The exploration and/or manipulation of objects and materials, referred to as object-oriented play (OOP), is one of the most prominent activities children engage in during early childhood. Especially within early childhood education, it is important to be able to assess and understand OOP, its developmental trajectory, and developmental value. This can support early childhood educators to successfully guide or enrich children’s OOP, so it becomes a context in which learning can take place. During the past decades, three dominant theoretical perspectives have explained and assessed certain (developmental) aspects of OOP: (1) genetic epistemology, (2) cultural historical psychology, and (3) evolutionary psychology. After reviewing the literature concerning OOP according to each theoretical perspective, this paper aims to synthesize these existing theories into a unified theoretical framework. This theoretical framework can be a starting point for future research on OOP in early childhood (education). We answer the following research questions: Q1. What are the defining labels and features of the exploration and/or manipulation of objects and materials by children in early childhood?; Q2. What is the developmental trajectory of the exploration and/or manipulation of objects and materials by children in early childhood?; Q3. What is the developmental value of the exploration and/or manipulation of objects and materials by children in early childhood?

对物体和材料的探索和/或操纵，称为面向对象的游戏（OOP），是儿童在幼儿时期从事的最重要的活动之一。特别是在幼儿教育中，重要的是要能够评估和理解OOP，其发展轨迹和发展价值。这可以支持幼儿教育者成功地指导或丰富儿童的OOP，因此它成为可以进行学习的环境。在过去的几十年中，三种主要的理论观点已经解释和评估了OOP的某些（发展）方面：（1）遗传认识论，（2）文化历史心理学和（3）进化心理学。在从各个理论角度回顾了有关面向对象操作的文献之后，本文旨在将这些现有理论综合为一个统一的理论框架。这个理论框架可以作为将来在幼儿（教育）中进行面向对象的研究的起点。我们回答以下研究问题：问题1。在幼儿期探索和/或操纵物体和材料的标志和特征是什么？Q2。儿童在幼儿期探索和/或操纵物体和材料的发展轨迹是什么？Q3。儿童在幼儿期探索和/或操纵物体和材料的发展价值是什么？在幼儿期探索和/或操纵物体和材料的标志和特征是什么？Q2。儿童在幼儿期探索和/或操纵物体和材料的发展轨迹是什么？Q3。儿童在幼儿期探索和/或操纵物体和材料的发展价值是什么？在幼儿期探索和/或操纵物体和材料的标志和特征是什么？Q2。儿童在幼儿期探索和/或操纵物体和材料的发展轨迹是什么？Q3。儿童在幼儿期探索和/或操纵物体和材料的发展价值是什么？