ED326302 PS018894

 

Title: The Case for Mixed-Age Grouping in Early Education.
Author(s): Katz, Lilian G.; And Others
Author Affiliation: ERIC Clearinghouse on Elementary and Early Childhood Education, Urbana, IL.(BBB16656); National Association for the Education of Young Children, Washington, DC.(FGK56164)
Pages: 75
Publication Date: 1990
Notes: Supersedes ED 308 991.
Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036)
Contract No: RI88062012
ISBN: 0-935989-31-5
Available from: EDRS Price MF01/PC03 Plus Postage.
Availability: National Association for the Education of Young Children, 1834 Connecticut Avenue, N.W., Washington, DC 20009-5786 (NAEYC Publication No. 333, $6.00).
Language: English
Document Type: Guides--Non-classroom (055); ERIC product (071); Reports--Descriptive (141)
Geographic Source: U.S.; Illinois
Journal Announcement: RIEAPR1991

In six brief chapters, mixed-age grouping of young children in schools and child care centers is explored and advocated. Chapter 1 defines mixed-age grouping, examines limitations of single-age grouping, and points out positive characteristics of mixed-age classes. Chapter 2 discusses social development as seen in children's
interactions in mixed-age groups. Various studies are cited that focus on how children perceive one another and adapt their behavior and expectations accordingly, how children exhibit specific prosocial behaviors in mixed-age situations, and how children's group participation varies. Chapter 3 reviews studies on the cognitive effects of mixed-age grouping, concluding that psychologists and educators do not yet fully understand how mixed-age interaction affects cognitive development, and calling
for more research on the interactive processes involved and the teacher's role in them. Chapter 4 discusses two strategies for mixed-age learning: peer tutoring and
cooperative learning. Chapter 5 describes examples of successful implementation of mixed-age programs, including a 2-year kindergarten at the University of Northern
Iowa's Malcolm Price Laboratory School, and the Fajans School in Sweden where elementary school-age children were not grouped by age or ability. Chapter 6
addresses four basic questions about implementing mixed-age grouping. A brief section giving conclusions and recommendations is provided, followed by 63 bibliographic citations and appended suggestions for teachers working with mixed-age groups. (RH)

Descriptors: Cognitive Development; *Cooperative Learning; *Day Care; Early Childhood Education; Guidelines; *Heterogeneous Grouping; Literature Reviews;
Nongraded Instructional Grouping; *Peer Teaching; *Preschool Education; Program Descriptions; *Program Implementation; Social Development; Tutoring
Identifiers: *Mixed Age Groups