DESIGN METHODS AS AN OPPORTUNITY TO DIAGNOSIS THE PROCESS OF A CHILD’S ADAPTATION TO SCHOOL AND ELIMINATE EXISTING DIFFICULTIES

Аннотация

This article describes the possibilities of diagnosing the successful transition of children to school, preventing social difficulties and psychocorrection using projection techniques. Also, the diagnosis is characterized by the fact that strategies are presented that allow the child to overcome the consequences of school stress. Key words: adaptation to school, projective diagnostics, stress, effective strategy, projection methods, meditation, imaginary journey. МЕТОДЫ ДИЗАЙНА КАК ВОЗМОЖНОСТЬ ДИАГНОСТИКИ ПРОЦЕССА АДАПТАЦИИ РЕБЕНКА К ШКОЛЕ И УСТРАНЕНИЯ СУЩЕСТВУЮЩИХ ТРУДНОСТЕЙ Аннотация. В статье описаны возможности диагностики успешного перехода детей в школу, профилактики социальных трудностей и психокоррекции с использованием проекционных методик. Также диагноз характеризуется тем, что представлены стратегии, позволяющие ребенку преодолеть последствия школьного стресса. Ключевые слова: адаптация к школе, проективная диагностика, стресс, эффективная стратегия, методы проецирования, медитация, воображаемое путешествие. Many children of preschool and primary school age experience significant difficulties adapting to school. They have a number of problems that they cannot solve: inability to adapt to school demands, anatomical and physiological fatigue, as a result of which they face emotional stress. Early diagnosis, prevention and correction of difficulties at school is always a pressing and extremely important problem in preventing such problems. In this case, it is necessary not only to identify adaptation difficulties, but also to carry out practical work that makes it possible to develop an effective strategy for overcoming existing stress in order to overcome the difficulties of adaptation to school. Early identification of difficulties in the process of children's adaptation to school requires great responsibility from the practical school psychologist. Many children find it difficult to adapt to school. Children face a number of problems that they cannot solve on their own. Therefore, early diagnosis, prevention and correction of difficulties in adapting to school is always a pressing and extremely important problem. For example, to prevent existing difficulties, it is advisable to use effective psychodiagnostic methods for diagnosing the successful transition of children to school. In this case, the use of projective methods that are convenient for practical psychologists and students is essential. The use of projective methods, which is a method of art therapy, allows, firstly, to increase students’ interest in the process, and secondly, to determine in detail their mental state. 9 64 International scientific journal ISSN: 2181-3906 «MODERN SCIENCE АND RESEARCH» 2024 VOLUME 3 / ISSUE 6 / UIF:8.2 / MODERNSCIENCE.UZ Also, in addition to diagnostic information, these are simultaneously strategies that allow the child to cope with the consequences of adaptive stress (see coping, coping strategy) - actions taken by a person to overcome stress, that is, to overcome psychologically. In difficult situations, the experience of emotional reactions that combine those used cognitive, emotional and behavioral strategies (in the sense of eliminating the negative consequences of stress), also plays the role of a coping strategy. The technique combines the features of the cathartic projection technique (which allows you to effectively respond to internal experiences) and the analysis of creative products (drawing). Projective methods are test materials specially organized and used to study a person or his individual aspects. The effect of these methods is based on the projection mechanism. This mechanism was first discovered by S. Freud and described as a process of combining feelings and desires that are unacceptable to a person with an external object. Projection is unconscious in nature and performs a protective function, mitigating conflicts between a person’s real (unconscious) aspirations and social norms, values and conscious beliefs. The term “projective” itself was introduced in 1939 by L. Frank (L. K. Frank, American psychologist) to designate a number of methods known by that time. He also managed to create a classification of them according to selected characteristics, which, with some additions, is still used in our time. In psychology, especially in kindergarten, more attention is paid to projection methods. Projective methods are the simplest way of expressing a child’s attitude to the environment, to himself, to what is happening, that is, based on the age characteristics of these children, they are aimed at identifying as fully as possible everything that cannot be determined by observation. or conversation. Drawing is a teaching method that does not require stress, but on the contrary, gives children pleasure and joy. It's hard to find a child who doesn't like to draw and play. Thus, the child’s attention is correctly directed to specific activities. The technique combines the properties of catha