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The systematic review of the literature presents data on the factors of the school environment, as well as on the psychological, social, and physiological aspects of a child's adaptation to learning in primary school. The criteria for successful adaptation in this aspect are academic performance, behavior, and inclusion of the child in the social environment, as well as moderate shifts in physiological indicators. Modern approaches to the study of physiological reactions associated with adaptation to school are described, based primarily on the dynamics of cortisol in saliva and the variability of biological rhythms. The role of health is emphasized and data on the adaptation of children with disabilities to school are presented. The important role of the mother and intra-family relations on the nature and effectiveness of adaptation processes is shown. [ABSTRACT FROM AUTHOR]

This paper presents an analysis of the physical education class at the gymnasium level from the perspective of the eventual excess of sports content and the effects of this aspect. The school curriculum at this level was analyzed and questionnaires were applied to some teachers and students to identify their opinions on the previously mentioned theme. The general conclusion that emerged from this study was that, indeed, sports-type contents are the majority (over 80% in each class), and the teachers seem to agree with this structure. The opinion of the students is not unified; approximately half feel various aspects that make them reserved regarding the pleasure of participating in these physical education classes.

The purpose of this study was to develop a 3D virtual reality environment and to examine its effectiveness in order to facilitate the adaptation and integration of immigrant students into school. In the study, which was carried out in two stages, the design-based research method and the mixed research method were used, respectively. In the study conducted with eight immigrants and eight Turkish students studying at the 5th-grade level, first of all, the 3D virtual reality environment was developed, and in the next part, the effectiveness of the 3D virtual reality environment was evaluated. During the eight-week design-based research process, various activities were designed regarding the subjects of basic Turkish concepts (introduction expressions, school objects, colours, numbers, etc.), the physical structure of the school, school staff, school and classroom rules that immigrant students needed in their adaptation to school, and a 3D virtual model of the school they attended was created. In the second stage of the study, the 3D virtual reality environment developed was applied to the immigrants and Turkish students for four weeks, and its effectiveness was tested. The results revealed that the attitudes of the immigrant students using the3D virtual reality environment towards school changed positively and that the 3D virtual reality environment increased their love for the school and helped them know the school and learn Turkish. Although the 3D virtual reality environment used caused negative feelings such as nausea and dizziness in the immigrant students and Turkish students, it was seen that it had a positive effect on the development of positive emotions such as friendship bonds, love, confidence and happiness. It was found that the immigrant students performed all the performance criteria in the application process at a good level and that there was a significant positive difference in their academic achievement scores before and after the application. [ABSTRACT FROM AUTHOR]

This paper presents an analysis of the physical education class at the gymnasium level from the perspective of the eventual excess of sports content and the effects of this aspect. The school curriculum at this level was analysed and questionnaires were applied to some teachers and students to identify their opinions on the previously mentioned theme. The general conclusion that emerged from this study was that, indeed, sports-type contents are the majority (over 80% in each class), and the teachers seem to agree with this structure. The opinion of the students is not unified; approximately half feel various aspects that make them be reserved regarding the pleasure of participating in these physical education classes. [ABSTRACT FROM AUTHOR]