The purpose of this research is to examine (1) the number of episodes and their lengths of teacher-child interaction (2) patterns between teacher and child based on play rule and time. The participants of this research are two classroom teachers and their fifty four five-year-old kindergarten children(twenty seven in each of boys and girls). To collect the data, sixty non-participatory observation sessions were conducted from March 15 2006 to November 2 2006(30 times per beginning and end). The number of episodes about teacher-child interaction for children's play rule was examined. The total number of episodes was found to be the largest in the middle period and the lowest in the final period. Throughout the periods, toy-related interaction was the most frequent. The interaction about play content was frequent in the beginning period, and interaction about play space was frequent both in the middle and the final periods. The patterns of teacher-child interaction according to play rule and time varied. Child's gender, play rule, and play areas were selected as the variables that might affect the patterns of teacher-child interaction. Next, how these variables affected a pattern of teacher-child interaction were examined. As a result, these values were found to have an important influence on teacher-child interaction.