The aim of the study was to determine and interpret an empirical model of preschoolers’ friendship. The Observation scale for the evaluation of friendship in institutionally educated preschoolers was applied on the sample of preschool children (N = 2009), containing 52 entries for the educators to assess the frequency of friendship indicators with children of all age groups. The application of exploratory factor analysis resulted in the extraction of four reliable factors which may account for this complex research variable: 1) Friendship as a close step to altruism; 2) Friendship as distancing from egoism; 3) Friendship as distancing from narcissism; and 4) Friendship as giving and accepting love. The first two factors account for social behavior and emphasize socialization. On the other hand, the second two factors are based on the excessively emotional behavior and individualization. The egoism-altruism conflict (socialization) transforms into self-centeredness conflict (narcissism) – and in the process of growing up the emphasis is once again on individualization. Given the fact that friendship is the best indicator of growing up, it maintains one of central issues of education.The obtained results suggest that kindergartens, as the ecologically healthy environment, encourage friendship by fostering high-quality interactions and appreciating childrensʼ individual needs. The role of teachers is of an utmost relevance as they are both partners and friends who inspire friendship and social experience. Also, teachers provide support for spontaneous childrens' activities, including child's play in which interaction reaches its peak.