In correlation with understanding the strategic elements of making friendships, it is essential to understand the developmental stages of friendship and the implications for the individual. According to developmental psychologist William Damon, each child's friendship will experience three different stages, largely dependent on their age (Damon, 1983, as cited in Duchesne and McMaugh, in press). Children's conceptions of friendship alter and change as they move from childhood to adolescence (Danby, Thompson, Agnes and Thorpe, 2012). As they become older their notions of friendship become more sophisticated and are characterized by intimacy and loyalty (Damon, 1983, as cited in Duchesne and McMaugh, in press). Furman and Bierman's (1984) findings are consistent with Damon's who indicate that as children grow older, at each developmental stage they go through, the values that they acquire are still recognized however more advanced values are likely to take precedence. Incidentally, the cumulative experiences gained by individuals of each stage are essential to development (Hartup and Stevens, 1997). .
Based on Wentzel's research on a child's strategies to create friendships, the main purpose of this study was to examine a child's notions about what one might do to make friends, and conversely, what one might not do. This research was in correlation with understanding the developmental qualities of friendship, hence using Damon's model to assess at which developmental stage in friendship the child may be. This study focuses on the well-established relationships that the participant has with their own friendships and will be required to draw from their personal experiences. On the basis of previous research, it can be hypothesized, that through the use of an open-ended interview and written component, a child's prosocial behavior can be determined by their ability to distinguish the qualities of a friendship.