Relevant bibliographies by topics / Childhood friendships

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters

Academic literature on the topic 'Childhood friendships'

Author: Grafiati
Published: 30 June 2021
Last updated: 2 February 2022

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Journal articles on the topic "Childhood friendships"

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Burr, Jeffrey A., Sae Hwang Han, and Changmin Peng. "Childhood Friendship Experiences and Cognitive Functioning in Later Life: The Mediating Roles of Adult Social Disconnectedness and Adult Loneliness." Gerontologist 60, no. 8 (June 23, 2020): 1456–65. http://dx.doi.org/10.1093/geront/gnaa055.

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Abstract Background and Objectives This study investigated the relationship between childhood friendships and cognitive functioning, as assessed with cognitive status and decline among adults aged 45 and older in China. We also examined the mediating effect of adult social disconnectedness and adult loneliness for this relationship. Research Design and Methods This study was based on 3 waves of data from the China Health and Retirement Longitudinal Study (CHARLS; 2011, 2013, 2015; N = 13,959). Cognitive functioning was assessed with episodic memory. Childhood friendship measures were taken from the 2014 life history module of the CHARLS. Two dimensions of adult social isolation, loneliness and social disconnectedness, were included as mediators. Latent growth curve modeling was utilized to test the associations between childhood friendships, adult social isolation, and cognitive functioning. Results Adverse childhood friendship experiences were found to be significantly associated with both lower initial cognitive status and the rate of decline in cognitive functioning. Our findings indicated that adult loneliness and social disconnectedness partly mediated the link between childhood friendship experiences and the initial level of cognitive functioning, but not cognitive decline later in life. Discussion and Implications The findings emphasized the enduring importance of childhood friendships for cognitive functioning later in life. Interventions that focus on improving social participation through fostering friendships in childhood may have long-term benefits for cognition later in life.
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Dwi Madyo Utomo, Kurniawan. "Pengaruh Persahabatan Terhadap Kesejahteraan Hidup Manusia." Seri Filsafat Teologi 30, no. 29 (December 7, 2020): 434–50. http://dx.doi.org/10.35312/serifilsafat.v30i29.28.

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Friendships are fundamental to human social life. Therefore, people try every great effort to build and maintain these friendships. The aim of this paper is to discuss the effect of friendship on the well-being of individuals at every stage of human development. The method used to achieve this goal is to explore the results of studies related to friendship and its effect on human well-being. The results of these studies indicate that friendship can be related to well-being. Healthy friendships help people to adjust and give them happiness. Happy people also tend to try to build and maintain friendships. Contrarily, unhealty friendships lead to loneliness and depression. Friendships which has been built since childhood also affects the well-being of an individual’s life at the later stages of human development.
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Maguire, Mary C., and Judy Dunn. "Friendships in Early Childhood, and Social Understanding." International Journal of Behavioral Development 21, no. 4 (November 1997): 669–86. http://dx.doi.org/10.1080/016502597384613.

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This study had two goals. The first was to provide descriptive data on the nature of individual differences in young children’s close friendships, and the second, to examine the relations between these individual differences and children’s earlier understanding of others’ emotions and mental states, and their later appreciation of ambivalent or mixed emotions. A total of 41 children participating in a longitudinal study from 33 months to 6-7 years were studied with their close friends as 6-year-olds, with a combination of observations and standard sociocognitive assessments. The results showed that different aspects of friendship interactions, such as co-ordination of play and amity, were neither closely related nor linked to power assertion. Early differences in the assessment of social understanding were associated with later differences in pretend play with the friend, and friendship interactions at 6 years were linked to later appreciation of mixed emotions. The two-way process of influence linking individual development and friendship quality is discussed.
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Flynn, Heather Kohler, Diane H. Felmlee, and Rand D. Conger. "The Social Context of Adolescent Friendships: Parents, Peers, and Romantic Partners." Youth & Society 49, no. 5 (November 27, 2014): 679–705. http://dx.doi.org/10.1177/0044118x14559900.

