ABSTRACT
This chapter concerns a series of tasks I set for primary school children. These tasks were intended to discover what children of different ages understood about people's relation to one another on the above/below axis. In social intercourse inside the house, church or hall and especially in ritual contexts, this is the dominant spatial construct; moreover, the behavioural constraints it imposes are striking, so it seemed important to look at the process by which children come to constitute its 'meaning'.
