"I Didn't Expect That I Would Get Tons of Friends More Each Day": Children's experiences of friendship during the transition to school

Peters, Sally

doi:10.1080/0957514032000045564

Cited by 41 publications

(45 citation statements)

References 6 publications

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“…The results of the project indicated that friendships were strongly emphasised by the children at all stages of the transition. This supports previous literature that stresses the importance of friendships for all children entering into formal schooling (Jackson 2010, Peters, 2003, Fisher, 2009). However, much of the existing literature concerning newly arrived children transitioning into mainstream classes indicate that these students are likely to face additional social vulnerability (Correa-Velez et al, 2010), and in the current study this was evident in participants' concerns around making friends, together with the comfort provided by the knowledge that a friend was transitioning alongside them.…”

Section: Notions Of Ethnicity Amongst Students Newly Arrived To Austrsupporting

confidence: 80%

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“It will be hard because I will have to learn lots of English”: experiences of education for children newly arrived in Australia

Heer

Due

Riggs

et al. 2015

International Journal of Qualitative Studies in Education

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Educational experiences during childhood are critically important for development, but migrant children often experience unique challenges. To ameliorate these, extra training in English language -such as provided by the Intensive English language program in South Australia (IELP) -is frequently offered to children taking on English as an additional language (EAL). The present study aimed to examine the experience of transition into mainstream classes for children in the IELP, particularly in relation to their overall wellbeing.As such, the study utilised interviews conducted with newly arrived children in Australia aged five to 13 who were enrolled in an IELP, with interviews conducted both pre and post transition into mainstream primary school classes. The findings indicate that most children felt anxious prior to transition, especially regarding speaking English, but were less concerned about this once entering their new class. Making friends was considered to be difficult, but easier when there were children with whom they were familiar from other contexts, or if there was another child in the class with a shared cultural or linguistic background.

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Section: Notions Of Ethnicity Amongst Students Newly Arrived To Austrsupporting

confidence: 80%

“…These findings reiterate the importance of social networks and friendships in the transitions of children into school (Boulton et al, 2011;Hek, 2005;Peters, 2003).…”

Section: Going To School Is a Positive Experiencementioning

confidence: 86%

“It will be hard because I will have to learn lots of English”: experiences of education for children newly arrived in Australia

Heer

Due

Riggs

et al. 2015

International Journal of Qualitative Studies in Education

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“…Children's views of school have been explored in a number of studies in recent years (Broström, 1995, September;Clarke & Sharpe, 2003;Corsaro & Molinari, 2005Dockett & Perry, 2003Einarsdóttir, 2003Einarsdóttir, , 2010Griebel & Niesel, 2003;Peters, 2003). In general, children report a sense of "growing up" as they make the start to school, reflecting a change in identity as they become school students.…”

Section: Children's Views Of Transition To Schoolmentioning

confidence: 99%

“In Kindy You Don’t Get Taught”: Continuity and Change as Children Start School

Dockett

Perry

2012

Front Educ China

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Over the last decade, there has been increasing awareness of the importance of engaging young children in research about their experiences and considering ways in which children's experiences, expectations and perceptions influence both their interactions and those of others. This has resulted from recognition of young children as active citizens, with rights to be consulted about matters that affect them and from the principles underpinning the sociology of childhood, which emphasizes children's capabilities and agency. This paper explores young Australian children's perceptions of school and learning, as expressed through drawings and conversations about school. Data from children in preschools and the early years of school highlight children's expectations and experiences of school, including the importance of play, friendships, children's dispositions, and academic expectations of school and teachers. Drawing on previous research that notes the long term importance of children's attitudes and approaches, as well as their sense of belonging and identity, at the start of school, this paper has implications for adults engaging with children as they make the transition to school.

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“…The significance that children attach to making and maintaining friendships is a frequent theme in the literature; and is the single most significant factor that children associate with positive school experiences (Dockett & Perry, 1999;Peters, 2003;Sheridan & Pramling Samuelsson, 2001). Relating to peers and developing positive relationships, having opportunity for the privacy, time and space to 'play' with 'friends', are of high priority to children; and correlate to their overall experience of school life.…”

Section: Educational Implications: Enabling Environmentsmentioning

confidence: 99%

The ‘space’ of friendship: young children's understandings and expressions of friendship in a reception class

Papadopoulou

2015

Early Child Development and Care

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Biographical noteMarianna Papadopoulou specialises in the area of children's development and learning. Her PhD thesis adopted a holistic approach (Gestalt structure) in order to examine young children's learning dispositions and experiences.As a qualified teacher Dr Papadopoulou started her career in early years settings. Upon completion of her PhD she moved to academia and has developed and taught a number of modules in child development, psychology of education, psychology of adolescence and learning theory.Her research so far has looked at children's learning experiences in both formal and informal settings. She has studied children's evolutionary traits, dispositions and ways of 'intending' towards their world as these are manifested in behaviours and interactions, such as in play and friendships. This is an AcceptedManuscript of an article published by Taylor & Francis in Early Child Development and Care on 19 Dec 2015, available online: http://www.tandfonline.com/10.1080/03004430.2015.1111879 AbstractThe purpose of this study has been to explore young children's understandings and experiences of friendship as these were manifested in children's behaviours, in a reception class setting. Drawing on an evolutionary, ecological framework, friendship is seen as, not only the expression and further development of social understandings and cognitive advances; more than that, making and maintaining friends is seen as an evolutionary trait and a 'drive' to relate to similarly minded others. Through 'niche picking', children select the environments and opportunities that suit them in order to develop their dispositions and individual traits. The research employed a participatory design in order to capture the children's views and experiences. It took place in a reception class setting, where children's everyday experiences were observed and discussed with them. The study identified six themes of analysis and offered some suggestions about creating enabling educational environments that allow the 'space' for niche construction.

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"I Didn't Expect That I Would Get Tons of Friends More Each Day": Children's experiences of friendship during the transition to school

Cited by 41 publications

References 6 publications

“It will be hard because I will have to learn lots of English”: experiences of education for children newly arrived in Australia

“It will be hard because I will have to learn lots of English”: experiences of education for children newly arrived in Australia

“In Kindy You Don’t Get Taught”: Continuity and Change as Children Start School

The ‘space’ of friendship: young children's understandings and expressions of friendship in a reception class

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