This study examined preschool children's concepts of relationships with imaginary companions and real people, using the notion of social provisions, or types of social support and interactions. Four-year-olds were interviewed about social provisions--power, conflict, nurturance, and instrumental help--present in relationships with parent, best friend, and imaginary companion or sibling. Findings indicated that children differentiated relationships according to provisions. Children nurtured imaginary companions but not parents; but overall, provisions of real and imaginary friendships were similar. Statistical data were charted to show relationship partners chosen for social provisions by contrast and groups. Young children appeared to develop different schemata of relationships, which may influence their expectations of different individuals as well as their own behavior. (Author/JPB)