Studies about child development emphasize the importance of play in children’s early years. However, there is an existing controversy about the role educators should have in young children’s free play. This research work studies the approach to early playful activity from Pikler-Lóczy education. A systematic observation was conducted to deepen in the educational activity of free play accompanying. We studied how an experienced educator combines the instrumental and relational dimensions of her educational activity while children are playing, and the intervention levels they accordingly shape: no intervention, indirect intervention, and direct intervention. Two complementary techniques were used in order to discover the relational behaviors that modulate each instrumental action: lag sequential analysis and polar coordinate analysis. Results show that the educator’s focus of attention is adaptive to the instrumental action she is performing; that the relational dimension of her educational activity modulates the instrumental actions; and that specific kinetic behaviors announce the beginning, mediate the developing and mark the closing of each instrumental action. Therefore, we demonstrated that the educator masterly combines the instrumental and relational dimensions of her educational activity, thus, shaping three different intervention levels towards children’s free play. This positioning is beneficial to children’s development given its active attempt to promote their intrinsic motivation and will to autonomously discover and learn.

有关儿童发育的研究强调了儿童早期玩耍的重要性。但是，关于教育者在幼儿的自由游戏中应扮演的角色，目前存在争议。这项研究工作研究了从皮克勒-洛奇（Pikler-Lóczy）教育中进行早期娱乐活动的方法。进行了系统的观察，以深化免费陪伴的教育活动。我们研究了经验丰富的教育者如何在孩子玩耍时结合其教育活动的工具和关系维度，以及他们相应地制定的干预水平：无干预，间接干预和直接干预。为了发现调节每种仪器作用的关系行为，使用了两种互补的技术：滞后顺序分析和极坐标分析。结果表明，教育者的注意力集中于她正在执行的工具动作。她的教育活动的关系维度调节了工具性行为；并且特定的动力学行为宣告了开始，介导了发展并标志着每个工具动作的结束。因此，我们证明了教育者熟练地结合了其教育活动的工具和关系维度，从而为儿童的自由活动塑造了三种不同的干预水平。这种定位有利于儿童的发展，因为它积极尝试促进其内在动力并愿意自主发现和学习。她的教育活动的关系维度调节了工具性行为；并且特定的动力学行为宣告了开始，介导了发展并标志着每个工具动作的结束。因此，我们证明了教育者熟练地结合了其教育活动的工具和关系维度，从而为儿童的自由活动塑造了三种不同的干预水平。这种定位有利于儿童的发展，因为它积极尝试促进其内在动力并愿意自主发现和学习。她的教育活动的关系维度调节了工具性行为；并且特定的动力学行为宣告了开始，介导了发展并标志着每个工具动作的结束。因此，我们证明了教育者熟练地结合了其教育活动的工具和关系维度，从而为儿童的自由活动塑造了三种不同的干预水平。这种定位有利于儿童的发展，因为它积极尝试促进其内在动力并愿意自主发现和学习。我们证明了教育者熟练地结合了她教育活动的工具和关系维度，从而为儿童的自由活动塑造了三种不同的干预水平。这种定位有利于儿童的发展，因为它积极尝试促进其内在动力并愿意自主发现和学习。我们证明了教育者熟练地结合了她教育活动的工具和关系维度，从而为儿童的自由活动塑造了三种不同的干预水平。这种定位有利于儿童的发展，因为它积极尝试促进其内在动力并愿意自主发现和学习。