Supporting children's friendship stability in a culturally diverse school with a dialogic approach: A case study

Abstract

Children's competence to establish and maintain meaningful peer relationships is essential in Early Childhood Education. This capacity, known as friendship stability, has recently attracted researchers' attention due to its implications for high-quality friendships. This is crucial in the early years because stable friendship ties are associated with positive academic results and prosocial behavior. However, research shows that friends made in Early Childhood Education are rarely maintained during elementary school, and culturally diverse contexts present a more challenging scenario for making these friends last. This case study explores this phenomenon in a culturally diverse school or, by analyzing classroom observations (n = 20, 5 years old) and carrying out two discussion groups (n = 30, 7–9 years-old). Results reveal that fostering dialogic learning in the classroom and a culture of non-violence facilitate children's friendship stability in a culturally diverse context.