Scaffolding in a work setting is an important part of a professional education program. The hypothesis that a supervisor in nursery has offered adaptive, explicit and efficient scaffolding is explored and a model is proposed. Sequential data are gathered from 13 nursery apprentices in a clinical setting using an observation grid. As expected, the transitions between the states and the pedagogical actions highlight a relationship that confirms the hypothesis investigated. The pattern of transitions between the states also reveals a general learning model with hidden states.