This pilot study examined teaching strategies used by experienced early childhood teachers to scaffold their students' learning in pre-primary classes. Five teachers were involved; each was visited three times and videotapes were taken of teacher interaction in a range of classroom settings. The teacher language was transcribed from the videotapes and these transcriptions were coded using three different coding systems. The analyses of the codes confirmed that: (1) the teachers employed indirect teaching styles, with frequent use of questioning to actively engage children in ongoing learning situations; (2) the content of the teachers' talk was mainly focused on the tasks or activities at hand; and (3) categorizing teaching interaction on a modified Bredekamp and Rosegrant (1992) Teaching Continuum provided individualistic profiles of teaching behaviors along the continuum from indirect through mediating to direct teacher regulation. Further, there was evidence that the goals or intentions expressed by the teachers during interviews were reflected in the styles of interactions sampled from their teaching and coded according to the teaching continuum. Such a descriptive profile of samples of their interactions may help teachers manage their future scaffolding interactions with increased awareness and intent. (Contains 18 references.) (Author)