Collaborative tasks, collaborative children: an analysis of reciprocity during peer interaction at Key Stage I

The introduction of Literacy and Numeracy Hours in primary schools requires children to work with their peers in pairs or groups. peer collaboration r equires reciprocal interaction as children share ideas and gain a joint con ception of what they are trying to achieve. This article examines the recip rocal nature of contributions made by 36 pairs of infant school peers as th ey worked together on shared tasks in the classroom. Qualitative and quanti tative 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 responsive and demonstrated a greater capaci ty for extended reciprocal interaction. The findings are discussed in relat ion to children's developing ability to collaborate and the implications th is might have for group work in the classroom.