To intervene, or not to intervene, that is the question

This article presents a fine-detail analysis of one observation from a wider ethnographic study of four-year-old children in a primary school in mid-Wales. The social interactions of the participating children show the multifaceted nature of children’s everyday social organisation. By investigating the complexities of children’s social interactions, their social competencies in everyday events are revealed. This raises the question of the role of early childhood teachers and whether they should intervene in children’s social experiences.