This initial study explored the social behaviors of kindergarten children in two classrooms (one developmentally appropriate, one developmentally inappropriate) where the teacher used either positive or negative guidance strategies. Six pairs of kindergartners--three dyads (boy-boy, girl-girl, boy-girl) from a classroom in which the teacher used positive guidance strategies and three from a classroom where the teacher used negative guidance strategies--were observed while playing in a researcher-designed play center. Observations over a three-month period revealed an increase in positive social behaviors among children from the positive guidance classroom and a decrease in positive social behaviors among children from the negative guidance classroom. Implications are discussed. (Contains 6 figures and 1 table.)