Children's socio-spatial behavior in classrooms and a shared open-space of an elementary school was studied, viewing these spaces as a setting for social interaction. 5/6th graders were observed for three 3-day periods over six months. By examining spatial choices (where they chose to work, play, and gather) of each individual separately, a social structure consisting of groups of children tied together with frequent direct social interaction was found and clarified using cluster analysis. Some types of children/groups characterized by their interactions with others - 'isolated groups', 'keypersons', and 'loners'- were distinguishable, which were associated also with preferences in spatial choices. These patterns gave particular places special social characteristics, revealing a social map. The findings emphasize children positioning themselves among others as a form of indirect interaction and a social act of identifying themselves in school situations.