Module 11: Developing Friendships
Effective Teacher Practices for Providing Targeted Social Emotional Supports
Module 11: Developing Friendships
90 Minute module Face-to-Face session: Script
Contact hours: 2 contact hours (90 minute session plus 30 minute pre-learning activity review)
Slide 1: Introduction
Hello and welcome to this session on developing friendship skills. In Merriam-Webster's dictionary a
friend is defined as a person whom you like and enjoy being with as well as a person who helps or
assists. It indicates that friends are attached to one another by affection or esteem and are not hostile.
A friend is a favored companion (friend. 2014. In Merriam-Webster.com.Retrieved August 25 from
http://www.merriam-webster.com/dictionary/friend). As adults we understand that the essential
elements of friendship are reciprocity and commitment. Children see friendships differently as they
progress through levels of development. As infants and very young children, ‘friends’ are people with
whom they engage in social play, often depending upon proximity. Three and four year old children
might define a friend as someone who happens to be near them or whose toys they like. A five or six
year old child continues to focus on her own needs but might realize that someone else may have a
different viewpoint than her own. Around the age of seven or eight, children begin to realize that
friendships are personal and may be based on common interests.
(Gurian & Goodman, 2008)
Slide 2: Review of Pre-learning Assignment
1. You read Caring About Caring: What Adults Can Do to Promote Young Children’s Prosocial Skills - at
this link: http://www.naeyc.org/files/yc/file/201107/CaringAboutCaring_Hyson_OnlineJuly2011.pdf
Discuss:
 Why is development of prosocial behavior important?
 Why is it so important that the prosocial behavior be voluntary?
 What strategies can be used to teach prosocial behavior?
 How might culture / family impact prosocial behavior?
 What information from this article can you share with families that would support their child’s
development of prosocial behavior?
2. You reviewed the Instructional Practices for Developing Friendships Teacher/Staff Checklist. What is
one practice(s) you wish to improve in the current or upcoming school year.
3. What was one instructional practice from the self-assessment on which you rated yourself as
implementing ‘almost always?’ What strategy do you use to implement the practice?
[Allow participants to respond.]
Slide 3: Friendship Skills
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Module 11: Developing Friendships
Now let’s think about the skills needed to develop friendships among the children in your classroom.
Think about a child who plays well with a lot of other children. What characteristics does the child
demonstrate that make him or her get along so well with others? Take a few minutes at your tables to
discuss your thoughts about skills needed to develop friendships. Jot down three to five characteristics
you would consider important in making friends. When a child has these characteristics, what kinds of
outcomes do we expect?
[Allow 5 minutes for discussion.]
What characteristics did you note? When children have these characteristics, what outcomes do we
expect?
[Chart responses. Prompt as needed to include sharing, taking turns, creating play opportunities,
humor, enthusiasm, compliments other children, kind to others, and helps others. Expected
outcomes might include development of self-confidence, continual friendships, school success, and
healthy adult adjustment.]
Now think about a child in your classrooms who doesn’t have these characteristics. What outcomes do
we expect for children who have not yet developed friendship skills?
[Allow participants to respond. Prompt as needed to include challenging behaviors such as pushing
and grabbing, quiet, hovers around adults, shy, sad, plays alone, hesitant to approach other children.]
Slide 4: Why friendship skills are important
“The single best childhood predictor of adult adaptation is not school grades, and not classroom
behavior, but rather, the adequacy with which the child gets along with other children.”
(Hartup, 1992)
It all starts with positive social skills. Research suggests that young children who learn positive social
skills are more likely to have positive relationships, acceptance, and friendships later on in school and as
adults (Eisenberg & Fabes, 1991). Competence in developing friendships also correlates with academic
skills. One Head Start study showed that children who scored high on prosocial competence were
determined later in the year to be the most ‘cognitively ready’ for school (Bierman, Torres, Domitrovich,
Welsh, & Gest, 2009). Although many children develop positive social skills naturally, some children do
not. We can teach these skills when children need extra support., including children with very
challenging behaviors. And in doing so, can make a tremendous difference in a child’s life --potentially
for a lifetime.
Slide 5: Objectives
Participants will:
 Understand how to use instructional practices to help children develop friendships
 Understand how the classroom context promotes or inhibits friendship
 Understand how to involve families in helping their children develop friendships
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Module 11: Developing Friendships
Slide 6: Objectives
Participants will:
 Understand how to conduct formative assessment related to children’s friendship skills
 Understand how to articulate the relationships between targeted instructional practices,
Foundations for Early Learning and Development, and NC Professional Teaching Standards
In this session we’ll discuss strategies for teaching children friendships skills while helping them move
toward early learning and development standards [hold up Foundations].
