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

Content Provider	Springer Nature Link
Author	Aina, Olaiya E.
Copyright Year	2001
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.
Starting Page	219
Ending Page	224
Page Count	6
File Format	PDF
ISSN	10823301
Journal	Early Childhood Education Journal
Volume Number	28
Issue Number	4
e-ISSN	15731707
Language	English
Publisher	Kluwer Academic Publishers-Plenum Publishers
Publisher Date	2001-01-01
Publisher Place	New York
Access Restriction	One Nation One Subscription (ONOS)
Subject Keyword	Education (general) Instruction and Learning Sociology of Education Sociology Developmental Psychology
Content Type	Text
Resource Type	Article
Subject	Education Developmental and Educational Psychology

Sl.	Authority	Responsibilities	Communication Details
1	Ministry of Education (GoI), Department of Higher Education	Sanctioning Authority	https://www.education.gov.in/ict-initiatives
2	Indian Institute of Technology Kharagpur	Host Institute of the Project: The host institute of the project is responsible for providing infrastructure support and hosting the project	https://www.iitkgp.ac.in
3	National Digital Library of India Office, Indian Institute of Technology Kharagpur	The administrative and infrastructural headquarters of the project	Dr. B. Sutradhar bsutra@ndl.gov.in
4	Project PI / Joint PI	Principal Investigator and Joint Principal Investigators of the project	Dr. B. Sutradhar bsutra@ndl.gov.in Prof. Saswat Chakrabarti will be added soon
5	Website/Portal (Helpdesk)	Queries regarding NDLI and its services	support@ndl.gov.in
6	Contents and Copyright Issues	Queries related to content curation and copyright issues	content@ndl.gov.in
7	National Digital Library of India Club (NDLI Club)	Queries related to NDLI Club formation, support, user awareness program, seminar/symposium, collaboration, social media, promotion, and outreach	clubsupport@ndl.gov.in
8	Digital Preservation Centre (DPC)	Assistance with digitizing and archiving copyright-free printed books	dpc@ndl.gov.in
9	IDR Setup or Support	Queries related to establishment and support of Institutional Digital Repository (IDR) and IDR workshops	idr@ndl.gov.in

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