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Rosca Maria, Doctoral student,
Doctoral school of psychology and pedagogical sciences of Moldova State University, Republk of Moldova E-mail: roscamaria@yandex.ru
VIRTUAL COMMUNICATION: ROLE AND PLACE IN THE INTERPERSONAL RELATIONSHIPS OF PUPIL
„Learning must be transformed into deeds otherwise it is lost..."
Honore de Balzac.
Abstract: Of all the technologies available today, the computer is the most ingenious technological achievement in the contemporary era. Specific research has studied both the positive and negative effects of information technologies on adults and especially on children. Most children are familiar with the computer and the virtual environment long before going to school, spending time with such activities in the detour of other activities.
Keywords: virtual communication, school success, interpersonal relationships, primary school.
Introduction Psychologist Elisabeth Varga, makes the inter-
Contemporary technologies make available to ev- connection between virtual communication and
ery person useful and multifunctional informational means such as the computer. It gives us many opportunities to use. One of these is virtual communication. This form of communication is favorite by adults, young people and children. In the attention of adults children can communicate effectively in the virtual environment. Using the computer is an effective sprite for adults in the educational process of children.
In the present study, we propose to analyze the role and effects of the computer in particular of virtual communication on the child's interpersonal relationship and the perception by the child of the multitude of information existing today in the twentieth century (the century of communication).
Theoretical aspects. Analyzing the literature, we can find different opinions on the issue of virtual communication, opinions often being specific / appropriate to the field of activity, thus helping to form an own opinion regarding this subject. Further, we present arguments "pro", against "the use of computer and virtual communication".
human needs. These needs are somewhat satisfied by creating self-image by freeing constraints imposed by everyday life or experiencing other social roles. We still remember these needs that remain generally valid for the subject of our study.
1. The need for social support
2. Meaning of communication
3. Meaning of social affiliation
4. The need to express repressed personality traits
5. Need for recognition and power [1].
We can argue that subjects using the Internet and social networks meet their communication needs and compensate for the difficulty of self-assessment, the lack of self-confidence as well as the need for free presentation. Therefore, virtual communication is itself a technical means to meet these needs. We can say about the development of the individual's personality in the virtual environment.
Pedagogue Rina Jucova (Рина Жукова), believes that the influence of the computer in 7-8 year olds is positive and helps in building skills and abilities to
learn. The correct use of the computer contributes to the creative development. Using the computer as a didactic means making it possible to develop the attention, the logical thinking and the other aspects. The individual characteristics largely determine the capacity ofinformation comprehension: some children begin to learn foreign languages more easily, while others develop their creativity and learn more easily the technique of drawing, use the computer correctly, it offers the opportunity to form the communication, searching and selection of the information [3].
From N. N. Naritin's point ofview ofpsychothera-pist (H. H. Hap^HH) today, not teaching the child to use efficiently the computer would be equal to null the school or otherwise prevent socialization. He also believes that how quickly the child teaches computer it is better for him. It can start with learning through the game until the child has to bring the most basic computer operations and then gradually pass to school programs that make it easier for the school learning. The game play corresponds to the activity of the children play. But knowing the possibilities offered by the computer we must also take into account the negative influence of the computer on the physical and mental development of the small schools [4].
Researchers predict that using computer in a long period of time, may cause some influence on the child's physical development, initial discomfort / tension in the muscles of the back, and then positively noticeable spine (scoliosis, chewing). The time spent more and more in front of the computer leads to reduced sleep time, restless sleep or even reversal of the sleep program. Insomnia causes excessive tired that interferes with social and school activity, can lead to decreased immune system resistance and vulnerability to disease [2].
It is necessary to carefully select the content of the subject at the computer because the children at this age imitate the example of the adults and can actually convey the ones seen on the computer, use the words (from cartoon, newsletters, TV shows) in expression. Below we present aspects of computer
use and virtual communication selected from the literature:
The perception of information. The advantages of information from electronic sources offer the opportunity to be creative, to freely express individuality and to self-educate. The individual capacity of working in small schools is important because it requires more character traits and skills acquired through self-training. Disadvantages of information from electronic sources. After the data and information obtained from small schools and teachers, we can notice that the way of presenting the information prevails over the content itself. Pedagogues highlight the fact that they easily visualize a captivating, multicolored power point presentation, but with a content and a poorer and more superficial sense. The volume and variety of information does not allow the student to perform a profound and hazy analysis, which presents the disadvantage of information from electronic sources.
