ABSTRACT
It is well known that the years 3 to 6 are a crucial stage of a child’s development, and this can be argued from different psychological conceptualizations (Obukhova 2006). The psychoanalytic position highlights the importance of positive emotions and affects through free and spontaneous social contacts among children (Klein 1987). No specific goals are set for their interactions either with or without external means or objects. The emotions of the children are the focus. The genetic epistemological viewpoint of Jean Piaget presents the 3-to 6-year-old period as a time when children develop egocentric speech, egocentric personality and concrete operations (Piaget 1976, 1986). These theoretical frameworks emphasize spontaneous forms of natural development, with no specific need to organize or influence development. It seems to be enough to provide a space with different objects and toys, so that the children manipulate them freely in order to ‘discover’ some logical relations through their physical actions. In these situations they may use egocentric speech and positive emotions.