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We argue that adolescent friendships flourish, or wither, within the “linked lives” of other salient social network ties. Based on structural equation modeling with data from two time points, we find that young people tend to be in high-quality friendships when they are tightly embedded in their social network and receive social support from their peers, parents, and romantic partners. In addition, females have higher quality friendships than males, and the life course transition to marriage has detrimental effects on friendship quality. Findings show that the influence of parents does not end in childhood but continues into adolescence. Furthermore, although earlier research documents that friends affect romantic relationships, we find the reverse, that is, romantic partners influence friendships. Results demonstrate that social connectedness and support from a range of network ties contribute to high-quality, caring friendships among youth, highlighting the utility of life course and social network perspectives.
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Maya Beristain, Cynthia, and Judith Wiener. "Finding True Friendships: The Friendship Experiences of Adolescents With Attention-Deficit/Hyperactivity Disorder." Canadian Journal of School Psychology 35, no. 4 (September 4, 2020): 280–98. http://dx.doi.org/10.1177/0829573520931679.

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The friendship experiences of adolescents with attention-deficit/hyperactivity disorder (ADHD) were explored in this qualitative study. Nine 16- to 18-year old adolescents with ADHD participated in semi-structured interviews that were analyzed using a modified grounded theory framework. They reported chronic peer rejection, loneliness, and conflictual relationships with friends in childhood and early adolescence (theme 1). Although many participants reported becoming resigned to being friendless in adolescence (theme 2), the transition to high school where they could find peers who were similar to them helped them develop close friendships (theme 3). The core theme, Finding True Friendships: The Long Journey from Isolation to Acceptance, integrates the findings and illustrates the developmental and contextual factors influencing the friendship experiences of adolescents with ADHD. The participants provided specific suggestions about how parents, teachers, peers, and mental health professionals might support children and adolescents with ADHD who struggle with peer relations and friendships that formed the basis of the discussion of the clinical implications of the findings.
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Kouvava, Sofia, Ekaterini Antonopoulou, and Ekaterini Maridaki-Kassotaki. "Φιλικές σχέσεις μαθητών με και χωρίς Διαταραχή Ελλειμματικής Προσοχής-Υπερκινητικότητα (ΔΕΠ-Υ) στο δημοτικό σχολείο." Preschool and Primary Education 4, no. 2 (November 17, 2016): 276. http://dx.doi.org/10.12681/ppej.8577.

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<p>Friendship is a dyadic relationship between two individuals, based on mutual affection and reciprocity. It is a voluntary bond co-created by two friends who expect to share an intimate, mutually rewarding experience with commitment, support and validation. In childhood, friends serve as playmates; in adolescence, they are viewed as confidants who provide emotional closeness. Having friends seems to mitigate the consequences of peer rejection and buffer against adjustment problems. Friendships vary in quality and stability. Regarding quality, some friendships possess positive features, such as validation, caring and trust, while others have negative features, such as conflict, antagonism and competition. Regarding stability, although the average friendship lasts for about one year, significant variability exists. Children with ADHD often experience peer relationship difficulties, mainly due to their social skills deficits. Research evidence suggests that the majority of children with ADHD have no reciprocated friends and that their friendships are less stable and of lower quality, while they prefer to be friends with other children with the same disorder. Research evidence looking at friendships and friendship quality of ADHD pupils attending inclusive settings is limited. This study examines friendships and perceptions of friendship quality of children with and without ADHD, attending inclusive public primary schools in Greece. Data regarding friendship stability and other characteristics of friendships of pupils with ADHD were also collected. One hundred and two typically developing children and22 children diagnosed with ADHD (mean age =9.51, <em>s.d</em>.= 1.30, age range: 8 to 12 years), named their friend(s) and their very best friend, using a sociometric nomination procedure; additionally, children responded to the Greek version of the <em>Friendship Quality Questionnaire</em>. Moreover, variables such as the number of the participants’ mutual friends, their friends’ characteristics and friendship duration were examined. The participating children were informed of the purpose of the study and were given appropriate instructions for completing the questionnaires individually. Data collection took place at pupils’ schools and children were engaged for approximately 30 minutes. The results showed that the majority of pupils with ADHD had few friends and even fewer mutual friendships than their typically developing peers. An interesting result of the present study, not in line with previous research evidence, is that ADHD children do not choose peers with disabilities to be their friends. Friendships of children with ADHD, as compared to those of typically developing peers, were of short duration. However, both ADHD children and their peers tend to attribute positive features to their friendships which are characterized by intimacy and support. Taking into consideration the importance of friendships in one’s life, as well as the fact that this research area has attracted little attention in Greece, further investigation is required.</p>
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Pettit, Gregory. "The Untold Story of Childhood Friendships." Contemporary Psychology: A Journal of Reviews 42, no. 9 (September 1997): 807–8. http://dx.doi.org/10.1037/001325.

