The Czech Republic is the birthplace of John Komensky, the creator of the modern education system. At that time it was a breakthrough. Much of this system now needs to be reconsidered. This is what teachers, methodologists and psychologists all over the world do. Today I want to share with you not the results of large-scale research, but my experience of observing the process of adaptation of Russian-speaking children in Prague kindergartens and schools. More and more children are brought to my play therapy sessions who do not have good relationships with local educational institutions. And it turned out that frustration due to lack of knowledge of the Czech language is far from the only (and in many cases not the main) reason for these children being outsiders. What I am going to say now may not be pleasant for everyone to hear. But it seems to me that it is useful for all of us to think about why so many children have difficulty adapting to kindergarten or school. It just so happens that it is customary to “send” children to kindergarten. It is considered normal if the child cries during the first days of his stay in the garden, if he begins to get sick regularly and is reluctant to leave the house in the morning. But if a child fights with other children, does not listen to teachers, or withdraws into himself and refuses to participate in a common activity, this is clearly regarded as bad behavior that requires immediate correction. Moreover, not all children are suitable for a group of twenty-five people. It can be difficult for many people to fully rest during recess, when the hubbub around them does not stop and from time to time someone bumps into someone else. Not every child will be able to listen attentively to the teacher while sitting on an uncomfortable chair in an awkward position. Especially if the topic and content of the lesson are unclear, or vice versa - everything is too simple and therefore uninteresting. Let's ask ourselves this question. How can a child experiencing discomfort in kindergarten or school tell us, adults, about it? After all, in response to the lion’s share of his complaints, he hears: “Be patient, you’ll soon get used to it!” or “Now you don’t understand why you need all this, but when you grow up, you will definitely understand and say thank you!” A child who does not feel safe in the system imposed by adults is forced to defend himself. The various symptoms with which psychologists are consulted are very often such a defense. I will give examples from practice. For two and a half years, regularly attending kindergarten, the boy does not utter a word there. In other classes, at home and away, this same young man actively and adequately communicates with both peers and adults. And in the garden, he also doesn’t actively conflict with anyone, does his assignments and... is silent. A diligent first grader sits on the last desk with the main ringleader of the class. Suffers from severe migraines, the physiological cause of which cannot be determined. The teacher, in response to a request to move the boy, throws up his hands pitifully and says: “But they themselves must learn to negotiate among themselves.” In general, the system is not at all ideal. You shouldn’t ignore this and try to prove the opposite to your children. The good news is that the education system is created and modified not only from above, but also by its participants - the administration of the educational institution, teachers, children and their parents. If we are not embarrassed by the fact that something in this system may not suit children, then in many cases adaptation issues can be resolved relatively easily and painlessly. No one has the right to forbid your child to bring his own food to kindergarten, move to another desk, or sit alone with a book during a noisy break. And finally, do not neglect the child’s opinion. What if he, too, can understand something about what is interesting and uninteresting to him, pleasant and unpleasant, useful and unhelpful??