Abstract
1. "Objective observation" as a scientific method is not suitable as a way to understand children in educational fields. Because in education, the relationship between teacher and child is not the same as the relationship between reseacher and object in natural science. In field work, including educational practice, the teacher and her children interact with each other on an equal basis, not in teacher-pupil terms. 2. In educational process, teachers "interprete" the behaviors and words of children and the relationships among them. Educational practice can not do without teachers' interpreting classroom phenomena. Teachers' interpretation consists of meaning-giving and meaning-getting. Meaning-giving takes the form of evaluation by teachers and meaning-getting aims at systematization. Both processes proceed at the same time. Teachers can understand children through interpretation in face-to-face situation. Children can also learn how to give meaning to classroom phenomena in these procsses.