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van Harmelen, A. L., R. A. Kievit, K. Ioannidis, S. Neufeld, P. B. Jones, E. Bullmore, R. Dolan, P. Fonagy, and I. Goodyer. "Adolescent friendships predict later resilient functioning across psychosocial domains in a healthy community cohort." Psychological Medicine 47, no. 13 (April 11, 2017): 2312–22. http://dx.doi.org/10.1017/s0033291717000836.

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BackgroundAdolescence is a key time period for the emergence of psychosocial and mental health difficulties. To promote adolescent adaptive (‘resilient’) psychosocial functioning (PSF), appropriate conceptualisation and quantification of such functioning and its predictors is a crucial first step. Here, we quantify resilient functioning as the degree to which an individual functions better or worse than expected given their self-reported childhood family experiences, and relate this to adolescent family and friendship support.MethodWe used Principal Component and regression analyses to investigate the relationship between childhood family experiences and PSF (psychiatric symptomatology, personality traits and mental wellbeing) in healthy adolescents (the Neuroscience in Psychiatry Network;N= 2389; ages 14–24). Residuals from the relation between childhood family experiences and PSF reflect resilient functioning; the degree to which an individual is functioning better, or worse, than expected given their childhood family experiences. Next, we relate family and friendship support with resilient functioning both cross-sectionally and 1 year later.ResultsFriendship and family support were positive predictors of immediate resilient PSF, with friendship support being the strongest predictor. However, whereas friendship support was a significant positive predictor oflaterresilient functioning,familysupport had anegativerelationship with later resilient PSF.ConclusionsWe show that friendship support, but not family support, is an important positive predictor of both immediate and later resilient PSF in adolescence and early adulthood. Interventions that promote the skills needed to acquire and sustain adolescent friendships may be crucial in increasing adolescent resilient PSF.
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Hollingsworth, Heidi L., and Virginia Buysse. "Establishing Friendships in Early Childhood Inclusive Settings." Journal of Early Intervention 31, no. 4 (September 2009): 287–307. http://dx.doi.org/10.1177/1053815109352659.

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Zeece, Pauline Davey. "Forming and fostering friendships in early childhood." Early Childhood Education Journal 23, no. 1 (September 1995): 45–48. http://dx.doi.org/10.1007/bf02353380.

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Dissertations / Theses on the topic "Childhood friendships"

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Huq, Md Azizul. "Maintaining Long-Distance Childhood Friendships Using Digital Technology." Thesis, Umeå universitet, Institutionen för informatik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-185313.

