Language: English

Archive: Seattle University, Lemieux Library and McGoldrick Learning Commons, Special Collections

Abstract/Notes: Asserts that multi-age grouping in early childhood settings can and does work. Addresses four main hurdles to successful implementation: (1) laws and regulations that act as barriers; (2) health concerns; (3) overcoming educational values that conflict with those of the age-grouped classroom; and (4) staff misunderstanding of multi-age grouping and associated difficulties. (SD)

Language: English

ISSN: 0164-8527

Language: English

ISSN: 0519-0959

Language: English

ISSN: 0519-0959

Language: English

ISSN: 0519-0959

Language: English

ISSN: 0519-0959

Abstract/Notes: The intention of mixed-age grouping in early childhood settings is to increase the heterogeneity of the group so as to capitalize on the differences in the experience, knowledge, and abilities of the children. One of the benefits of mixed-age groups is that they provide a context in which older children's dispositions to nurture can be strengthened. Other benefits relate to ways of learning. Whereas single-age groups create pressures on children and teachers to expect the same knowledge and skills from all children, in groups of children with a wide age span, the range of behavior and performance likely to be accepted is wider. Results of experiments in which children worked in same-age or mixed-age groups of three have shown that in the latter, older children spontaneously facilitated other children's behavior. In a single-age triad, however, the same children became domineering. Mixed-age groups also provide social and intellectual benefits. In mixed-age groups, younger children are capable of contributing to far more complex activities than they could working by themselves. Both older and younger children benefit from discussions centering on tasks which one understands better than the other. Along with these benefits, there are risks related to mixed-age groups. Younger children might be overwhelmed or pestered by older children, or older children might gloat over their superior skills. Teachers can alleviate these risks by encouraging children to turn to each other for explanations and comfort, showing younger children how to protect themselves, and encouraging older children to read to or write down text for younger children. (BC)

Language: English

Abstract/Notes: A confusing variety of terms is used in discussions of age grouping practices. This digest examines terms that have important implications for teaching and the curriculum. The terms "nongraded" and "ungraded" typically refer to grouping children in classes without grade-level designations and with more than a 1-year age span. The term "combined classes" refers to the inclusion of more than one grade level in a classroom. The term "continuous progress" generally implies that children remain with their classroom peers in an age cohort regardless of whether they have met prespecified grade-level achievement expectations. The terms "mixed-age" and "multi-age grouping" refer to grouping children so that the age span of the class is greater than 1 year, as in the nongraded or ungraded approach. These terms are used to emphasize the goal of using teaching practices that maximize the benefits of cooperation among children of various ages. The distinctions between the grouping practices have

Language: English

Abstract/Notes: Shows how multiage grouping in the primary grades can support school improvement. Acknowledging chronological age as a crude indicator of learning readiness, multiage programs emphasize grouping children within classes based on readiness, interest, and/or acquired knowledge. This article explains program benefits, disadvantages, implementation strategies, readiness factors, assessment advances, and provides statewide examples. (39 references) (MLH)

Language: English

ISSN: 0740-7874

Language: English