Drawing from a comparison of Danish and American kindergarten students, a review of theories of child activity, and action research, this report outlines several principles for pedagogical practice among 5- and 6-year-old children. The report first focuses on the crosscultural, ethnographic, and comparative study of Danish and American kindergartens, including information on the study's background, the research problem and basis, educational styles in the two classrooms studied, activities initiated by teachers and children, and mediating factors. The next sections profile Danish and American kindergarten students' psychosocial development, covering their learning motivation, social competence, and ability to work cooperatively. Next, theories underpinning action research carried out by three early childhood education teachers, followed by a description of several play activities developed by the teachers to overcome the deficiencies of American teacher-controlled, "academic," direction instruction and Danish child-controlled, "developmentally appropriate" practice. These activities include frame play, a play activity in which teachers and students plan the content, setting, framework, rules, and possible plots and actions together; the use of symbols and models; and the action model, in which children plan, carry out, and control activities independently. Finally, the educational principles are presented and recommendations are made that kindergarten activities should fall between pure play and formal learning activities. (AC)