L. Ogden, Collaborative tasks, collaborative children: an analysis of reciprocity during peer interaction at Key Stage I, BR EDUC R J, 26(2), 2000, pp. 211-226
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.