A Case For Preschool Classrooms of Mixed Ages
Supporting Social Development in a Classroom for 3 to 6 Year Olds
Aug 21, 2009
When selecting preschools for their children, parents may wish to consider those that offer mixed age classrooms. A school that deliberately groups the children in this way believes that this grouping benefits all group members. Such a school upholds the idea that the learning environment should capture the essence of a natural social unit, with members each recognized for his or her own abilities and contributions, without any pressure of a direct comparison. After all, the most basic social unit, the family, is heterogeneous in age.
A multiple age, or vertically grouped, classroom is typical, for example, of a Montessori school where children are placed in groups of mixed ages, each spanning three years. The early years classroom will usually cater to children aged 3 to 6 years, with two-thirds of the class returning each year. As children of different ages tend to be aware of and accept differences associated with age, the mixed age classroom becomes a natural setting for cooperation and interdependence. Opportunities therefore abound for the development of pro-social skills.
Practising a Sharing Culture
Cross age interaction among young children is experienced as the children teach, and learn from each other, such skills as communication, team building and leadership. Older children find opportunities to share their skills and knowledge. They are encouraged to help the younger or less experienced child to roll up a work mat, put on an apron, unscrew bottle lids, construct shapes with the triangle pieces or read a word. In so doing, not only are their skills perfected, but the ability to help out is a tremendous boost to their sense of self-esteem.
The younger child by virtue of his or her age does not feel inadequate when asking for assistance. Younger members are open to guidance from the older children, whom they admire and respect. They receive help gracefully, happy to complete tasks with the assistance of the older children. There are no feelings of envy nor competition.
By their second year, this younger group will feel that there is much more that they know than the newcomers and before long, it will be their third year, and they assume leadership of the group, helping and nurturing the younger ones. By then, they are comfortable with the environment and have the skills and knowledge to be resources for the newcomers.
Developing a Caring Community
A mixed age classroom allows older children to take pro-social action, practising tolerance, empathy and compassion as they assume responsibility for the younger ones, caring for them as how they have seen the adults tend to the needs of the younger community. They help them settle in, familiarizing them with routines, directing them on where to find things and showing them how to carry out activities. When they fall, they help them up, when they falter, they motivate them, and when they are hurt or sad, they hug them. They even find ways to include them in classroom tasks and at play.
They have been in the same situation before – a year or two ago. They have experienced the same fears and anxieties. They know what it is like to have someone care for them and now they, in turn, have the awareness, disposition and maturity to respond with sensitivity to the needs of the newcomers.
Serving as Role Models
In a mixed age classroom, there are opportunities for children to model and perceive a wide range of behaviours. Older children learn to be aware of others around them and be more mindful of the impact of their words and actions on the younger ones. They are challenged to role model the expectations of the classroom, concretized in the ground rules that they are familiar with. They therefore regulate their own behaviour and remind the younger ones of what is expected of them.
The younger ones in turn look up to their seniors. They watch them, eager to emulate and internalize the attitudes and behaviours that they see. They learn through observation how to fit in with the group, how to get along with each other, how to solve social conflicts, how to offer and refuse help politely, how to wait for their turn, how to respect the work space of others and how to interrupt politely. The social life that they perceive around them is critical for the formation of their own social competence.
Making Friends
In a group of multi-age children, there is diversity of interests and skills. Peer groups are spontaneously formed based on shared interests. As the children remain in the same group for three years, there is ample time to get comfortable in social relationships and friendships can mature. With the different levels of competencies in the classroom, younger group members can learn from older members the necessary strategies to form and maintain friendships.
In short, the mixed age classroom is a rich social environment. The social cohesion experienced in this method of age grouping in these early years can last a lifetime, inspiring the young children to take the spirit of cooperation and collaboration into their adult lives.
 |
 |
 |
