relationships with peers

main emphasis on child-parent relations, until recently most psychologists considered

the relationship with peers much less significant. But now this view is changing, as it becomes obvious that relations with peers play a unique and important role in the development of the child

or more children playing together with toys, sometimes interacting, but

more often just next to each other with different toys. This pattern Mildred Parten described as a parallel game. Children of this age show interest in another child, make sounds and look at each other.

peer preferences appear. Some children already at 18 months prefer

comrades in the game; By 3 or 4 years more than half of the children have at least one mutual friendly relationship. Moreover, more of these friendships last at least 6 months, and many even longer.

children, as well as in pre-school children. Moreover, children of

this age view gaming groups in terms of overall activity, and not in terms of general attitudes or values

grades 5, 8 were asked to talk about different groups

of children who spend time together in school, and then say, based on what, according to their opinion, such "groups" are formed. For fifth-graders, the only and the best criterion of the "group" is joint activity. For the eighth graders, the common views and interests come first.

to become members of some group or company that causes

their admiration. Teenagers achieve the recognition of the group, adapting to it, gaining success in something, participating in various school activities, developing in themselves the qualities that others like, and mastering the skills of communication

the autosocial, the homosocial, and the heterosocial. One of the

most important tasks is to successfully pass the heterosocial stage and find friends of both sexes.

open, and between girls there is closer emotional contact than

between boys