出版社：ERIC Clearinghouse on Elementary and Early Childhood Education
摘要：Research on the social and cognitive effects of grouping children in mixed-age (where there is an age span of at least 2 years among children) versus same-age classrooms is gaining increasing interest among practitioners and researchers. The present investigation used a teacher rating scale, based on research into the correlates of children’s social skillfulness and acceptance by other children, to assess children’s social behavior in mixed- and same-age classrooms. Confounding variables such as the child’s age and sex, the teacher’s educational level, and classroom practices were statistically controlled. Further, a pretest of teacher ratings of kindergarten children who were later assigned to either a mixed- or same-age first-grade classroom showed no preexisting behavioral differences. Findings suggested a significant positive effect on children’s prosocial behavior as a result of participation in a mixed-age classroom context. In addition, fewer children appeared to experience social isolation in mixed-age classrooms than in same-age classrooms. Aggressive behaviors were significantly less likely to be noted by teachers in mixed-age than in same-age classrooms. Follow-up ratings were taken of third-grade children, all of whom were by then enrolled in same-age classrooms. Children who had previously participated in mixed-age classrooms continued to be rated as significantly less aggressive and significantly more prosocial by their third-grade teachers. No differences were found in friendship patterns between children previously enrolled in same-age versus mixed-age classrooms.
关键词：Mixed Age Grouping, Social Behavior, Elementary School Children
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