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Multi Age Grouping
Noah's Ark of Highland Park
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| Noah's Ark 900 Raritan Ave. (Rt.27) Highland Park, N.J. 08904 732.985.0001 info@NoahsArkofHP.com |
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| Copyright © 2006-2008 Noah's Ark Academy All rights reserved. |
Noah’s Ark has created several multi-age classrooms.
The younger age grouping consists of children ages 18 months
through 36 months old while the second groups are for three,
four, and five year old children. Children of these ages will stay
with the same adults in the same room for a two or three year
period, creating a “family” type learning environment that includes
the children, teachers and parents.
Educational theory and research indicate that learning is an
individual process in time frame, style, and interests. Research
also has found that children learn from one another. Even though
most schools are organized by single-age grouping, research has
not found this to be beneficial. Conversely, multi-age learning
allows for social interaction, modeling, mentoring, and leadership
among children. A child may accomplish something earlier with
support from a more advanced peer while the older child
experiences feelings of confidence and compassion (Vygotsky,
1962; Vygotsky 1978; Slavin, 1987). A multi-age setting allows
teachers to foster an emotionally secure environment for children
to grow, learn, take risks and experience success. While children
are developing social skills, learning responsibility and engaging
in more complex play, teachers are generally more child centered,
as they adeptly accommodate individual strengths, interests, and
needs. The two or three-year time period helps ensure that
teachers, parents and children know each other well and develop
a working partnership.
Noah’s Ark has seen multi-age grouping to be
highly beneficial because:
Each class of children remains together in the same environment,
with the same teaching team for two to three years. This enables
children and teachers to have a better understanding and
relationship with one another. This also helps avoid the stress
that children may face when they enter a new class that holds new
rules and expectations.
Children are given the opportunity not only to learn from the
teacher’s instruction, but also from their peers. This is seen
throughout our center time when the children interact in a variety
of play situations and activities.
It has developed a sense of community within each classroom.
Children are given opportunities to act as role models and
sometimes even as “teachers” of the children. Each child begins
to develop responsibility, collaboration, and cooperation. Children’
s individual unique strengths are a great contribution to each
classroom.
It has enabled the teaching teams to better plan their small group
instructions to better meet the needs of every individual child
rather than the group. This is highly beneficial for all children
because the children are able to work at their own levels, which
can be different for the various curriculum areas.
Multi-age grouping is seen in an environment that consists of multi-
dimensional and concrete materials. Children remain in the same
classroom for two to three years, and are given the opportunity to
re-explore a variety of materials at different levels. For example the
use of blocks at an early age to represent a house may look like a
line of blocks on the floor. However, at a later age the children can
be seen creating neighborhoods out of the blocks, labeling
numbers on houses, measuring the height of their buildings, and
drawing pictures of their creations.
Works Cited:
http://www.montcc.org/multi-agegrouping.html Montessori
Children’s Center:
www.state.nj.us/education Abbott Pre-school Guidelines, pg 36
The younger age grouping consists of children ages 18 months
through 36 months old while the second groups are for three,
four, and five year old children. Children of these ages will stay
with the same adults in the same room for a two or three year
period, creating a “family” type learning environment that includes
the children, teachers and parents.
Educational theory and research indicate that learning is an
individual process in time frame, style, and interests. Research
also has found that children learn from one another. Even though
most schools are organized by single-age grouping, research has
not found this to be beneficial. Conversely, multi-age learning
allows for social interaction, modeling, mentoring, and leadership
among children. A child may accomplish something earlier with
support from a more advanced peer while the older child
experiences feelings of confidence and compassion (Vygotsky,
1962; Vygotsky 1978; Slavin, 1987). A multi-age setting allows
teachers to foster an emotionally secure environment for children
to grow, learn, take risks and experience success. While children
are developing social skills, learning responsibility and engaging
in more complex play, teachers are generally more child centered,
as they adeptly accommodate individual strengths, interests, and
needs. The two or three-year time period helps ensure that
teachers, parents and children know each other well and develop
a working partnership.
Noah’s Ark has seen multi-age grouping to be
highly beneficial because:
Each class of children remains together in the same environment,
with the same teaching team for two to three years. This enables
children and teachers to have a better understanding and
relationship with one another. This also helps avoid the stress
that children may face when they enter a new class that holds new
rules and expectations.
Children are given the opportunity not only to learn from the
teacher’s instruction, but also from their peers. This is seen
throughout our center time when the children interact in a variety
of play situations and activities.
It has developed a sense of community within each classroom.
Children are given opportunities to act as role models and
sometimes even as “teachers” of the children. Each child begins
to develop responsibility, collaboration, and cooperation. Children’
s individual unique strengths are a great contribution to each
classroom.
It has enabled the teaching teams to better plan their small group
instructions to better meet the needs of every individual child
rather than the group. This is highly beneficial for all children
because the children are able to work at their own levels, which
can be different for the various curriculum areas.
Multi-age grouping is seen in an environment that consists of multi-
dimensional and concrete materials. Children remain in the same
classroom for two to three years, and are given the opportunity to
re-explore a variety of materials at different levels. For example the
use of blocks at an early age to represent a house may look like a
line of blocks on the floor. However, at a later age the children can
be seen creating neighborhoods out of the blocks, labeling
numbers on houses, measuring the height of their buildings, and
drawing pictures of their creations.
Works Cited:
http://www.montcc.org/multi-agegrouping.html Montessori
Children’s Center:
www.state.nj.us/education Abbott Pre-school Guidelines, pg 36
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