The main theme of the present article is an attempt to trace the typical social style of toddlers, as this style may be argued to emerge in studies focusing on interaction and play among 1- and 2-year-old peers in their everyday life of public daycare. 'Style' is regarded as a phenomenological construct, implying the effort of making explicit the typicality of a phenomenon. The actual phenomenon in question is the characteristic style running through toddlers' different ways of socialising with peers, as these appear in a reader's interpretation of the results of toddler peer research. Based on the social phenomenology of Merleau-Ponty, performance of the actions that are considered to contribute to this commonality or style are presupposed to contain social intentions and certain meanings. The toddler style is traced under the headings: (i) play sequences and routines; (ii) construction of shared meaning; (iii) affiliative structures.
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Gunvor L⊘kken (2000) studied this question.