Ψυχολογική προσαρμογή των παιδιών στο νηπιαγωγείο

Περίληψη

As some research studies have indicated, entrance to a nursery school is a critical period of early childhood education. The aim of this study is to investigate the emotional and social difficulties that Greek children face at this face and the way they adjust themselves to the nursery school environment. The research was developed in two faces: First, one thousand of infants 3-4 years of age in different parts of Greece were evaluated by their teachers for emotional emancipation from their home, social sensitivity, participation to play, and self-sufficiency. Next, twelve nursery school teachers made systemic observations on 24 children (12boys and 12 girls) for a period of 4 months and recorded their reactions to nursery school from the very beginning of the school year. Data were statistically elaborated and the following main results were drawn: a. Children who attend nursery school show various degree of development in different aspects of school adjustment. About 4% have not any emotional emancipation from their home, 8% have a moderate degree, 25% a satisfactory degree, and only 60% have achieved emotional autonomy so that they feel happy in the nursery school. As far as general adjustment, more than 1% does not show any degree of school adjustment, 8% show a moderate degree, 25% a satisfactory degree, and 66% a high degree ο adjustment. b. Emotional emancipation and self-sufficiency have not significant correlation to socio- economic level, but general adjustment, participation to play and social development show a significant correlation on the level of 5%. c. For each individual child adjustment to a nursery school is different, but all cases could be grouped into three main categories: easy, difficult and intermediate. d. Children who start nursery school for first time face more difficulties than those who have already attended nursery school classes. e. All aspect of school adjustment improves by the time. f. Half of the children begin attendance at a nursery school with negative emotions and relations, but gradually the negative aspects are reduced and the positive arc increased. The main conclusion from this study is that entrance and attendance to a nursery school is a crucial period of early childhood education and it needs a very careful and slender pedagogical manipulation from both parents and teachers.