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Social distancing has become a new social norm, and with it, digital technology takes a more prominent role in socialization as people try to stay home. People are connecting and interacting with each other using different digital technologies and social media platforms. This study investigates how digital technologies help to maintain long-distance childhood friendships. Specific research questions included determining the most popular forms of digital technology used to maintain long-distance childhood friendships of the male population of Southeast Asia, and how significant are these digitally-based long-distance childhood friendships in people who keep in touch with childhood friends, and do people use any other forms of contact to keep in touch with childhood friends other than digital? An online survey was used, with some open-ended follow-up questions sent by e-mail. Moreover, friends are living in different time zones. The Survey found that all friends using digital technology with an Internet connection. The results indicated that people are busy with family and work, and it can be hard to find the time to keep in touch with childhood friends. However, even people are busy and in different time zones, they still maintain friendships using different forms of digital communication. On the other hand, it is very hard to use other forms of contact to keep in touch with childhood friends other than digital. The study findings may contribute to better design of social media and other platforms which are used to support long-distance relationships of adults with their friends from childhood.

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Gage, Holly M. "An exploratory investigation of middle childhood friendships, quality of care and children's satisfaction with school-age care programs." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0015/MQ47748.pdf.

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Konstantoni, Kristina. "Young children's perceptions and constructions of social identities and social implications : promoting social justice in early childhood." Thesis, University of Edinburgh, 2011. http://hdl.handle.net/1842/5572.

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This thesis explores young children's constructions of social identities and the implications these may have in young children's everyday lives at nursery. One of the unique elements of this thesis is the multiple and intersectional approach that it adopts while exploring very young children‘s social identities and peer relations. It also explores the links between children's experiences and views with educators' social justice and equity pedagogies. Recent attention has been given to the importance of early childhood and young children's rights and participation in theory, research and policy. In the field of social identities, there has been a growing need for further research to explore the contextual, fluid, complex and intersected nature of young children's social identities, moving away from 'static' and 'fixed' notions of identity. Particular gaps have also been identified in relation to exploring age as part of social identity, to exploring cultural aspects of ethnicity and lastly to exploring multiple understandings of parts of social identities (e.g. multiple 'masculinities' and 'femininities') in early childhood. There has also been a need for further research to explore how young children‘s intersected social identities may impact on pedagogies. This thesis, therefore, seeks to explore the above, basing the analysis on a one year ethnographic and participatory approach which was conducted in two nursery settings in Scotland, one predominantly white and one multi-ethnic. It draws on a plethora of rich and in-depth conversations and experiences with young children, educators and parents/caregivers to suggest the complex, dynamic, context-specific, fluid but also 'experientially fixed' and intersected nature of children's social identities and relationships, and to acknowledge the challenges that are raised both for early childhood practice and policy. It suggests that children construct multiple and complex social identities which are both fluid and experientially 'fixed', engage in dynamic social relationships and express complex and multiple implicit/explicit discriminatory attitudes, which educators are unaware of or choose to disregard. In most cases, age and gender were part of an overt and explicit identification, and were explicitly and overtly discussed as factors of exclusion by both educators and children. In contrast, ethnicity involved a much more complex process. Although ethnicity was often part of an 'ethnic habitus', variations occurred in relation to the extent to which children developed a strong, explicit and overt ethnic identification. Ethnicity was also considered a rather 'taboo' subject of reference regarding exclusion. Moreover, this thesis suggests that discourses of ‗sameness‘, ‗normalities‘ and difference linked to constructions of social identity were salient in children's lives. Common social identities often promoted positive feelings of belonging and reinforced positive feelings of group membership and self identities between children. Strong and positive feelings of self and group identity and difference, or else ‗the other‘, although not exclusively, were very much considered the basis for exclusion and discrimination. However, complexities arose when the concept of the ‗other‘ changed, depending on the context. Difference was seen more positively by children when it constituted part of what was considered 'norm' or dominant. Traditional developmental approaches and children‘s rights-based approaches seem to influence educators‘ practice; however, irrespectively of the educational approach, educators tend to disregard implicit/explicit discrimination that is evident in children's lives. 'Too young to notice' and 'no problem here' attitudes seem to dominate educators‘ practice and raise limitations in dealing adequately with social justice and equity issues. Firstly, this thesis suggests the need to move away from 'dualistic' and oppositional dichotomies that seem to have dominated contemporary research and theory, both in relation to theorising children‘s social identities (e.g. 'fixed'/fluid) and theorisations of childhood (e.g. agents and mature / interdependent and immature). Secondly, there is a need for early childhood pedagogies, practices and policy to 'listen' more actively and closely to young children and to engage with the complex and dynamic nature of their social relationships. It is thus suggested that current early childhood practice should actively promote children-rights based approaches. At the same time, this thesis considers whether we should be moving towards a children‘s human rights-based approach, which promotes children‘s rights and goes beyond children's participatory rights, engaging more actively with issues around fairness, unfairness and respect. This thesis also argues for proactive, anti-discriminatory, reflexive and interventionist social justice and equity approaches in early childhood. Thirdly, there is a general challenge both in policy and practice regarding balancing between universalism (collective identities) and specificity (diversity).
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Fordham, K. H. "Self-esteem, friendship and shyness during middle childhood." Thesis, University of Cambridge, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.599118.

