Abstract
A child playing in context of make-believe play in kindergarten should remain free to play. What forms of language support should be offered ? Are there any oral teaching objects that emerge based on its reformulations and questioning ? Do these linguistic processes differ depending on the role adopted by the teacher in the play ? Based on data from participatory research carried out in France, we linguistically examine the role of lexical acquisition in teacher-child (4-6 years old) interactions.