Pre- and Primary School Children Learn Together. Peer Learning in the Transition From Preschool to Primary School

By examining children's perspectives on peer-interactions the aim of this study is to detect crucial factors that must be considered in order to provide all children the best possible learning conditions in multi-age classes in the transition from preschool to primary school. Based on a qualitatively oriented, mixed methods study design peer-interactions in mixed-age groups were ethnographically observed. Using the "stimulated recall" method children were confronted with videographic learning situations and asked about their experiences and requirements regarding mixed-age learning.