This study examined the quality of verbal exchanges between teachers and children in 4 primary classrooms and the 4-year-old groups in 4 child care centers in Australia. Data were collected during small group activities for a minimum of 4 hours. Interactions were audiotaped, transcribed, and divided into messages which are equivalent to clauses with or without embedding. Messages were analyzed using five semantic networks. Results from the Year 1 classrooms indicated that one teacher chose commands in over one third of the messages, mainly unsupported exhortative commands to act, and another teacher chose commands almost half the time, but included non-exhortative, supported commands to "cognize." Child care center results indicated that teachers often dominated talk, asking several questions but not giving children a chance to respond. Fewer commands were used in the child care centers than in the Year 1 classrooms and there was a higher incidence of non-exhortative commands; however, few commands were supported with information which might help children understand why they were being commanded to engage in particular behaviors. Results suggest that semantic networks offer a means of mapping quality talk which parallels different teacher leadership styles, such as democratic and authoritarian styles. These semantic networks allow analysis of verbal interaction options not used by teachers and children. (Contains 34 references.) (KDFB)