We’ll reflect on how instructional practices, related to developing friendships, demonstrate proficiency
as measured by the NC Professional Teaching Standards in our teacher evaluation system [hold up
handout of teaching standards]. We’ll also talk about family involvement and formative assessment.
Slide 7: Reciprocity and Lengthy Encounters are key
Children who can successfully make friends have opportunities to learn to cooperate with others, share,
take turns, help others, and give compliments. Successful social interactions provide a context for dual
language learners to become proficient in their new language.
(Tabors, 1997)
Two important elements in the development of friendships are 1) reciprocity and 2) having lengthy
encounters or repeated interactions. We teach children to connect with other children while at the
same time giving them the appropriate amount of time and support to develop relationships.
Depending upon their level of emotional-social development, children may need different levels of
instruction in terms of frequency, intensity, and duration.
Slide 8: What prosocial behaviors are important for developing friendships?
Young children engage in several discrete behaviors during play that are directly related to making
friends Specific behaviors include giving suggestions to organize play, sharing toys and other materials,
taking turns, being helpful, being affectionate, giving compliments, understanding how and when to give
an apology, and beginning to empathize . The more of these behaviors children demonstrate, the more
positive is their play with peers – and the more likely they are to have friends.
(Tremblay, Strain, Hendrickson, & Shores, 1981)
Slide 9: Handout – Formative Assessment
Find Prosocial Behaviors Important for Developing Friendships in your handouts. Take a few minutes to
read through the descriptions for each behavior.
[Allow participants about five minutes to review handout.]
How would we conduct formative assessment around each of the prosocial behaviors listed on this
handout? We are going to divide into 6 groups by counting off by 6s. Group 1 will focus on organizing
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Module 11: Developing Friendships
play, group 2 will focus on sharing, group 3 will focus on being a team player, group 4 on taking turns,
group 5 on giving apologies, and group 6 on giving compliments. Each group will write a definition of
the target skill (clear learning targets) for their prosocial behavior, list characteristics of the target skill,
list examples and non-examples of how you will know when a child demonstrates the behavior
successfully (define criterion for success), and list evidences that can be used to determine progress in
this area (collect and analyze evidence). Document your work on the Developing Friendships –
Formative Assessment and we will report back in 15 minutes.
[Allow 15 minutes to complete activity]
Can we have group 1: organizing play report out?
[Allow group 1 to report out definition, examples, non-examples and evidences]
Can we have group 2: sharing report out?
[Allow group 2 to report out definition, examples, non-examples and evidences]
Can we have group 3: being a team player report out?
[Allow group 3 to report out definition, examples, non-examples and evidences]
Can we have group 4: taking turns report out?
[Allow group 4 to report out definition, examples, non-examples and evidences]
Can we have group 5: giving apologies report out?
[Allow group 5 to report out definition, examples, non-examples and evidences]
Can we have group 6: giving compliments report out?
[Allow group 6 to report out definition, examples, non-examples and evidences]
Slide 10: Instructional Practices Checklist
Find the instructional practice checklist for developing friendships in your supporting materials. Just a
reminder -- the items on the checklist have been adapted from the Center on the Social and Emotional
Foundations for Early Learning (CSEFEL) and the University of Iowa. The checklist items are part of the
Teaching Pyramid Observation Tool or TPOT. The SEFEL (Social and Emotional Foundations for Early
Learning) project has recognized that this information is research-based and shown to be effective in
helping children learn social skills.
Slide 11: Video of Lisa promoting prosocial behavior in the block center
Let’s watch a video clip of a teacher as she helps two children learn to play together. To give you some
background on this classroom: At the time of the videotaping the classroom included 17 children age
three to five. Four of the children were identified as Exceptional Children: three as developmental delay
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Module 11: Developing Friendships
and one as speech impaired. Several children were identified with social emotional needs in the
classroom including five children who had been referred for play therapy due to severe emotional
trauma. One child was a dual language learner. The classroom staff included one teacher and two
assistants. At the time of the videotaping an additional support person was working in the classroom.
One of the students you will see in the video was new to the classroom and had exhibited many extreme
physically aggressive behaviors. The other child was identified as having significant delays. As you
watch think about the friendship skills Lisa is teaching and the instructional practices she is using that
are listed on the Instructional Practices Checklist.
