What are the characteristics of interpersonal relationships among elementary school students?

Timid and reluctant to contact other people, some naturally timid children, whether they are in primary school or junior high school, will still not become more courageous, and will be more timid and unwilling to try anything new because of the things and people they have experienced, for classmates they are even more reluctant to contact too much, timid and shy will directly affect children's interpersonal skills, so they are unwilling to show themselves for classmates and teachers to pay attention to, just want to learn alone, Then such behavior is also detrimental to his future work development.

In general, children with relatively withdrawn personalities are prone to lack self-confidence, and primary school is also a sensitive stage of children's physical and mental development, many more withdrawn children will want to avoid the crowd, and watch the outside world alone in the corner, because of low self-esteem and no self-confidence, they dare not study and discuss with other classmates and friends, and the psychology of inferiority and withdrawn character will be more serious over time, which is also the most important reason for children's poor interpersonal skills, and the influencing factors of personality.

In fact, whether it is a classmate relationship or a friend relationship in elementary school, it is the strongest relationship in all subsequent periods, why? There are 6 years of primary school, understanding each other, getting along with each other is relatively long, and in primary school, there is no too much scheming, they are all frank and honest, you are good to me, I will be good to you, a very simple thought, but it does not mean that you have to go to great lengths to please someone or too much to maintain the relationship between two people, go with the flow.

I don't think it's about making any good friends, it turns out that the friends you made in elementary school rarely help you in the future, and its importance lies in the impact of the relationship itself. That is to say, interpersonal communication in primary school will affect the cultivation of your personality to a certain extent, whether you are humble or arrogant, confident or inferior, cheerful or introverted in the future, and interpersonal communication in primary school is closely related, because primary school is a period of character formation.

In the process of children's growth and development, although most of the learning in primary school is in school, but often the family has a very large impact on a child's learning and all aspects, parents often quarrel or there are serious problems such as domestic violence, the child's psychology will be greatly traumatized, leaving a more serious psychological disorder and shadow, it is conceivable that the child must be unwilling to make friends, do not want their inner pain to let others know, which will also affect the child's communication ability.

As a primary school teacher, I know the characteristics of children at this age, if the child does not exercise how to communicate with others at this stage, he will not take the initiative to communicate with others, which requires the guidance of parents, the child's environment is very complex, the child's feelings are very simple, if she is willing to express and accept the people around her, I believe there will be a lot of friends, I hope the child will not be a transparent person in the class, be an optimistic person and guide him to make friends.

It is important to start exercising interpersonal skills from elementary school, because people are social animals and you never know what the next person you will meet in the next geographical environment, and how to deal with it needs to be exercised from an early age. The so-called interpersonal communication is not necessarily who to keep or who to befriend, but the basic communication with people in this society.

Want to make friends but don't know how to get along, very willing to make friends, but don't know how to get along, want to be good partners with everyone, often because of their own mistakes or words and deeds to anger classmates, over time children are not willing to take the initiative to contact classmates to become friends, children will think that their behavior offends other classmates, and want to make friends can not get their friendly treatment, so not knowing how to get along will also affect children's interpersonal skills.

What to do if your child can't handle relationships.

1. Actively participate.

Experts say that a common mistake adults make is to assume that children will naturally become friends. In fact, except for Chi Congfei, children can often be with friends, otherwise it is difficult for friendships to grow, and sometimes, parents may need to thread the needle for their children.

2. Develop self-confidence.

If a child is good at something, their confidence can be built and they can use that expertise to make friends. One expert said, "Tomoma Sakura is based on a common hobby. Parents can create opportunities for their children to discover their own strengths.

3. Give your child the right to choose.

Children need parental guidance, but parents also need to give their children autonomy over some things. For example, parents tend to worry about their children's dressing or hairstyle, but experts say that it is better to be.

Let your child make his or her own decisions within a reasonable range of speeds. When it comes to choosing friends, you also need to give it to your children.

Some degree of autonomy on the part of the sub. Parents want their children to make more friends.

The stages of development of primary school students' interpersonal relationships are as follows:

1. In the first stage (3-7 years old), the friendship relationship during this period is still very unstable. Friends are just playmates, friendship is to play together, and in this period, children have not yet formed the concept of friendship.

Relationships between children cannot yet be called friendships, but only short-lived play-peer relationships. For children at this stage, friends are often associated with the material attributes of the benefits and their proximity.

2. The second stage (4 9 years old), one-way help stage. Children in this period demand that their friends be able to obey their own wishes and demands. If you obey yourself, you are a friend, otherwise you are not a friend, as in "He is no longer my friend because he won't go with me."

3. The third stage (6 to 12 years old), two-way help, but not the stage of cooperation that cannot share hardships. Children have a certain understanding of the interactive nature of friendship, but it still has a distinctly utilitarian characteristic.

4. The fourth stage (9-15 years old), the intimate sharing stage. Hungry children have developed the concept of friends, believing that friends can share with each other, that friendships are formed and developed over time, that friends maintain trust and loyalty to each other, and that they can share their ups and downs.

5. The fifth stage (after the age of 12) is the highest stage of the development of friendship between children and children. As children grow older, they become more selective about their friends, and older children can form friendships that last longer because they are more strict in choosing friends.