Getting along: How teachers can support children's peer relationships

Kristen M. Kemple, Lynn Hartle

Research output: Contribution to journalArticlepeer-review

9 Scopus citations

Abstract

Peer relationships provide an important context for the young child's social development. Teachers can influence children's developing social competence in a variety of ways. This article describes how teachers can support children's peer relationships by intentionally shaping the classroom's physical and emotional context. With these basic supports in place, teachers can effectively use planned activities and on-the-spot guidance to help children learn to interact competently and form satisfying relationships.

Original languageEnglish (US)
Pages (from-to)139-146
Number of pages8
JournalEarly Childhood Education Journal
Volume24
Issue number3
DOIs
StatePublished - 1997

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology

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