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

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dc.contributor.authorKhalfaoui Larrañaga, Andrea
dc.contributor.authorGarcía Carrión, Rocío
dc.contributor.authorAnabo, Icy F.
dc.date.accessioned2025-07-15T12:07:17Z
dc.date.available2025-07-15T12:07:17Z
dc.date.issued2023-08
dc.date.updated2025-07-15T12:07:17Z
dc.description.abstractChildren'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.en
dc.description.sponsorshipThis research has received funding from the Doctoral Research Staff Improvement Program from the Basque Government (Basque Country, Spain). Award number POS_2020_1_32en
dc.identifier.citationKhalfaoui, A., García-Carrión, R., & Anabo, I. F. (2023). Supporting children’s friendship stability in a culturally diverse school with a dialogic approach: a case study. Learning, Culture and Social Interaction, 41. https://doi.org/10.1016/J.LCSI.2023.100737
dc.identifier.doi10.1016/J.LCSI.2023.100737
dc.identifier.eissn2210-657X
dc.identifier.issn2210-6561
dc.identifier.urihttps://hdl.handle.net/20.500.14454/3228
dc.language.isoeng
dc.publisherElsevier Ltd
dc.rights© 2023 The Authors
dc.subject.otherCulturally diverse context
dc.subject.otherDialogic learning
dc.subject.otherFriendship stability
dc.subject.otherRoma and migrant students
dc.subject.otherSchools as learning communities
dc.titleSupporting children's friendship stability in a culturally diverse school with a dialogic approach: a case studyen
dc.typejournal article
dcterms.accessRightsopen access
oaire.citation.titleLearning, Culture and Social Interaction
oaire.citation.volume41
oaire.licenseConditionhttps://creativecommons.org/licenses/by/4.0/
oaire.versionVoR
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