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wishes and expectations of others and they also tend to be
able to see below the surface of behavior. Until about 8
years of age, children only see others in relation to their
behavior and physical characteristics.

Eight to 12 year olds, are beginning to behave in prosocial
ways and this is supported by internalization of moral
standards and cognitive development. For instance, middle
school-aged children are generally able to notice if another
child needs help and they may in turn offer help. There is
no consistent evidence that girls are more prosocial than
boys, but there is some evidence that girls identify with
caregiving roles and tend to be more attuned to the feelings
of others (McHale et al., 2003).

At this stage of development, friendships are based on
mutual liking, sharing and gender. The social complexity is
greater as the younger child would be more focused on
liking concrete activities (shared interests) while the older
school-aged child will include common values,
commitment, loyalty, mutual support and responsibility
(Rubin, Bukowski, & Parker, 1998). Friends serve the
purposes of a sense of identification and comparison with
someone who is not an adult. This more appropriate
comparison increases self-acceptance and an awareness
that the child does not have to be perfect. Children learn
how to solve conflicts, and they tend to be motivated to
preserve the relationship over "winning" a conflict. Children
who have fewer friends lessens opportunities to develop
higher lever social skills. Many things may interfere with
social development through peer contact such as adverse
family functioning, shy, withdrawn or aggressive
approaches or children who are aggressive.

Social reputation is very important to this age group as the
issue of status is a valued. Self-esteem is gained by being
sought after by the "right" peers. Group influence is also