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Abstract
CHERRY, LOUISE. The Preschool Teacher-Child Dyad: Sex Diferences in Verbal Interaction. CHMLD DEVELOPMENT, 1975, 46, 532-535. This study describes differences in the quantity and style of female preschool teachers' dyadic verbal interaction with the girls and boys in their classes. 16 hours of spontaneous speech of 4 female preschool teachers and 38 girls and boys was tape recorded in 2 classroom situations, then transcribed and analyzed. The results showed that teachers verbally interacted more, verbally initiated more, and used more attentional-marked utterances in speech with boys than with girls. Teachers used more verbal acknowledgments in speech with girls as compared with boys. There were no sex differences in the fluency (length or reciprocity) of teacher-child verbal interaction or in the rate of teacher initiation of interaction.
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