Collaborative learning has long been investigated for its benefits to learners. Prior research indicates that collaboration may help students develop more sophisticated arguments and learn more effectively. While a great deal of research has been completed on how elementary students collaborate, there has been little research on how they collaborate during computer science problem solving. Researchers in this area have started to analyze the equity of pair programming relationships and the content of the students' collaborative conversations. Despite the demonstrated effectiveness of pair programming for undergraduate students, our observations and previous work have indicated that elementary learners need more support than their older counterparts when pair programming. Without scaffolding or instruction, young students do not necessarily follow good dialogue practices for collaboration, which may hinder the success of their collaborative efforts. Conflict can occur in any collaborative interaction. Certain kinds of conflicts can play an important productive role during collaboration, such as by prompting students to reconcile differences in their perspectives which can help to improve rapport. Conflicts related to the task at hand are often beneficial, as students may benefit from being challenged by their partner and listening to each other's perspectives. On the other hand, conflicts during the collaboration process and those related to interpersonal relationships can negatively impact members of a group. I have observed that younger students often encounter conflicts while pair programming. This dissertation research aims to address these challenges by iteratively developing, evaluating, and refining two collaborative support features in a block-based programming environment. The first is called the talking-reminder and the second is the switching-reminder. These features are meant to support the students' collaborative dialogue and reduce the number of conflicts they encounter, especially unproductive computer control conflicts. This dissertation investigates the amount of productive dialogue strategies students use, how they relate to conflict, and how well the new interface features support upper elementary students in their pair programming process. High-conflict pairs antagonized their partner, whereas this behavior was not observed with low-conflict pairs. The results also show more praise and uptake in low-conflict pairs than high-conflict pairs. All pairs exhibited some conflicts about the task, but high-conflict pairs also engaged in conflicts about control of the computer and their partners contributions. Additionally, pairs who used the new features were more balanced in conversation than pairs who did not, and pairs who used time-based role switching often entered fewer conflicts than those that used task-based role switching. I also found that the students had a favorable view of the role-switching feature and they often immediately followed the reminder. On the other hand, they expressed frustration and annoyance with the talking-reminder and explained that it interrupted them while they worked. The results presented here provide insights into the collaborative process of young learners in CS problem solving, and also hold implications for building learning environments that support students in this context. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]