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Shyness has been construed as a form of social withdrawal motivated by social evaluative concerns. Research demonstrates that social difficulties related to withdrawal and inhibition may result in adjustment problems of an internalising nature, such as low self-esteem and loneliness. Special significance has, however, been ascribed to preadolescent friendships as a means of validating self-worth, buffering against loneliness, and providing a climate in which the skills of cooperation and negotiation can develop. Thus, the literature suggests that a predisposition to shyness may render a child "at risk" of becoming locked within a self-perpetuating cycle of negative peer experiences, self-perceptions of social incompetence and heightened feelings of loneliness, with clinical implications for later life; but that the outcome may vary as a function of a best friendship. This study involves an investigation of shyness, adjustment and aspects of a best friendship among a group of 8.5-10.5 year-old children (N=50), who had been preselected for shyness (or as nonshy controls) at 4-4.5 years. In addition to a high level of consistency in shyness, age-specific findings emerged which suggest that during middle childhood marked and meaningful changes are occurring in the significance of shy behaviour and a good quality friendship, to children's adjustment. Comparisons of 9 and 10 year-olds indicate that as children enter preadolescence, shyness increases in salience and becomes a risk factor for internalising problems; global self-worth takes on a more central mediating role in children's adjustment; and a high quality best friendship is more strongly related to positive self-worth. Meaningful links were also found between children's shyness, global self-worth and perceptions of friendship quality, and the nature of their interactions with a best friend. The findings, for the reciprocated very best dyads and those matched for perceptions of conflict, also accord with the view that in high quality friendships, friends develop a sense of what is important to one another, and forgo individualistic motives in favour of more mutuality and collaboration.
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Murray, Amanda Joy. "Predictors and outcomes associated with children's friendship stability." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/2749.

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Friendships are an important context of children's development, yet there is much still to be learned about these formative relationships. Friendship stability is one understudied feature of children's friendships. The aim of the present study was to investigate both predictors and outcomes associated with friendship stability to further elucidate the role that friendships play in shaping children's development. Potential predictors examined included age, gender, gender match, race, residence in a rural or urban community, number of moves in the last year, child externalizing behavior, friendship quality, and deficient parenting. Similarity between friends in terms of overt and relational aggression was also examined as a potential predictor of stability, and age was tested as a potential moderator of these relations. Additionally, a double mediational model was explored wherein child behavior was tested as a mediator of the link between deficient parenting and friendship quality and friendship quality was tested as mediator of the link between child behavior and friendship stability. Finally, in order to better understand the impact of stable friendships on children's adjustment, the present study tested friendship stability as a predictor of time 2 child externalizing behavior after controlling for time 1 externalizing behavior. Participants were 176 children and primary caretakers enrolled in a 3-year longitudinal study examining the social development of children living in circumstances of social disadvantage. A multisource, multimethod approach was used to assess deficient parenting and children's externalizing behavior. Friendship stability was assessed over two waves approximately 12 months apart. Participating children provided data on their friendships, friendship quality, and friends' aggressive behavior. Children were invited to report on friendships occurring in any setting and friendship stability was examined both in children's networks of 1-3 best friends and in children's relationships with one very best friend. Proposed models were tested using structural equation modeling. The link between child externalizing behavior and friendship stability was supported, as was the link between deficient parenting and child externalizing behavior. Deficient parenting and friendship quality did not predict friendship stability. Thus, the role of child externalizing behavior as a mediator of the relation between deficient parenting and friendship stability was not supported by the present study, nor was the role of friendship quality as a mediator of the relation between child externalizing behavior and friendship stability. Age significantly predicted friendship stability with one very best friend and residence in a rural or urban community significantly predicted friendship stability within children's networks of 1-3 best friends. Friendship stability did not predict time 2 externalizing behavior. These results highlight the influence of child behavior, age, and contextual factors on friendship stability.
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Trame, Bridget. "An Examination of Friendship in Middle Childhood: A Test of the Similarity-Attraction Hypothesis." TopSCHOLAR®, 2003. http://digitalcommons.wku.edu/theses/569.

