A pedagogy of friendship: young children's friendships and how schools can support them?

CARTER, Caron and NUTBROWN, Cathy (2016). A pedagogy of friendship: young children's friendships and how schools can support them? The Journal of Early Years Education, 24 (4), 395-413.

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Abstract

Children’s friendships are often neglected by teachers and researchers. This phenomenological study conducted with seven children aged five and six years explores young children’s perceptions of their everyday friendship experiences. This multi-method study used role play interviews, drawings and persona doll scenarios to consider children’s everyday experiences of friendship in school. The paper discusses the importance of socio-cultural aspects of children’s friendship including: imaginary friends; losing friends; protecting time and space to develop friendships and children’s routines and practices as they form and maintain friendships. Data and findings are discussed, leading to an original conceptual framework: a ‘Pedagogy of Friendship’. This is designed to help children make meaning from their friendship experiences and also provide practitioners with the opportunity to nurture and scaffold children through their friendship experiences in schools. We suggest that there is a need to raise the profile of children’s friendships in early childhood education and generate an educational perspective on friendship. Finally we conclude that listening to children’s views of friendship indicates that the application of the framework of a ‘Pedagogy of Friendship’ would be beneficial to children’s all round learning and development. Keywords - children's perceptions, phenomenology, friendship, key stage one, Pedagogy of Friendship

Item Type:	Article
Research Institute, Centre or Group - Does NOT include content added after October 2018:	Sheffield Institute of Education
Identification Number:	https://doi.org/10.1080/09669760.2016.1189813
Page Range:	395-413
Depositing User:	Caron Carter
Date Deposited:	20 Jun 2016 14:01
Last Modified:	18 Mar 2021 00:32
URI:	https://shura.shu.ac.uk/id/eprint/12598

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