Abstract
The article aims to discuss children’s peer learning at a preschool level. The terminology is standardised, the varieties of peer learning are presented, and their cognitive and social effects are demonstrated. The researchers indicate the constructivist theories of cognitive development by Jean Piaget and Lev S. Vygotsky (as well as their later interpretations) as a theoretical context for explaining peer interactions. In order to extend the problem of peer learning to preschool education, the studies of 2- to 7-year-olds are referred to. In the summary, the favourable and unfavourable conditions for peer learning in the kindergarten space are determined.
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