This paper provides insight into the intersubjective nature of the Nurture Group experience for children in the early stages of primary school. The study investigates the psychological processes involved in the socio-emotional development of children in Nurture Groups and considers how they participate and make meaning through the relationships they build in the groups. A theory of narrative meaning-making guides understanding of the ways in which children make sense of their Nurture Group experience and provides a methodological tool to explore this experience. Over one school year, the children’s interconnectedness with others was measured through their levels of involvement and participatory engagement with people and experiences in the Nurture Group. Patterns of embodied narrative engagement were studied to provide a ‘picture’ of the child’s lived experience, and its development over time.