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Collaborative Tasks, Collaborative Children: An analysis of reciprocity during peer interaction at Key Stage 1
Author(s) -
Ogden Lynn
Publication year - 2000
Publication title -
british educational research journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.171
H-Index - 89
eISSN - 1469-3518
pISSN - 0141-1926
DOI - 10.1080/01411920050000953
Subject(s) - reciprocal , reciprocity (cultural anthropology) , psychology , literacy , numeracy , social relation , developmental psychology , peer relations , primary education , social psychology , peer group , mathematics education , pedagogy , philosophy , linguistics
The introduction of Literacy and Numeracy Hours in primary schools requires children to work with their peers in pairs or groups. Peer collaboration requires reciprocal interaction as children share ideas and gain a joint conception of what they are trying to achieve. This article examines the reciprocal nature of contributions made by 36 pairs of infant school peers as they worked together on shared tasks in the classroom. Qualitative and quantitative analyses were used to examine the frequency and length of sequences of responsive turns. Findings indicate that whilst pairs of Reception and Year 1 children demonstrate a similar level of reciprocal interaction, Year 2 children were significantly more responsive and demonstrated a greater capacity for extended reciprocal interaction. The findings are discussed in relation to children's developing ability to collaborate and the implications this might have for group work in the classroom.