Pedagogical conditions for the successful adaptation of young children to the educational environment of a preschool education institution

Abstract

The article reveals the essence of the pedagogical conditions for the
successful adaptation of early childhood children to the educational
environment of a preschool institution. Adaptation is defined as a complex
multilevel process encompassing physiological, psychological, social, and
pedagogical aspects of a child’s development. It is emphasized that early
childhood is a sensitive period for forming emotional stability, basic trust in the
world, and readiness for further socialization; therefore, the creation of
favorable pedagogical conditions is of particular importance. The author
analyzes
scientific
approaches
to
the
definitions
of
«early
childhood»,«adaptation» and «educational environment», clarifying that the
educational environment acts as a leading factor in a child’s development,
while the effectiveness of adaptation depends on the level of humanization
and pedagogical support within it. Based on theoretical analysis and personal pedagogical observations, a set
of pedagogical conditions ensuring successful adaptation of young children to
new social and educational circumstances has been identified. These include:
ensuring an emotionally comfortable environment within the preschool;
establishing partnership interaction between educators and the child’s family;
gradual inclusion of the child in the educational process; organizing a
developmental spatial environment; using play as the leading means of
adaptation; and providing psychological and pedagogical support for
individual development. The study substantiates that the implementation of
these conditions contributes to the formation of positive emotional
experiences, a sense of safety, trust, and confidence, creating a foundation
for further socialization and successful integration into the preschool
educational environment.