Navigating young children's friendship selection: implications for practice

Abstract

Friendship is of great concern to young children (Unicef, 2011). Research also suggests the positive outcomes friendships have on children's development, learning and well-being (Daniels et al, 2010;Hedges & Cooper, 2017). This paper highlights how young children select their friends and how practitioners might use this data to support children's friendship choices. It draws upon on a phenomenological study of five, five and six 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.

‘I wish that COVID would disappear, and we'd all be together’: Maintaining Children's friendships during the Covid‐19 pandemic

“…Likewise, the children who described moving while talking seemed to find the interactions more enjoyable. This is reminiscent of the merit in allowing the children to choose their preferred creative participatory method so that they felt comfortable expressing themselves (Carter, 2021; Clark, 2017).…”

“…Teachers and parents are well‐placed to support children's friendships (Theobald et al, 2017). Adults can do this in a variety of ways including being good listeners, helping children to share feelings, sharing interests and common ground, initiating play, and modelling language for social connection (Carter, 2021; Theobald et al, 2017). All these strategies require friendship and quality social interaction to be prioritised (Carter, 2021; Carter & Nutbrown, 2016).…”

“…These vary in creative modality and approach and the level to which children are involved (Lomax et al, 2022). This project drew upon our previous research experience of creative participatory methods with children (Barley, 2014; Barley & Russell, 2019; Carter, 2021; Carter & Nutbrown, 2016), built on a foundation of children's rights: Article 12 of the UN Convention on the Rights of the Child states that children have the right to be heard and taken seriously in relation to issues that affect them (United Nations, 1989). Children are active social agents, and the diverse, complex and multiple experiences of childhood must be recognised (James & James, 2004).…”

“…Research into friendships has increasingly focused on the benefits for children's academic, social and emotional development (Brogaard‐Clausen & Robson, 2019; Coelho et al, 2017; Hedges & Cooper, 2017; Theobald et al, 2017; United Nations, 2011; Wentzel et al, 2020). Also, research has illuminated how children select, make and sustain friendships, and the subsequent positive impacts (Carter, 2021; Carter & Nutbrown, 2016; Ladd, 1990). The darker sides of friendship and the negative effects of the absence of friendship have also been explored (Parker & Seal, 1996).…”