ABSTRACT
This chapter focuses on the phenomenon of subteaching—i.e., when a pupil positions himself as a teacher and uses discourse strategies similar to those of the teacher. Namely, the child takes on the roles of organizing, explaining, caring, and promoting group processes (Tholander & Aronsson, 2003). This study is a part of a broader study exploring children’s discourse during pretend play in the wake of a story (henceforth PPWS) that was conducted at the Kaye Academic College of Education in Beersheba, Israel (Vardi-Rath, Teubal, Aillenberg, & Lewin, 2014). Simply put, PPWS is pretend play where a group of children act out a story they have just heard from a student teacher. The children perform peer discourse without any external adult intervention.
