Children Teaching and Learning in Peer Collaborative Interactions

This study focused on peer teaching and learning in preschool children's peer collaborative interactions. The research took place in the naturalistic setting of a preschool classroom at the Virginia Tech Child Development Laboratory, which is a university-based preschool in Blacksburg, Virginia. The children were videotaped in their collaborative interactions and the interactions were analyzed for moments of teaching and learning between the children. The study found that children use a variety of verbal and non-verbal teaching strategies when collaborating with each other. Children's learning from the interactions was exhibited through many forms of modeling, reciprocation, and exchange of ideas.

Name thesis:degree_name

Master of Science

Level thesis:degree_level

masters

Discipline thesis:degree_discipline

Human Development

Department dc:contributor.department

Human Development

Grantor dc:publisher

Virginia Tech

Year dc:date.issued

2001

Author dc:creator

• Aschermann, Jennifer Leigh

Chair dc:contributor.committeechair

• Stremmel, Andrew J.

Committee members dc:contributor.committeemember

• Fu, Victoria R.
• Hill, Lynn T.

• assisted performance
• zone of proximal development
• scaffolding
• guided participation
• peer teaching strategies
• intersubjectivity
• Collaboration
• constructivism
• peer culture
• Modeling
• Vygotsky

Statement dc:rights

• In Copyright

Licence dc:rights.uri

• http://rightsstatements.org/vocab/InC/1.0/

Dc Identifier Other

etd-04252001-140637

OAI identifier oai:identifier

oai:vtechworks.lib.vt.edu:10919/31893