Teacher voice on peer feedback in early childhood: Towards a shared definition

Peer feedback is recognised as a tool to promote learning but remains underexplored in the 0-6 age group. Existing definitions in the literature are often generic and fail to reflect the specificities of this age range or the needs of teachers. Investigating teachers’ knowledge and practices is therefore essential, both to fill informational gaps and to develop a shared definition suited to the early childhood context. The present qualitative study involved preschool teachers working in Italy and in England, with the aim of exploring the topic through semi-structured interviews and of formulating a definition of peer feedback centred on teachers’ voices and on the view of the child as an active and competent subject. The findings indicate that peer feedback is rarely recognised as an intentional educational tool, despite being present in everyday classroom interactions. Teachers primarily interpret it as a form of support and mutual assistance, emphasising relational rather than evaluative aspects. Based on a definition co-constructed with teachers, the study proposes a conception of peer feedback that goes beyond merely promoting learning, also serving as a means to foster democratic participation and safeguard children’s rights.