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The Importance Of Peer Interaction On Children

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I. INTRODUCTION

Peer interaction is something that children commonly manage by themselves already at an early age, and therefore are supposed to mange without too much involvement from adults. As soon as an adult is involved, it is per definition no longer primarily a peer interaction (Bruce & Hansson 2011). Peer interactions can be viewed as a platform for sharing of experiences and co -learning in adopting others perspectives, which is essential for both social and cognitive development (Williams, 2007). Positive experiences from peer interaction are a key to language as well as cognitive and social development in children. In peer interaction identity and awareness of self both positive and negative emerge and develop (Bruce & Hansson 2011).

Vygotsky, (1978) stressed that children develop in a social matrix that is formed by their relationships and interactions with other children. The social environment is a major contributor to the cognition of children because of the open area of communication that exists that allows them to express and negotiate ideas as well as contribute to each other 's understanding. Vygotsky (1978) invoked the principle of the “zone of proximal development” (ZPD) to explain the significance of social interaction. The ZPD represented the distance between what the child could do independently and what he or she could do with the collaboration or assistance of others.

Researchers such as Tudge (1992), Hogan & Tudge, 1999) and Rogoff (1997) have
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