Peer feedback in childhood. A systematic review
DOI:
https://doi.org/10.7346/sird-022025-p78Keywords:
peer feedback, peer interaction, Kindergarten, childhood education, systematic reviewAbstract
Numerous studies in recent years have highlighted the positive effects that peer feedback has on learning. However, the studies that have been carried out on this topic mainly focus on primary, secondary, and university contexts. To investigate peer feedback in the context of childhood (0-6 years) as well, a systematic literature review was conducted to retrieve all available studies on whether feedback can support development in preschool children and also whether, and in what way, it can support their learning development. The results revealed not only a lack of studies on peer feedback in childhood but also highlighted that the term most commonly used to refer to exchanges between children in this age group is interaction and not feedback.
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Copyright (c) 2025 Paola Zoroaster, Emilia Restiglian
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