Multi-Age Classrooms
Mixed age classrooms or groupings place children who are at least a year apart in age into the same classroom. At RELC, a classroom composition can include children from age 2 to 5 years of age. Every attempt is made to insure that children stay with their same classroom group of children and teachers for the entirety of their stay at RELC. In so doing, children are enabled to focus more time and energy on learning rather than establishing essential relationships with children and teachers each year.
Mixed age grouping resembles family structures. In the family, children are given the opportunity to observe, emulate and imitate a wide range of competencies in all areas. Older family members have the opportunity to offer leadership and assume responsibility for the less mature and less knowledgeable members. Mixed age grouping differs from the family in that it offers the opportunity to move from the youngest to the oldest group member assuming each role throughout the progression.
In the mixed age classroom similar opportunities are afforded for the classroom family. Children of different developmental competencies are given the opportunity to develop relationships and friendships with others who match, complement, or supplement their own needs and styles. Within the group, there will be diverse maturity and competence levels, allowing others to identify models from whom they can learn. By seeing another child engage in an activity or skill, such as writing his/her name, a child may choose to attempt to imitate the behavior more readily than if s/he saw a teacher engaged in the skill. Children of varying ages and developmental capabilities work and play along side one another. They interact with similar materials in different ways. Both younger and older children are able to benefit socially, emotionally and cognitively through these interactions.
Mixed age groupings help teachers to organize learning activities and the curriculum so that individuals and small groups of children can undertake different kinds of work along side one another. This allows individuals to make different contributions to the group's effort. At RELC teachers plan activities that allow for multi-level learning potential accommodating all children's developmental levels. Given that most children vary in competency across skill levels, this approach affords the child opportunity to interact with peers and materials at an appropriate developmental level in all areas of development.
In the classroom family, children can practice and develop leadership skills without the competitiveness sometimes found in same age groups. Because of the diversity of social perceptions in the mixed age classroom, cooperation and other forms of positive social behavior marked by caring rather than competitiveness are often fostered. Older children are encouraged to aid others in their learning (peer tutoring) and remind younger children of rules (e.g., helping to clean up, walking down the street in an orderly way). These behaviors enhance the self-regulation of the older children. They may also create opportunities for more complex pretend play on the part of the younger children.
Overall, mixed age classrooms and groupings can elicit positive social behaviors such as helping, sharing, and taking turns. They foster a caring and cooperative environment where children are encouraged to grow at their own developmental pace.
Mixed age grouping resembles family structures. In the family, children are given the opportunity to observe, emulate and imitate a wide range of competencies in all areas. Older family members have the opportunity to offer leadership and assume responsibility for the less mature and less knowledgeable members. Mixed age grouping differs from the family in that it offers the opportunity to move from the youngest to the oldest group member assuming each role throughout the progression.
In the mixed age classroom similar opportunities are afforded for the classroom family. Children of different developmental competencies are given the opportunity to develop relationships and friendships with others who match, complement, or supplement their own needs and styles. Within the group, there will be diverse maturity and competence levels, allowing others to identify models from whom they can learn. By seeing another child engage in an activity or skill, such as writing his/her name, a child may choose to attempt to imitate the behavior more readily than if s/he saw a teacher engaged in the skill. Children of varying ages and developmental capabilities work and play along side one another. They interact with similar materials in different ways. Both younger and older children are able to benefit socially, emotionally and cognitively through these interactions.
Mixed age groupings help teachers to organize learning activities and the curriculum so that individuals and small groups of children can undertake different kinds of work along side one another. This allows individuals to make different contributions to the group's effort. At RELC teachers plan activities that allow for multi-level learning potential accommodating all children's developmental levels. Given that most children vary in competency across skill levels, this approach affords the child opportunity to interact with peers and materials at an appropriate developmental level in all areas of development.
In the classroom family, children can practice and develop leadership skills without the competitiveness sometimes found in same age groups. Because of the diversity of social perceptions in the mixed age classroom, cooperation and other forms of positive social behavior marked by caring rather than competitiveness are often fostered. Older children are encouraged to aid others in their learning (peer tutoring) and remind younger children of rules (e.g., helping to clean up, walking down the street in an orderly way). These behaviors enhance the self-regulation of the older children. They may also create opportunities for more complex pretend play on the part of the younger children.
Overall, mixed age classrooms and groupings can elicit positive social behaviors such as helping, sharing, and taking turns. They foster a caring and cooperative environment where children are encouraged to grow at their own developmental pace.