Maternal and paternal teaching in a naturalistic home environment

ABSTRACT

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