This collaborative inquiry involved four educators in the analysis of how chil-dren, ages three, four, and five, created meaning from the experiences in their preschool classroom. Drawing on our insider and outsider perspectives as teachers and researchers, we examined the social interactions in this context and focused specifically on the teacher's use of scaffolding. Through literacy scaffolding with an academic focus, an int.llectual focus, and an emotional fo-cus, the teacher was able to build bridges from the unknown and not under-stood to the known and understood. The purpose of our naturalistic inquiry, therefore, was to explore how the teacher used scaffolding to nurture the devel-opment of young children's literacy repertoire. I entered a multiage, preschool classroorn as a researcher to observe the literacy interactions among the students and the teacher. Through my lens, I thought I would be focusing specifically on times that the students were "reading and writing," but instead I came away with a broader definition of literacy -learning to make meaning of the world around -thte definition given by the teacher of this study. Discussing these observations wilth my co-authors has given me a better understanding of how these children w,re learning to "make meaning of the world" and how these opportunities to make meaning define literacy.
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