A longitudinal investigation of teacher-pupil directive interactions in kindergartens was designed to study stability, change, and structures underlying classroom directive exchanges. Three kindergarten classes were observed four times during a school year. Teacher directives were classified as to type and clarity, while concomitants of 748 teacher directives were analyzed. Results revealed stable patterns of directive interactions, within which gradual changes occurred over time. Teachers became more indirect while children's responses became more appropriate. Apparently kindergarten teachers provide stability, predictability and redundancy in directives while moving children toward the "normal forms" of directive exchange in school and society. (Author/RH)