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This study reports on an investigation into teacher and peer scaffolding techniques that were observed during a discrete learning activity in a primary classroom. The paper is framed by a discussion about the nature of constructivism and the social context, the Zone of Proximal Development and scaffolding, and the nature of social interaction in the learning process (with specific reference to differences between peer tutoring and collaborative learning).The study analyses interaction using a qualitative methodology and reports a number of findings which support the principle that learning within a task is dependent upon a reflexive dialogue between the task participants.

“TEACHERS TELL AND CHILDREN SHOW AND EXPLAIN”: THE COMPLEMENTARY DYNAMICS OF TEACHER AND PEER SCAFFOLDING TECHNIQUES IN A MIXED ABILITY GROUP