News

By Rixa Evershed, Beginning School and Auxiliary Programs Director

 

It is natural to have questions about multi-age classrooms and how they benefit children of varying ages. This is especially true when you have an older child. Age-mixed groupings are one of the most democratically focused methods of classroom structure available. Self-directed play and exploration on the part of children are the primary vehicles for education. Elements like morning meeting, choice of play focus, stakeholder (children) voice in classroom structure and rules, multiple opportunities for exploration, opportunity to be in community with others who have different knowledge than ours, and spaces where critical thought and group feedback are valued.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Peter Gray, a Developmental Psychologist and author of Free to Learn shares the following insights from an article in the American Journal of Play. 

 

Benefits to Younger Children:

• Age mixing provides the younger children with models to emulate.

• Additional sources of care and emotional support are available a age age-mixed classrooms. 

• Age mixing introduces children to activities that they wouldn’t naturally know to do and cannot do alone, but can do with someone who is more skilled. Older children in the community also have more available time, a more evenly matched energy and ability to support children as they reach the edge of their current ability. 

• Age-mixed environments offer scaffolding for younger children that draws them into collaborative social play.

• Older children serve as more skilled and sophisticated guides for their younger counterparts allowing them to acquire physical skills and knowledge about appropriate cultural practices. 

• Younger children may acquire skills in reading, writing, and math through social play with older children. Research has found that the complexity of play and the amount of numeracy and literacy activity is greater when the classroom held mixed ages. 

• Young children with older siblings or classroom peers learn how to perspective take and understand what is in another person’s mind and provide effective help earlier than those with similarly aged classmates. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Benefits to Older Children:

• Age mixing allows older children to develop their capacities to nurture and lead with opportunities to be the mature ones in relationships allowing low-stakes practice in nurturance and leadership. 

• Age-mixed classrooms are, generally, more playful, less competitive and more creative. 

• Age mixing allows older children to expand their understanding through teaching allowing both children to better understand the subject at hand. Studies have concluded that older children may simplify their play when teaching a younger child but maintain their advanced level of understanding and ability. In fact, in the teaching of younger children they often gain a deeper understanding of the subject than they would have if there wasn’t a need to teach a peer. 

• We have also noticed in age-mixed classrooms that older children’s creativity is fostered and expanded. 

• Age mixing allows older children to practice, teach, and gain fluency with reading, writing, and math concepts.

• Of particular importance as children get older is the effect of younger children who “give permission” for older children to play. While this isn’t as relevant in the Beginning School, play is a primary indicator of good mental health in adolescents and teens. Literally, active, joyful learning. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Here at Charles Wright, one of our primary focuses is on learning communities. Having children, in community together, regardless of age contributes to a rich, diverse, and collaborative experience in which all children are asked to participate fully in their own and other’s learning journeys.