This paper focuses on the relationship between adult-child interactions and the developing cognitive competence of young children as rated by the Mediated Learning Experience (MLE) Scale. The scale was devised to reflect 10 criteria of adult-child interaction hypothesized to comprise an MLE and therefore to enhance children's cognitive development, as described by M. Jensen and R. Feverstein (1987): (1) intentionality and reciprocity, when the mediator deliberately guides the interaction in a chosen direction and the learner responds; (2) meaning, the significance and purpose of an activity; (3) transcendence, linking a specific activity with others to promote the acquisition of principles or concepts; (4) competence, a positive belief in one's ability, the motivation to try, and the determination to persevere; (5) self-regulation and control of behavior, monitoring a task in order to adjust one's behavior appropriately; (6) sharing behavior, the interdependence of the mediator and the learner, referring to the mutual need for cooperation at a cognitive and affective level; (7) individuation, the sense of uniqueness and difference from others which fosters personal autonomy; (8) goal planning, the setting, planning, and achieving of goals through an explicit process; (9) challenge, a feeling of determination and enthusiasm to cope with novel and complex tasks; and (10) self-change, the felt responsibility for being aware of changes within oneself, necessary to become an independent and autonomous learner. Practical advice on how teachers and parents can use MLEs to elicit children's cognitive potential is presented. (Contains seven references.) (KDFB)