Despite policy and theoretical support for mixed-age classrooms in early childhood, research examining associations between age-mixing and children's outcomes is inconclusive and warrants further investigation, particularly in preschools serving children who are at risk for poor adjustment to formal schooling. One recent study conducted in…

Research suggests that promoting adaptive approaches to learning early in childhood may help close the gap between advantaged and disadvantaged children. Recent research has identified specific child-level and classroom-level variables that are significantly associated with preschoolers' approaches to learning. However, further research is needed…