This paper explores children's deployment of objects in negotiating social relationships during peer play. Drawing from video-ethnographic research in a Swedish preschool, this study builds on insights from a cultural-historical perspective on children's learning and development, which is integrated with a multimodal interactional perspective on human social action. Specifically, the article analyzes an extended sequence of play (inter)actions with objects among children aged 5, focusing on how children interact not only with other humans, but (with)in a material culture and environment. As the analysis illustrates, children ingeniously transform and use material (play) objects, including their positioning in the play space, to index affiliative or disaffiliative stances toward playmates. It is argued that children's local deployment of objects is germane to children's negotiation of their friendship relationships and is further related to the social hierarchy of the peer group, which is (re-)negotiated on a turn-by-turn basis. The practices under scrutiny are also relevant and an example of children's acquisition of various social skills: by locally playing with objects, children refine interactional strategies that allow them to competently manage their social bonds and networks in preschool.

本文探讨了儿童在同伴游戏中协商社会关系时如何部署物体。这项研究借鉴了瑞典幼儿园的视频民族志研究，建立在从文化历史角度对儿童学习和发展的见解之上，并与人类社会行为的多模式互动视角相结合。具体来说，本文分析了 5 岁儿童与物体的游戏（互动）动作的扩展序列，重点关注儿童如何不仅与其他人类互动，而且在物质文化和环境中互动。正如分析所示，孩子们巧妙地改造和使用物质（游戏）对象，包括它们在游戏空间中的位置，以表明对玩伴的亲和或不亲和的立场。有人认为，儿童对物体的局部部署与儿童对其友谊关系的协商密切相关，并且进一步与同侪群体的社会等级相关，而同侪群体的社会等级是逐轮（重新）协商的。受到审查的实践也是相关的，也是儿童获得各种社交技能的一个例子：通过在当地玩物体，儿童完善互动策略，使他们能够在学前班有效地管理他们的社会纽带和网络。