ABSTRACT
This chapter presents a further window into the institutional perspective by examining the views and roles of four teachers in relation to young children’s pathways to social relations and friendship. Three main themes located in the literature are explored and extended as the teachers’ narratives are examined. The first theme is initiating friendship through common interests with other children, in which the concepts of attention and anticipation are examined. The second theme is the child’s verbal ability and the introduction of something new or imaginary into the play. The third theme is the continuity of contact from the classroom to outside of school, and the sense of belonging that is fostered by being and doing together. Finally, the process of transitioning into the next grade creates challenges and anxiety for some parents as teachers organise children’s academic and social futures. We provide the teachers’ perspective on how parents and children understand friendship in different ways.
