Children's competence to establish and maintain meaningful peer relationships is essential in Early Childhood Education. This capacity, known as friendship stability, has recently attracted researchers' attention due to its implications for high-quality friendships. This is crucial in the early years because stable friendship ties are associated with positive academic results and prosocial behavior. However, research shows that friends made in Early Childhood Education are rarely maintained during elementary school, and culturally diverse contexts present a more challenging scenario for making these friends last. This case study explores this phenomenon in a culturally diverse school or, by analyzing classroom observations (n = 20, 5 years old) and carrying out two discussion groups (n = 30, 7–9 years-old). Results reveal that fostering dialogic learning in the classroom and a culture of non-violence facilitate children's friendship stability in a culturally diverse context.

儿童建立和维持有意义的同伴关系的能力对于幼儿教育至关重要。这种能力被称为友谊稳定性，由于其对高质量友谊的影响，最近引起了研究人员的关注。这在早期至关重要，因为稳定的友谊关系与积极的学业成绩和亲社会行为有关。然而，研究表明，在幼儿教育中结识的朋友很少能在小学维持下去，而多元化的文化背景为让这些朋友长久存在更具挑战性。本案例研究探讨了文化多元化学校中的这一现象，或者通过分析课堂观察（n  = 20, 5 岁）并开展两个讨论小组（n = 30、7-9 岁）。结果表明，在课堂上培养对话学习和非暴力文化有助于儿童在多元文化背景下友谊的稳定性。