[Show Module 11: Developing Friendships video 1.]
What friendship skills did we see Lisa teach? What specific skills did she address in this video?
[Allow participants to respond to include sharing, taking turns, being helpful, and organizing play.]
What clear, descriptive feedback did she use? How might you change or adjust instruction based on the
children’s performance?
Slide 12: What did you observe? - Instructional Practice Checklist / NC Professional Teaching Standards/
Foundations
Now let’s break into three groups. Group 1 take time to talk about the instructional practices that
were observed in the video you watched? What did you see that was evidence of each of the practices
on the checklists? Group 2 put yourself in the shoes of the principal who is observing Lisa’s classroom for
evaluation purposes. Which NC Professional Teaching Standard(s) did the teacher demonstrate? Finally,
group 3 focus on the children’s actions and how they reflect the early learning and development
standard they’re working toward. Think about how you might document these skills for the children
observed. Discuss your assigned topic at your tables and we’ll come back and talk about it.
[Allow 5 minutes for participants to discuss.]
Let’s come back together. What instructional practices did you see and what evidence of the practice
did you see? Is there anything you would have done differently?
[Group 1 reports out. Prompt as needed to include:
 IP 1: Comment positively and descriptively on children who are working together, helping each
other or engaging in other friendship behaviors
 IP 2: Encourage children to play together
 IP 5: Provide increasing levels of assistance to help children enter and maintain interactions with
their peers
 IP 6: Explicitly teach or prompt children how to initiate and respond to their peers.
What teaching standard did you see? What did the teacher do to demonstrate the teaching standard?
[Group 2 reports out. Prompt as needed to include:
 Standard II: Teachers establish a respectful environment for a diverse population of students
 Standard III: Teachers know the content they teach
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
Standard IV: Teachers facilitate learning for their students]
What early learning and development goals were children working toward?
[Group 3 reports out. Prompt as needed to include:
 LDC-2: Children participate in conversations with peers and adults in one-on-one, small, and larger
group interactions.
 LDC-4: Children speak audibly and express thoughts, feelings, and ideas clearly.]
 APL-3: Children engage in increasingly complex play
 APL-7: Children demonstrate initiative]
 ESD-2: Children express positive feelings about themselves and confidence in what they can do.
 ESD-4: Children form relationships and interact positively with other children.
 ESD-5: Children demonstrate the social and behavioral skills needed to successfully participate in
groups.
 ESD-7: Children recognize and respond to the needs and feelings of others.]
 CD-3: Children demonstrate the ability to think about their own thinking: reasoning, taking
perspectives, and making decisions.
Slide 13: iPoints
Take a look at the iPoints for Developing Friendships. Find the instructional practices we talked about in
regards to this video [IP 1,2, 5, 6]. Do you feel the teaching standards and early learning and
development standards align with the instructional practice? Are there any you have questions about?
[If time allows and /or not addressed in previous sessions, lead group in discussion regarding how
they might use this document to begin a discussion with administrators? With other teaching staff?]
Slide 14: Crosswalk showing standards addressed by using instructional practices for developing
friendships
Two sets of crosswalks are on your tables. Crosswalks show how the early learning and development
standards align with the NC Standard Course of Study (NC Essential Standards and the Common Core).
The crosswalk is meant to show, for example, that when we help children work toward
 Language Development and Communication (LDC) goal 2: Children participate in conversations with
peers and adults in one-on-one, small, and larger group interactions, we help children prepare for
 the Common Core Speaking and Listening Standards for kindergarten goal 1: Participate in
collaborative conversations with diverse partners about kindergarten topics and texts with peers
and adults in small and larger groups by following agreed upon rules for discussions.
You might also notice a direct correlation between Language Development and Communication goal 4
and Common Core Speaking and Listening Standards for kindergarten goal 6 with both stating children
will speak audibly and express thoughts, feelings, and ideas clearly.
Slide 15: Family Involvement
We can support parents by sharing information that helps them think about their child’s development
and their family’s practices. You may recall the research from our article, Caring About Caring: What
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Module 11: Developing Friendships
Adults Can Do to Promote Young Children’s Prosocial Skills, which indicates that when parents are
explicit about the type of behavior they expect to see, then children do in fact become more helpful and
caring than if expectations are not clear (Eisenberg , Fabes, & Spinrad, 2006). Other research indicates
that offering rewards for “being nice” does not lead to improved prosocial behavior but may cause
children to become less generous when the rewards are taken away ( Warneken & Tomasello, 2008).
