What children do in play is simultaneously influenced by the properties of the play object and the skills of the child. Properties of objects lend themselves to re-engagement in investigative play or support for shared action. Repeated play with particular objects increases the number of actions possible with these objects. The process of perceiving and responding to possible actions involving objects leads to changes in play actions. Changes in play lead to changes in cognitive capabilities, and these influence the child's perception of possible actions with an object. This description of the organization of the object-child relation suggests that while adults can encourage, support, or suggest actions to children, learning ultimately emerges from the particular organization of each object-child relation. Teachers may facilitate learning, but they do not completely control the learning process. They may facilitate by structuring the child's environment; matching objects to children's interests or changing objects available for action; encouraging children in action with an object to work through frustration to a feeling of competence; helping children to recognize possibilities for action on objects with which they do not usually play; helping children draw parallels between action on an object of interest and another object; and by supporting their re-engagement with an activitiy which previously has been ignored or avoided. (RH)