences. These activities can be divided in the following directions: psychological and pedagogical diagnostics, courses of psychological disciplines “The ABC of communication”, support of educational process, involvement of schoolchildren in participation in various activities and the work with parents. The use of this system contributes to the formation of psychological and pedagogical conditions, which speed up the process of students’ adaptation to the new realities. This is proved by the high results of diagnostics of the first year students’ adaptation level in the 2013/2014 academic year. The article also presents the dynamics of adaptation indicators of schoolchildren in 2009/2010 - 2013/2014 academic years. The implementation of the set of measures, aimed at creating a favorable psychological atmosphere, contributes to the successful completion of the secondary school students’ adaptation.