Children's Relationship with Classmates: a Comprehensive Analysis of Friendship Nominations and Liking

| * Likes to be praised * Plays along with everyone of all ages * Very calm, not too demanding * Very chatty during meal times * Gets very upset and moody when very tired while being out of house * Can be very shy or embarrassed when asked to show and tell in front of group of family or friends/teachers * No more tantrums

It was playtime for the class. My first real experience with classroom management was when a little boy by the name of Tranell did not want to share the toy phone with his classmate who was a girl. I went up to Tranell and ask him “Can she have a turn with the phone?”. He nodded his head and let her have the phone for a little while. But as soon as my back was turned he snatched the phone back from her and she began crying. During this time, I told his teacher about and she told him to give it back to her. Tranell gave it to her, but sudden he began crying. He loved the toy phone so much that he literally would take it and keep in his pocket. When play time was over, I informed Mrs. Gain, Mrs. Pace classroom helper of what Tranell had done. She told me that he takes and keeps the toy phone in his pocket all the time and she will let Mrs. Pace know about it. After playtime it was time for them to go the

Social and Emotional Development: Developing sense of own identity and wanting to do things for their selves, demanding of adults attention and being jealous of adults attention being shred, reluctant to share play things, acts impulsively, requiring needs to be met instantly, prone to burst of emotion tantrums, enjoys playing with adults or older child who will give attention, beginning to play with others of own age for short periods of time.

Friendships change over time. Some people stay your friends forever others are only temporary. This essay shows how my friendships have changed between Elementary school and Middle school, between middle and high school, and how some have stayed the same over the course of my education.

At 1:00 p.m. I entered into Evoline C. West Elementary school on Thursday, July 12 2012 for an interview with Mrs. Yolanda Lawrence. As I entered the classroom, I was greeted by Mrs. Lawrence, the head teacher in this classroom. Mrs. Lawrence has no assistant at this present because of it being in the summer. After I entered into the classroom, the entire class welcomed me with “hello Ms. Flournoy”. It made my day to see all of those smiley faces greeting me. This was a 2nd grade classroom which consisted of 17 students of which 8 were girls and 9 were boys. This interview and observation was a total of 2

Another thing that surprised me during this child study was the gap of social development in the students in Kayson’s first-grade class. During my observation, I got to see both sides of the spectrum in terms of proper social behavior. In the lunchroom, I observed the students at

Friendship is often underrated, considering the tremendous impact it has on our well being. Early-childhood friendship is something that is frequently overlooked as a positive developmental influence. Preschool friendships are helpful in developing social and emotional skills, increasing a sense of belonging and decreasing stress. People who feel lonely or socially isolated tend to be more depressed and have more health issues. Both boys and girls form strong attachments to others need social and emotional support. It is human nature to attach to certain people and to want closeness and support from others, regardless of gender. There is no one size fits all formula for friendship; people thrive socially in different ways. There are,

The child is 14 years old, he is a male and is in 8th grade about to go to 9th grade.

I got the chance to see three grade levels during the observation. The first grade I got to see was third grade and they were at p.e. and I even though I only got to observe the third grades for 15 minutes, I learned that it’s important that the kids get up and move every day. Also, that by the kids playing they learn how to work with each other. Then when it was time for the kids to go the teacher blew a whistle and all the kids ran and got into two lines. When the teacher saw that everyone was in line, he started walking while the kids followed in an orderly manner to go to lunch. The second grade level I got to see was fourth grade. I only got to stay in the class for 20 minutes but during that time the kids were

After lunch Miss B asked me to help all students to get ready for PE. When all students changed their clothes I asked them to line up. Some of students pushed each other and there was a gap between them. First, I put them in a line order, so that friends were not near each other, and the sneaky kids were in the middle of the line. If they have no one to talk to they can’t say much!

In the early 1970’s little was known regarding children’s friendships. Bigalow and La Gaipa (1975) assessed developmental differences by having grade school children write 480 essays on what they expected of their best friend that was not expected from other

Compare and contrast the approach to studying children’s friendships taken in the Bigelow and La Gaipa (1974) study with that taken by William Corsaro.

Social - may have special friends, confident and competent in own abilities, co operates with others, seeks adult approval

| * Interest in other children and co-operative play * Enjoys dressing up and playing with small world toys * Keen to help and copy adults

2. Tell about a time when your friends’ opinions were different than your parents’ and how you felt about it.