This data collection consists of survey data collected from approx. 250 (of whom 125 have longitudinal data). Variables are multi-method, multi-informant aggregate measures will be used for between 5-10 variables. In addition fine grain analyses based on direct observations are included - up to 30 further variables. Starting school brings important social challenges, such as making and keeping friends, complying with rules and routines, coping with rejection and the threat of either academic or social failure. This project capitalises on an existing study of a socially diverse sample of 270 children (135 friendship pairs) seen at age 4. By following these children (plus new friends, predicted sample size of 320) at age 6 our aim is to examine the independence and interplay of children’s cognitive characteristics and close relationships as predictors of success in the transition to school. Children’s social adjustment will be assessed via structured interviews with children, teachers and parents, as well as through filmed observations of children playing with their friends in free-play and in both co-operative and competitive play; cognitive skills (e.g. verbal ability, social understanding, planning and working memory) will be assessed via individually-administered tasks and puppet games. Using detailed data at ages 2 and 3 (available for one child in each friendship pair) we also plan to investigate the long-term significance of early individual differences in children’s cognitive characteristics and family interactions.

Data was collected via direct observations, experimental tasks, child interviews, as well as questionnaire-based interviews with mothers and teachers.