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This paper addresses the use of objects within mealtime practices of 12-14 months old children in two day-care centers in Brasilia. It aims at understanding the qualities of the triadic interactions of teacher-object-child. A research was conducted in order to favor such interactions during everyday school routine. Empirical data collection consisted in non-participant observation, video recording of mealtime episodes, written notes and photos. Microgenetic analyses focused on actions, dialogues and metacommunicative aspects which allowed the identification of the emergence of triadic relationships during mealtime. Special emphasis was drawn on a variety of engagements with food and eating utensils during the educational settings. Results suggest that objects, engagements, and ways of communication in the triadic relationships are related with actions, appropriation and understanding of the use of objects, mealtime actions and cultural practices. Conclusions reveal that important aspects related to meaning making during mealtime in early childhood education and show how the triadic engagement allow the emergence of canonical actions, and the role of the caregiver's leadership, as well as, the variegatedsemiotical dynamics into the triadic relations. [ABSTRACT FROM AUTHOR]