In the previous conversation, we raised questions about the emotional world of a primary school student, and what mechanisms we use to understand another person, namely, face, movements, words (speech, communication). One of the most important aspects of any human relationship is communication. Communication is the exchange of information for understanding between two or more people. Family members should share their feelings with each other so that the other partner is not forced to guess what the other is feeling. Sharing emotions, thoughts, feelings and useful information will protect against feelings of isolation and pain. In this conversation, I would like to dwell in more detail on this aspect of parent-child relationships, such as communication. Why do I want to stop at this point? Because direct communication between parent and child suffers the most when the child enters school. You will probably be surprised how this is so! After all, it may seem that, on the contrary, there is more communication, everyday homework, the need to take the child to sections and clubs force us to spend more time with him. In fact, it turns out just the opposite: when a child enters school, his life changes dramatically. Entering school is a turning point in the life of every child. The carelessness and carelessness characteristic of preschoolers is replaced by a life filled with many demands, responsibilities and restrictions: now the child must go to school every day, follow a daily routine, work, obey the norms and rules of school life, and fulfill the teacher’s demands. The topics and forms of communication between parent and child also change. If in the preschool period we paid more attention to the child’s play activities and his communication with peers, then during the school period the requirements also change, and most importantly, our internal attitude towards the child’s status changes. We tell the child that he is already big, a schoolboy, and of course we expect from the child exactly the behavior that we want to see. And of course, we want our child to study well, fulfill all the requirements that the school and parents place on him, and achieve success that we could be proud of. And it’s very good if the child can, and most importantly wants to, fulfill all these requirements, but what if not? And if not, then of course we try to convince the child (using different methods) that learning is necessary. And this is where I would like to share some advice gained from experience working with difficult children of primary school age. Do not humiliate the child’s dignity with offensive statements if the child does not understand something, and even if he does not want to understand. It is unlikely that you would want to hear insults directed at you if something doesn’t work out for you. Do not use physical force. You definitely do not want to be beaten by your boss for not submitting a report on time, or for not understanding an instruction the first time. Celebrate any successes of your child, even if they seem insignificant to you. You also like it when people notice your successes. Give your child the opportunity to make mistakes (within reasonable limits), but then be sure to talk about the consequences of the mistake. It is not without reason that they say that a person learns from his mistakes , and no matter how much we want to protect the child from them, it won’t work, so it’s better to teach not how not to make mistakes, but how to draw conclusions and analyze the consequences. Clearly limit the time frame for completing homework, this is of course difficult, but try to shift the responsibility for fulfilling the duty. on the child, after all, this is his task. After all, your working day is not unlimited, and whether we like it or not, clear time frames dictate their conditions to us. And the last piece of advice is probably the most important in this conversation: listen to your child, sincerely show that you are not indifferent to his big and small problems, designate a certain time for this - gender.