This paper deals with peer relationships in early childhood and their relevance for the sensitive phase of transition from family to nursery. Due to structural quality characteris-tics in Austria, such as the size of groups and the caregiver-key, it is important to point out peers as a supporting resource for children during the process of separation. Results of a Viennese research about toddlers’ transitions from home care to daycare (Datler et al. 2010, Datler et al. 2011, Datler et al. 2012, Hover-Reisner et al. 2018) as well as fin-dings by Susanne Viernickel (2000) and outcomes by Sarah Watamura, Bonny Donzella, Jan Alwin and Megan Gunnar (2003) are demonstrating peer contacts as stress relieving, consoling and affect-regulating. Apart from that, the Berlin familiarisation model (Laewen et al. 2003/2015), the Munich familiarisation model (Beller 2002) as well as the First Steps model (Brooker 2008) are presented and examined with regard to their involve-ment of peers as a supporting resource during transitions. Pedagogic consequences, key findings of the present work, can thus be deduced in aspects of process quality, structural quality, as well as orientation quality. As a conclusion of the paper, it can be stated that small children are able to perceive the emotional state of other children and react to it in a sensitive way. So they can be seen as a supporting resource for the sensitive transition from family to nursery.