Summary.Sixty‐three mother‐child dyads, selected from middle‐ and working‐class English backgrounds, were observed in semi‐structured teaching activities. The five activities were selected for the 2½‐3½ year‐old child sample. Observers scored precoded maternal and child behaviours. An analysis of covariance, with mother's age and child's age as covariates, indicated that middle‐class mothers used significantly fewer negative statements and imperatives, and significantly more questions. They were also less intrusive. Within‐class correlations showed two maternal styles in the working class, a negative intrusive style and a positive,