In this study, we showed that it is feasible to employ observational methods in description of social status; thereby allowing inclusion of children with insufficient cognitive ability to make valid judgement of social role, and evading the validity issues concerning teacher and parent report. We observed presence on social arenas and social interactions in 64 children, aged 11-61 months, during free play at their kindergarten. Activity, Centrality and Focus were used to construct a three-dimensional, observation-based sociogram. Results indicated that below two years of age, children gather in larger groups on social arenas, but they tend to be socially passive and are rarely addressed by other children. Older children tend to be together in smaller groups, are socially more active and are more focused upon by other children. In general, only few children are granted much positive focus from their peers in the pre-school. (Contains 1 table and 5 figures.)