3-5-year-old children’s views on “friendship”

Abstract

There is a vast number of studies involving childhood friendship. Often, children’s friendship is interpreted from an adult perspective. The aim of this thesis is to provide insights on the children´s account of their friendship experiences. This study employed phenomenological approach in order to gain a deeper understanding of the phenomenon of friendship from children’s perspectives. The results intend to improve the knowledge of early childhood practitioners on children´s friendship, that may subsequently lead to a higher quality of support for children and their friendship experiences in the day-care.

This qualitative phenomenological study was conducted with six children, aged three to five. Utilizing a range of methods (mosaic approach) such as drawings, small-world play interviews, and the use of camera (Clark & Moss, 2001), to encourage children’s expressions and efforts of communication, the research examines their everyday friendship experiences in the day-care.

This thesis discusses the value of the sociocultural and emotional attributes of children’s friendship including the organization of space, the role of play, sibling relationships and significance of proximity with regards to the practices, development, and maintenance of the relationship. This study stresses on the active role a child is making in constructing the meaning of friendship, and emphasizes the value of listening to children.