Problems of Developing Adaptation Skills to Preschool Education Institutions in Children of Kindergarten Age

Abstract

This article explores the psychological, physiological, and social challenges that children of kindergarten age face when adapting to preschool educational institutions. The transition from a home environment to a structured preschool setting often creates emotional stress for children, affecting their behavior, health, and social development. The paper analyzes the factors that influence adaptation processes, including family background, individual temperament, the educational environment, and teacher-child interaction. It emphasizes the importance of early preparation for preschool and outlines evidence-based strategies to ease the adaptation period. Creating emotionally supportive and developmentally appropriate environments, strengthening parent-teacher cooperation, and employing psychological readiness programs are proposed as key approaches to fostering successful adaptation in young children.