Early childhood educational centers (ECEC) are contexts where young children make their first contact with specific, culturally determined rules, practices, and values. Only a few studies have analyzed in-depth the practices through which the educators direct the children’s action and attention while they are performing routine educational activities. By means of detailed transcription of educators-children conversations and Conversation Analytic methodology, this work examines a set of videorecorded interactions collected in one Italian ECE center (“nido”), particularly focusing on the verbal and multimodal resources employed by ECEC teachers as they manage episodes, where the children diverge from an expected course of action. Analyses reveal that the educators employ a variety of multimodal resources to orchestrate the child’s attention and actions toward the desired course of activity, which open spaces where the child’s agency, however more or less strongly reprimanded, is admitted and negotiated.

幼儿教育中心（ECEC）是幼儿与特定的，由文化决定的规则，惯例和价值观首次接触的环境。只有很少的研究深入分析了教育者在进行例行教育活动时指导孩子的行动和注意力的做法。通过对教育者-儿童对话的详细转录和对话分析方法，这项工作研究了在一个意大利ECE中心（“ nido”）中收集的一系列录像互动，特别着重于ECEC教师在管理时所使用的口头和多模式资源情节，孩子们从预期的行动中脱颖而出。