"The present work is part of a larger research project on the ecological risks of development in urban settings and the impact of socialisation contexts ( both formal and informal) on the styles of social and emotional relationships with parents and peers in pre-adolescents (11-14 years). The part of the project hereby presented is based on a study of daily time occupation of nearly 300 pre-adolescents in Lisbon,, their conditions of life. and patterns of daily social interactions. We found in a previous study of slum living children in Lisbon (Soczka, 1995) that a failure of early emotional attachment with adults (the vertical attachment system) could greatly reinforce the ties in the horizontal (peer-peer) attachment system, leading to a collapse of the learning response in the school settings. The early failureof the vertical system was greatly dependent of the particular settings of socialisation, not only psychological, but also physical, economic and demographic. In the current urban life conditions, most families have dual-working parents, and a serious problem arises concerning the conditions of daily occupation of time in children and adolescents. When they are not in the school settings: where are they, with whom, how long? How those conditions impact their psychosocial and emotional development? Are where facing a generalised condition of urban "home alone" kids? Together with the inquiry on daily schedules (interviews) and family and physical living settings, we used a set of psychological tools in order to study parent and peers attachments ( IPPA), family and parenting styles (EOMEIS), family relationship perceptions (FRT) and personal and social identities development interviews based on Erik Erikon´s identity development theory."