Aschermann, Jennifer Leigh2014-03-142014-03-142001-04-18etd-04252001-140637http://hdl.handle.net/10919/31893This study focused on peer teaching and learning in preschool children's peer collaborative interactions. The research took place in the naturalistic setting of a preschool classroom at the Virginia Tech Child Development Laboratory, which is a university-based preschool in Blacksburg, Virginia. The children were videotaped in their collaborative interactions and the interactions were analyzed for moments of teaching and learning between the children. The study found that children use a variety of verbal and non-verbal teaching strategies when collaborating with each other. Children's learning from the interactions was exhibited through many forms of modeling, reciprocation, and exchange of ideas.In Copyrightassisted performancezone of proximal developmentscaffoldingguided participationpeer teaching strategiesintersubjectivityCollaborationconstructivismpeer cultureModelingVygotskyThesishttp://scholar.lib.vt.edu/theses/available/etd-04252001-140637/