Peer feedback and agency in early childhood between observation and digital support

This contribution is part of a project exploring peer feedback in interactions among children aged 0–6, aiming to analyze its types and role in learning and agency development through video recordings and a structured observational protocol. Although peer feedback is widely discussed in the literature, few studies focus specifically on the 0-6 age range. Existing research primarily examines feedback in evaluative contexts in secondary and higher education (Black & Wiliam, 2009; Castoldi, 2012; Grion & Serbati, 2018; Nigris et al., 2019). For this reason, it is important to further investigate peer feedback in early childhood. The study is grounded in a socio-constructivist perspective, conceiving learning as a dialogic, contextually situated process (Vygotsky, 1978; Bronfenbrenner, 1979). This qualitative research employs an ethnographic case study approach (Benvenuto, 2013; Reeves, 2013). Data were collected through video recordings of children’s interactions in two Italian preschools and analyzed using a purposebuilt observational protocol, supported by digital tools for transcription and categorization of peer feedback. Empirical validation was ensured through researcher triangulation. Ethical considerations were central, including informed consent from school administrators, teachers, families, and importantly, the children themselves, recognized as active participants in the research process. Results indicate that children spontaneously produce peer feedback, fostering cooperative learning, participation, and the development of agency. The observational protocol proved effective in identifying different feedback types. The study highlights the pedagogical value of peer feedback in early childhood and emphasizes the importance of ethical and systematic observational practices to support democratic and inclusive educational contexts.