Close relationships, individual differences, and early literacy learning.
We hypothesized that the emotional investment and mutuality characteristic of friendship dyads, compared to nonfriend dyads, would support conflicts and resolutions, as well as reflection on emotions and literate language. We also tested a process model by which temperament influenced interactions leading to the expression of conflicts and resolutions, which, in turn, lead to use of emotional and literate language in friend and nonfriend dyads. Dyads of kindergarten children were observed in either friend or nonfriend dyads across the school year. While rates of conflicts were similar, friends, compared to nonfriends, more frequently resolved conflicts and generated more emotional and literate language. Our process model of literate language was also supported. Directions for future research are discussed.