Abstract
This article presents the analysis of a single case interaction between two preschool children aged four-years-old and their male early childhood teacher during a routine excursion to the New Zealand bush. The findings build on prior research that revealed how child-initiated enquiries orienting to an environmental feature in the outdoor space provoked an affiliated interaction with the teacher, or not. The current article suggests that, although early childhood education promotes a socio-cultural co-construction of knowledge, asymmetries of knowledge are often present in everyday practice. A call to investigate the interactional features of co-construction and scaffolding is recommended
