Relationships with peers constitute an important development context for children. The experience of positive social relationships and the development of positive identities are considered core dimensions of children’s well - being and sense of belonging for which early childhood educators are required to play an unique role in this globalized world where children are increasingly experiencing institutionalized childhoods.  However, in England, there are concerns regarding the potential negative effects of Early Years Foundation Stage curriculum on young children’s enjoyment and the limited opportunities for educators to facilitate peer relationships.  Moreover the findings from an international European study indicate that although English early childhood educators consider peer relationships as very important yet they put the responsibility on the individual children. The difficulties relating to these limitations are particularly marked in Reception classes of primary schools. 

The study is underpinned by the Social-Cultural theoretical framework and devises an   analytical framework in order to understand the role of early childhood professionals in fostering peer relations.  The study analyses the data through the lens of Barbara Rogoff’s three planes of analysis- Individual, Inter-personal and Institutional.  However, the present paper concerns itself with the Personal plane and looks closely at the individual, which Rogoff: 1998 terms as  ‘appropriation’.  It has concentrated upon the early childhood practitioner’s appropriation of beliefs, values, and assumptions about the significance of peer relations and also explores on how they have perceived their role.

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