Abstract
This study analyzes the establishment process of collaborative activities among young children from the daily social relationships perspective. The activities of five-year-old children in kindergarten were qualitatively analyzed using the concept of "mentorship" advocated by Ripley and others. The results were as follows: (1) children participate in collaborative activities as a "peer group" that comprises of children who are fixed members in the play circle; (2) in peer groups, even if the goal of that activity is not shared by each child in the peer group, collaboration is unexpectedly realized based on the interests of other children; and (3) the "carefree atmosphere" within the peer group makes interaction easier and leads to continuity in collaborative activities.
