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Children's relationships with their peers have important associations with their behaviour. The current study examined children's friendships during the formative school years and hypotheses were made regarding associations between how well-liked children were by peers, the reciprocity of these friendships, and with whom friendships were made. Children aged 4–7 years (N = 193) were asked to identify who their friends were. Teachers and teaching assistants provided ratings of children's behaviour; aggressive, victimized, prosocial and solitary. Results indicated differences in the number of friendship nominations children received from peers in relation to their behaviours. Reciprocity in children's friendships was also differentially associated with child behaviour. Further, there was some evidence for homophily in the behaviour of children and their friends. The findings are discussed in relation to the importance of supporting children's good quality friendship relationships. [ABSTRACT FROM AUTHOR]

The primary aim of this study was to examine whether individual differences in cool and hot executive functions (EF) were associated with children's transition to school, in terms of both academic performance and classroom behaviour. Children between 5- and 7-years-of-age (N = 90) completed performance based assessments of cool and hot EF as well as verbal ability. Teachers reported on children's reading and numeracy performance, learning-related behaviours, hyperactivity, and aggression. Results revealed that EF, in particular working memory, was associated with reading and numeracy performance and that this relation was mediated by learning-related behaviours. EF was not associated with hyperactive or aggressive behaviour. The findings strengthen the evidence base for the importance of EF in early academic performance and underscore its potential to be a beneficial part of early education curriculum and a target for early intervention for successful transition to school. [ABSTRACT FROM AUTHOR]