Friends, Acquaintances, and Strangers: The Influence of Familiarity and Ethnolinguistic Background on Social Interaction

Doyle, Anna-Beth

doi:10.1007/978-1-4613-8180-8_11

Cited by 24 publications

(14 citation statements)

References 23 publications

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“…Research indicates that preschool friendships provide all these functions. First, play with friends in preschool tends to be characterized as more elaborate and cooperative than play with nonfriends (Doyle, 1982;Lafreniere & Charlesworth, 1987). Second, preschool children with friends are more responsive and reciprocal with peers and less overtly aggressive than those without friends (Howes, 1988;Snyder, Horsch, & Childs, 1997).…”

mentioning

confidence: 97%

The Friendship Features of Preschool Children: Links with Prosocial Behavior and Aggression

2003

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This study assessed features of young children's friendships and determined whether the features reported were associated with prosocial and aggressive behavior. Teachers completed the friendship features questionnaires (FFQ) on the mutual friendships in their class identified by the 98 children who were interviewed (M age = 3.91 years). Four subscales (support, conflict, exclusivity/intimacy, and asymmetry) were differentiated from the 36-item questionnaire. Teacher reports of friendship features showed moderate inter-rater reliability and were associated with teacher reports of aggression and prosocial behavior and peer reports of acceptance and rejection. Friendship support was positively correlated with prosocial behavior, friendship conflict was positively correlated with overt aggression and peer rejection, and friendship exclusivity/intimacy was positively associated with relational aggression and negatively with peer acceptance. Findings are consistent with research on school age children's friendship features and their behavioral correlates.

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mentioning

confidence: 97%

The Friendship Features of Preschool Children: Links with Prosocial Behavior and Aggression

2003

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“…The expectation (e.g., Doyle, 1982;Harper & Huie, 1985;Werebe & Baudonniere, 1991) that children express more sophisticated pretend play in the presence of a familiar age-mate received support. The proportion of pretend activity was higher in peer than in solitary play in all age groups.…”

Section: Discussionmentioning

confidence: 98%

“…Older and experienced children spend more time interacting with peers than do younger children (Harper & Huie, 1985;Howes, 1988). Earlier studies have indicated that children exhibit pretend play more and at higher cognitive levels, when in the company of a familiar, same-sex peer than when alone (Doyle 1982;Werebe & Baudonniere, 1991). The shared meanings between familiar playmates enhance pretend play and decrease passive watching and solitary activity in dyads (Doyle, Connolly & Rivest, 1980).…”

mentioning

confidence: 97%

Cross‐situational variation on children's pretend play

Lyytinen

1995

Early Child Development and Care

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“…Extant research has shown that peer familiarity and closeness support sustained social interaction (e.g. Doyle, 1982;Pellegrini et al, 1998).…”

Section: 'Settling In'mentioning

confidence: 97%

“…Specifically, 'old' children should evidence more social fantasy than 'new' children because unfamiliar peers and classroom contexts usually inhibit children's exhibition of competence (Doyle, 1982;McLoyd, 1982).…”

Section: 'Settling In'mentioning

confidence: 99%