COMMUNICATION IN CHILDREN OF PRIMARY SCHOOL AGE AS A PREREQUISITE FOR AGGRESSION AND THE INFLUENCE OF COGNITIVE DISMODERATE INTERCOURSE

Abstract

Problematic school relationships, as a prerequisite for aggression, are linked to the psychosocial
development of students who have found themselves in an environment of aggressive examples. These students
have maladjustment in social communication and lack of adaptability to the different forms of activity in which
children fall in the school environment. In a preventive sense, it is important to emphasize the importance of the fact
that each emotion is characterized by duration and intensity, it is the human psyche that is covered by one emotion
for a certain period of time, and it affects cognitive processes with a certain force, on will and behavior. Intense,
strong emotion regulates behavior and the course of other mental processes, precisely the accuracy of perception
depends on the emotional significance of the object for the person.
The research methodology includes the analysis of social relationships at school, as a socio-pedagogical
phenomenon and their influence on deviations in children's behavior. Problematic school relationships, as a
prerequisite for aggression, are tied to the school environment, as a socializing institution.
The purpose of the research is to show gaps in school relationships as a prerequisite for aggression.
The results show the need to overcome cognitive dismoderate intercourse. In a preventive aspect, it is taken into
account that the value perception of children is strongly influenced by the peer group, by the norms and value
models of interaction in them. The practical-applied realization of concepts for the prevention of aggression, in a
school with interactive games, puts children and teachers in a situation of constant discussion, expressing their own
opinion, by building abilities to develop empathic skills to control impulsive actions. In the process of the game, for
example, a theme - "Good words" can be used to create an attitude, to be aware of actions and deeds, and through
these actions the student learns to approach others with respect, mastering techniques to overcome negative feelings
and learning how to collaborate.
Problematic school relationships, as a prerequisite for aggression, are linked to the groups in which the person is
socialized. In relation to adolescents, the school class is of great importance, because students find themselves in
problematic relationships with each other, their relationships grow into aggressive ones, in which there is an
incorrect feedback loop in the communication process.
Problematic school relationships, as a prerequisite for aggression, are linked to the development of the culture of
behavior in children, which leads them to a decline in values.
Problematic school relationships, as a prerequisite for aggression, are linked to the inability of students to fully
communicate with each other. Cognitive dismoderate intercourse is an unexplored, hitherto, social, communicative
problem in the psychological spectrum of moderation in human consciousness, reflecting on the refraction of
feedback in the process of communication, implicitly (implicitly) , to maintain, self-control and explicitly (clearly),
expresses his preceptive attitudes, influencing the moment of communication.