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The Case for Mixed-Age Grouping in Early Education
By Demetra Evangelou, Jeanette Allison Hartman, Lilian G Katz
1990

Summary: This 1990 book advocates the use of mixed-age groupings of young children in schools and child care centers. Mixed-age grouping is supported for the following reasons: (1) mixed-age grouping resemble family and neighborhood groupings; (2) research indicates that social development can be enhanced by experiences available in mixed-age grouping; (3) concepts of cognitive development imply that children whose knowledge or abilities are similar, but not identical stimulate each other’s thinking and cognitive growth; (4) interaction between less able and more able children benefits all individuals both academically and socially; (5) mixed-age grouping relaxes the rigid, lock-step curriculum with its age-graded expectations; and (6) mixed-age grouping has been used successfully with young children in the U.S. and abroad. However, it is concluded that the experiences children can have in a mixed-age class depend more upon “good” teaching than upon the age characteristics of the participants. It is important to strengthen the capacity of youth to care and respond positively to those who are less mature.

Index Terms: Age Groups, Child Care Arrangements, Cognitive Development, Child Development, Early Childhood Education

Publisher: National Association for the Education of Young Children

Publication Type: Books

Pages: 60 pages
Language: English

Availability
National Association for the Education of Young Children
1313 L St. N.W. Suite 500
Washington , District of Columbia 20005
800-424-2460
FAX: 202-328-1846
naeyc@naeyc.org
http://www.naeyc.org/

 
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