Using a Multi-Age Approach to Learning in an Early Childhood Education Program By: Robin Schmidt Owner/Operator/Director

As society evolved and the rural areas saw mass exoduses of populations to larger towns and cities, the one room school house fell by the wayside, and a multi-age approach to learning was all but abandoned. Children were divided into grades by age, and the division into elementary, middle and high schools was established. This made life a lot easier for both teachers and students. While some progressive school districts have started to return to the multi-age approach, most have not. The days of the one room schoolhouse are perhaps gone forever. This makes sense in today’s world for children in grades K-12.

In the 1960's, the concept of preschools and child care centers became popular. With women beginning to work outside the home and the reliance on extended family for child care waning, Early Childhood Education programs began to spring up. Like the secondary schools, these centers also began to divide children based on ages. Today, a typical child care center has an infant room, toddler room, three year old room, and preschool room. As a child ages, they move up to the next room. While this may seem like an easy and convenient way to deal with small children, is it really what's best for the children? This article will examine some of the benefits and challenges to taking a multi-age approach to learning in an early childhood education program.

When considering a multi age approach, it is best to begin with infants. Infants are a different species altogether. They have very specific needs and generally cannot be included in a mixed age group, due to the very high level of attention and assistance they require. Those under one year of age are best excluded from a mixed age group. A teacher simply cannot tend to the babies and give meaningful time to older, more independent children. State mandated ratio requirements must also be considered. When a child reaches one year of age, they can begin to participate in mixed age groups, as long as they are walking and able to self feed.

Benefits to a Multi Age Approach

Encouraging Pro-Social Behaviors

First and foremost, the biggest benefit to a multi age approach is the establishment of pro-social behavior. Children that participate in a classroom of mixed ages develop attitudes of caring, sharing and helping. Older children in particular quickly learn that their younger counterparts can and should be included in their play. Sharing is a concept that older children can understand, and younger ones learn to share more quickly when they observe older children sharing with them. Caring is another concept that is easy for older children to learn. If an older child sees a small child that is fussy or crying, they often feel empathy for that child and will sit near them and try to soothe them or offer them play things. This is a beautiful thing for providers to observe, a four year soothing a fussy toddler. Of course, a teacher needs to intervene if the younger one begins to get more upset. Surprisingly, a lot of intervention is not usually needed, as the younger child often calms down when they have an older child sitting next to them saying things like "oh its ok little guy. I will play with you, see here's a dolly for you."
"Helping" is a task that older children truly relish. They can be given small tasks to "help" the younger ones. For example, an older child will usually gladly help a younger one clean up. "It’s time to clean up! Joey, please help little Sally clean up her blocks. Mary, please help Susie put the dolls to bed. Everyone else, please clean up your play area." The older child who has been assigned to help a younger child typically feels special and gladly helps.

Decrease in Behavioral Problems

Behavioral problems are not as extreme in older children when younger children are around. There is decreased shouting and loud noises, as they can see this may frighten a younger one. "Oh my! I think that scream just scared little Sally. She looks scared. Please use a quiet voice.” There is decreased rough-housing, running and pushing, as the older children do feel remorse if their younger counterparts are accidentally bumped, hit or knocked over by their actions. "We cannot run inside. You don't want Sally to get hurt if you knock her down, do you?". “We cannot use hitting hands/kicking feet! Susie will see you doing that and think its OK to hit when she's angry. We don't want Susie to learn that, do we?" In turn, the younger children learn that these types of behaviors are unacceptable. Of course, a multi age approach does not solve ALL behavioral issues, but it certainly helps. Older children can and do respect that fact that a younger child may be frightened, hurt or learn undesirable behaviors from their actions.

Cognitive Development

The cognitive skills of both younger and older children are improved using a multi age approach. A one year old that spends its entire day with only other one year olds and an adult is at somewhat of a disadvantage. They only hear the adult using words. If this adult is not constantly using language, the children will acquire language more slowly. Younger children that are immersed all day in the language used by not only adults, but other older children have a much steeper learning curve. Constant exposure to older children talking, counting, singing songs and listening to stories is extremely beneficial. Parents of toddlers with older siblings are excellent testimonials to this as well. "Sally spoke much earlier than her older brother Joey did" is a good example. Countless times a younger child will select a book and plop themselves beside an older child looking at a book and imitate the process. The same goes for almost all types of play, younger ones imitate the play of older ones. Older children can benefit too. They often take great pleasure in the accomplishments of the younger children. "Miss Robin! I just heard Ezra say 'block' and 'car'!" And older kids love to correct them too, “Susie, it’s not called a 'boom boom’, its called thunder. Can you say thunder?" An older child that has learned a skill loves to attempt to teach a younger child that skill. Jimmy just counted the blocks, now he wants to help little Ezra to count them too. The older child not only gets to practice the skill they have learned, they feel like they now have valuable knowledge to impart to a younger child. Again, it encourages pride and caring and sharing.

