CENTRALITY OF THE STUDENT IN THE INSTRUCTIVE – EDUCATIONAL PROCESS – A METHOD OF OPTIMISATION OF THE SCHOOL ADAPTATION

Abstract

One of the periods in which frequent difficulties of school adaptation are registered is preadolescence, especially the beginning of preadolescence, which coincides in students with the passage from elementary to middle school and which, on the foundation of a fragile emotional and psychic balance, as well as a personality in formation, numerous adaptation behaviours are assimilated and long lasting behavioural patterns are formed, which will be transferred to future activities. The requirement of placing the student in the centre of the educational process, of adapting all activities to his capabilities and interests, is an approach to education proper to the constructivist paradigm, which, by comparison with the traditional paradigm presents a number of significant changes in design, strategy and action. The results from evaluating the risk of the school maladaptation for preadolescent students require the adoption of new preventive measures for the difficulties in the school adaptation to this age. The adaptation of the school, of the educative strategies, in fact the adaptation of the entire instructive and educative process to the individual needs, capacity and learning particularities of the students may represent a preventive solution for the abovementioned difficulties.