Research suggests that domain-specific learning environments with language scaffolding support young children’s development of both language and conceptual knowledge. Specifically, the types of questions asked by preschool teachers are considered an important aspect of language scaffolding, especially for children at risk. This study adapted a scoring system for preschool teachers’ questions in early science education and gathered evidence of its validity. Additionally, it analyzed differences in teachers’ language scaffolding among groups with high or low proportions of children at risk of delayed language development in 64 video-recorded preschool science activities (M = 21.34 min). The groups were compared based on preschool teachers’ use of questions and quality ratings using the CLASS Pre-K scoring system. Furthermore, the verbal participation of both the preschool teacher and the children was analyzed. The results show significant group differences in teachers’ use of different question types, particularly in the number of language-stimulating explanation and justification questions. However, the latter types of questions were rarely asked by the teachers. The quality of the CLASS dimension Language Modeling and the preschool teacher’s dominance of verbal participation in the interactions did not differ. Still, a relation was found between the extent of the children’s verbal participation and their risk of delayed language development. The analyses aim to approach the complex topic of assessing the adaptivity of strategies to the language prerequisites at the group level. They provide insights into language scaffolding within early science education.