From the analysis of the specialty studies, we deduce and take into account some particular peculiarities or negative influences of the computer on the psycho-socio-cognitive development of the pupil. The negative influences of the computer on the socio- cognitive effects of the student can be:
1. Difficulty accepting your own body.
2. Difficulty communicating in the wrong direction.
3. Tendency towards intelligentsia.
4. Training the feeling ofloneliness due to lack of communication with others.
5. Emotional tension and tendency toward negativism.
6. Irritability, low tolerance to frustration caused by the subject of computer games that is not always appropriate to age.
7. Manifestation of personal independence as a defense mechanism.
8. Representation of the undifferentiated ego of reality.
9. Low appreciation.
10. Delivery of problem solving and assuming responsibilities.
Influence of the computer on the child's success:
1. The poor ability of children to listen, to understand and to remember the presented material.
2. Low ability to reflect in speech and writing of facts and ideas.
3. The difficulty of understanding longer phrases was more complex grammar structures.
4. The tendency to communicate with gestures with words or instead of them.
5. Classification of vocabulary knowledge below level IV.
6. Unsure and confused writing of written text.
7. Difficulty passing from speech to writing.
8. Low in planning, succession and organization of ideas, classifying and understanding cause-effect relationships.
9. Difficulties in conducting mathematical calculations.
Because the use of the computer does not affect the health and well-being of the student, it is necessary for the parents to help the child to program their time in front ofthe computer. It is recommended that once the subject has been discussed, the parents show up in the conduct their determination, fairness and consistency so that the results do not cease to occur.
Virtual Communication. As any technological innovation, the computer has both plebs and minuses. Virtual communication is welcome if it does not limit social activity and interpersonal relationships. As is currently known, specialists have developed instructional and educational programs that streamline knowledge accumulation by helping children to read, write, initiate and maintain a dialogue with others.
Time management. An important and positive moment is that age-dependent children have some physical, psycho-socio-cognitive peculiarities and manifest and can be observed in their development process. During the early years of schooling, at the beginning of the instructive-educational process (7 years), memory, attention, perception, thought, creativity develop. At the age of eight, the logical thinking skills, the building skills of the learning strategies
and the abilities to solve At the end of early schooling (l0-11years) for children, it is important to develop intellectual development and school successes as they contribute to the formation of objective self-evaluation.
Time spent in front of the computer is welcome and has positive influences on the child: it increases attention, and if it is used excessively, it lowers the attention. Incorrect position may cause decreased visual acuity, change of heart rate. Children up to 6 years old are not recommends spending more than 20 minutes on the day. Children aged 7 to 8 years this time can be increased up to 30-40 minutes a day and 8-9 no longer than 1 hour and 30 minutes per day [3].
Computer dependence. The reason for computer addiction to small schoolboys may often be because of the lack of self-confidence and the inability of the child to freely express what he thinks and feels. The basis for good psycho-prophylaxis for this problem is correct education. It is important for the recommendations to be on the subject and not to target the child himself. It is recommended to prohibit access to certain games or webpages that do not have child-age and intellectual ability content. When a child is denied access to certain informational content, it should be provided with explanations of why a show can be viewed or why a computer activity or a game is not useful for him or her at that age. It is necessary to bear in mind that certain activities cannot, in any case, substitute communication with adults and peers, that is, interpersonal relations and daily pro-social behavior.
The evolution of science. The views on this question are different. Current changes are neither good nor bad, but just different from the technologies so far. Science evolves and people try to adapt to these technological changes as efficiently as possible. Children view a multitude of video, audio, intellectual toys, computer interactive games, and more. The danger of dependence on social sites and webpages is increasing: Odnoklassniki.ru, Facebook, Skype that
accesses their children. Therefore, it is important to take into account the content of the visualized information from the virtual environment and whether it contributes constructively to man.
By studying and analyzing the influences of the computer we deduce both the positive and the negative effects, the negative ones having the possibility to prevent them. We continue to summarize positive and negative effects.
