The purpose of this paper is two folded. One is to generate knowledge about characteristics of teaching in relation to play and how content within teaching emerge between participants. The second purpose is related to methodology and analysis whereby using interaction analysis (IA) give same attention to expressions from the body as from the spoken word to understand response in diverse ways in relation to participants different ways of communicating response. Diverse ways in this study involve both verbal and/or bodily expression. Due to the emergent need of research that explore teaching in relation to multi-lingualism in an Early Childhood Education (ECE) this study aims to contribute to that field (Norling & Lillqvist, 2016; Kultti, 2021). A central aspect in this study when analyzing teaching in relation to play is the aspect of interaction between participants.

This study aims to contribute with knowledge about how teaching in relation to play can be understood by asking:

1.     What can be characterized as teaching in relation to play?

-       What emerge as content in teaching in relation to play?

-       How is response expressed between participants?

The study is theoretically framed by Play Responsive Teaching in Early Childhood Education and Care for a social and cultural sustainability (PRECEC_SCS) in relation to pedagogical tact (Lövlie, 2007; Van Manen, 2015) and, didaktik (Klafki, 1995). Klafkis (1995) critical constructive didaktik is related to an understanding of teaching that goes from bottom-up.  Which in this study signify starting from what the children seem to be interested in.

Play-responsive teaching (PRECEC) has a theoretical perspective where the concept of response is used in relation to children's play. Teachers’ response to children's play can lead to teaching of a new content this is in relation to a joint attention or make common witch is related to intersubjectivity (Barnhart, 2004; Pramling et al, 2019). According to Lövlie (2007), pedagogical tact is about an immediate action that is related to the teacher's adherence. It is sensed by a movement, a gaze, a physical action, or verbal communication, and takes place in the moment (see van Manen, 2015).  Pedagogical tact is linked to what happens between people in which intersubjectivity (see. Pramling et al, 2019) and response are highly relevant.

PRECEC_SCS also orient to how participants shift within an activity by focusing on As if and As is. The concept As if, relate to fiction and As is, relates to reality and is used to analyze how the alternation between As if and As is occurs within an activity. According to Pramling et al (2019), through the combination of As If and As Is, we can understand more of the world. Engaging in the alternation between As if and As is can educate us about the world on an individual as well as a collective level. Within PRECEC_SCS the concepts are associated with responsiveness and intersubjectivity and direct understanding towards what happens within an activity with a focus on the communication and the alternations between Asif and As is.

The following study is based on ethnographic method with a video camera as a tool and field notes as a complement. The study has been ethically reviewed and approved (210923) and all participants have given written informed consent either through themselves or through a guardian. The choice to study the question of teaching in relation to play in preschool through ethnographic method is argued against the theoretical entrance through PRECEC _SCS and an ontological understanding of teaching as an interpersonal act. When conducting research in the field one ambition is to create a narrative about the culture being studied (Hammersley & Atkinson, 1983/2007; Coffey, 2018). Ethnography can be about providing a detailed picture of teaching realities (se Vallberg Roth, 2022) which in this study is exemplified through preschool as a place for fieldwork. The studied teaching practice, such as the preschool in this study, implies, through ethnographic method, an interest, and a curiosity for how teaching in relation to play is established or arises in preschool between preschool teachers and children. The ethnographic method can thus tell us something about teaching practices in preschool. To support the ethnographic fieldwork, I have used a video camera to generate empiricism as a basis for analysis and results (see e.g. Heikkilä & Sahlström, 2003; Hadfield & Haw, 2012). As this study is interested in the interpersonal relationship where response and interaction are central, the data is analyzed with the support of interaction analysis (IA). The focus is interactions between the participants in an activity where the analyses pay equal attention to both verbal and bodily interaction (Goffman, 1981; Schieffelin & Ochs, 1986). By evaluating all the participants' different ways of expressing themselves equally, more opportunities to understand response emerge and it opens for diverse languages to be visible in preschool.

By using interaction analyzez (IA) and focus at both the verbal and expressions from the body diverse ways of communicating response emerges. The result of the analysis indicates that, among other things, the concepts of As if and As is can be related to didaktik based on both verbal and bodily expression. As if and As is, is present in the participants play but also emerges through the teachers didaktik actions in the play. The question of what can characterize teaching in relation to play is then related to the teacher's responsive tact in relation to the children's actions and communications, both physically and verbally. Doing something visible to the other, in teaching, can be characterized by asking questions and shifting in roles through As if and As is and here the expression of the body becomes as important as the verbal expression. Content that emerges trough teaching in relation to play is for example related to identity and creativity.

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