Supporting Preschoolers’ Positive Peer Relationships

Children thrive in inclusive settings where each child is an important part of the community. When there are some differences and similarities discovered children learn to values themselves appreciate their peers and develop meaningful and significant relationships with one another. Some research indicates that promoting positive contact and cooperation between people of different groups can improve intergroup attitudes and relationships (Cameron & rutland 2008; Gaertner et al. 2008). Gender and early peer relationship, as early as the preschool years children tend to play with and befriend same sex companion. This is well documented phenomenon known as gender segregation, which becomes even more prevalent across the elementary years and generally persists throughout life (vandell, nenide, &van winkle 2006; Mehta & strough 2009). Also, adults often dismiss gender segregation as part of childhood, one concern is that boys and girls may be socializing in different ways, learning and practicing relationship skills in isolation from one another. Why do children segregate? Children are natural character they tend to group people and things in to simple categories in order to make sense of their world. Gender is an outstanding category for grouping people because it is visual, concrete, and simple (Bigler &liben 2007). Also, preschoolers identify with and grow in a meaningful in their understanding of their own gender. Children who see the similarity between them they ties member of a group together with the once commonly have the same way of thinking. For example, boys when the play together they play loud and girls when they play with a soft voice. But they don’t see that there are some girls are loud as well as them and some boys are soft talkers. Another example, at the preschool i work in they play together at the house keeping and at group time and they are ok playing with boys toys or girls toys.
Bringing boys and girls together,