We need to be aware of and sensitive to the cultural differences associated with developing friendships.
For example, some cultures place special emphasis on the importance of sharing and working together
within the family and community (Hyson & Taylor, 2011).
Slide 16 : Setting the Stage
To set the stage for children’s emotional-social development, we create inclusive environments with
toys and materials meant for cooperative use, and we plan activities to build friendships.
An inclusive environment is one wherein all children are meaningfully included in natural proportions
(Guralnick, 1990). Friendships can develop when all children feel included. To make sure all children
feel included, take the time to learn about their similarities and differences. Make sure your learning
activities and daily routines are modified to support the needs of all children including children of
different ethnic and cultural backgrounds as well as children with disabilities.
Let’s take a look at a video that demonstrates the impact modifications can make in helping children
develop friendships. Dr. Cole Galloway, Program Director of Go Baby Go, has developed guidelines for
modifying off-the-shelf ride-on cars to help children with special needs explore their environment. As
you watch, think about the friendships skills this child can develop with this mobility.
[Show Module 11: Developing Friendships video 2.]
What skills can this child develop with this mobility? What is the impact of increased mobility on this
child’s ability to develop friendships?
[Allow participants to respond to include organizing play and being a team player.]
An example of modifications for children of different ethnic and cultural backgrounds is shared in an
article by Gillanders (2007). She described one mono-lingual English-speaking teacher’s effort to build
social connections between Spanish-speaking and English-speaking peers. The teacher began using her
limited Spanish vocabulary as well as other Spanish materials to interact with all children in her
classroom, creating an environment that valued the use of the Spanish language. As a result, “speaking
Spanish became a desirable skill” which increased the “Latino children’s social status among their peers”
(Gillanders, 2007).
We can help children with special needs develop friendships by including social interaction goals on their
IEPs. Social goals are critical for the child’s later development, yet they do not always appear on IEPs or
IFSPs (Odom, McConnell, & McEvoy, 1992). It may be because many assessment tools don’t include
social skills as test items. Assessment models such as Transdisciplinary Play-Based Assessment- Second
Edition (TPBA-2) that include observations of the child during play will help teams develop goals for
emotional-social development. Assessment tools such as the family checklist used in the TPBA-2
process give parents an opportunity to help identify and develop goals. Inclusion on the IEP will ensure
that all IEP team members address social interaction.
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Module 11: Developing Friendships
[Trainer Note: Consider using Supplemental Activity: Tier II Instructional Practices to Promote
Emotional-Social Behavior: Developing Friendships here.]
Slide 17: Setting the Stage – Cooperative use toys / materials
Provide cooperative use toys and materials to increase opportunities for social interaction. Cooperative
use toys are those that naturally lend themselves to two or more children playing together. These toys
give children real-life opportunities to practice friendship skills. Cooperative use toys include balls,
puppets, wagons, two telephones, dramatic play materials, and board games. What types of
cooperative use toys do you have in your classroom?
[Allow participants to share examples.]
Slide 18: Setting the Stage – planning to intentionally teach friendship skills
To provide extra support for children who need help making friends, examine daily routines and embed
friendship and social interaction instruction and practice opportunities throughout the day. Plan time to
teach friendships skills just as you would literacy, math or any other skill. Design a flexible schedule
which allows children to become invested in partnership activities, plan time for cooperative activities
(activities that require at least 2 people) and use ‘peer buddies’ during centers. Peer-Mediated
Instruction and Intervention (PMII) is one of the 27 evidenced-based practices shown to be effective
when implemented correctly with children with autism spectrum disorder. (AFIRM Team, 2015)
Take advantage of naturally occurring moments throughout the day to teach children how to make
friends. Add intentionally embedded instruction. For example, plan cooperative art projects, such as
marble painting, for small groups. Within those activities, enhance friendship skills by providing positive
descriptive feedback. For instance, you might say, ‘That’s so friendly. You shared your blocks with your
friend. Then she traded with you and gave you her car.’ Teachers may consider using a ‘wish you well’
board with children to remind them to send good wishes to those not at school that day. Later in the
year this strategy can be used to model empathy by having the children add a classmate to the board
who is at school but is feeling sad. Then the child’s classmates take the opportunity to wish him well
and encourage him throughout the day. The ‘we care’ basket is another way for children to engage in
friendly gestures by offering a band-aid or tissue to a friend who is hurt or upset. Include items in the
basket that will be comforting to children and is easily accessible to all the children in the class.
What are some ways you include development of friendships skills within activities that you already do
each day?
