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Considerable evidence tells us that "being liked" and "being disliked" are related to social competence, but evidence concerning friendships and their developmental ificance is relatively weak. The argument is advanced that the developmental implications of these relationships cannot be specified without distinguishing between having friends, the identity of one's friends, and friendship quality.

Most commonly, children are differentiated from one another in diagnosis and research only according to whether or not they have friends. The evidence shows that friends provide one another with cognitive and social scaffolding that differs from what nonfriends provide, and having friends supports good outcomes across normative transitions.

But predicting developmental outcome also requires knowing about the behavioral characteristics and attitudes of children's friends as well as qualitative features of these relationships. As the flagship journal of the Society for Research in Child Development, Child Development has published articles, essays, reviews, and tutorials on various topics in the field of child development since Spanning many disciplines, the journal provides the latest research, not only for researchers and theoreticians, but also for child psychiatrists, clinical psychologists, psychiatric social workers, specialists in early childhood education, educational psychologists, special education teachers, and other researchers.

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Custom alerts when new content is added. Abstract Considerable evidence tells us that "being liked" and "being disliked" are related to social competence, but evidence concerning friendships and their developmental ificance is relatively weak. Journal Information As the flagship journal of the Society for Research in Child Development, Child Development has published articles, essays, reviews, and tutorials on various topics in the field of child development since Publisher Information Wiley is a global provider of content and content-enabled workflow solutions in areas of scientific, technical, medical, and scholarly research; professional development; and education.