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The purpose of this study was to examine the similarities between children and their friends. Previous research had focused on demographic similarities, with a little attention given to behavioral similarities. This study sought to expand the knowledge of similarities between friends to sociometric and social information processing characteristics and show that friends were more similar than random pairs of children. Children completed a rating and nomination sociometric interview. Children also completed a social information processing interview in which they viewed ambiguous provocation situations and then rated a series of social goals and gave social problem solving responses. Two-hundred and twenty-four pairs of reciprocated friends and 224 random pairs of children were identified and used for analyses. Correlational analyses and regression analyses were used to assess similarities. Results showed that friend pairs were similar for prosocial, hostile/instrumental, and passive/avoidant goals, however, regression analyses indicated that friends' characteristics were significant predictors of only some prosocial and hostile/instrumental goals. Friend pairs also were similar in the passivity/assertiveness of their social problem solving responses. Thus, the current study shows some support for the hypothesis that children and their friends are similar in their social processing mechanisms. Further research should be conducted to determine whether small sample size and small standard deviations made the detection of effects more difficult.
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Holleb, Lauren J. "Social Withdrawal During Middle Childhood: An Exploration of Social Information Processing, Friendship Experiences, and Psychological Adjustment." Fogler Library, University of Maine, 2011. http://www.library.umaine.edu/theses/pdf/HollebL2011.pdf.

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Hjalmarsson, Simon. "Socially poorer than peers? : Economic resources and school class friendship relations." Thesis, Stockholms universitet, Sociologiska institutionen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-116957.

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That a lack of economic resources negatively affects the social relations of children is often assumed, sometimes described, but rarely tested using methods allowing generalization. When addressing this issue, previous research has largely been limited to self-reported data on social relations. This thesis uses peer reported measures of social relations in combination with survey and register data to examine the effect of economic resources on the probability of social isolation and on the number of school class friendships of Swedish adolescents. While not entirely unambiguous, the results indicate that a lack of economic resources negatively affects the social relations of children, at least in regards to the school class social relations of adolescents. The results point to the importance for adolescent’s social relations of having the economic and material possibilities to participate in the social life and in the activities undertaken by peers.
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Masselos, Chrisoula Grace. "Acceptance and rejection of friendship in peer culture within an early childhood setting : an observational study approach /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487587604131925.

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Bergevin, Tanya A. "Relational and physical aggression in late childhood : links to social adjustment in group and dyadic relations." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0002/MQ39440.pdf.

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Books on the topic "Childhood friendships"

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E, Schmidt Michelle, ed. Friendships in childhood & adolescence. New York: Guilford Press, 2011.

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Schneider, Barry. Childhood Friendships and Peer Relations. Second Edition. | New York : Routledge, 2016. | Revised edition: Routledge, 2016. http://dx.doi.org/10.4324/9781315727042.

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Friendship in childhood and adolescence. London: Routledge, 1998.

