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Resumo

This microanalysis of the social organization of the school investigates the processes of schooling as they make power relations in the classroom explicit. Of focal interest are effects of both teacher social‐control techniques and classroom environmental features upon the socialization of urban American kindergarten children in open and traditional classroom settings. The major independent variable assessed is the set of verbal social‐control strategies and appeals employed by kindergarten teachers in establishing and maintaining social structure. The intervening variable is seen as the context in which socialization occurs, the 'milieu‐with‐program.' The primary dependent variable examined is the set of control strategies and appeals employed by kindergarten children in each of the two settings.Measures of variables of interest were taken at the beginning and middle of the 1975‐76 school year. The bulk of the data was gathered in the classroom during the natural course of the school day and includes the following measures: (1) teacher strategies and appeals taken from audiotaped and transcribed protocols and analyzed using socioiinguistic markers, (2) classroom environment measured by analyses of the milieu‐with‐program, (3) children's strategies and appeals taken from protocols and analyzed using socioiinguistic markers.The research provides a sociolinguistic analysis of the impact of educational settings upon the development of children's social control skills, an important subset of communicative skills and one little analyzed in natural settings. The power of the kindergarten classroom teacher to determine amount and type of interaction has been documented; however, very little is known about the sociolinguistic character of such interactions or about the possible effect these interactions might have upon children's interactions with their teacher and peers in the classroom.

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