[Trainer note: The following is a list of ways to adapting common games/songs to incorporate
friendship skills:
 Song: Join in song and try not to smile. Look at partner to see if they smile.
 Organized movement song: working with friend to do movements
 Happy & You Know It: Change words to helping friends, high-fiving friends, etc.
 Buddy painting: Give compliments to buddy throughout the activity
 “I Like When You…” Game: Go around circle and let children pick friend and give compliment
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Module 11: Developing Friendships







Game with beach ball with friendship skills pictures on it: Catch it. Identify friendship skill and
practice it
Row, Row, Row Your Boat: Sit and hold hands to “row”; can modify for children with
exceptionalities; incorporate choice board with friendship skills to create new “verses”
Nursery Rhymes: Change words to add in “friendship activities”
Valentine’s Day cards: Find friend that has matching card and demonstrate gentle touch
Going on a Friend Hunt (instead of Bear Hunt): Incorporate friendship skills during hunt
Five Little Monkeys: Change words to incorporate friendship activities
Simon Says – give directions such as ‘Simon says greet a friend,’ ‘give a friend a gentle touch,’ etc.
Then ask children to identify which friendship skill they used.
[Trainer note: Example of direct instruction of friendship skills:
 Cut out different shapes of tools, write a strategy for making friends on each tool (such as ‘give a
toy, give a play idea,’ etc.). Ask children to select a tool and then say who they are going to use
the tool with, then have them practice the friendship strategy
 Put Becky Bailey’s ‘I love you’ rituals on a big cube, throw the cube, and have children perform the
‘I love you’ ritual on which it lands.]
[Trainer note: Supplemental activity:
Give participants a few minutes to come up with an activity that would teach a child the first letter of
her name. Report out ideas such as tracing it in sand, driving car along lines that make the letter,
lining up buttons or beads along the letter, practice writing, etc Then ask them to take that activity
and convert into an activity for making friends. For example, find a classmate whose name also starts
with that letter and teach them how to do the activity.]
Slide 19: Setting the stage – creating a friendly environment
Create an atmosphere of friendship. In this climate, adults give children time and attention, adults speak
nicely to one another, and children support one another’s friendly behavior. Avoid the creation of an
unfriendly and unsocial environment for children with challenging behaviors, such as by giving
them‘quiet lunch,’ denying children recess, letting them choose centers last, or excluding a child from
circle. Sometimes we inadvertently create unfriendly environments with competitive activities that
promote the use of negative social behaviors such as pushing to get ahead or yelling to be heard.
Slide 20: Handout - Strategies to Support Children in Developing Friendships
Find the handout Strategies to Support Children in Developing Friendships. Take some time to read over
the information in the handout and discuss at your tables. Talk about the strategies you currently use to
teach friendship skills and share examples with your table mates. Think about other strategies that
might benefit the children in your classroom including those children with exceptionalities such as those
with autism, cerebral palsy, hearing impairment , vision impairment, or learning English as a second
language. As you discuss these strategies think about how you can embed instruction into daily
activities and how planning with related service personnel might be helpful.
[Give participants time to review the handout and then allow them to respond. Allow participants to
share examples of how they use the strategies in their classrooms.]
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Module 11: Developing Friendships
Slide 21: Developing Friendships Activity
Now we are going to take the information from the handout and give you the opportunity to develop an
activity for your classroom. On each of your tables you will find a card with one of the friendships skills
listed (i.e. organizing play skills, sharing, being helpful, taking turns, apologizing, giving compliments) as
well as a card with a disability or risk factor category listed (i.e. non-verbal, autistic, cerebral palsy,
visually impaired, hearing impaired, English language learner, etc.). On the table at the back you will
find toys and materials that can be used in teaching friendship skills. Each group needs to select an item
from the materials table and develop an activity that focuses on intentionally teaching the assigned skill.
Also consider how you might adapt it to address the disability or risk category assigned.
[Provide a variety of toys and materials common to most preschool classroom (see list below).Give
participants time to develop activity. Allow participants to share activities and how they plan to
implement in their classrooms.]
[Preschool classroom toys and materials list:
Blocks, dramatic play clothes, balls, puppets, board games, playdough, art materials (i.e. paint
brushes, paint, construction paper, markers, glue,etc), friendship books, journals/notebooks,
jars/cans, musical instruments, scripted stories, stuffed animals, baby dolls, etc)
[Trainer Tip: You may ask participants to bring items on the list from their classrooms or simply write
the names of items on paper for participants to select.]
