All teachers consistently expressed the belief that the learning that occurs between children is more powerful than the learning that occurs when teachers are involved. Teachers explained that children have a different ‘lens’, different ideas and they communicate differently to adults. Heather described how children explain how to do something in a way that was better than adults explaining. In exploring this difference further, teachers explained that when children see their peers do something, children feel that it is therefore possible for them to be able to do that very thing they see their peer doing. Caitlin explained:
if we were to model something like that then it kind of oh well you’re a teacher and you can do that you know, it’s out of my abilities to be able to do this, but if you see somebody whose your
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peer alongside you who has achieved something, it’s that little bit of motivation and inspiration to go oh well if they can do it then I think I can and I think it humanises or it makes it, it seems like that ability is, is I think is much more within their reach (Caitlin, interview 1, p. 2, 33-37).
The notion that children humanise learning for their peers and create the possibility for success, was also described by Tatiyana:
So what peer tutoring is, is that the um expert shall we say, the other child perceives that they could become like them, too big a leap to be like a teacher, but there’s potential there (Tatiyana, interview 1, p. 4, 17, 18).
Both Anna and Kathy expressed the belief that children see adults as knowing everything whereas their peers are seen to be like minded and provide opportunities for children to simply try things out. These beliefs support claims suggesting equality of status between children is a key factor in bringing about cognitive growth (Palinscar, 1998; Tudge, 2000). Furthermore, Piaget (1965) emphasised the value of peer interactions in allowing children to openly share thoughts, discuss, debate and negotiate through a process of mutual engagement. Bandura’s (1977) social learning theory also refers to the role of competent peers as models for self- efficacy amongst children. In the present study, this group of teachers have recognised the uniqueness of peer interactions within learning, demonstrating a belief that children have the potential to motivate their peers to try new experiences, believing that they will succeed.
When describing the particular value of peers in children’s learning, teachers recalled examples they had observed. Caitlin and Heather talked about instances where children had sought out children who they thought needed support or help and had intuitively given the assistance that was needed. Heather’s example related to a boy who had special learning needs. She recounted the story of a four year old girl who sought out a little boy and helped him with his lunch. The older child fed the younger child his sandwiches and then ‘she led him by the hand and helped him put his lunchbox in his bag, it just about made me cry’ (Heather, interview 1, p. 6, 12). In addition to supporting their peers’ wellbeing, all of the teachers talked about the opportunities peer interactions provide for children to develop important relationships skills. Natasha identified social norms and the way children role model empathy to each other as they play together. Anna emphasised opportunities to learn co-operation and to develop a sense of self.
117 Previous studies have found evidence that peer interactions provide opportunities for children to learn how to participate together and develop a sense of belonging within early childhood settings (Alcock, 2005; Flewitt, 2005; Ghafouri & Wien, 2005; Mortlock, 2015). The role of peers in supporting each other’s emotional wellbeing was found to be important in Ghafouri and Wien’s (2005) research into young children’s play. Children in a kindergarten class developed social capabilities and social understandings that allowed them to support each other’s emotional wellbeing and facilitate collaborative play, resulting in sustained shared play activities. Children facilitated their peer’s involvement by ensuring they were included and involved in the play (Ghafouri & Wien, 2005). The responses from teachers in the present study extend these particular findings by providing evidence of teachers’ understandings of the important role children can adopt in supporting each other’s sense of wellbeing and belonging. For example, teachers identified the important role children have to role model empathy to their peers and to support their peers’ emotional wellbeing.
All of the teachers mentioned how children support each other in learning important social skills but also about the role that peers assume in children’s cognitive growth. Caitlin, for example described how she thought cognitive growth was achieved for the child who is taking on the teaching role. These strategies for growth included having to put their knowledge and understandings into words and actions.
I think it concretes their own learning, consolidates that and um and it also puts it into a language in a way often for the peer I think to be able to kind of see it and conceptualise it in their level (Caitlin, interview 1, p. 3, 12-14).
Bernadette also emphasised how peer learning enables children to explain their learning to a peer and in doing so, consolidate their own knowledge. She stated that through explaining the learning, children who have not had a positive experience may decide to revisit that same experience; something they may not have decided to do had it been an adult they were talking with. The idea that children provoke each other’s thinking by sharing their ideas was also identified by Ariana as an important outcome of children working together.
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They would learn different working theories as children discover and inquire and research, they develop their own working theories and if they’re working alongside and with their peers then they’re sharing those working theories (Ariana, interview 1, p. 2, 36-38).
The benefits for children who adopt teaching roles in peer interactions have been documented in previous studies (Haworth et al., 2006; Jones, 2007). Jones (2007) investigated the benefits for older children who were paired as peer tutors with younger children who had autism in a primary classroom setting. Jones noted increased self-confidence amongst older children, as well as an increased sense of responsibility and an ability to be patient with younger peers. Responses in the present study revealed teachers’ belief in the value of peer learning both for children who are sharing their knowledge and ideas, and for children who are being assisted by more capable peers to learn a new skill or perhaps engage in problem-solving. Above all, this particular set of results provides evidence of teachers’ recognition of the benefits of peer learning.