{'fraction_non_alphanumeric': 0.022443890274314215, 'fraction_numerical': 0.0033250207813798837, 'mean_word_length': 4.873170731707317, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Children's Ways of Experiencing Peer Interaction

Educational practice in age integrated child groups rests on the assumption that children learn from their peers. The benefits of age integrated teaching is to enhance the value of heterogeneity in child groups. The fact that children are different from each other with different experiences is seen as an asset, which both children and teachers can benefit from. 22 children in a school class with children of mixed age; ranging from 7‐9 years, were interviewed about their conceptions of peer interaction. How do children conceive peer collaboration, and what does it mean to children to teach someone something? A phenomenographic research approach is being used to discern the variation in ways of thinking about how children do when they teach someone something, and how they conceive peer collaboration at school. Children are conscious about the fact that they are able to teach their peers, and they can express this in different ways. Children also shift in their roles as “teacher” and “learner”. In some examples it is the “teacher” who plays the active role, in others it is the “learner” who has to be active by imitating the model/teacher.