Previously, analysis of repeated teacher ratings and time-sampling observations of selected social behaviors in young children had provided evidence of clearly delineated dimensionality in interpersonal orientations with substantial behavioral continuity and intra- and interindividual stability. The present investigation was designed to replicate and elaborate upon these earlier findings by making use of ratings of the same behavioral variables obtained from a larger and more heterogeneous group of children with a somewhat greater age range. The sample consisted of 62 boys and 50 girls enrolled in the Purdue Child Development Laboratories from 1968-69 through 1974-75 who met certain age requirements and for whom four consecutive ratings were available. Subjects were independently rated on 24 reliable seven-point scales used in the original study. Usually, the head and assistant teachers independently rated each child each semester. Results confirmed the previous conclusions regarding dimensionality, stability, and continuity in the early patterning of social behavior. (Author/RH)