Abstract
The purpose of this study was to explore peer tutoring from a Vygotskian perspective. It was a collaborative effort between the researchers and two elementary teachers to design and study a cross-age tutoring program at their school. Fifth graders and kindergartners were paired for an hour per week for 1 academic year: Teachers paired dyads based on their gender and academic ability within their grade levels. Ten dyads were selected to participate in this study. They worked on five randomly selected tasks with different levels of complexity and demand. Quantitative and qualitative techniques were used to analyze the data. The results pointed to the positive effects of cross-age tutoring on dyads' social and affective behavior: In addition, the findings suggested that the demand and orientation of the tutorial task had a greater influence on the quality of the dyads' interactions than did the complexity of tasks or the composition of dyads.
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