This study examines a cross-age tutee/tutor relationship, focusing on the benefits to the tutor, the degree of responsibility which can be given to tutors, and the key elements to a successful cross-age tutoring program. Research methods of observation, interview, and survey were used to understand the relationship between 3 teachers, 29 teenagers, and 21 preschool children. With the guidance of the teachers, the teenagers worked with the preschool children at a day-care center located within their predominately white, middle-class, public high school. Tutors benefited from improved communication skills, conflict resolution strategies, a sense of community, knowledge of child development, and self reflection.
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