This study examined various formats and strategies used by caregivers in early reading activities, and assessed how they were tailored to the developmental stages of infants and toddlers. Participants included three caregivers from classrooms for ages 0–12, 13–18, and 19–24 months, and the director of an early childhood education center known for emphasizing early reading experiences. Data were collected from observations of reading activities and interviews with the four participants. The findings revealed that the caregivers intentionally organized reading activities in different formats— one-on-one, group, and free reading—each fulfilling distinct objectives and developmental needs. They employed various strategies, including contextualized linguistic, paralinguistic, social, and decontextualized linguistic approaches, which were all adapted to the children’s developmental levels and reading contexts. This study resulted in a scaffolding framework that informs reading practices in early childhood education centers, offering professional training recommendations and particularly highlighting the necessity of decontextualized talk beyond the book text.

本研究检查了照顾者在早期阅读活动中使用的各种形式和策略，并评估了它们如何适应婴幼儿的发育阶段。参与者包括 3 名 0-12 岁、13-18 岁和 19-24 个月大的教室看护人，以及一个以强调早期阅读体验而闻名的幼儿教育中心的主任。数据是通过对阅读活动的观察和对四名参与者的访谈收集的。研究结果显示，照顾者有意识地组织了不同形式的阅读活动——一对一、小组和自由阅读——每一种都满足不同的目标和发展需求。他们采用了各种策略，包括情境化语言、副语言、社会和去语境化的语言方法，这些方法都适应了儿童的发展水平和阅读环境。这项研究产生了一个脚手架框架，为幼儿教育中心的阅读实践提供信息，提供专业的培训建议，并特别强调在书本文本之外进行去语境化的谈话的必要性。