Based on the degree of trust established in infancy, the belief in the possibility of control from the toddler period, and the successfulness of practice in peer interactions in the preschool, most children are prepared for the new meanings made possible by close friendships and real world competence of the elementary years. At times, success here can alter somewhat negative meanings brought forward from earlier eras. All children are now armed with logic and a more realistic understanding of causality. This allows them to see things as they are, including comparisons between them and others. A great leap in moral development occurs as children come to understand and affirm the value of rules and norms. Despite limitations in their degree of flexibility, embracing these norms can provide solid ground for the more relativistic and principled understanding of adolescence.

This chapter investigates friendships and children’s wellbeing in the early years of schooling. Having a friend, and being a friend, is closely connected to children’s health and wellbeing in the early years. Friendship safeguards children from social isolation and is associated with academic attainment and social success. In early childhood, children most often make friends through play, having common interests and doing shared activities.Using children’s direct accounts and visual representations of their friendships, we explore characteristics of friendship and the strategies that children use to make friends and manage disputes as they negotiate their social and emotional relationships through play and shared spaces. Three aspects of friendships are evident in the children’s accounts: friendship is enduring; friendship is a mutual relationship; and friendship involves an emotional investment. This chapter provides educators with an understanding of the important role of friendships in young children’s everyday lives, and to their happiness and wellbeing in the early years.

Coping refers to the multitude of actions individuals use to manage stressful encounters. In this chapter, we first describe stressful peer events during childhood and adolescence (e.g., bullying, rejection, victimization), focusing on their impact on mental health but also how they can provide opportunities to apply coping skills. Second, we address how peer relationships, at the group and the dyadic level, are prime settings for the development of coping by considering 1) the soothing and distracting presence of peers, 2) the selection of peers, and 3) the socialization of emotion and coping that can occur within peer interactions and relationships via processes of support, communication, and disclosure. We end with brief notes on the important consideration of the quality of peer relationships and the usefulness of considering gender (and cultural) differences, especially focusing on moderation effects to uncover whether these processes differ across gender and cultural subgroups.

Vladimir Kataev explores the bonds and rifts that shaped the course of Chekhov’s writing, providing overviews of his acquaintance with prominent figures of his time, including Pablo de Sarasate, Nikolai Leskov, Leo Tolstoy, and Pyotr Tchaikovsky; and exploring his closer, more complex friendships with such figures as Vladimir Korolenko, Ivan Leontiev-Shcheglov, Vladimir Nemirovich-Danchenko, and Alexei Suvorin.

Ralph Ellison may well have been the last of the great letter-writers. Beginning in the early 1930s, with his first hand-written letters to his mother while he was at Tuskegee Institute, all the way until a few months before his death in 1994, Ellison maintained a voluminous correspondence with many of the most notable writers and intellectuals of the 20th century. Often his letters become small essays, where he works out some of his most subtle and far-reaching ideas about literature, politics, history, race, and his most cherished theme, the great promise and painful betrayals of America. In letters to Saul Bellow, Robert Penn Warren, Albert Murray, Stanley Hyman, Kenneth Burke, and Richard Wright, Ellison maps the terrain that he would explore in his luminous chapters, in Invisible Man, and especially in his unfinished epic of America, Three Days Before the Shooting . . .

Much work in both politeness theory and the intercultural field focuses on problematic interactions (situations where there has been some kind of offence or disagreement) and/or on ways of preventing or avoiding such problems, where the aim is to maintain smooth interpersonal relations. However, another important angle on relating is ways of proactively building and enhancing relations, and this is the focus of this chapter. It considers ways in which relationships of various kinds (personal friendships, workplace colleagues, international business partners) can be initiated and fostered, and the impact that cultural factors can have on these processes. Chapter 15 notes that there are few developmental models that identify or explain these processes, and that there is a corresponding minimal amount of empirical research into the developmental process, especially for intercultural relations. The chapter suggests, therefore, that this is a valuable area for further research. The chapter has four main sections: developmental conceptual frameworks; initiating intercultural relations; fostering and enhancing intercultural relations; conceptual reflections.

In this chapter, current research on cross-race/ethnic friendships of children and adolescents in school settings is reviewed. In the first part of the chapter, research on the prevalence, meaning, and function of cross-race/ethnic friendships is discussed. The second section considers school organizational and instructional practices, such as academic tracking, that might interfere with the opportunity to form cross-race/ethnic friendships even in ethnically diverse schools. The third section reviews school-based interventions, including prejudice reduction programs, that can promote the development of friendships that cross racial and ethnic boundaries. The chapter concludes with reflections on promising directions for future research. Harnessing the power of cross-race/ethnic friendships may be critical for promoting tolerance of multiple groups in this era of increasingly racial/ethnic diversity.

This chapter investigates friendships and children’s wellbeing in the early years of schooling. Having a friend, and being a friend, is closely connected to children’s health and wellbeing in the early years. Friendship safeguards children from social isolation and is associated with academic attainment and social success . In early childhood, children often make friends through play, having common interests, and doing shared activities.Through young children’s direct accounts and visual representations about their friendships, we explore characteristics of friendship and the strategies that children use to make friends and manage disputes as they negotiate their social and emotional relationships through play and shared spaces. Three aspects of friendships are evident in the children’s accounts: friendship is enduring, friendship is a mutual relationship, and friendship involves an emotional investment. This chapter provides educators with an understanding of the important role of friendships in young children’s everyday lives, and to their happiness and wellbeing in the early years.

This chapter investigates friendships and children’s wellbeing in the early years of schooling. Having a friend, and being a friend, is closely connected to children’s health and wellbeing in the early years. Friendship safeguards children from social isolation and is associated with academic attainment and social success . In early childhood, children often make friends through play, having common interests, and doing shared activities.Through young children’s direct accounts and visual representations about their friendships, we explore characteristics of friendship and the strategies that children use to make friends and manage disputes as they negotiate their social and emotional relationships through play and shared spaces. Three aspects of friendships are evident in the children’s accounts: friendship is enduring, friendship is a mutual relationship, and friendship involves an emotional investment. This chapter provides educators with an understanding of the important role of friendships in young children’s everyday lives, and to their happiness and wellbeing in the early years.

While recent scholarship on radio has begun to reveal the important role played by otherwise discrete areas of the BBC, notably the Indian Section of the wartime Eastern Service (1941-1945), and the West Indian literary magazine programme: ‘Caribbean Voices’ (1944-1958), there has been less exploration of the exchanges and friendships between West Indian, African, and South Asian artists across different programmes. Equally, the pragmatic factors and power relations that often prohibited, or short-circuited, the formation of collaborative cultures at the mid-century BBC remains little understood. Drawing on little-known scripts and BBC archival records relating to a range of now well-known artists and intellectuals (including Andrew Salkey, Una Marson, Mulk Raj Anand, Cedric Dover, Peter Abrahams, David Diop, Henry Swanzy, and George Orwell), this chapter critically examines the overlaps and asymmetrical structures that characterised cross-cultural collaboration at the corporation.