Every experience a child (or any of us) has – a conversation, a story read aloud, a puzzle solved with a friend – leaves a trace in their brain. Some traces are fleeting, others, if significant enough, are encoded into lasting memories that shape behaviour and future learning. Learning therefore is intimately tied to memory: capturing information, retaining it, and using it to guide future actions.
Learning and memory are made possible by neuroplasticity — the brain’s amazing capacity to undergo temporary or permanent changes in response to environmental influences, whether external (nature, society, other people) or internal (the brain’s own activity). 1
Learning is something the brain does automatically – as we experience different situations in our everyday life, carry out our day-to-day tasks, encounter problems and find solutions, those pathways used in our brain most frequently strengthen their connections, forming habits, reinforcing memories, and improving skills. 2
Early childhood is a particularly crucial period for plasticity when children’s brains are highly adaptable and undergo waves of connection overproduction and pruning, establishing key functional systems (such as vision and language) followed by higher order cognitive functions and social and emotional competencies. 3
Plasticity is particularly important from an educational point of view as there is an important two-way interaction between a child’s learning experiences and their brain’s changing connectivity and structure – our brain shapes our ability to learn, and learning shapes our brain. 4
Reciprocal learning and collaborations
Learning rarely happens alone. We are a social species and from birth our brains are wired to seek connection and learning through interaction. When a teacher and a child interact, or two children collaborate, learning becomes a reciprocal exchange between two brains. Both brains are engaged, adapting and reshaping themselves in response to the interaction. Learning is therefore not simply the acquisition of knowledge, it is also the co-construction of neural growth through relationships.
This “reciprocal learning” is profoundly important – according to Tovar-Moll et al, it is the most important process by which we enhance our mental capacity and progress materially. 5
Within our socially structured education system reciprocal learning will often take the form of learning collaborations aimed at achieving specific learning goals and characterised by distinct roles and contributions from both students and teachers.
Learning collaborations can be of two kinds:
- Asymmetrical collaborations – where one person holds more power than the other, and
- Symmetrical or peer collaborations – where participants share equal levels of power.
Asymmetrical learning collaborations
An asymmetrical learning collaboration is an educational partnership where the teacher (or older student) holds more knowledge and formal authority, but the child feels empowered to engage actively in the learning process and is encouraged to express their thoughts, feelings and ideas.
The key benefit of these partnerships is that that the teacher can expose students to more advanced concepts and provide mentorship.
Asymmetrical collaborations will be most effective when they are genuinely interactive, i.e. when both the teacher and the student are concurrently engaged in the learning process and there is mutual feedback between the student and the teacher. 6
In these collaborations, teachers are not merely transmitters of knowledge; they are also learners who gain insights from their interactions with children. The reciprocal relationship therefore enhances the educational experience for both parties, as teachers adapt their strategies based on children’s responses and needs. 7
The effectiveness of asymmetrical collaborations is enhanced by scaffolding and guided participation which facilitates the gradual transfer of responsibility from the teacher to the student, promoting independence and critical thinking. This aligns with Vygotsky’s theory of the Zone of Proximal Development, which highlights how learning is most potent just beyond a child’s current ability, with support. 8 Engaging in challenging tasks – in the Learning Space between not knowing and knowing – enhances neuroplasticity and fosters both cognitive growth and resilience. 9
Limitations of asymmetrical collaborations
Whilst there are obviously clear benefits to asymmetrical collaborations there are also some limitations to be aware of:
- Overly directive, asymmetrical collaborations can foster dependency, stifling a child’s ability to think independently and problem-solve creatively. 10
- If the child has limited opportunities to express their thoughts or engage in meaningful dialogue it can lead to a one-sided learning experience that doesn’t address the child’s needs or interests.
- The teacher may unintentionally convey information in a way that is not accessible to the child, leading to confusion and frustration, and diminishing their motivation to engage further. 11
Symmetrical (peer) collaborations
In symmetrical, or peer collaborations, children of a similar age engage in mutual learning experiences, sharing knowledge and skills on an equal footing -allowing participants to learn from one another rather than relying on the teacher.
