This paper presents and illustrates an explicit conceptual framework for analyzing structuration mechanisms in interaction, at intermediary level. Based on empirical data collected in the field of early childhood education and vocational education, the paper describes how a student educator carries out a card game with a group of six children in a pre-school child-care centre. A detailed analysis of video data documenting the conditions in which this activity unfolds highlights three different sorts of resources used by participants to produce a structured and hierarchically organized order in interaction: a) the explicit designation of that order, b) the repetition of multimodal patterns, designed to reinforce specific action units, c) repair mechanisms, through which these units of actions are evaluated. This empirical single case study illustrates the sort of "structuring work" participants produce and make visible when they orient towards both education and training purposes in interaction
