Strategic Lines of the “Child’s Internal Position” From the Perspective of Adaptation to the School Environment

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.