Kindergarten children’s views on friendship in a super-diverse context

Abstract

In this empirical research, I investigated 16 kindergarten children’s perspectives on their friendships at school in a super-diverse classroom in Canada. A cultural-historical perspective and a “pedagogy of friendship” conceptual framework were drawn on in this research. In the study, the kindergarten children created drawings of their valued friendships. These visual representations revealed the importance of outdoor play and engagement as the catalyst for their development of authentic and valued peer friendships.