The factors that positively affect both adults and children can be considered as follows:
- Due to access to information, e-mail, web pages, social networks, searching for information on the internet, the speed of reaction to visual stimuli increases.
- The human brain is accommodated by processing a large amount of information.
- New technologies increase the average IQlevel, as do language learning or math problems.
- The use of information technologies determines the creative solutions. However, we must not forget about the negative factors.
- Excessive use of the computer may lead to decreased concentration, and the human brain expects that the future information it perceives will be structured according to the model in the virtual environment - a large volume that may be superficial.
- The brain loses the basic mechanisms that are responsible for dealing with other people. It becomes more difficult to identify people's emotions and mimics during the talks.
- There is a risk that online friendships are a substitute for real-world friendships.
- The computer makes it possible to perform in short time (it is possible at the same time to listen to music and check the mailbox or to prepare themes) but the specialized researches tell us and pretend that the multitude of activities carried out at the same time are not so qualitatively achieved, and the ability to concentrate may decrease over time.
- The long time spent in front of the computer calls for the human brain and can cause fatigue, irritability.
Methodological Aspects. The quantitative and qualitative indices of effective virtual communication in the present study were determined on the basis of the "Choosing to communicate on-line" questionnaire applied in grades I-IV. The questionnaire consists of 11 questions with 3-4 proposed answers, in which the small pupils were asked to circle the variant that suits them. In this study participated small (7-lown) schoolchildren of the first and fourth grades. The aim of the questionnaire is to identify the virtual communication role on the psycho-socio-cognitive development of the young schoolteacher.
The psychological material that characterizes effects of virtual communication can be conventionally divided into 3 variables that refer to: a) the form of interpersonal communication; b) interpersonal relationships at the early school age and c) computer influence and virtual communication on school success. The virtual communication indicator is estimated according to the number of choices made, based on the total number of items in the questionnaire. The elaborated questionnaire allows us to find out the positive / negative influence of the computer and the virtual communication on the quality of the interpersonal relationships of the pupil and the school success. As indicators of effective virtual communication served:
• Ability and ability of effective virtual communication with both adults and peers.
• Harmonious interpersonal relationships (family-school-society).
• The correct use of the computer as a teaching aid (Time spent in front of the computer, respectively, less than 2 hours a day).
We present the results obtained after the quantitative and qualitative processing of the data of the applied questionnaire. We then show the total results for each of the classes. These are shown in the charts below. Figure 1 shows the results for questions 1-6 and (Figure 2) - for questions 7-11.
Figure 1. Questionnaire "Do you choose to communicate online?" (Questions 1-6)
Figure 2. Questionnaire "Do you choose to communicate online?" (Questions 7-11)
Next we present the results obtained for each of the classes: I, II, III, IV. Results that are not representative of our study will not be mentioned.
Class I. To questionl ofthe questionnaire: Which form of communication do you prefer? The answers that prevail are: variant a) Face to face- with the following results: Total of the class I - 54%; Boys - 54%;
Girls - 54%; c) On-line - with the following results: Total of the class I - 37%; Boys - 45%; Girls - 30%. The arguments to this question are found in the example above.
To question 2 of the questionnaire: With whom can you talk more easily? The answers that prevail are: variant a) With classmates - with the following results: Total class - 54%; Boys - 90%; Girls - 23%; b) With family members - with the following results: Total classes - 33%; Boys - 9%; Girls - 54%; c) With other people- with the following results: Girls - 23%.
To question 3 of the questionnaire: How many friends do you have in communication face to face? The answers that prevail are: variant: a) I have no friends- Boys-18%; b) About 2-3 friends, with the following results: Total class - 25%; Boys - 18%; Girls-30%; c) More friends, with the following results: Total ofthe class - 62%; Boys-63%; Girls-61%.
To question 4 of the questionnaire: Where do you feel more freedom of speech? The answers that prevail are: variant a) At school - with the results obtained: Total of the class - 50%; Boys-90%; b) Home - with the following results: Total of the class - 33%; Girls-61%.
To question 5 of the questionnaire: What social networks do you use? The answers that prevail are: variant a) Odnoklassniki.ru - Total class - 25%; Boys - 36%; b) Viber - Total Class - 25%; Girls -46%; c) Skype - 16% total class; Boys - 18%; f) I do not call on the social network - The total of the class -25%; Boys - 36%.
