Social support processes in early childhood friendship: a comparative study of ecological congruences in enacted support.
Examined congruences between children's friendships and classroom social ecologies in three distinct settings, and poses that such congruences or social adaptations are aptly characterized as a process of enacted social support; i.e., an interpersonal transaction involving the reduction of evasion of stress. Data were derived from Corsaro's recent ethnographics of children's friendship and peer culture in a University Preschool (Corsaro, 1985) and Head Start center (Corsaro, 1994), and from Rizzo's (1989) ethnography of friendship development among first-grade children. Despite vast differences across settings, the nature and activities of children's friendships appeared consistently linked with specific organizational features in their life-worlds and in this way may constitute significant interpersonal and individual adaptations to that world. In this view, friendship is best seen not as a static entity, which children appropriate in a consistent fashion, but as a general and malleable concept, which they modify and use in a collaborative fashion to address shared psychosocial concerns. Findings are related to research on the link between perceived and enacted support, and on the interplay between relational and social support processes.
Rizzo
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TA
Northwestern University Medical School, Chicago, Illinois 60611, USA.
Corsaro
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WA
D002648:Child; D002675:Child, Preschool; D004777:Environment; D006801:Humans; D007398:Interpersonal Relations; D010379:Peer Group; D012944:Social Support