Maternal and Paternal Teaching in a Naturalistic Home Environment

Maternal and paternal teaching sequences directed to their preschool children in a naturalistic home environment were investigated. The sample included 37 middle-class sibling dyads, aged four six, both mothers fathers during ongoing interactions the for six 90-minute sessions. Sequences of parent–child identified coded teacher learner roles, strategies, child response, context (e.g., games, conflict). Mothers did not differ overall proportion teaching. However, taught significantly more game than mothers, whereas conflicts. Directive strategies most commonly employed by parents; only difference parental was that likely use explanations compared fathers. Further, differences initiation, sophisticated versus nonsophisticated children’s responses examined. Findings are discussed light theory on learning.