Friends

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					      Friends
      Friends

Those that are specially
        chosen
  SLO #6

  Friends

   Peers

Relationships
                Friends
         selected based on…
• Physical        • Behaviour
  appearance        characteristics

• Race            • Play behaviours

• Gender
                  • attitudes
• age
                   Peers
• Children of the same age or maturity
• Most often share common interest or
  activity
• Meet at regularly scheduled times – teams,
  clubs, etc
• Friends are typically selected from this
  group
           Social competence
• Being liked by others

• Having skills to interact effectively in social
  settings

• Early skills are predictors of happiness in
  later life
       What is important about
         peers and friends?
• A source of security and social support

• Children learn give and take of relationship

• Give value to own traits, skills, attitude

• Opportunity to learn new skills and refine
  current ones
   The Friendship Framework
Review chp 8 pgs. 249-252
              ECE strategies
• Shaping – use with socially isolated
  children. Provide immediate reward for
  attempts.

• Modelling

• Coaching – directly telling the child how to
  do it. One on one instruction, discussion,
  practicing and feedback.
           Strategies cont’d
• Peer Teaching – pairing

• Increase problem solving skills – positive
  social outcomes ( making and keeping
  friends). Role-play friendship skills.

• Cooperative activity
           Popular children
• Friendly, give positive attention
• Able to initiate contact
• Energetic in directing play ideas
• Effective language skills
• Resolve conflict, compromise
• Enter play easily
• Read social cues accurately
• Offer alternatives to rejected play ideas
          Rejected children
• Anti-social behaviour
• Often aggressive
• Impulsive or unpredictable in their
  aggression
• Cannot read social situations – assume
  negative intentions
• Sometimes isolates
          Neglected children
• Largely ignored
• Rarely initiate contact and often retreat if
  approached
• May be shy
• Lack skills to enter play
• A slow to warm up temperament
             TBC
 Teacher Behaviour Continuum

• See Pam Oken-Wright article, From tug of
 war to “Let’s Make a Deal”

				
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