Peer Relationships In Early Childhood

Peer relationships in early childhood are essential for psychosocial adaptation present and future. Lived in group activities or in-person friendships, they play an important role in the development of children, helping them to master new social skills and become familiar with the social norms and processes involved in interpersonal relationships (Luby, Barch, Belden, Gaffrey, Tillman, Babb and Botteron, 2012). This topic is of particular interest as more and more children are exposed to other peers even before entering the school by attending the day care and because most children interact with siblings of similar ages in the family context. In the view of Brownell and Carriger (2013), even four years or later, most children are able to have

Wolke, Schreier, Zanarini and Winsper (2012) said that especially children who have limited or no communication skills, social skills and/or limited motor skills tend to have inadequate behavior (aggressive, for example), interact less with peers, and as a result, to be less accepted by them (Ellis, Del Giudice, Dishion, Figueredo, Gray, Griskevicius and Wilson, 2012). Even in children with disabilities, one of the major factors associated with difficulties in peer relations is the behavior. Aggressive, hyperactive or withdrawn children often suffer more rejection of

In accordance of Brownell and Carriger (2013), the evidence of long-term consequences of peer difficulties in the preschool years are still limited, since other potential causes (e.g., personal or environmental factors) were not excluded. However, risk of non-adaptation in children with early behavioural and emotional problems seems to be exacerbated by the rejection by their peers. Conversely, early friendships and positive relationships in the peer group appear to protect at-risk children against later psychological