The present study investigates how often episodes of dialogic exchange can be identified in educator–toddler interactions during play and emerging academic activities, what kind of scaffolding strategies educators use during the episodes of dialogic exchange and, ultimately, what kind of scaffolding patterns of dialogic exchange can be identified based on educators' use of scaffolding strategies. Educator–child interactions were video-recorded in seven European countries, in two toddler classrooms in each country. The video recordings of emerging academic and play activities were transcribed and analysed, combining the principles of theory and a data-driven content analysis. First, 69 episodes of dialogic exchange were identified. Second, the episodes were analysed with respect to the educators' use of scaffolding strategies and then divided into three scaffolding patterns of dialogic exchange that were characterised by 1) scaffolding action; 2) scaffolding thought process; and 3) scaffolding educational dialogue. Although the episodes of dialogic exchange were identified relatively seldom, they indicated the educators' competence to scaffold toddlers for different purposes through dialogue. The results unravel the potential of dialogic exchange with very young children and provide concrete examples of effective scaffolding strategies beneficial to both educators within pre- and in-service training.

本研究调查了在游戏和新兴学术活动期间，在教育者与幼儿之间的互动中，对话交流的发作频率有多高；对话交流期间的教育者使用了哪种脚手架策略；最终，对话交流的脚手架模式是什么可以根据教育工作者对脚手架策略的使用来确定。在每个国家的两个幼儿教室中，在七个欧洲国家中录制了教育者与孩子的互动视频。结合理论原理和数据驱动的内容分析，记录和分析了新兴学术活动和娱乐活动的录像。首先，确定了69次对话交流。其次，针对教育者的情节进行了分析。运用脚手架策略，然后将其分为对话交换的三种脚手架模式，其特征为：1）脚手架动作；2）脚手架的思考过程；3）搭建教育对话平台。尽管对话交流的事件很少被发现，但它们表明教育者通过对话有能力为不同目的架设幼儿。结果揭示了与很小的孩子进行对话交流的潜力，并提供了有效的脚手架策略的具体示例，这些策略对在职前和在职培训的教育者均有益。尽管对话交流的事件很少被发现，但它们表明教育者通过对话有能力为不同目的架设幼儿。结果揭示了与很小的孩子进行对话交流的潜力，并提供了有效的脚手架策略的具体示例，这些策略对在职前和在职培训的教育者均有益。尽管对话交流的事件很少被发现，但它们表明教育者通过对话有能力为不同目的架设幼儿。结果揭示了与很小的孩子进行对话交流的潜力，并提供了有效的脚手架策略的具体示例，这些策略对在职前和在职培训的教育者均有益。