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Based on sustained classroom observations, it explains social mentoring (helping with snack routines and collaborative building) and academic mentoring during daily journal writing, where children develop spelling, punctuation, character, conflicts, and story lines through shared talk. The article links mentoring support to Cambourne’s learning conditions and uses classroom storytelling from a kindergarten teacher and a teacher-researcher perspective to discuss how accountability pressures shape mentoring.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/rocks-paper-scissors-best-practices-in-peer-mentoring-vol-42-issue-3-2014/600628/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/rocks-paper-scissors-best-practices-in-peer-mentoring-vol-42-issue-3-2014/600628.png","ImageObject",300,407,{"name":92,"@type":93},"dhado","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does the article define peer-to-peer mentoring in early childhood classrooms?","Question",{"text":112,"@type":113},"It presents peer mentoring as relationships in which students support one another both socially and academically, such as helping classmates during snack and collaborating during journal writing and story development.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What learning opportunities does academic mentoring create during journal writing time?",{"text":117,"@type":113},"Students exchange questions about spelling, punctuation, character development, conflicts, and story lines, and their talk becomes the inventively spelled words they write in their journals.",{"name":119,"@type":110,"acceptedAnswer":120},"Which framework does the author use to support student mentoring?",{"text":121,"@type":113},"The author follows Cambourne’s 1988 conditions of learning, including immersion, demonstration, expectation, responsibility, use, approximation, and response, and connects these to children’s engagement.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600628,1792144325,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":34,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},5909893218464,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Rocks, Paper, Scissors: Best Practices in Peer Mentoring  \nLearn how to identify and support peer mentoring in your early Shelly Hudson Bowden  \nchildhood classroom.  \nAs a kindergarten teacher for 14 years, mentoring has been my teacher research focus. I was mentored by my mother (who was a kindergarten teacher for 33 years), college professors, supervisors, coworkers, and parents of the students in my classroom. Most importantly, I observed and came to value the peer to peer mentoring relationships among my kindergarten students which they formed and maintained. These mentoring relationships supported my students’ learning. In my role as their teacher, I acknowledged, valued, and put to good use peer mentoring as in the following example.  \nDade writes: haos (inventive spelling for the picture of his house).  \nChris: “Hey! That’s a good house! Give me five!”  \nChris holds up his hand as Dade smiles and responds with his own high five.  \nIn my kindergarten classroom, students mentored one another in both social and academic situations. Social mentoring occurred when students helped classmates open milk at snack and during center time and worked together building skyscrapers with wooden blocks. I observed academic mentoring most regularly during daily journal writing time. Together students realized that their talk became the inventively spelled words they wrote in their journals, spending sometimes as long as two hours crafting their stories. Students exchanged questions of spelling, punctuation, character development, conflicts, and story lines.  \nSince I wanted to support my students’ mentoring, I followed Cambourne’s (1988) conditions of learning--a model that comprises the following components:  \n• Immersion  \n• Demonstration  \n4  Vol 42, No 3, 2014  \n• Expectation  \n• Responsibility  \n• Use  \n• Approximation  \n• Response  \nChildren’s engagement with learning connects these components. I saw my students’ social and academic interactions as significant teaching and learning experiences not only in isolated teaching times such as journal writing, but all during our daily schedule (Bowden, 2005) . For example, shared reading with big books of rhyming, repetitive, and predictable text encouraged students’ discussions of and play with emergent literacy learning. Students understood they were real writers and readers not through teaching with scripted lessons but in engagement with stories and words that helped create our print rich classroom environment.  \nPeer to peer mentoring provides significant learning opportunities.  \nIn this article I share new stories of peer-to-peer and teacher-to-teacher mentoring relationships I found and experienced in Mrs. Forrest’s kindergarten classroom at Mills Elementary School. (All names have been changed to protect the participants’ identity.)  \nDimensions of Early Childhood  \nRocks, Paper, Scissors: Best Practices in Peer Mentoring  \nI had been a kindergarten teacher at Mills for four years and chose Mrs. Forrest (a teacher for nine years) to become a part of this story based on our shared beliefs and practices of early childhood education as she struggled under our southern state’s requirement of No Child Left Behind (NCLB) .  \nNOTE: While many states are moving away from NCLB, the idea of balancing accountability vs. developmentally appropriate practice continues as a pressing issue for teachers.  \nOne of Many Stories  \nAs an educator for over twenty-five years (now as a college professor), I have used the stories of my teaching, and others, to document mentoring in educational settings (Bowden, 2004; Hudson, 2000; Corrigan, 2013) . Telling stories and reflecting on them provides an understanding of the characters, settings, and conflicts unique to each. Graves (1998) indicates that from the time we getup in the morning until we retire in the evening, we are surrounded by teaching/learning events. Thousands of stories become part of us during our lifetime. The questions are:  \n• Can we ","cbCainWSiR35YIWJ","https://ap.wps.com/l/cbCainWSiR35YIWJ","pdf",792653,"English","# Peer-to-peer mentoring in kindergarten\n## Social mentoring examples\n## Academic mentoring through journal writing\n# Supporting mentoring with learning conditions\n## Immersion, demonstration, and responsibility\n## Engagement across the daily schedule\n# Teacher research and storytelling\n## Many stories and inquiry questions\n## Classroom observations and shifting roles","[{\"question\":\"How does the article define peer-to-peer mentoring in early childhood classrooms?\",\"answer\":\"It presents peer mentoring as relationships in which students support one another both socially and academically, such as helping classmates during snack and collaborating during journal writing and story development.\"},{\"question\":\"What learning opportunities does academic mentoring create during journal writing time?\",\"answer\":\"Students exchange questions about spelling, punctuation, character development, conflicts, and story lines, and their talk becomes the inventively spelled words they write in their journals.\"},{\"question\":\"Which framework does the author use to support student mentoring?\",\"answer\":\"The author follows Cambourne’s 1988 conditions of learning, including immersion, demonstration, expectation, responsibility, use, approximation, and response, and connects these to children’s engagement.\"}]","Rocks, Paper, Scissors: Best Practices in Peer Mentoring - Vol 42 - Issue 3 - 2014 | PDF",1792091072,18]