Increasingly children are being seen as competent social agents in their own right, rather than as inchoate versions of adults. This poses questions for how we understand the social worlds of pre-adolescent children and their relationships with each other, as well as adults. This volume explores children's relationships from a variety of theoretical and methodological standpoint, through the use of a wide range of empirical data. A practical application of the children's social competence model, it focuses on children's social interactions, as opposed to what children's social competence means from the adult perspective of researchers and policy makers. It looks at the ways in which children are allowed, by adults, to be socially competent.