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ERIC Number: ED207673
Record Type: RIE
Publication Date: 1981
Pages: 29
Abstractor: N/A
A Comparison of Multi-Age and Homogeneous Age Grouping in Early Childhood Centers.
Freedman, Paula
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)
Ablex Publishing Corporation, 355 Chestnut Street, Norwood, NJ 07648 (Contact publisher for price).
Publication Type: ERIC Publications; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: ERIC Clearinghouse on Elementary and Early Childhood Education, Urbana, IL.
Note: To be published as a chapter in "Current Topics in Early Childhood Education," Volume IV, 1982, Lilian G. Katz, Editor.