Observing peer feedback in preschool

In the scientific literature of recent years, the topic of peer feedback in the educational field has been widely investigated, so much so that its role in the function of student learning, for example to promote self-assess-ment mechanisms, has been demonstrated in numerous studies. Although feedback is now considered a necessary and advantageous tool in school and university practice, there are still few studies that investigate its presence and value in nursery school. This article presents two ethnographic studies carried out in the Veneto Region and aimed at verifying the production of feedback among children aged 3, 4 and 5. Through an observation protocol, built specifically for the research, it was possible to confirm the significant presence of feedback also in this age group.