ABSTRACT
This chapter has two aims. First, we introduce the main cultural-historical theoretical concepts drawn upon and outline the key concepts to provide insight into social relations and friendships. Second, we introduce the families that participated in the studies and their varied contexts. Merging theory and empirical research in this manner forms the foundation of the original research projects. Theoretically, the studies are positioned within a wholeness approach, which supports analyses of social relations and friendships as children participate across settings – in homes, playgrounds and schools. The concept of moral imagination is explained, which contributes to a more fine-grained analysis of children’s social relations and developing friendships. The chapter then introduces the participating children, the children’s families and teachers, and the principals of the schools that the focus participants attended.
