Abstract
Mothers' epistemological perspectives were related to their turn-taking and contingency in interactions with their 3–6-year-olds. Thirty-seven mothers living in rural, impoverished, social isolation completed the Ways of Knowing (epistemological) Interview examining their understanding of the nature and source of knowledge and truth. Mother–child interactions were videotaped at home in two contexts (free-play and semistructured teaching) and coded for maternal turn-taking and contingency. Proportion and frequency of types of maternal turn-taking were analyzed using 2×3 (Context×Epistemological perspective) ANOVAs with repeated measures on Context. Mothers who believed that acquisition and development of knowledge are beyond individuals' potential (“Silenced”) provided less contingent responding to their children while their children's responding did not vary systematically. Both mothers and children took more turns during the teaching than during free-play, but proportions of different types of turns were stable across context. The relationship between epistemology and parenting beliefs and behaviors, and child outcomes is discussed.
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