Challenges to Using a Multi Age Approach

Staff

The biggest challenge is effort on the part of teachers. It takes more effort to use this approach and staff has to be willing to go the extra mile. Adjustments to how each child behaves in a mixed age group have to be made. The staff has to look at each child’s development on a more individual basis. They must understand the needs of both younger and older children in the group. For example, a staff person that has only worked with preschoolers may have a hard time adjusting to having toddlers and non-speakers in her group. Directors must take care when selecting staff members, and make it clear what is involved and expected. Yes, just caring for a group of five preschoolers is easier than caring for a group of five children ages one to five. Likewise, just caring for a small group of toddlers is less complicated if 3 and 5 year olds are not included.

Adjustment

Often times, an older child entering a multi age facility for the first time needs an adjustment period, especially if they come from an age-segregated center. "Get this baby (younger child) away from me!" is normal during the adjustment period. Older children who have no older or younger siblings may have an adjustment period too. Younger children adjust more easily, as they often crave the inclusion with older children. They want to do what the big kids do! Those with older siblings usually adjust the quickest.

Time to Separate

Having time to separate the full group into age appropriate smaller groups is crucial to adopting a successful multi-age approach.
Children ages one to five definitely have widely different needs when it comes to developmental activities. Older children do not like it when a younger child knocks over the block castle they just built. Its hard to complete a puzzle when a younger child is walking away with the pieces. You can't paint a very good picture if a toddler is adding messy hand prints to it. Any center attempting to do a multi age approach should have two times a day(morning and afternoon) when they separate into age appropriate groups. Older children must be afforded time to undertake more complex tasks without the interference from younger children. Younger children need this time as well to play and socialize with their peers. Typically, one and two year olds are grouped together and 3-5 year olds are grouped together. Obviously, this requires adequate staff and adequate room. Having the younger children in a room where they cannot see what the older kids are doing cuts down on the feeling they are “missing” something.

Other Challenges

If you take a multi age approach in your center, it is imperative that parents be fully informed and agree with your approach. Sometimes, not all parents "get it". You may encounter "I don't want my one year old learning bad language, habits, etc from these older kids." or "I don't want my preschooler with a bunch of two year olds. How will he learn anything?". These are common parental concerns. Usually, the parents of both younger and older children will see the benefits in a short time. "My son was very intolerant of his younger sister, until they attended your school" is usually the type of feedback you will get. It is imperative that parents are familiar with you schedule and activities and philosophy before enrolling.

What type of child care setting can this work in?

Large, established, corporate centers are not the best option for this approach. They are usually entrenched in an age segregated operation and unwilling to change for reasons of convenience or profit margins. Getting owners, directors, staff and parents all on board would be a daunting task indeed. New centers or those with progressive administrators could do it though. Having one or two designated multi-age approach rooms for select students is also a viable option. Select older children with "leadership" skills and younger children who get along well with older children, as well as children of all ages needing help with social skills would all benefit in a multi-age classroom.

Many small family daycare operators successfully use this approach. They are already caring for small groups of mixed aged children. Most of their daily activities are geared to be appropriate for all ages in care. The biggest challenges for small in-home providers is providing time and space for older children to do age appropriate or preschool type activities without interference.

Large family daycares are extremely well suited to adopt such an approach, likely many already do. These types of in-home daycares usually have the space and staff available to provide the necessary time need to separate into groups for age appropriate developmental activities. There is little difference between a small center using a multi-age approach and a large family daycare. The only real difference is the fact that the small center is a non-residential dwelling and the owners/operators don't live on premise. Centers also have more stringent state requirements when it comes to staff credentials, curriculum and environmental safety.

SMALL licensed centers:

Small child care centers are the ideal setting for this approach! They have enough space and staff to make it work. They also have the distinct advantage of being in a position to provide "the best of both worlds", so to speak. They can provide the close, personal attention you get in a small family daycare with the curriculum, structure, accreditation and the oversight and accountability of a large center. Small centers can be successfully run by a husband and wife team with perhaps a part-time staffer. This also gives parents the comfort of knowing their child will be closely supervised and will not have to suffer the turmoil of constant staff turnover.

Wave of the future?

A multi-age approach to learning is a new concept to most parents. Many have been led to believe that age segregation is the norm, therefore the best way to operate a child care center. Parents using small family childcare homes are familiar with having their child in a mixed age group, but often turn to age segregated centers when their child has outgrown the family daycare. Changing attitudes and educating both parents and providers is a challenge to adopting a multi-age approach.

In today’s economic times, more people are turning to a career in child care as a way to have both an emotionally and financially rewarding job. Many people today are returning to the small business world when corporate jobs disappear. Hopefully, this article will inspire those hoping to enter the field to consider a small "mom and pop" child care center. Perhaps some large centers will consider this approach as well, and dedicate some of their space to mixed age groups. Small family daycare providers with just a little extra space and some part-time assistance can do it too, as they already have good experience in handling mixed age groups. Those hoping to expand their business to a large family daycare home would be ideal candidate for adopting this approach as well.

While the one room schoolhouse may be gone forever in the world of secondary education, it could make a more meaningful comeback in the world of early childhood education.

Robin is the Owner/Operator/Director and Teacher at School Avenue Child Care Center in Sarasota, FL. She is a graduate of the University of Florida and holds a BA in Anthropology. She has additional coursework in Early Childhood Education from State College of Florida and the University of South Florida. She and her husband Paul have operated their small child care center for six years, successfully using a multi-age approach. School Avenue Child Care Center has been awarded 4 Stars for quality care by the Sarasota Early Learning Coalition.