Investigation of Peer Learning in Mixed-Age Early Childhood Classrooms in Akwa Ibom State

Mixed-age early childhood classrooms provide unique peer learning opportunities through vertical play partnerships and cross-age tutoring dynamics, and examining these opportunities in Akwa Ibom State contributes to understanding diverse classroom organisation practices in South South Nigeria. This study investigated peer learning opportunities in mixed-age early childhood classrooms serving children aged 3 to 6 years in Uyo, Eket, and Abak Local Government Areas, Akwa Ibom State. An observational descriptive design was employed, with 15 mixed-age classrooms observed over two weeks each using a Peer Interaction Coding Schedule. Types of peer learning interactions coded included peer teaching, cooperative play, role modelling, and problem-solving collaboration. Interview data from 15 class teachers supplemented observations. Results showed that peer teaching interactions, predominantly from older to younger children, constituted 35 percent of observed learning-relevant peer interactions. Cooperative play for knowledge exchange accounted for 42 percent. Role modelling and imitation accounted for 23 percent. Older children showed measurable leadership and communication benefits from teaching roles. Teachers rarely intentionally organised peer learning pairs. The study concludes that peer learning in mixed-age classrooms in Akwa Ibom is largely unplanned and lacks intentional facilitation. Recommendations include peer learning strategy training for teachers, structured mixed-age projects in the curriculum, and a practice guide for peer learning facilitation in Nigerian mixed-age ECDE settings.

Keywords: peer learning, mixed-age classrooms, Akwa Ibom State, early childhood, classroom interaction