The Stages of Friendship

The Stages of Friendship

• 1.
  + Stages of Friendship Devondra JoyelleMills Lauren Lindsay Black Takenya Moody Zina Foston
• 2.
  + What is aFriendship? To Children Of course… The task we chose focused on exploring the selfconcepts and ideas of friendships from the perspective of a schoolaged child and a preschooler. We conducted an interview to further analyze which stage of friendship each child was at depending on their age.
• 3.
  + Quick Activity  Everyone takea moment to think about what the word “friendship” means to you  Qualities you look for in a friend?  How you act toward your friends?  What good friends do vs. What bad friends do
• 4.
  + Harry Stack Sullivan ThreeStages Of Friendship 1. First Stage (ages 2-5) Relationship with parent or guardian is the primary focus for a child at this stage. 2. Second Stage (ages 4-8) Child turns towards playmate and other children their age as friends. 3. Third Stage (ages 8-11) Child displays new characteristic towards friendships “chumship”
• 5.
  + Robert L. Selman FiveStages Of Friendship 1. Stage 1 (ages 3-7) : Momentary physical Playmates 2. Stage 2 (ages 4-9) : One- Way Assistance 3. Stage 3 (ages 6-12) : Fair- Weather Cooperation 4. Stage 4 (ages 11-15) : Transitioning Stage 5. Stage 5 (ages 12- Adulthood) : Advancement
• 6.
  + Stage Theory Disclaimers  TheseStages are not concrete  Chronological age is not reliable  A child does not have to go through every aspect of the stage  When asking about friendships there are often inconsistencies in the responses
• 7.
  + The Interviews There wereseveral different interviews conducted in the process of this project  Preschool aged  School aged  Child with Autism
• 8.
  + What We Learned  Inconclusion, we discovered that all children see friendship from varying perspectives. Essentially, their concepts of friendship can be analyzed or simply made sense of by friendship theories such as Selman’s and Sullivan’s. Some of the interviewees were right on the mark with some of the stages while others demonstrated some parts of the stages better than others. Through the process of completing our project we too recognized what stages we fall under and if we deem them to be accurate or not.
• 9.
  + References  http://ehlt.flinders.edu.au/education/DLiT/2004/2peer/Pages/Stages.h
• 10.
  + References  http://ehlt.flinders.edu.au/education/DLiT/2004/2peer/Pages/Stages.h