Browsing by Author "Peltola, Reetta"

Objectives. Previous studies show that social relationships affect the development and well-being of the child. The main purpose of this study is to describe, analyze and interpret what kind of relationships between children in a pre-school group are and how the kindergarten teacher supports them. The purpose was to find out how the kindergarten teacher supports the formation of friendships between children and prevents the challenges in the peer rela-tions. One of the targets was also to find out what kind of children are at risk of being left out or excluded from the peer group. Methods. This research was conducted as a qualitative research. The research material was collected by using semi-structured interviews. Three kindergarten teachers were inter-viewed for individual interviews. The material analysis method used was data-based content analysis. Results and conclusion. The interviewees felt the support of the relationship being an im-portant task that was done by investing in group formation, child group and play observation, as well as planned small group activities. By conversation and play groups, those who were being interviewed reported that they were affecting the formation of friendships between children. Interviewees of peer relations reported experiencing thorough analysis of the conflict situations and teaching them the necessary skills and preventing difficulties by condemning violence, bullying and fighting others. To be rejected in peer relations, a child may be subject to poor self-esteem, because the child is more likely to run into conflict sit-uations. The withdrawing child was described as a bit of wary and quiet, with difficulties in playing skills.