Teacher’s creation of conditions for peer interactions and relationships

Bibliographic Data

ID12724952
AuthorsJillianne Neri Tejada (0000-0002-2568-5320, Monash University, corresponding author), Marie Hammer (0000-0002-3728-2000, Monash University), Liang Li (0000-0002-1688-1143, Monash University)
Year2021
Volume20
Issue1
Pages27-41
Publication date2021-08-18
Open AccessYes
TypeARTICLE
VenueJournal of Early Childhood Research (JOURNAL)
Journal identifiersISSN: 1476-718X • E-ISSN: 1741-2927
PublisherSAGE Publishing (PUBLISHER • US)
DOI10.1177/1476718x211033628
OpenAlexW3194630853
LanguageEN
Citations received1
References cited16

Teachers have the ability to influence a child’s sense of belonging and peer relationships in the classroom which are important for a child’s social development. Currently, little is known about the ways in which they do this. Vygotsky’s concept of the social situation of development and Hedegaard’s model for learning and development were used to discuss the conditions teachers created that promote peer relationships within the classroom. Digital video observations and interview of one grade 1 classroom teacher from the western suburbs of Melbourne, Victoria were analysed using Hedegaard’s dialectical-interactive approach. This paper demonstrates how the societal demands on institutions influence the activity settings that students participate in and argues that teachers need to create conditions for peer interactions that satisfy societal needs as well as being meaningful for their students and their social situation of development

Dialectic · Mathematics education · Pedagogy · Political science · Social change · Sociology · Zone of proximal development · Early Childhood Education and Development · Educational and Psychological Assessments · Parental Involvement in Education · Psychology

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