The foundation in the development of a child's personality is interpersonal relationships, they are bom and actively develop in childhood. This experience basically determines the child's relationship to himself, to his peers and to adults. Not all relationships work out well. Educators and psychologists are increasingly concerned about the significance of this problem. The article examines the features of the relationship of a junior student with others, questions about the ability of a junior student to make decisions, aspects of prosocial behavior are studied. The article analyzes the psychological features of the age under study, neoplasms that lay the foundation for further personal development. The purpose of the study. To study the features of interpersonal interaction among younger schoolchildren. In accordance with the relevance and purpose of the study, we have selected the following research methods and techniques: 1) the Mosaic technique, the purpose of the study of which is interest and emotional involvement in the activities of a peer; 2) the "Gifts" technique, the purpose of which is to study the prosociality of children (empathy, empathy, conscientiousness, justice, concession) how to share abilities; 3) the "Drawing" technique, carried out in order to identify the child's ability to concede, fulfilling certain conditions; 4) the "Puzzle" technique, with the help of this technique, the experimenters wanted to identify the child's desire to help a peer; 5) mathematical processing of the results according to the Mann-Whitney U-criterion. The results of the study expand the ideas of practical psychologists, reveal the possibilities of applying the data obtained in the professional activities of teachers-psychologists, teachers, tutors, teachers in working with primary school children, as well as in working with parents. This will allow us to better understand the features of interpersonal interaction of children not only within the educational space, but also beyond it. In addition, this research contributes to the development of programs of psychological and pedagogical support for interpersonal interaction, programs of psychological support for interactive communication of younger schoolchildren, as well as to form competencies in this field of knowledge and apply it by specialists in practice. Conclusions: the study revealed a completely different perception of each other by students: students could quickly get involved in the learning process, more accurately assimilate lesson materials, they acquired qualities such as the ability not only to hear, but also to listen to their partner, the ability to defend their point of view and position.
PRIMARY SCHOOL AGE, PRIMARY SCHOOL STUDENT, PERSONALITY, INTERPERSONAL RELATIONS, INTERACTION OF CHILDREN, PERSONALITY DEVELOPMENT, PARENTS, TEACHER
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