3. Promoting young children’s readiness and ability to learn is a natural and vital priority to children’s lives however, it is also essential for children and young people to experience positive peer relationships within an early childhood setting. As children grow, peer relationships become important sources for support and security building children’s: (Building Blocks, 2012) Self-esteem Confidence Social Interactions Interpersonal skills Emotional Understanding and skills (Turden, 2011) Kindergarten children at this age, choose their own peers by choice through similar traits, patterns of play, interests, activities or hobbies. It is important for parents to continuously encourage and support their children in developing positive relationships with their peers. (Turden, 2011)

4. Now that this presentation has showed us why peers are important, it is time to move on to answer this important question. In an early childhood setting, peer relationships are vital to children’s learning and as a result, positive relationships lead children to make decisions, be considerate, loyal or recover from mistakes made. All peer relationships between children are of different circumstances, some peers may bring a positive, loyal influence on children, whilst others create a downward approach though bad behaviour and a negative influence. As children are still learning and growing, they are not of age to fully understand how to develop positive relationships nor how to keep them. It is vital for parents to encourage, support and assist their child to develop positive relationships. (Samalin, 2013)  Parents SHOULD: “Talk with children about their peer relationships and values “. (Mize and Abell, 1996, p.5) It is important for parents to have frequent conversations with their children about their peer relationships. Parents should always initiate asking questions for their children to answer as part of a normal conversations about everyday events and things that happen with their peers. This makes parents find out their children's interests with their peers, their well-being and information exchange. It is important to remember that children should NOT be lectured rather the parent should initiate a friendly conversation. Parents should also explain the purpose of a positive peer relationship as well as the values and qualities that positive relationships possess. It is important to initiate these conversations at an appropriate time of day such as when they return from school or in a quiet environment at home. (Mize and Abell, 1996) “Encourage Quality over Quantity.” (Samalin, 2013, p.1) It is important for parents to make clear to their children that the quality and loyalty that peers offer to their children is more important than having many peers who create negative issues for their children. Remind children that they do not need to have a certain amount of friends to be happy or secure. (Samalin, 2013)

5. “ Take a problem solving approach and listen to your child. ““(Mize and Abell, 1996, p.5) As everyone knows, parents do not have or know all the right answers to solve children’s problems in regards to their peer relationships. It is important for parents to not dismiss, overreact or complex their children’s issues with a lecture. Instead, parents should engage their children in a conversation that offers them support and encouragement to problem solve for themselves. It is important for parents to listen attentively to their children if they are expressing concerns of how they are being treated by their peers so that children feel respected. It is important for parents to encourage them to talk about their feelings and support them through tough times. This is guaranteed to help children build a stronger sense of self confidence and a positive ego. “(Mize and Abell, 1996), (Samalin, 2013) “ Provide positive, relevant strategies “(Mize and Abell, 1996, p.6) It is important that parents help children problem- solve by considering different options and perspectives to a situation. It is important for parents to endorse friendly conversational strategies with their children so that they understand that children should act in a more positive way towards peers instead of using aggressive verbal behaviour. (Mize and Abell, 1996) “Reflect a positive, resilient attitude toward social setbacks.” (Mize and Abell, 1996, p.7) Some children in their peer relationships may feel rejected from play or may experience a withdrawal from any peer interaction. This can cause children to resort to a negative attitude toward social setbacks. For example children may start to over think, “I'm just not much fun," (Mize and Abell, 1996, p.7) or "Other kids don't like me.“ (Mize and Abell, 1996, p.7) Parents need to try and build a positive socially competent resilient attitude for children to reflect on social setbacks. It is important for parents to remind their children that instead of reflecting a negative attitude towards setbacks use a positive approach. For example if a child says, “That kid is very mean to me.” (Mize and Abell, 1996, p.7) Parents should encourage a resilient, positive attitude to say to their children. “Maybe his just having a bad day.” (Mize and Abell, 1996, p.7) This shows that parents are encouraging an optimistic view for their children to have positive attitudes towards the outcomes. (Mize and Abell, 1996) “Play with your own children in a peer like way. “ (Mize and Abell, 1996, p.4) Children who play with their parents in a peer like-way can have a a positive impact to children’s social skills to along better with peers. It is important that during play parents show laughter and response without negative conversations. (Mize and Abell, 1996)

6. “Provide children opportunities to play with peers. “ (Mize and Abell, 1996 pg. 4) Parents should provide many opportunities for their children to engage with peers. Children who participate in play with peers develop long- lasting friendships and become competent in social skills. (Mize and Abell, 1996) Situation 1. Your child has returned from school, to tell you that he/she had a bad day because of another child not wanting to contribute with your child during a two group activity. List positive and relevant strategies you could use to assist your child if they were in this situation. (conversational dialogues can be included) (Mize and Abell, 1996) Situation 2. For the past two days, your child has been telling you that he/she has been feeling left out by one of his/her peers during free game time. Which of the parents answers do you think reflect a positive/resilient attitude that children could use to see the situation in a positive way? (List on a blank paper the differences in attitude, do each of them bring out a positive attitude towards their children?, what would the child do with this advice from his parent’s attitude? Did the parent make his/her comment worse off or better for the child?) (Mize and Abell, 1996) A. "Gosh, maybe he's having a hard day, some other children have their own interests like you do, maybe he wanted to play with something more fun...I'm sure he will play with you tomorrow if you ask him what he likes to do....” (Mize and Abell, 1996 p.7) B. “That's a really mean kid!" I think he doesn’t like you....don’t talk to him!” (Mize and Abell, 1996 p. 7) Questions to answer: (Mize and Abell, 1996) 1. Why is it important for parents to tell their children to value positive peer relationships? 2. When and how should parents intervene in a problematic situation? Does intervening help create positive peer relationships? How?