To question 6 of the questionnaire: How many friends do you have on the social network? The answers that prevail are: variant a) Less than 10 friends -the total of the class - 33%; Boys - 27%; Girls - 38%; b) about 10-30 friends - Total of the class - 37%; Boys - 36%; Girls - 38%; c) More friends - Total classes - 29%; Boys - 36%; Girls - 23%.
Question 7 of the questionnaire: Do you spend more than 2 hours a day on the social network? the answers that prevail are: variant a) No - Total of the class -20%; Boys - 36%; b) Rarely - Class total 33%;
Boys 27%; Girls - 38%; c) Often - Total Class - 29%; Boys 27%; Girls - 31%; d) Permanent - Girls - 23%.
Question 8 of the questionnaire: How often do you entry on the social network sites? The answers that prevail are: variant a) Once a day - Class total - 62%; Boys - 63%; Girls - 61%; b) Once a week - Total Class - 20%; Boys - 27%; c) Non-stop Girls - 23%.
Question 9 of the Questionnaire: Are you vigilant when you communicate online? The answers that prevail are: variant a) Yes - Class total - 29%; Boys - 18%; Girls - 38%; b) No - Total Classes -29%; Boys - 36%; Girls - 23%; c) Sometimes - Class total - 41%; Boys - 45%; Girls - 38%.
Question 10 of the questionnaire: Do you neglect the home-tasks or other things for navigating more the net? The answers that prevail are: variant a) Never - The total class - 62%; Boys - 54%; Girls-69%; c) Often: Total Class - 20%; Boys - 36%.
Question 11 of the questionnaire: Do you think it's easier to communicate on-line than face to face? The answers that prevail are: variant a) Never: Class total - 41%; Boys - 54%.
Class I. As we can see from the obtained data, more than half of the first grade students choose to communicate face to face because they communicate at this age with their family and classmates, these two environments are the most important for them at this age. By gender, data, shows that boys communicate more towards the face than girls. Often boys are more direct in expressing their thoughts and ideas. While girls are more prevalent in the affective sphere, expressing their impressions and feelings using other forms of communication. At this age, the management of the time, spent by the child in front of the computer, rests with adults (mainly parents, who often bans children's access to computers) and those responsible for their education and training. Another reason is that not all children, in the current situation, have a computer even if we live in a modern world.
Class II. Question 1 of the questionnaire: Which form of communication do you prefer? The answers that prevail are: variant a) Face to face- with the following results: Total of the second class - 32%; Boys - 46%; Girls - 21%; b) By phone - with the following results: Total class - 26%; Boys - 26%; Girls -26%; c) On-line - with the following results: Total of Class II - 41%; Boys - 26%; Girls - 47%.
To question 2 of the questionnaire: With whom can you talk more easily? The answers that prevail are: variant a) With classmates - with the following results: Total class - 41%; Boys - 33%; Girls - 47%; b) With family members - with the following results: Total class - 53%; Boys - 53%; Girls - 52%.
To question 3 of the questionnaire: How many friends do you have in communication face to face? The answers that prevail are: Variant b) About 2-3 friends with the following results: Total class - 35%; Boys - 40%; Girls - 31%; c) More friends with the following results: Total of the class - 59%; Boys -53%; Girls - 63%.
To question 4 of the questionnaire: Where do you feel more freedom of speech? The answers that prevail are: Variant a) At school - with the results obtained: Total of the class-18%; Girls-26%; b) Home -with the following results: Total of the class - 76%; Boys - 80%; Girls - 73%.
To question 5 of the questionnaire: What social networks do you use? The answers that prevail are: variant d) Others - with the following results obtained - Boys -20% and; e) They have not named the social network with the following results: Total of the class - 79%; Boys - 80%; Girls - 78%.
To question 6 of the questionnaire: How many friends do you have on the social network? The answers that prevail are: variant a) Less than 10 friends -Total of the class - 59%; Boys - 66%; Girls-52%; b) About 10-30 friends- Total of the class -18%; Girls -21%; c) More friends - Total classes - 23%; Boys -20%; Girls - 26%.
