Peer Interaction and Its Impact in Developing Social Skills Among Grade 1 Learners

Peer interaction is an important aspect of social development during the early elementary years, as Grade 1 learners begin to establish relationships, communicate, cooperate, share, and participate in group activities. This study explored teachers’ observations of peer interaction and social skills development among Grade 1 learners in selected public elementary schools in Luna I District, Luna, La Union, Philippines. The study employed a descriptive phenomenological design grounded in Husserlian phenomenology and utilized Colaizzi’s seven-step method of analysis. Ten Grade 1 teachers were purposively selected based on established criteria. Data were gathered through a researcher-made written open-ended questionnaire consisting of five questions addressing observed peer interactions, challenges, teachers’ concerns, realizations, and recommendations. Five major themes emerged: observed peer interactions, challenges in peer interaction, teachers’ fears or concerns, teachers’ realizations, and recommendations. Learners were observed sharing, helping, communicating, playing, cooperating, and participating in pair and group activities. Challenges included difficulty with sharing and turn-taking, emotional regulation, shyness, communication difficulties, conflict, unequal participation, and exclusion. Teachers expressed concerns about bullying, teasing, rejection, negative peer influence, fear of judgment, and possible effects on emotional well-being and participation. Teachers also recognized peer interaction as a foundation for social, emotional, and academic development and emphasized the need for guidance and consideration of individual differences. The findings indicate that peer interaction is a natural and meaningful context for Grade 1 learners’ social development but requires intentional teacher support. Structured cooperative activities, teacher modeling, explicit social-skill instruction, clear expectations, positive reinforcement, equitable participation, and inclusive classroom practices are recommended to strengthen positive peer relationships and social skills.