A multiyear, multiage experience, combined with what is known about collaborative learning, learning styles, and multiple intelligences, grouping practices, and the success of inclusion in such a setting, promises to give all children a real opportunity for success in the classroom. Many schools have implemented multiage programs successfully, but…

This short booklet describes Montessori elementary education methods, materials, and environments. The booklet discusses 6-year-olds as inquisitive individuals seeking to make sense of their existence and experiences. It also presents a cosmic educational perspective which emphasizes a global world view. Storytelling is discussed as a way to…

This guidebook integrates basic strategies for developing a multiage-classroom design. The book begins by describing developmentally appropriate practice (DAP), which is based on a curriculum and an instructional-delivery methodology that address the physical, social, intellectual, emotional, and aesthetic needs of young students. Students are…

Prior research concerning young children's moral development has been conducted primarily in same-age environments. This study investigated whether preschool children's moral (helping) behaviors are related to younger peer-directed internal state language (talking about younger peer's feelings, wants, and abilities), perspective-taking skills, and…

This study examined the perceptions of teachers experienced in working with mixed-age groups in child care settings for children from birth through age 12. A mixed-age group was defined as one with children having at least a two-year range in age. Questionnaires were mailed to 92 licensed family child care and school-age child care providers in…

Before 1970, no mixed-age groups existed in Swedish nursery schools. By 1991, 43 percent of children enrolled in nursery school were in mixed-age groups of ages 1 to 6 years, and 37 percent were in groups of children ages 3 to 6 years. Mixed-age groups are assumed to have advantages, including positive influences on learning and social…

This document consists of four issues of a newsletter for educators at the elementary level. Each issue focuses on a theme and includes an article on that theme, along with regular columns. The Fall 1997 issue focuses on using writer's clubs to encourage student writing. The news column for this issue discusses HIV in schools, and the vice…

This book reports on a three-part qualitative research study examining multiage classrooms from different perspectives. Part 1 of the book describes the activities of a K-3 multiage classroom, based on 40 days of observation and participation. The four chapters in this part offer a description of a typical day in the observed classroom; a brief…

This paper presents the results of a school improvement study (main field test) directed at schools with mixed-age classes in the context of inservice teacher education. A quasi-experimental treatment control group investigation was designed to test the effects of the staff development program "Dealing with Mixed-age Classes," and the…

The concept of social capital refers to the resources of networks, norms or shared values, and trust to which individuals have access as community members. A reason to consider intergenerational learning in the context of social capital is awareness of unequal access to positive social capital and the risk that social exclusion and disadvantage…

It is useful to think of teachers and students in primary classrooms as a family, where flexibility and meeting individual needs are essential. These "families" should represent all primary age groups. This guide describes how to implement multi-age and multi-ability primary programs in Kentucky schools based on the requirements of the…

Assessed language quality of 15 four-year olds with three conversational partners: a center-care teacher, an older child, and a younger child. Data coded included number of turns, utterances, gaps, statements versus questions, contingent responses, and amount of self-talk. Found that children take more turns with an adult but produce fewer…

Argues successful intergenerational curriculum should meet the following criteria: (1) developmentally appropriate; (2) socially appropriate for impaired adults; (3) functionally appropriate; and (4) coexploration and mutual benefit. Suggests activities including free conversation, singing, music, telling or reading stories, and cooking. Advocates…

Examined how preschoolers' experiences with mixed-age peers in family child care homes affect development. Found that interaction with younger and same-age peers was associated with less complex social and cognitive play and lower receptive language scores. Interaction with older peers was related to more complex cognitive play. The setting…

Advocates the systematic integration of preschool and primary education and the development of special training for teachers at that level. Outlines the goals and objectives for each year of study for this teacher education program. Discusses the child development theories inherent in the instruction. (MJP)