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Copan, Neubacher Helen, ed. Sisters: A shared childhood, a shared friendship. [Wheaton, Ill: H. Shaw, 1997.

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Pellarin, Suzanne M. Popularity and friendship in middle childhood: A conceptual approach. [s.l: s.n.], 1988.

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Gille, Elisabeth. Shadows of a childhood: A novel of war and friendship. New York: New Press, 1998.

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Ferrante, Elena. My Brilliant Friend: Book One : Childhood, Adolescence. New York: Europa Editions, 2012.

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Delany, Paul. The neo-pagans: Friendship and love in the Rupert Brooke circle. London: Macmillan, 1987.

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The neo-pagans: Friendship and love in the Rupert Brooke circle. London: Hamilton, 1988.

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An unlikely friendship: The childhoods of Mary Todd Lincoln and Elizabeth Keckley. Orlando: Harcourt, 2006.

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Book chapters on the topic "Childhood friendships"

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Berger, Christian, Olga Cuadros, and Antonius H. N. Cillessen. "Children's Friendships and Social Development." In The SAGE Handbook of Developmental Psychology and Early Childhood Education, 151–68. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2019. http://dx.doi.org/10.4135/9781526470393.n9.

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Fink, Elian. "Friendships and theory of mind in middle childhood and adolescence." In Theory of Mind in Middle Childhood and Adolescence, 122–41. Abingdon, Oxon; New York, NY: Routledge, [2021]: Routledge, 2021. http://dx.doi.org/10.4324/9780429326899-9.

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Rosen, Karen S. "Peer Relations and Friendship During Childhood." In Social and Emotional Development: Attachment Relationships and the Emerging Self, 161–93. London: Macmillan Education UK, 2016. http://dx.doi.org/10.1007/978-1-137-57901-0_4.

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Buhrmester, Duane, and Wyndol Duane Furman. "The Changing Functions of Friends in Childhood: A Neo-Sullivanian Perspective." In Friendship and Social Interaction, 41–62. New York, NY: Springer New York, 1986. http://dx.doi.org/10.1007/978-1-4612-4880-4_3.

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Ljung Egeland, Birgitta. "Narratives of Belonging: Migrant Children’s Friendship Negotiation." In International Perspectives on Early Childhood Education and Development, 183–96. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-7771-6_13.

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Dowling, Sandra, Roy McConkey, and Marlene Sinclair. "My Friends and Me: Friendship and Identity Following Acquired Brain Injury in Young People." In The Palgrave Handbook of Disabled Children’s Childhood Studies, 191–211. London: Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-54446-9_14.

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Abdul-Majied, Sabeerah. "“Ting-a-Ling!” Snack Time Culture and Friendship Bonds in Young Caribbean Children." In Reconceptualizing Quality in Early Childhood Education, Care and Development, 221–39. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69013-7_10.

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Rizzo, Thomas A., and William A. Corsaro. "Social Support Processes in Early Childhood Friendship: A Comparative Study of Ecological Congruences in Enacted Support." In Ecological Research to Promote Social Change, 187–216. Boston, MA: Springer US, 2002. http://dx.doi.org/10.1007/978-1-4615-0565-5_8.

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9

Propst, Andy. "Childhood Dreams." In They Made Us Happy, 1–6. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190630935.003.0001.

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Abstract:
Betty Comden’s and Adolph Green’s early years in Brooklyn and the Bronx, respectively, included school plays and professional theatergoing. They were both inspired to strive for lives as professional actors, and as they entered their 20s both found some work as performers. In Green’s case his work (although outside of the city) led to friendships, with Leonard Bernstein and Judy Holliday, that would have a lasting impact on his and Comden’s careers.
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10

Vitaro, Frank, Richard E. Tremblay, and William M. Bukowski. "Friends, friendships and conduct disorders." In Conduct Disorders in Childhood and Adolescence, 346–78. Cambridge University Press, 2000. http://dx.doi.org/10.1017/cbo9780511543852.014.

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