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 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 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.