A Comparison of Multi-Age and Homogeneous Age Grouping in Early Childhood Centers.

Autor/in	Freedman, Paula
Institution	ERIC Clearinghouse on Elementary and Early Childhood Education, Urbana, IL.
Titel	A Comparison of Multi-Age and Homogeneous Age Grouping in Early Childhood Centers.
Quelle	(1981), (29 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Reihe	ERIC Publications
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Age Differences; Age Groups; Classroom Environment; Cross Cultural Studies; Day Care; Grouping (Instructional Purposes); Heterogeneous Grouping; Homogeneous Grouping; Language Acquisition; Literature Reviews; Outcomes of Education; Peer Groups; Peer Relationship; Position Papers; Preschool Children; Research Problems; Social Development; Teacher Role + Suchen Sie Ihr Suchwort? Age; Difference; Age difference; Altersunterschied; Age grop; Altersgruppe; Klassenklima; Unterrichtsklima; Cultural comparison; Kulturvergleich; Tagespflege; Grouping; Gruppenbildung; Homogene Gruppierung; Niveaugruppierung; Streaming; Sprachaneignung; Spracherwerb; Lernleistung; Schulerfolg; Gleichaltrigengruppe; Peer Group; Peer-Beziehungen; Positionspapier; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Forschungskritik; Soziale Entwicklung; Lehrerrolle
Abstract	Studies from several countries are described in this review of literature pertinent to assigning day care children to multi-age or homogeneous age groups. Three issues are discussed in this regard: (1) What difference does it make how one groups children? The answer is that a profound difference to children, staff, and parents may occur in terms of social environment, curriculum design, success at school, and other factors. (2) What aspects of the child's development are affected by age grouping? The answer is that multi-age grouping positively influences social, emotional, and some learning outcomes, whereas homogeneous grouping seems to produce mastery of academic skills. Success of particular grouping choices depends on the end desired and on the skills of staff members. (3) How does age grouping affect the achievement of preschool goals? The answer to this question ultimately can be provided only by a center's staff and the families being served. Because research is still being conducted on the effects of grouping children under 6 years of age, the decision to place children in multi-age or homogeneous groups depends on program goals, client characteristics, center resources, and staff training and inclinations. (Author/DB)
Anmerkungen	Ablex Publishing Corporation, 355 Chestnut Street, Norwood, NJ 07648 (Contact publisher for price).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01