Maximizing Learning in Early Childhood Multiage Classrooms: Child, Teacher, and Parent Perceptions

Abstract

The multiage classroom is not a new concept. In fact, the concept of multiage grouping dates back to the one-room schoolhouse of the 19th century. Most educators believe that multiage grouping allows them to develop a more developmentally appropriate program. It is considered as a “natural community of learners”. Graded schools focus primarily on the model that teaching is transmitted to the learner, whereas multiage settings focus on the interactive nature of the teacher/student. Multiage concept is based on the assumption that children learn best in active ways through the interaction with the environment and with different people. This study emerged out of my curiosity to examine what it means to have a child in a multiage classroom, especially from the child's and the parents' perspectives. In an effort to gain perspective from several sources, the researcher spoke with children, parents, and the teacher involved in the program. Although multiage classrooms seem to have several benefits, there are some concerns: the parents' and communities' lack of understanding of the program, the lack of training of multiage teachers, and the teachers' fear of more preparation time and more materials. Nevertheless, the multiage class allows for each child to progress at their own pace. Individuality is also valued in the class, and labels are not used to describe the more or less advanced students. Children also feel less competition as opposed to a traditional classroom because they are all on different levels and have different expectations set for themselves. Since the children spend more than 1 year in a class they have more time to develop caring relationships with other classmates and the teacher. As schools progress toward more developmentally appropriate programs, multiage and nongraded environments will flourish.