[Allow 15 minutes for participants to develop activities and discuss at their table. Have participants
report out activities developed highlighting how they will intentionally develop friendship skills. Ask
them to share the instructional practices, teaching standards and early learning and development
standards that would be addressed by implementing their activity. Prompt as needed to ensure
participants share supporting evidence for practices and standards.]
Let’s come back together. Tell us about your activity. What skill area and disability or risk factor
category you were targeting? What instructional practices would be addressed by implementing this
activity in your classroom ? Give examples of strategies used to address the practice. How are all
teaching staff involved in successful implementation of these strategies?
[Trainer Notes: As groups report out ask participants to review the iPoints document regarding the
instructional practice(s) they identified for their activity. Ask them to:
 Consider the NC Professional Teaching Standards. Which teaching standard would a teacher
demonstrate by planning and implementing this activity? How would the teaching standard be
demonstrated?
 What early learning and development standards would children be working toward while
participating in this activity?
 Using the Crosswalk can you identify what kindergarten skills your activity would address?]
Slide 22: Planning for Implementation
The development of friendship skills in preschool children can have a significant impact not only on their
success in kindergarten but also in the rest of their lives. As adults we value our friendships as a means
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Module 11: Developing Friendships
for having fun, dealing with stress, and getting help to solve the problems of life. We can promote
friendships among children by helping them participate in cooperative activities and by giving them the
time to do so.
As we wrap up today, take a moment to identify the times in your daily schedule when you will target
friendship skills in your classroom. Find the handout Embedding Skill Practice into Daily Routines and
select one of the friendships skills listed at the top of the handout. With the person sitting next to you,
discuss strategies you can use throughout the day to intentionally teach the targeted friendship skill.
Consider how you can share this information with other teaching staff and families.
[Give participants time to talk for a few minutes. Then come back together and ask if participants
have questions.]
Slide 23: Post-learning Activity
1.
2.
3.
4.
Refer back to the handout titled Embedding Skill Practice into Daily Routines you started
working on at the end of the Developing Friendships face-to-face session.
Review the notes you took on the handout regarding activities to target the development of
friendships in your classroom.
Share this plan with other teaching staff in your classroom and decide how and when you will
implement the activities in your classroom.
Be prepared to share and discuss the results of this plan with your colleagues.
[Trainer tip – assign the post-learning activities – reflecting on ‘Developing Friendships’ etc.]
Slide 24: Questions
References
AFIRM Team. (2015). Peer-mediated instruction and intervention. Chapel Hill, NC: National Professional
Development Center on Autism Spectrum Disorders, FPG Child Development Center, University
of North Carolina. Retrieved from http://afirm.fpg.unc.edu/peer-mediated-instruction-andintervention
Bierman, K.L., Torres, M.M., Domitrovich, C.E., Welsh, J.A., & Gest, S.D. (2009). Behavioral and cognitive
readiness for school: Cross-domain associations for children attending Head Start. Review of
Social Development (Impact Factor 1:56), 18(2), 305-323. doi: 10.1111/j.1467-9507.2008.00490.x
Eisenberg, N., & Fabes, R.A. (1991). Prosocial behavior and empathy: a multimethod, developmental
perspective. In M. Clark (Ed.), Review of Personality and Social Psychology (34–61). Newbury
Park, CA: Sage Publishing.
Eisenberg, N., Fabes, R. A. and Spinrad, T. L. (2006). Handbook of Child Psychology, Social, Emotional,
and Personality Development (6thed.). Hoboken, NJ: John Wiley & Sons.
Effective Teacher Practices for Providing Targeted Social Emotional Supports
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Gillanders, C. (2007). An English-speaking prekindergarten teacher for young Latino children:
Implications of the teacher-child relationship on second language learning. Early Childhood
Education Journal, 35(1), 47-54.
Guralnick, M.J. (1990). Peer interactions and the development of handicapped children’s social and
communicative competence. In H. Foot, M. Morgan, & R. Shute (Eds.), Children Helping Children
(pp.275-305). Sussex, ENG: John Wiley & Sons.
Gurian, A. & Goodman, R.F. (2012, August). Friends and friendships. Retrieved from
http://www.aboutourkids.org/articles/friends_friendships
Hartup, W. W. (1992). Having friends, making friends, and keeping friends: Relationships as educational
contexts. ERIC Digest [Online]. Retrieved from http://files.eric.ed.gov/fulltext/ED345854.pdf
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Module 11: Developing Friendships
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