PROBLEMS ENCOUNTERED BY 6–7-YEAR-OLD CHILDREN IN THE PROCESS OF SCHOOL ADAPTATION AND PSYCHOLOGICAL METHODS FOR FACILITATING ADAPTATION

Nodirova Dildora Furqatovna

Authors

Nodirova Dildora Furqatovna Psychologist of School No. 119, Olmazor District, Tashkent

Keywords:

school adaptation, early school age, psychological readiness, emotional adjustment, play-based learning, child-centered approach, primary education, developmental psychology

Abstract

This study examines the common challenges faced by children aged 6–7 during their transition to formal schooling and explores effective psychological methods that facilitate their adaptation. Entering school represents a significant developmental milestone, often accompanied by emotional, cognitive, and social adjustments. Many children experience difficulties such as separation anxiety, reduced motivation, attention instability, communication barriers, and challenges in adapting to structured learning environments. The research adopts a qualitative-analytical approach, synthesizing findings from contemporary psychological and pedagogical literature. It highlights the role of supportive teacher–student interactions, family involvement, and the use of age-appropriate psychological strategies, including play-based learning, emotional support techniques, positive reinforcement, and individualized guidance. The findings suggest that a well-organized adaptation process, grounded in child-centered approaches, significantly enhances children’s psychological readiness, reduces stress, and promotes successful integration into the school environment. The study underscores the importance of early intervention and collaboration between educators and parents to ensure a smooth and positive transition for young learners.

References

Nazarova D.O‘. Psychological factors affecting the adaptation of preschool children to the social environment // Journal of Multidisciplinary Academic and Practice Studies. – 2025. – Vol. 3, No. 3. – P. 805–815.

Shatskaya A. The impact of preschool cognitive self-regulation skills on school adaptation // Emirates Journal of Applied Psychology. – 2025. – P. 45–52.

Liu X. School adjustment and psychological well-being of primary school children // Educational Psychology Review. – 2025. – Vol. 37. – P. 112–128.

Kim B., Shin J. School adjustment moderates character strengths interventions in elementary schools // International Journal of Applied Positive Psychology. – 2025. – Vol. 10. – Article 68.

Cai C. et al. School-based interventions for resilience in children: A systematic review // Frontiers in Psychology. – 2025. – P. 1–15.

Zhang M. et al. The relationship between physical activity, school adaptation and mental health // Frontiers in Psychology. – 2025. – Vol. 16. – Article 1573129.

Halimah, Margaretha, Mirawati. Family and school collaboration in children’s adaptation // Early Childhood Education Journal. – 2020. – Vol. 48. – P. 215–223.

Norheim H., Moser T. Cultural perspectives in early childhood adaptation // European Early Childhood Education Research Journal. – 2020. – Vol. 28. – P. 310–322.

O‘razaliyeva D.O‘. Maktabgacha yoshdagi bolalarning ijtimoiy moslashuvi psixologik omillari // Psixologiya va ta’lim. – 2024. – №2. – B. 45–52.

Abdullayeva M.R. Boshlang‘ich sinf o‘quvchilarining maktabga moslashuv jarayonlari // Pedagogika ilmiy jurnali. – 2023. – №4. – B. 67–73.

Karimova N.X. Bolalarning maktabga tayyorgarligi va psixologik rivojlanishi // Zamonaviy ta’lim. – 2022. – №6. – B. 25–30.

Ismoilov S.T. Boshlang‘ich ta’limda moslashuv muammolari va yechimlari // Ta’lim va innovatsiya. – 2021. – №3. – B. 41–46.