Evaluation at the preschool has several functions, of which regulation of learning. If we consider the teaching as an action promoting learning through direct and indirect interventions, the study of regulation processes is fundamental to understanding the relationships between teaching and learning. This research contributes to this goal through the observation and the analysis of several forms of feedback of preschool teachers with respect to children’s learning approaches and performance as well as the effects on children’s behavior. Results show, among other things, that the observed feedback takes, most of the time, the form of control by the teacher aimed at verifying the agreement between the children’s answer and the expected final product. Interesting variations are observed, however, between teachers.