Copyright is owned by the Author of the thesis.  Permission is given for 
a copy to be downloaded by an individual for the purpose of research and 
private study only.  The thesis may not be reproduced elsewhere without 
the permission of the Author. 
 
  
 
The role of peers in 
children’s learning 
 
 
 
 
A thesis presented in partial fulfilment of the 
requirements for the degree of Master of Education 
(Early Years) at Massey University, Palmerston 
North, New Zealand. 
 
 
 
 
Penelope Jean Smith 
2010 
2 
 
Acknowledgements 
 
To my supervisors, Associate Professor Claire McLachlan and Dr Alison Arrow, my 
sincere thanks for your critical feedback and for the time you spent reading my 
drafts and answering my countless questions.  Your continual support was crucial to 
my ability to successfully complete this piece of research. 
Thank you to my head of school here at Massey, Dr Kama Weir, who supported me 
in carrying out this study. Thank you to my colleagues in the early years team who 
were always supportive and a particular thank you to Dr Valerie Margrain who 
invited me to go away on a writing retreat with her. This marked a turning point in 
my ability to complete this thesis on time.  
To the teachers at the early childhood centres where I conducted the observations 
and interviews, my grateful thanks. It was a privilege to spend time with you and 
the children in your centres and this was definitely the most fun part of the whole 
process! 
To Rose Atkins and Linda Rowan, my study buddies. Those Friday lunches in the 
cafe were absolutely essential in maintaining my sense of humour and ability to 
persist throughout the whole process.  
To Garth who not only lived through all the dramas of each stage but who cooked 
and looked after the children while I spent countless weekends at the library, thank 
you.  
 
 
 
3 
 
Abstract 
 
This study investigated the nature of peer learning within two early childhood 
centres in order to explore how children worked together collaboratively and as peer 
tutors.  The research was framed within a post-positivist paradigm and a qualitative 
case study approach was adopted.  The data collection methods included a series of 
observations of children’s play, informal conversations with the children and semi 
structured interviews with two teachers from each early childhood centre. A 
research journal was kept in order to maintain critical reflection during the data 
collection phase. The case studies were analysed using constant comparative 
analysis to identify the emerging themes from within the data. The use of Rogoff’s 
(1998) planes provided a further tool for analysis of peer learning.  
The study found that young children are capable peer tutors who use a variety of 
strategies to work together successfully with their peers.  The evidence gathered, 
highlighted the need for teachers to create empowering environments where 
children can direct their learning alongside their peers.  An important finding was 
that routines impacted negatively on opportunities for sustained collaborative play. 
The study revealed the need for teachers to adopt a responsive teaching presence, 
interpreting their role in response to children’s efforts to engage in collaborative 
endeavour. It is argued that teachers need to position children as experts who are 
capable of sharing their expertise with their peers to advance their understanding. 
This requires teachers to provide meaningful opportunities for children to take on 
teaching roles with their peers.  
 
4 
 
Table of contents 
 
Acknowledgements ................................................................................................................ 2 
Abstract ................................................................................................................................... 3 
Table of contents ................................................................................................................... 4 
Chapter one:  Introduction ............................................................................................ 6 
Rationale for the study ..................................................................................................... 7 
Aims and organisation of the thesis................................................................................ 8 
Chapter two: Literature review.................................................................................. 11 
     Introduction ..................................................................................................................... 11 
Theories of cognition....................................................................................................... 13 
Children’s strategies in peer learning ........................................................................... 20 
Children’s perspectives ................................................................................................... 28 
The role of the teacher in peer learning ...................................................................... 30 
The role of the environment in peer learning ............................................................. 37 
Conclusion ......................................................................................................................... 41 
Research questions ......................................................................................................... 42 
Chapter Three: Methodology ...................................................................................... 44 
Introduction ...................................................................................................................... 44 
Methodological approach ................................................................................................ 44 
Participants and setting .................................................................................................. 46 
Data collection methods ................................................................................................. 49 
Analysis ............................................................................................................................. 53 
Ethical considerations ..................................................................................................... 54 
Conclusion ......................................................................................................................... 56 
Chapter four: Results Centre A .................................................................................. 57 
     Introduction ..................................................................................................................... 57 
Observations and conversations with the children ..................................................... 57 
Teacher interviews .......................................................................................................... 67 
Conclusion ......................................................................................................................... 74 
Chapter five: Results Centre B ................................................................................... 76 
     Introduction ..................................................................................................................... 76 
Observations and conversations with the children ..................................................... 76 
5 
 
Teacher interviews .......................................................................................................... 85 
Conclusion ......................................................................................................................... 93 
Chapter six: Discussion ................................................................................................. 95 
     Introduction ..................................................................................................................... 95 
The institutional plane .................................................................................................... 96 
The interpersonal plane ................................................................................................ 105 
The intrapersonal plane ................................................................................................ 112 
Conclusion ....................................................................................................................... 116 
Chapter seven: Conclusion ........................................................................................ 118 
Introduction .................................................................................................................... 118 
Study focus ..................................................................................................................... 118 
Reflections on the methodology .................................................................................. 123 
Implications for practice ............................................................................................... 126 
Implications for further research ................................................................................. 127 
Concluding comments ................................................................................................... 128 
References .......................................................................................................................... 130 
Appendix A: interview questions – teachers ................................................................. 140 
Appendix B: Human ethics application ........................................................................... 141 
Appendix C: Letter of invitation to centres .................................................................... 142 
Appendix D: Information sheet – teachers .................................................................. 1434 
Appendix E: Consent form – teachers ............................................................................ 147 
Appendix F: Information sheet – parents ...................................................................... 148 
Appendix G: Consent form – parents ............................................................................. 150