Abstract
<jats:p>ntroduction. Currently, the problem of diagnosing health disorders in children during their adaptation to the microsocial conditions of educational institutions (preschool and general education organizations) has evolved into a fundamental multidisciplinary field. It is at the intersection of clinical pediatrics, developmental physiology, child and adolescent hygiene, and educational psychology. Aim . To determine the age-specific clinical manifestations of adaptation syndrome and develop diagnostic criteria for adaptation disorders in children upon their admission to cooperative education institutions. Material and Methods. The study involved 299 children divided into three groups: 109 infants and toddlers (aged 7 months to 3 years), 85 preschool children (aged 4–7 years), and 105 primary school students (aged 7 years). The children were examined prior to their being admitted, throughout their entire adaptation period, and one year after its completion. The following health indicators were analyzed: Physical development; neuropsychological development (using the Rostock test for infants/toddlers, the L.A. Wenger and V.V. Kholmovskaya method for preschoolers, and an adapted Wechsler Intelligence Scale for first graders); morbidity rates based on medical consultations and individual analyses; neuropsychiatric health status based on pediatric psychiatric consultations and parental surveys; and a comprehensive health assessment. Results and Discussion. First graders’ school adaptation period was accompanied by more significant changes in neuropsychiatric health compared to the younger age groups. Neurotic reactions were characterized by polymorphic clinical symptoms and were recorded in 74 of 105 first graders (70.4 %). Notably, no single form of disorder was dominant. Asthenic manifestations were diagnosed most frequently (53.3%). Hyperdynamic syndrome was observed in 41 students (39%), characterized by motor restlessness, fidgeting, and episodic aggressiveness. Conclusions. We were the first in the pediatric practice of Central Asia to determine the age-specific features of the adaptation syndrome patterns in relation to children’s health status through a multidisciplinary medical and pedagogical approach. The study identified the predominant forms of adaptation disorders for various age periods and established clinical criteria for diagnosing them in children entering new social environments.</jats:p>