INTERPERSONAL RELATIONSHIPS OF PRIMARY SCHOOL STUDENTS AS A DETERMINANT OF SOCIALIZATION EFFICIENCY

Abstract

This article examines the interpersonal relationships of primary school students as a pivotal factor in the efficacy of their socialization, particularly in light of the adverse impact of 21st-century technological advancements on direct face-to-face communication. The study, conducted through a synthesis of qualitative and quantitative methodologies, utilized surveys, pedagogical observation, and projective techniques to assess the sociometric status of children within the classroom environment. The research further analyzes the influence of the digital landscape on students' communicative activity.

The findings indicate a significant decline in emotional exchange among primary schoolers, suggesting that their interpersonal frameworks are now predominantly constructed within the school environment, which serves as the primary arena for social maturation. A distinct correlation was identified between the quality of communication and children's anxiety levels. Consequently, the study elaborates on and justifies specific pedagogical conditions, including empathy-building workshops and collaborative ludic technologies. These interventions are designed to foster healthy interpersonal dynamics, thereby substantially enhancing children's psychological well-being, adaptive capacities, and overall academic performance within the contemporary educational context.