Contemporary views of children and childhood position children as valued coconstructors of their cultures, supporting the notion that learning and development are bound to a social context. Through this lens, scaffolding can be seen broadly as a collection of techniques employed by a knowledgeable other to assist a novice to internalize cultural signs. This paper reports images of the knowledgeable other constructed by a group of preschool-aged children engaged in spontaneous singing. Video-recordings of eight children singing during free-play over a period of 3 years were transcribed, and the songs and accompanying play episodes were analyzed using QSR NUDIST software. Results revealed the children constructed a range of images of the knowledgeable other, employing a variety of techniques to define this role. Cultural experience did not seem to rely strongly on chronological age, with younger children often viewed ill the role of the knowledgeable other.