Side by Side: a more appropriate form of peer interaction for infant pupils?

Abstract

This study explores the possibility that 6 and 7 year‐old pupils might learn more through associative than through collaborative peer interaction. Thirteen dyads worked in both modes at a series of tasks involving the completion and modelling of simple number sentences. High order talk tended to be more frequent in the associative mode, principally as a result of more frequent and more closely monitored disagreement. Task performances were little different in the two modes. Post‐test learning appeared to be greater after associative interaction, particularly for lower attaining dyads, who struggled to cope with the demands of collaboration, and at the simpler tasks, at which partners could interact with more understanding and confidence. It is concluded that associative interaction merits further attention, while suggestions are made for the enhancement of collaboration.