Lakhasly

Peer relations contribute substantially to both social and cognitive development.Although relatively few investigators have sought to verify the developmental significance of friendship, emerging evidence suggests that having friends, making friends, and keeping friends forecast good developmental outcomes.Consequently, friendships should be viewed as developmental advantages, rather than developmental necessities, and evidence concerning friendships as educational contexts should be read in this light.Because cooperation and conflict occur more readily in friendships than in other social contexts, friendships are also important to the development of social skills, and children's friendships are thought to be templates for subsequent relationships.

Peer relations contribute substantially to both social and
cognitive development. The essentials of friendship are reciprocity
and commitment between individuals who see themselves more or
less as equals. Affiliation and common interests, the main themes
in friendship relations, are first understood in early childhood.
Friends serve as emotional resources, affording children the
security to strike out into new territory and acting as buffers from
negative events. Friends also act as cognitive resources, for they
teach each other through peer tutoring, cooperative learning, peer
collaboration, and peer modeling. Because cooperation and conflict
occur more readily in friendships than in other social contexts,
friendships are also important to the development of social skills,
and children's friendships are thought to be templates for
subsequent relationships. Although relatively few investigators have
sought to verify the developmental significance of friendship,
emerging evidence suggests that having friends, making friends,
and keeping friends forecast good developmental outcomes. These
outcomes may appear in the areas of positive self-attitudes and the
functioning of future relationships. Children with friends are better
off than children without friends, though if necessary, other
relationships can be substituted for friendships. Consequently,
friendships should be viewed as developmental advantages, rather
than developmental necessities, and evidence concerning
friendships as educational contexts should be read in this light.