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Wu, Sandra; Perisamy, Ambika – Policy Futures in Education, 2021
In Singapore, early childhood care and education has evolved according to the nation's needs since its independence in 1965. From a welfare scheme to custodial care, early childhood care and education is now recognised as a critical part of children's learning and development. Over the years, the government has progressively implemented policies…
Descriptors: Infants, Toddlers, Early Childhood Education, Child Care
Song, Ruiting; Spradlin, Terry E.; Plucker, Jonathan A. – Center for Evaluation and Education Policy, Indiana University, 2009
For a great portion of the history of the American education system, multiage education was the norm in one-room schoolhouses throughout the nation. The current graded, curriculum-centered approach in the U.S. appeared during the mid-nineteenth century with the rapid economic development and massive immigration into the country. Concurrently, some…
Descriptors: Parent Education, Mixed Age Grouping, Teaching Methods, Accountability
Glaser, Kathleen W. – 2000
Inspired by Lilian Katz's lectures and books, the staff of Hollywood Elementary School in southern Maryland embraced Katz's philosophy of developmentally appropriate programs, project learning, and multiage grouping. This paper describes Hollywood's journey as a school community to implement these strategies, discussing the multiage organization…
Descriptors: Curriculum Development, Developmentally Appropriate Practices, Educational Change, Educational Philosophy

Cesarone, Bernard – Childhood Education, 1995
Summarizes eight recent ERIC documents and seven journal articles on mixed-age grouping. Includes discussions of teaching in the multiage classroom, Kentucky's Primary Program, developmentally appropriate practices in the primary grades, thematic instruction, attitudes toward mixed-age grouping, and questions and answers about mixed-age grouping.…
Descriptors: Developmentally Appropriate Practices, Instructional Effectiveness, Mixed Age Grouping, Primary Education

Lolli, Elizabeth Monce – ERS Spectrum, 1997
A former principal of a nongraded elementary school discusses the nongraded, multiage philosophy, effects of multiage grouping, prevalent misconceptions, and suggestions from practice. Critics often mistakenly characterize multiage classrooms as homogeneous, unstructured, and team-taught; appropriate for kindergarten and primary children only;…
Descriptors: Academic Achievement, Developmentally Appropriate Practices, Educational Philosophy, Elementary Education
Kinsey, Susan J. – 2001
Noting that multiage classes during the elementary school years have been an option of educational practice in the United States since the introduction of graded education in the 19th century, this digest discusses the research on multiage education and its impact on academic achievement. Despite inconsistencies in research findings, those studies…
Descriptors: Academic Achievement, Classroom Environment, Definitions, Developmentally Appropriate Practices
Kinsey, Susan J. – 2002
Noting that multiage classes during the elementary school years have been an option of educational practice in the United States since the introduction of graded education in the 19th century, this digest, written in Spanish, discusses the research on multiage education and its impact on academic achievement. The digest points out that despite…
Descriptors: Academic Achievement, Classroom Environment, Definitions, Developmentally Appropriate Practices
Goldstein, Lisa S. – 1997
Although bound by tradition and physical location to elementary schooling, the primary grades are also considered the capstone experience of early childhood education. Primary grade teachers are required to bridge these two disparate worlds, constantly mediating, negotiating, translating, and compromising. This paper describes the experience of…
Descriptors: Developmentally Appropriate Practices, Educational Philosophy, Mixed Age Grouping, Nontraditional Education
Tercek, Patricia M. – 1997
This practicum study examined kindergarten teachers' perspectives regarding mixed-age groupings that included kindergarten students. The study focused on pedagogical reasons for using mixed-age grouping, ingredients necessary for successful implementation of a multiage program that includes kindergartners, and the perceived effects of a multiage…
Descriptors: Comparative Analysis, Developmentally Appropriate Practices, Kindergarten Children, Mixed Age Grouping

Ackerman Lab. School, LaGrande, OR. – 1994
This reference guide describes the implementation and use of mixed-age classrooms in Oregon. Those schools that wished to be included provided information on a prepared form. Responses from 94 elementary schools from 23 counties are presented. Each school's profile includes information on school statistics, a description of the program, how the…
Descriptors: Classroom Techniques, Developmentally Appropriate Practices, Educational Principles, Educational Strategies
Lodish, Richard – Principal, 1992
Recently, numerous larger schools have tried to capture the potential advantages of a wide age range in their classrooms. The nongraded organizational system recognizes and plans for varied student abilities, provides for different rates of progress, and adjusts to individual emotional and social needs. Both advantages and disadvantages are…
Descriptors: Classroom Environment, Developmentally Appropriate Practices, Early Childhood Education, Educational Benefits
Hopping, Linda – Phi Delta Kappan, 2000
The multi-age teams (MATs) at one Georgia middle school fostered continuous, individual student progress unachievable in more conventional classrooms. In MAT groups, assignments to classes were based on students' interests, abilities, performance, and other maturational factors, regardless of chronological age. Opportunities for remediation and…
Descriptors: Developmentally Appropriate Practices, Interdisciplinary Approach, Middle Schools, Mixed Age Grouping
Gaustad, Joan – Research Roundup, 1992
Nongraded education is the practice of teaching children of different ages and ability levels together, without dividing them into groups labeled by grade designations. As the year 2000 approaches and schools are being re-evaluated in light of changing social and economic conditions, nongradedness is the focus of renewed interest. This publication…
Descriptors: Academic Achievement, Age Grade Placement, Developmentally Appropriate Practices, Educational Research
Albrecht, Kay – Child Care Information Exchange, 1993
Describes characteristics of a high-quality school-age care program: resourceful, caring staff; recognition of the importance of peers; opportunities for mixed- and same-age grouping; children's selection of activities and experiences; guidance for children's social and emotional development; and environments that encourage a wide variety of…
Descriptors: Childhood Needs, Developmentally Appropriate Practices, Educational Environment, Educational Quality
Katz, Lilian G. – 1992
A confusing variety of terms is used in discussions of age grouping practices. This digest examines terms that have important implications for teaching and the curriculum. The terms "nongraded" and "ungraded" typically refer to grouping children in classes without grade-level designations and with more than a 1-year age span.…
Descriptors: Continuous Progress Plan, Definitions, Developmentally Appropriate Practices, Early Childhood Education