The Case for Mixed-Age Grouping in Early Education.

Autor/inn/en	Katz, Lilian G.; und weitere
Institution	ERIC Clearinghouse on Elementary and Early Childhood Education, Urbana, IL.; National Association for the Education of Young Children, Washington, DC.
Titel	The Case for Mixed-Age Grouping in Early Education.
Quelle	(1990), (75 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Reihe	ERIC Publications
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-935989-31-5
Schlagwörter	Leitfaden; Cognitive Development; Cooperative Learning; Day Care; Early Childhood Education; Guidelines; Heterogeneous Grouping; Literature Reviews; Mixed Age Grouping; Nongraded Instructional Grouping; Peer Teaching; Preschool Education; Program Descriptions; Program Implementation; Social Development; Tutoring + Suchen Sie Ihr Suchwort? Kognitive Entwicklung; Kooperatives Lernen; Tagespflege; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Richtlinien; Jahrgangsübergreifende Gruppe; Peer group teaching; Peer Group Teaching; Pre-school education; Vorschulerziehung; Soziale Entwicklung; Förderkonzept; Nachhilfeunterricht
Abstract	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)
Anmerkungen	National Association for the Education of Young Children, 1834 Connecticut Avenue, N.W., Washington, DC 20009-5786 (NAEYC Publication No. 333, $6.00).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01