Question 7 of the questionnaire: Do you spend more than 2 hours a day on the social network? The
answers that prevail are: variant a) No - Total of the class - 44%; Boys-46%; Girls-42%; b) Rarely - Class total - 35%; Boys-33%; Girls-36%; c) Often - Total Class - 18%; Girls - 21%.
Question 8 to the questionnaire: How often do you entry on the social network sites? The answers that prevail are: variant a) Once a day - Total of the class - 44%; Boys - 33%; Girls - 52%; b) Once a week - Boys - 20%; d) When I Want - Total Class -38%; Boys - 40%; Girls - 36%.
To Question 9 of the Questionnaire: Are you vigilant when you communicate online? The answers that prevail are: variant a) Yes - Total of the class -82%; Boys - 86%; Girls - 78%; c) Sometimes - with the following results: Girls - 21%.
Question 10 of the questionnaire: Do you neglect the home-tasks or other things for navigating more on the net? The answers that prevail are: variant a) Never - Total Class - 74%; Boys - 80%: Girls - 68%; b) Rarely: Total Class - 26%; Boys - 20%; Girls - 31%.
Question 11 of the questionnaire: Do you think it's easier to communicate on-line than face to face? The answers that prevail are: variant a) Never: Total of the class - 70%; Boys - 73%; Girls - 68%; b) Rarely: Total 18%; Girls - 21%.
Class III. Question 1 of the questionnaire Which form of communication do you prefer? The answers that prevail are: variant a) Face to face-with the following results: Total of class a III - 60%; Boys - 72%; Girls - 50%; b) By ph one - with the following results: Total class a III e-a - 25%; Girls - 36%.
To question 2 of the questionnaire: With whom can you talk more easily? The answers that prevail are: variant a) With classmates - with the following results: Total class - 20%; Girls - 22%; b) With family members - with the following results: Total class - 72%; Boys - 72%; Girls - 72%.
To question 3 of the questionnaire: How many friends do you have in communication face to face? The answers that prevail are: Variant b) about 2-3 friends with the following results: Total class - 27%;
Boys - 22%; Girls - 31%; c) More friends with the following results: Total class - 65%; Boys - 66%; Girls - 63%.
To question 4 of the questionnaire: Where do you feel more freedom of speech? The answers that prevail are: variant a) At school - with the results obtained: Total of the class - 27%; Girls - 36%; b) Home - with the following results: Total of the class - 72%; Boys - 83%; Girls - 63%.
To question 5 of the questionnaire: What social networks do you use? The answers that prevail are: variant a) Odnoklassniki.ru - Class total 20%; Boys - 22%; Girls - 18%; b) Viber - Total Class - 20%; Girls - 22%; f) I do not call the social network - the class -47%; Boys - 50%; Girls - 45%.
To question 6 of the questionnaire: How many friends do you have on the social network? The answers that prevail are: variant a) less than 10 friends -the total of the class - 47%; Boys - 43%; Girls - 49%; b) about 10-30 friends - Total of the class - 25%; Boys - 22%; Girls- 27%; c) More friends - Total classes - 27%; Boys - 33%; Girls - 22%.
Question 7 of the questionnaire: Do you spend more than 2 hours a day on social networks? The answers that prevail are: variant a) No - Total of the class - 40%; Boys - 38%; Girls - 40%; b) Rarely -Class total of 50%; Boys - 55%; Girls - 45%.
Question 8 to the questionnaire: How often do you entry on the social network sites? The answers that prevail are: variant a) Once a day - Class total-35%; Boys - 38%; 31%- Girls; b) Once a week -Total classes - 34%; Boys - 27%; Girls - 40% c) When I Want - Total Class - 27%; Boys- 27%; Girls - 27%.
To Question 9 of the Questionnaire: Are you vigilant when you communicate online? The answers that prevail are: variant a) Yes - Class total - 72%; Boys - 66%; Girls - 77%. c) Sometimes - Class total - 22%; Boys - 27%; Girls - 18%.
Question 10 of the questionnaire: Do you neglect the home-tasks or other things for navigating more on the net? The answers that prevail are: variant
a) Never - Total Class - 77%; Boys - 83%; Girls -72%; b) Rarely - with the following results - 22% Girls.
