Literacy-related peer interaction among 3- and 5-year old Korean preschoolers

The present study was conducted to determine the form and content of literacy-related peer interactions among Korean preschoolers, to examine the differences between 3- and 5-year-old children in the form and content of their literacy-related peer interactions, and to investigate the correlations among children's literacy levels, the form of literacy-related peer interactions, and the content of literacy-related information. Nineteen, three-year-old and thirty-one, five-year-old children were included in this study. Their interactive events at the literacy tables were observed, audiotaped, and later transcribed. Children's literacy level was evaluated by administering individually three interview procedures. Children's literacy-related peer interaction were analyzed and described in terms of type of interaction, kind, and accuracy of information.;The study's results included: (1) the types of literacy-related peer interactions which were determined by the kind of relationship and social support system between interacting children were informing, sharing, opposing-admitting, arguing types. (2) There were significant differences between the younger and older children in type of interaction. (3) The major kinds of literacy information which children exchanged with each other were letters/words, literacy functions, print conventions, story content, vocabulary, and use of context-sensitive strategy in reading. (4) For the younger children, the topics of literacy-related peer interaction were almost exclusively centered on the information on letters/words, whereas the older children interacted largely about letters/words. (5) Children's literacy level was positively correlated with sharing type of peer interaction, and information on vocabulary, while it was negatively correlated with context-sensitive reading, and wrong information. (6) There were significant correlations between several aspects of form and content of literacy-related peer interaction.;Results of this study indicated that preschoolers not only demonstrated a broad range of literacy knowledge during peer interaction but also became substantial sources for peers' literacy learning. The benefits of peer interaction in literacy learning among Korean preschoolers seem to be much greater than those among American preschoolers, probably due to the differences in regularity and clarity between Korean and English writing systems. The differences between 3- and 5-year-old children in form and content of literacy-related peer interaction, as well as differences in literacy levels, found in this study seemed to influence the differential effectiveness of peer interaction between two age groups. Because the younger children lack skills in communicating literacy knowledge, adult's mediation during literacy-related peer interactions, particularly when there are some problems unsolved or unnoticed, is necessary.