This article promotes a psychosocial perspective that proposes that relational activities are an enriching factor in pupils' social learning. This study offers a model of intervention, using activities that promote peer-relations among preschoolers. The activities share several characteristics including: (a) being designed to be appropriate for the particular setting; (b) pre-briefing and de-briefing related to the importance of working and playing together, helping and sharing; (c) cooperative groups; (d) the development of social competence; and (e) the promotion of positive attitudes towards peer relations. The programme was carried out in Cordoba (Spain) with 22 five-year-old children. To assess the effectiveness of the intervention, a multidimensional analysis was carried out using data obtained from sociogrammes and mappings carried out on an experimental and a control group. The results showed that the application of an active model of intervention was successful in many aspects, pointing out particularly the richness and variety of peer-interactions in child and teacher directed activities. (Contains 2 notes and 3 tables.)