According to Burns 12 children are more motivated and engaged in exploration in peer collaborations than in asymmetrical collaborations and they can lead to more meaningful and impactful learning experiences as they:
- foster a more balanced and engaging learning environment
- enhance social and emotional skills as children learn to negotiate, resolve conflicts, share ideas and support one another in their learning
- encourage children to articulate their thoughts and engage in problem-solving with peers. 13
The brain’s priorities and the importance of social interactions
The benefits of peer collaborations imply a link between social-emotional experiences and brain-development. As highlighted by Immordino-Yang and her colleagues –
Research is revealing that the brain’s plasticity that allows us to adapt to the demands of our environments and to learn, is triggered and organised largely via socially enabled, emotionally driven opportunities for cognitive development. High-quality social interaction therefore presents a critical opportunity and responsibility for education. 14
This link between social-emotional and cognitive development is supported by what neuroscience tells us about the brain’s priorities. Our brains have a “budget” and are continuously making decisions about whether to continue with some current activity or launch into a new mental activity – assessing whether a task justifies the mental effort, given the expected chances of success and the likely reward if successful and the alternative choices available.
According to Thomas and Arslan 15 the brain’s priorities are as follows:
- Sensorimotor function: The brain is first and foremost a sensorimotor system, continuously integrating sensory inputs like touch, balance and vision to plan and coordinate movement.
- Emotional regulation: The brain monitors internal states and external cues to assess potential risks, rewards, or discomfort. It modulates arousal and prepares behavioural responses, using sensorimotor feedback to regulate energy. These emotional signals shape the brain’s readiness to engage socially. If a task is too difficult, unrewarding, or stress-inducing, emotional brain centres such as the amygdala and insula will signal withdrawal rather than engagement.
- Social Processing: Social interaction builds upon emotional security. The brain interprets facial expressions, gestures, and tone, using this information to predict others’ intentions and adjust behaviour accordingly. Emotional cues help prioritise which social interactions are safe or rewarding, laying the groundwork for collaborative problem-solving and shared attention.
- Cognition: With cognition, the brain holds and manipulates information, shifts focus, and suppresses distractions to support reasoning and learning. Complex reasoning requires sustained attentional focus, working memory stability, and inhibition of distractions (i.e. executive functions) – all of which are energy-intensive processes.
The brain’s priorities are not linear or independent; they are dynamically interdependent. If the lower levels of the brain hierarchy are dysregulated —through poor sensory integration, emotional distress, or social threat — the brain may deem cognitive effort too “costly.”
In contrast, when sensorimotor systems are well developed, emotional states are calm and social connections are strong then cognitive systems can operate more freely and effectively. 16
The educational implication of these priorities is that teachers need to ensure the first three priorities – sensorimotor, emotional and social – at best enhance, and at worst do not impede, the fourth priority of cognition –
“A curious learner in a quiet classroom engaged in peer-based learning will perform better than an anxious learner in a noisy classroom who does not want to appear too keen in front of their friends.” 17
Peer collaboration activities
Neuroscience has made it clear that learning is not a solitary endeavour.
Children’s brains grow best through rich, reciprocal, socially connected experiences. Neuroplasticity offers extraordinary opportunities in the early years if we can create the right environments.
Many opportunities for peer collaboration happen organically through active play and the daily activities in kindergartens and schools, e.g., learning group games and working together to set up and clean up after activities.
Here are some additional suggestions:
- Completing a Puzzle: Children work together to assemble a puzzle, requiring them to communicate, share pieces, and strategise collectively to complete the image.
- Creating a Story or Narrative: Children collaboratively develop a story, each contributing ideas, characters, or plot points. This process encourages imagination, negotiation, and shared decision-making.
- Group Art Projects: Creating a mural or collective artwork encourages children to plan and execute a shared vision.
- Building Structures Together: Using blocks or other materials, children collaborate to construct buildings or other structures, promoting teamwork and problem-solving.
