根據維發斯基(Vygotsky)的最近發展區以及鷹架互動的概念，本研究探討親于遊戲情境中鷹架互動的模式為何o研究者在信誼基金會兒童玩具圖書館遊戲的親于中，隨意選取三十對母親及其二、三、四歲的孩子(每個年齡組十對)做為樣本。在獲得母親的同意後，研究者觀察每對親于十五至三十分鐘，整個遊戲過程以錄影和錄音方式記錄下來，再依親于遊戲行為的建雜度來界定道戲層次，最後根據親子在連續三個互動輪次間(threeconsecutive turns) 其遊戲層次的關係朱界分鷹架互動的型態.
研究結果顯示:(1)雖然母親高層次的遊戲刺激與桔子高層次的遊戲行為有正相關，二、三、四歲孩子的母親傾向給于較多同層次的遊戲刺激，如指導孩子操作玩物或延伸想像遊戲。(2)三、四歲孩子的母親傾向給予較多一般性的支持和鼓勵。在年齡層差異方面:(3)四嬴組的母親比兩歲組的母親提供 更多操作玩物的指導。(4)兩嬴組(比三、四歲組)母親的道戲刺激，較難引起孩子的共鳴，而形成無激發性的協助(untriggerjngassistance)。研究者從 維發斯基理論的觀點、遊戲中鷹架互動的本質、以及幼兒發展等角度來討論這些研究結果。

Based on the Vygotskian's notion of zone of proximal development and the concept of scaffolding， this study examined the patterns of scaffolding related interactions during the joint play of Taiwanese mothers and children.
Thirty mother-child dyads， with ten in each age group， were conveniently drawn in a toy-lending library located in Taipei，Taiwan. The play session of each dyad was videotaped and audiotaped for fifteen to thirty minutes. A coding scheme to assess the levels of participants' play behavior was adapted from Belsky & Most (1981)and McLoyd (1980). Five types of scaffolding-related il1teractions were identified based on the relationship between the levels of participants' play behavior in three consecutive turns.
The findings indicated that， although the higher level of maternal input tended to be associated with a higher level of child play， Taiwanese mothers across three age groups were more likely to give the same level or lower level of input (as compared to that of the child's preceding behavior) when playing with their children.For children at ages three and four， Taiwanese mothers were more likely to give general positive support， which was the second predominant type of interaction. The analyses of age differences revealed that Taiwanese mothers of four-year-old children were more likely to give instruction on object handling than those of two-year-olds. On the other hand， maternal input in the age two was more likely to become untriggering assistance than in the age three and four groups. Mothers across age groups were equally adept at elaborating play at the same level. The findings were discussed in light of Vygotsky's theory， the nature of scaffolding in play， and child development issues.