Navigating young children's friendship selection: implications for practice.
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| Title: | Navigating young children's friendship selection: implications for practice. |
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| Authors: | Carter, Caron1 C.Carter@shu.ac.uk |
| Source: | International Journal of Early Years Education. Jun2023, Vol. 31 Issue 2, p519-534. 16p. 1 Color Photograph, 1 Black and White Photograph. |
| Subject Terms: | *Child development, *Early childhood education, *Friendship, *Education research, Dyadic communication |
| Abstract: | Friendship is of great concern to young children (Unicef 2011. The State of the World's Children. New York: United Nations Children's Fund). Research also suggests the positive outcomes friendships have on children's development, learning and well-being (Daniels, Tina, Danielle Quigley, Lisa Menard, and Linda Spence. 2010. "My Best Friend Always Did and Still Does Betray Me Constantly: Examining Relational and Physical Victimization Within a Dyadic Friendship Context." Canadian Journal of School Psychology 25 (1): 70–83; Hedges, Helen, and Maria Cooper. 2017. "Collaborative Meaning-Making Uusing Video Footage: Teachers and Researchers Analyse Children's Working Theories About Friendship." European Early Childhood Educational Research Journal 25 (3): 398–411). This paper highlights how young children select their friends and how practitioners might use these data to support children's friendship choices. It draws upon on a phenomenological study of 5 and 6 year olds during which data were collected through small world play interviews. Findings provide new insights into how children select their friends, including pre-selection, using a selection criteria and putting selection into action. This paper argues for the need to listen to children's friendship selections and consider potential implications for practice. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Friendship is of great concern to young children (Unicef 2011. The State of the World's Children. New York: United Nations Children's Fund). Research also suggests the positive outcomes friendships have on children's development, learning and well-being (Daniels, Tina, Danielle Quigley, Lisa Menard, and Linda Spence. 2010. "My Best Friend Always Did and Still Does Betray Me Constantly: Examining Relational and Physical Victimization Within a Dyadic Friendship Context." Canadian Journal of School Psychology 25 (1): 70–83; Hedges, Helen, and Maria Cooper. 2017. "Collaborative Meaning-Making Uusing Video Footage: Teachers and Researchers Analyse Children's Working Theories About Friendship." European Early Childhood Educational Research Journal 25 (3): 398–411). This paper highlights how young children select their friends and how practitioners might use these data to support children's friendship choices. It draws upon on a phenomenological study of 5 and 6 year olds during which data were collected through small world play interviews. Findings provide new insights into how children select their friends, including pre-selection, using a selection criteria and putting selection into action. This paper argues for the need to listen to children's friendship selections and consider potential implications for practice. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 09669760 |
| DOI: | 10.1080/09669760.2021.1892600 |
