Keyword: «first-graders»

The article examines theoretical aspects of the problem of motivation of teaching first-graders with impaired mental function. The definition of impaired mental function, the analysis of sources on the issue. Some features of motivation of teaching first-graders with impaired mental function.

The article reveals the conditions for the successful adaptation of first-graders. Teacher, establishing close interaction with the parents of the child, contributes to this, which is one of the most important conditions for success. The concepts of "adaptation", "adaptation of first-graders to school", "disadaptation of parents of first-graders", "readiness for learning", "success" are disclosed. Examples of interaction with parents are given, concrete questionnaires, memos of work with them during the adaptation period are given.

The article discusses the formation and development of self-esteem of first-graders with the influence of such psychological-pedagogical factors: life experience, material and spiritual level of the family, the style of family upbringing, pedagogical communication style, the estimated impact of teachers, readiness for school, success in learning, personal factor (picture of yourself), physical health, appearance, relationships and communication with peers, age.

The article shows the results of a comprehensive study of the adaptive capabilities of first-graders. The characteristics of mental (cognitive) development of first-graders, performance indicators, and the level of success of the learning process are presented. The results of a formative experiment are described and the effectiveness of specially organized psychological and pedagogical support for the process of adaptation of first-graders to school is proven.