Belonging to a group can provide the child with a variety of resources that an individual friendship often cannot--a sense of collective participation, experience with organizational roles, and group support in the enterprise of growing up. Groups also pose for the child some of the most acute problems of social life--of inclusion and exclusion, conformity and independence.

Belonging to a group can provide the child with a variety of resources that an individual friendship often cannot--a sense of collective participation, experience with organizational roles, and group support in the enterprise of growing up. Groups also pose for the child some of the most acute problems of social life--of inclusion and exclusion, conformity and independence.

Friends serve central functions for children that parents do not, and they play a critical role in shaping children's social skills and their sense of identity. . . . The difference between a child with close friendships and a child who wants to make friends but is unable to can be the difference between a child who is happy and a child who is distressed in one large area of life.

Whereas children can learn from their interactions with their parents how to get along in one sort of social hierarchy--that of the family--it is from their interactions with peers that they can best learn how to survive among equals in a wide range of social situations.

Although adults have a role to play in teaching social skills to children, it is often best that they play it unobtrusively. In particular, adults must guard against embarrassing unskilled children by correcting them too publicly and against labeling children as shy in ways that may lead the children to see themselves in just that way.

Children, then, acquire social skills not so much from adults as from their interactions with one another. They are likely to discover through trial and error which strategies work and which do not, and later to reflect consciously on what they have learned.