Vygotsky, when introducing the concept of the zone of proximal development, declared that “more competent peers,” as well as adults, can aid children's development (1978, p. 86). Although there has been a recent upsurge of interest in Vygotsky's theory, fueled by several influential books (e.g., Wertsch, 1985a) and research based on Vygotskian theory (Rogoff & Wertsch, 1984; Valsiner, 1987; Wertsch, 1985a), most of this interest has centered on the role adults play in fostering children's development. The same focus is apparent in this book; not unnaturally, in a volume devoted to education, the role of adults is given a good deal of emphasis. I have chosen, instead, to examine the effects of collaboration between peers. After all, in many classrooms children work in groups, either under the guidance of a teacher or aide or as members of a team, working together to solve a problem with little or no adult guidance. In some classes, children also act as tutors, helping less competent peers learn some relatively straightforward skill. Even where peer collaboration is not encouraged, the potential role of such collaboration should not be casually dismissed. There is a theoretical, as well as a practical, motivation for examining peer collaboration. Because the research set within a Vygotskian framework has almost exclusively focused upon adult–child interaction and has supported the view that providing information within a child's zone of proximal development can be highly beneficial, the impression left is that development proceeds in the direction of current adult models of culturally appropriate practice.
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