Question 11 of the questionnaire: Do you think it's easier to communicate on-line than face to face? The answers that prevail are: variant a) Never: Total of the class - 42%; Boys - 55%; Girls- 31%; b) Rarely: Class total 40%; Boys - 27%; Girls - 50%.
As we can see, the II and III grade schoolchildren prefer all forms of communication and information. The main social media remains family and school (in these two groups children strongly socialize here that they have many de facto friends, family members and their colleagues) and with people outside these two backgrounds at this age. 9-year-old pupils are socializing less. in the 2nd and 3rd grade, due to the fact that the school pupil grew more by a year becoming more self-conscious and self-conscious. On the basis of the moral responsibility and autonomy that the small school has internalized with the education received, is able to understand and operate with the information from the virtual environment, to socialize with adults and peers, to successfully carry out the school activities. Social factors greatly influence communication and interpersonal relationships among young school children. Affiliation to urban or rural areas largely determines the intellectual potential of the younger school. In general, urban families are considered to have a greater interest in intellectual work (for small schoolchildren primarily home works to read, write) than families from the rural environment, and knowingly contribute to the development of the child's intelligence. And vice-versa, in the case of socially disadvantaged children. They perform more activities that influence physical development (household chores, shopping, grooming, outdoor activities and games) than intellectual development. Other causes that can determine school success are: living conditions, parents' socio-professional status, diet and general hygiene of the child summed up socio-economic conditions. However, these are small schools with good school
success and successful school curriculum. They have built up their daily work program for both physical and intellectual development, both types of activity foster good school success.
Class IV. Question 1 of the questionnaire: Which form of communication do you prefer? The prevailing answers are: variant a) Face to face - with the following results: Class IV total of - 75%; Boys - 80%; Girls- 63%; b) By ph one - with the following results: 36% - Girls.
To question 2 of the questionnaire: With whom can you talk more easily? The answers that prevail are: variant a) With classmates - with the following results: Total class - 25%; Boys - 20%; Girls - 36%; b) With family members - with the following results: Total class - 72%; Boys - 80%; Girls - 54%.
To question 3 of the questionnaire: How many friends do you have in communication face to face? The answers that prevail are: variant b) About 2-3 friends with the following results: Total class - 25%; Boys - 24%; Girls - 27%; c) More friends with the following results: Total of the class - 72%; Boys -76%; Girls - 63%.
To question 4 of the questionnaire: Where do you feel more freedom of speech? The answers that prevail are: variant a) At school - with the results obtained: Total of the class - 33%; Boys - 36%; Girls
- 27%; b) Home - with the following results: Total of the class - 63%; Boys - 64%; Girls - 63%.
To question 5 of the questionnaire: What social networks do you use? The answers that prevail are: variant a) Odnoklassniki.ru- Total class - 25%; Boys
- 24%; Girls - 27%.
To question 6 of the questionnaire: How many friends do you have on the social network? The answers that prevail are: variant a) Less than 10 friends - Class total - 22%; Boys - 20%; Girls - 27%; b) About 10-30 friends - Total of the class - 38%; Boys - 44%; Girls - 27%; c) More Friends- Total Class - 38%; Boys - 36%; Girls - 45%.
Question 7 of the questionnaire: Do you spend more than 2 hours a day on the social network? The
answers that prevail are: variant a) No - Total of the class - 19%; Boys - 20%; Girls - 18% b) Rarely -Class total- 55%; Boys - 56%; Girls - 54%; c) Often - Total Class - 19%; Boys - 20%; Girls - 18%.
Question 8 to the questionnaire: How often do you entry on the social network sites? The answers that prevail are: variant a) Once a day - Class total-27%; Boys - 32%; Girls - 18%; d) When I want -Class total - 66%; Boys - 64%; Girls - 72%.
To Question 9 of the Questionnaire: Are you vigilant when you communicate online? The answers that prevail are: variant a) Yes- Total of the class -88%; Boys - 92%; Girls - 81%; b) Not- Girls - 18%.
Question 10 of the questionnaire: Do you neglect the home-tasks or other things for navigating more on the net? The answers that prevail are: variant a) Never - Total Class - 77%; Boys - 80%; Girls - 72%; b) Rarely: Total Class - 22%; Boys - 20%; Girls - 27%.
