What children learn in a multi-age classroom

A year ago, I wrote about mixed-age play and the benefits of multi-age classrooms. Today, I’ll describe what the learning experience is like for different ages of children at my Family Inventors’ class. We enroll children ages 2.5 – 7. When I say that to many preschool teachers, they are startled, saying “that’s a really wide range of developmental abilities! How does that work out?”

Why do we do it?

First, it’s because we want whole families to be able to participate. We’re a Saturday class, which means kids aren’t in school or in their regular daycare setting. We’re also a cooperative class, meaning that parents work in the classroom once a month, and attend a parent education session once a month, so it’s not like a drop-off situation where one child would attend class while they went elsewhere with the other child. We want it to be possible for working parents or single parents to be able to attend the class with all their children. About a third of our families have two children in the class. We’ve had a couple families where three kids fit in our age range!

But it’s also because we believe in the benefits of multi-age classrooms: the younger kids tend to learn faster and learn more when they can observe the older children’s learning process. The older kids learn empathy and responsibility by interacting with the younger ones, but they also learn the academic concepts better through the process of explaining their ideas to the younger kids.

Note: we do split up the kids into the older half and the younger half for the last forty minutes of a two hour class. They spend half that time at outdoor play, and half of it is a circle time, with stories, activities and discussion aimed more specifically at their age group.

Can they all understand the ideas you’re trying to convey?

We are a STEM-based program. Some of our themes this year are: Chemistry – Solutions; Biology – Habitats; Building Towers, Tunnels and Bridges; and States of Matter. We talk about these ideas in circle time and read books about them, but we also have lots of hands-on exercises to help children explore and discover some of the foundations of science. We expect that our 5 and 6 year olds will understand everything we teach. And they do. They’re able to understand the ideas, apply them to the class exercises, and extrapolate from them to a deeper understanding. They remember the concepts we talked about in circle.

Our preschool age kids (age 3.5 – 5) get some of the ideas. They definitely understand the hands-on exercises and experience “gravity” and can describe to you what it is that they’ve learned about how gravity affects something. They don’t necessarily make any leaps beyond what we cover in class, and they may or may not remember the concept behind the exercises a few months later. (But, if you ask them to repeat an activity they learned in class… like asking “If I roll a toy car down this steep ramp and another one down this not-so-steep ramp, which will go faster”, they will remember that hands-on learning.) They definitely grasp more concepts by watching the older kids’ “a-ha moments” than they would grasp if the class was just adults telling them stuff.

Our littlest ones, the under 3’s, don’t get the scientific concepts at all. And we don’t expect them to. What they get is a great toddler class with water play, sensory play, play-dough, building with blocks, stories, songs, and outdoor time – things that build small motor-skills, big motor skills, language, and social development. They get exposed to lots of opportunities to play with how the world works. We rub balloons on their hair to make their hair stand up. We play with things that float on water and things that sink. We play with balls that roll down tracks. Some day, later in life, when someone talks to them about static electricity or buoyancy, or when they want to build their own marble maze, they’ll have this foundational knowledge in their brain, ready to be built upon.

What about the social dynamics?

In general, our olders play very well with our youngers. They naturally mentor them and help them out with simple tasks, like writing their names or tearing off a piece of tape. The children who are older sibling do especially well at this. But, for those who don’t have a younger sibling at home, it’s a great chance to practice interacting with someone who is younger and less knowledgeable than they are. Last year we did have one six-year-old girl who wished that there were more than two other six-year-old girls in the class. But most of the older kids enjoyed the age range.

Our younger kids love having the big kids to follow around. They learn from them, play with them, sit in their laps. They may turn to an older child for help with things instead of always turning to adults for help, and learn more in the process. This class is not suited for all 2.5 year olds. For example, a child who still mouths objects would not be a good fit for the class, because we do sometimes have out small objects that are a choke-able size. We’ve also had to manage a few more toddler melt-downs than we would if we had only older kids in the class. The little ones who have older siblings at home and/or in the class, probably do the best in the class. The ones who are only children or only have a baby sibling take a little longer to adapt to the class. But again, it’s a great chance for them to practice learning from and interacting with older playmates since they don’t get this at home.

For us as the teachers having this wide age range is definitely a challenge for curriculum planning. For each activity, we think about how each age of child can learn from it. For example, a simple activity might be putting plastic bugs and containers on a table. The littlest children just play with the bugs and move them around and in and out of containers however they want (practicing small motor skills). The middle-ages may be encouraged to count them OR to taught the difference between beetles and spiders and flying bugs and asked to sort them. The oldest kids are asked to figure out what the three types of bugs are, then sort them into categories and then count how many of each category there are.

I’m not sure we could do this age range if we weren’t a co-op. If it was just 3 teachers and 24 kids, we simply couldn’t handle all the customization and individualized coaching we do. But because we also have 4 working parents there each week, we can do a lot more. And sometimes the parents of our littlest ones stay every week to help guide their child’s learning rather than dropping off. So, it’s not unusual to have a 2 children per adult ratio, which gives us the flexibility to make this a great experience for everyone.

We’re about to start a new year with a new batch of kids, and I can’t wait!

Advertisements

13 thoughts on “What children learn in a multi-age classroom

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out / Change )

Twitter picture

You are commenting using your Twitter account. Log Out / Change )

Facebook photo

You are commenting using your Facebook account. Log Out / Change )

Google+ photo

You are commenting using your Google+ account. Log Out / Change )

Connecting to %s