2009 Volume 8 Issue 1 Pages 96-116
Sharing routines performed by pre-schoolers consist of patterned and repetitive collective activities. In this study, we observed a preschool class for two years using a perspective focused on peer culture. One particular type of sharing routine shaped interactions during lunchtime. A child engaging in this pattern, for example, would rhythmically ask peers to, "Raise your hand, if you like apples". Other children would respond with answers of "Yes", and raise their hands. It appeared that this routine derived from question and answer exchanges between teachers and students. The children appeared to be excited during these rituals, particularly when acting in unison. Indeed, the children often repeated the routine several times, facilitating the development of group-oriented peer activities. During the first half of the first year, the children seemed interested primarily in participating in group-oriented peer activities, and in presenting themselves through the routine. Subsequently, the children also seemed to use the routine as a strategy for engaging in conversations and personal relationships.