- Role-Playing Activities: Children engage in pretend play scenarios which require them to communicate roles, actions, and storylines.
- “Turn and Talk” Exercises: During these activities, children pair up to discuss a topic or answer a question, promoting active listening and verbal expression.
- Peer Teaching Moments: Children take turns explaining concepts or demonstrating skills to each other, such as showing how to solve a simple math problem or how to draw a particular shape.
More peer collaboration resources
Education Endowment Foundation
Footnotes
- Cunnington, 2019 ↩︎
- Tovar-Moll & Lent, 2016 ↩︎
- Trygged et al., 2022 ↩︎
- Howard-Jones, 2019 ↩︎
- Tovar-Moll & Lent, 2016 ↩︎
- De Felice et al., 2022 ↩︎
- Burns et al., 2024 ↩︎
- Vygotsky’s Zone of Proximal Development, n.d. ↩︎
- Chen et al., 2022; Dr Becky at Good Inside, 2025 ↩︎
- Burns et al., 2024 ↩︎
- Chen et al., 2022 ↩︎
- Burns et al., 2024 ↩︎
- Chen et al., 2022; Trygged et al., 2022 ↩︎
- Immordino-Yang et al., 2019 ↩︎
- Thomas & Arslan, 2024 ↩︎
- Thomas & Arslan, 2024 ↩︎
- Thomas & Arslan, 2024 ↩︎
References
Burns, S., Yu, E., Brathwaite, L., Masum, M., White, L., Dhuey, E., & Perlman, M. (2024). Improving young children’s peer collaboration in early educational settings: A systematic review. Review of Education, 12(2), e3484. https://doi.org/10.1002/REV3.3484
Chen, L., Chang, H., Rudoler, J., Arnardottir, E., Zhang, Y., de los Angeles, C., & Menon, V. (2022). Cognitive training enhances growth mindset in children through plasticity of cortico-striatal circuits. Npj Science of Learning 2022 7:1,7(1), 1–10. https://doi.org/10.1038/s41539-022-00146-7
Cunnington, R. (2019). Neuroplasticity: How the brain changes with learning. IBE Science of Learning Portal. https://solportal.ibe-unesco.org/articles/neuroplasticity-how-the-brain-changes-with-learning/
De Felice, S., Hamilton, A. F. D. C., Ponari, M., & Vigliocco, G. (2022). Learning from others is good, with others is better: the role of social interaction in human acquisition of new knowledge. Philosophical Transactions of the Royal Society B: Biological Sciences, 378(1870), 20210357. https://doi.org/10.1098/RSTB.2021.0357
Dr Becky at Good Inside. (2025). The Learning Space. https://www.facebook.com/photo.php?fbid=1014871107123314&id=100058013021016&set=a.163535168923583
Howard-Jones, P. (2019). The plastic brain. https://solportal.ibe-unesco.org/articles/the-plastic-brain/
Immordino-Yang, M. H., Darling-Hammond, L., & Krone, C. R. (2019). Nurturing Nature: How Brain Development Is Inherently Social and Emotional, and What This Means for Education. Educational Psychologist, 54(3), 185–204. https://doi.org/10.1080/00461520.2019.1633924
Thomas, M. S. C., & Arslan, Y. (2024). Why does the brain matter for education? The British Journal of Educational Psychology. https://doi.org/10.1111/BJEP.12727
Tovar-Moll, F., & Lent, R. (2016). The various forms of neuroplasticity: Biological bases of learning and teaching. Prospects, 46(2), 199–213. https://doi.org/10.1007/s11125-017-9388-7
Trygged, S., Lindgren Ödén, B., & Björkman, A. (2022). Body. Grade. Relation. Understanding children’s needs through interprofessional learning. Nordic Social Work Research, 12(1), 153–165. https://doi.org/10.1080/2156857X.2020.1797857;PAGE:STRING:ARTICLE/CHAPTER
Vygotsky’s Zone of Proximal Development. (n.d.). Retrieved April 26, 2025, from https://www.simplypsychology.org/zone-of-proximal-development.html
