Peer learning in first grade: Do children communicate with each other during learning activities?
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Abstract
Children spend a great deal of time influencing and motivating their peers without any direct instruction on how to do so. This power of influence allows for the assumption that peers can collaborate and work with one another for the purpose of learning. However, with forty-two states within the United States participating in the Common Core State Standards, young children are now expected to understand and use peer learning (PL). The purpose of peer learning is to interact and collaborate when acquiring information and knowledge; however, the mechanisms and learning behaviors that are needed for successful interactions have not been identified for children in first grade. This qualitative study utilized a descriptive/explorative, cross-sectional research design in order to identify the mechanisms and learning behaviors used when first graders complete a contrived learning activity. Four mechanisms were observed: Organization/Engagement, Scaffolding/Error Management, Communication, and Affect. The mechanism of Affect was found to be used the most by the dyads. Twenty-two different learning behaviors associated with the mechanisms were observed. Implications for anyone working with students are suggested.
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