Kindergarten teachers' directives uttered during the first month of school were compared with those uttered three months later. It was expected that changes associated with different classroom organizational structures, with increasing child sophistication, and with size of group being addressed, would influence the type and clarity of teacher directive. Two one-hour observations were held in each of three kindergarten classrooms in September and again in December. Teacher directives became fewer in number and less direct, but remained clear. Structured lessons increased as did directives to small groups. Directives varied in systematic ways. (Author)