STRATEGIC LINES OF THE “CHILD’S INTERNAL POSITION” FROM THE PERSPECTIVE OF ADAPTATION TO THE SCHOOL ENVIRONMENT

<doi>10.24250/jpe/si/2025/VP/</doi>

Abstract

The issue of the child’s internal position from the
perspective of adaptation to the school environment
requires, in the context of the multifaceted changes
occurring in preschool and primary education, a thorough
examination of scientific approaches to identify potential
foundations and directions in this field. Current practices
in this area still appear to be in their early stages. In this
article, from a broader perspective, we do not aim to
answer what actually works, but rather to understand the
child’s psychological capacities regarding their internal
position and certain mechanisms of adaptation to the
school environment. The theoretical vision we aim to
support is essentially an attempt to present the concept of
the child’s internal position starting from the totality of
characteristics of a system of internal factors that mediate
environmental influences and condition the development of
new psychological formations at this stage of life. This
approach seeks to answer the question of what is important
in children’s adaptation to the school environment. A
perfect correlation between the child’s internal position
and adaptation to the school environment ensures success
and efficiency in the learning process.