Social-Cognitive Play Behaviors and Playmate Preferences in Same-Age and Mixed-Age Classrooms Over a 6-Month Period

Abstract

Social and cognitive modes of play were observed in two mixed-age classrooms of 3- and 4-year-olds, two classrooms of 3-year-olds, and two classrooms of 4-year-olds during the fall and again 6 months later in the spring. Observations were conducted during twelve 5-minute sessions at Times 1 and 2. Analysis revealed that there were significant age differences in the play behaviors of children in the same-age but not in the mixed-age classrooms. Three-year-olds in the two sets of classrooms differed on parallel-dramatic, cooperative-dramatic, solitary-manipulative, and cooperative-constructive play; 4-year-olds in the two classroom arrangements differed on solitary-dramatic, cooperative-dramatic, cooperative-constructive, and parallel-manipulative play. Few significant changes were observed in children’s play in either set of classrooms. There was greater gender segregation in same-age classrooms and little age segregation in mixed-age classrooms. The data are discussed with respect to early childhood education practice.