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2018
Volume 103, Issue 5
  • ISSN: 0360-9170
  • E-ISSN: 1943-2402

Abstract

This article supports early childhood educators’ understanding of how preschoolers’ social interactions during bookmaking encourage peer teaching and learning, showcasing the benefits of peer interaction.

© 2026 by the National Council of Teachers of English
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/content/journals/10.58680/la20261035341
2026-05-01
2026-06-08
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References

  1. Gee J. P. (2004) Situated language and learning: A critique of traditional schooling. Taylor & Francis Group.
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  2. Johnston P. (2012) Guiding the budding writer. Feedback, 70(1), 64–67.
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  3. Johnston P. (2024) Choice words: How our language affects children’s learning. Routledge.
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  4. Ray K. W., & Glover M. (2008) Already ready: Nurturing writers in preschool and kindergarten. Heinemann.
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/content/journals/10.58680/la20261035341
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Perspectives on Practice: Preschoolers Teach Others to Compose
Language Arts 103, 341 (2026); https://doi.org/10.58680/la20261035341
/content/journals/10.58680/la20261035341
/content/journals/10.58680/la20261035341
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  • Article Type: Research Article

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