Peer Relationships In Early Childhood

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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 a best friend and to know their partners they care about or they do not like. However, between 5% and 10% of children experience chronic difficulties in relationships with peers, such as rejection or harassment shows early problems with peers that can have a negative impact on later social and emotional development. However, interventions in relation to the difficulties appear to be particularly effective when performed early in life. In accordance of Brownell and Carriger (2013), there are a number of skills emotional, cognitive and behavioural that develop in the first two years of life that help promote positive peer relationships. These include dealing with joint attention, regulating emotions, inhibiting impulses, imitating the
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