Question 11 of the questionnaire: Do you think it's easier to communicate on-line than face to face? The answers that prevail are the variant a) Never: Class total 41%; Boys - 44%; Girls - 36%; b) Rare: Class total - 52%; Boys - 48%; Girls - 63%.
Due to the fact that the schoolchild in the IV class has grown more self-conscious and enables him / her to easily achieve the activities in the school curriculum and in the day-to-day settings, determined by the parents, he / she can distinguish his point of view from that of esses capable of interpersonal relationships and cooperate with adults and peers to succeed in their social interaction. The high and average results obtained by the IY classroom students on virtual communication (much not called social networking) are explained by the fact that students of the class Fourth, they can already hide the truth, they are growing and already know how to control their emotions and behavior, which is true for both boys and girls. Another reason could be that some children were not honest when they filled out the questionnaire to avoid being fucked up. Other possible causes of lies in children: parental education
style, fear of parents, concealment of reality (a fact), satisfaction ofparents' wishes, self-assertion in front of others, imagination rich, imitation of adults, negligent attitude towards reality, circumvention of problems. Regarding girls, we can mention that the high results obtained are due to the fact that they communicate and socialize more than the boys. Other differences due to gender particularities we did not find. Possible solutions: educating and setting up a fixed program. For this purpose, it is very important to involve the child in other activities: reading, playing, exploring nature, music or practicing any sport. At first it can be difficult, but gradually the child will become accustomed.
We present the general conclusions deduced from the analysis of the obtained data of the questionnaire applied to the pupils of the 1st - 4th grade, according to the variables and the indicators of the given questionnaire.
The form of interpersonal communication. The results show that current (on-line) communication does not exclude other forms of communication, which are equally important. Positive aspects of this form of communication would be: Using the computer, children can socialize with other children, bind friends and keep them. Another positive aspect is that younger children in the yarn can feel more confident in an on-line discussion and can communicate what would be difficult to communicate face to face. But let's not forget that on-line communication also presents dangers, because we do not know who is the person on the other side of the monitor. It is good to prevent the child from communicating with unknown people who pose a threat and whose identity they can not verify, and precautions are useful for their health and integrity. Adults should be generally mindful of the school's circle of friends because at this age their interests and values are shaped.
Interpersonal relationships at the early school age. Observations and results confirm that young school children communicate more easily with
classmates and family members because the family and school remain the first areas in which the child learns to socialize. Children communicate and relate easily with colleagues because they are of the same age and can share with colleagues, who are often friends, thoughts, impressions and emotions. I can do joint work because most of the time I spend at school. The results obtained show that children understand and communicate with family members as well. Based on gender data, we notice higher results in girls. We can argue that in general, girls are more sociable and communicate more than boys, because they are more in the company of mothers, while boys share their thoughts and activities with their colleagues, brothers and fathers, with which can happen to socialize less, because coming back from work they have little time to communicate with children. It is good for children to communicate effectively with both parents because they can respond to the child's questions and needs. Engaging parents can help and support the child's school success. They can also prevent or eliminate anxiety, irritability, social withdrawal.
Influence of computer and virtual communication on school success. The results obtained with this variable are encouraging because we can observe an (approximately) average distribution of the results for all variants of the questionnaire question, and this leads us to the idea that a good education of children starts in the family environment and has continuity in the school and social environment to this end, it is important for parents to establish jointly the child's activities program with clear limits and rules, being consistent in its application. At the age of small schooling, under the influence of training, psychological/cognitive processes develop nicely. That's why it's important to keep in mind both the positive and the negative influences of the computer on the child's school success.
Conclusions. Today we find the computer in many families and around all the institutions that
are responsible and involved in the harmonious education and development of children. This fact determines new generations with different thinking, different perceptions, different behaviors than those of generations to date (generations of parents and teachers involved in training). Virtual communication and use of computer by small pupils is welcome if it is measured and contribute to school success. Adult attention and impersonation is needed in the child's education and development. It would be desirable for parents to help the child in forming a culture of communication both in the
virtual environment and in the real world. The correct use of this particular technological innovation can help or may negatively influence the physical and psychological development of young school children. A child is a developing person, therefore, the activities that make up the program must be taken into account, so that parents and others can enjoy a balanced and educated child. The computer remains an informational source, a communication and relational bridge, and an effective means of training if properly used.
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