摘要：This study analyzed the effects of teacher`s scaffolding on children`s verbal communication in dramatic play. Twenty-four five-year-old kindergarten children participated. The collected data were analyzed with the repeated measures analysis of variance and two-sample t-tests. The results showed that: the frequency of verbal communication strategies and children`s episode length increased in the experimental group where the teacher intervened with the scaffolding. Children in the experimental group showed more positive response in the categories of minimal acceptances and enlarged acceptances. No gender differences were found.
