A Study on the Peer Friendship Experience of Large Class Children in Kindergarten Life

Abstract

This study focuses on the peer friendship experiences of preschoolers in large group settings, employing qualitative research methods. Data were collected through field observations and the mosaic method , analyzed using thematic analysis to explore how children perceive, express, and construct friendships during daily activities. The findings reveal that children's peer friendship experiences permeate all aspects of kindergarten life—from enrollment and teaching to play, daily routines, and departure. These experiences manifest in typical patterns such as "anticipation,"  "teacher-friend relationships,"  "constant companionship,"  "intimate closeness," and "reluctant separation." Through symbolic interactions like language, gestures, and facial expressions, children dynamically build friendships across cognitive, emotional, and behavioral dimensions, forming positive social connections. The study reveals that the essence of peer friendship lies in children's socialization process through meaning negotiation and emotional resonance during interactions. Based on these insights, the research suggests that educators and parents should update educational philosophies, respect children's agency, and create free and inclusive peer interaction environments through emotional recognition and behavioral support to promote social development. This study provides authentic life perspectives for understanding children's peer friendships and offers valuable insights for educational practice.