Sex-Typed Socialization in Mixed-Age Preschool Classrooms

1984 ◽  
Vol 55 (3) ◽  
pp. 1078 ◽  
Author(s):  
Jaipaul L. Roopnarine
Keyword(s):  
Preschool Classrooms ◽  
Mixed Age

scholarly journals Classroom Age Composition and Preschoolers’ School Readiness: The Implications of Classroom Quality and Teacher Qualifications

AERA Open ◽  
2018 ◽  
Vol 4 (1) ◽  
pp. 233285841875830 ◽  
Author(s):  
Kelly M. Purtell ◽  
Arya Ansari
Keyword(s):  
School Readiness ◽  
Classroom Quality ◽  
Teacher Qualifications ◽  
Older Children ◽  
Learning And Development ◽  
Age Composition ◽  
Preschool Classrooms ◽  
The Family ◽  
Nationally Representative ◽  
Mixed Age

Recent research has shown that the age composition of preschool classrooms influences children’s early learning. Building on prior research, this study examines whether the association between classroom age composition and children’s learning and development vary based on classroom quality and teacher characteristics using a subset of the Family and Child Experiences Survey (FACES), a nationally representative sample of 3- and 4-year-old children attending Head Start (n = 2,829). Results revealed that the association between age composition and children’s academic skills was dependent on classroom quality and that classroom quality was less predictive of children’s skills in mixed-age classrooms. Teacher education but not experience also moderated the influence of age composition such that mixed-age classrooms taught by a teacher with higher education were not associated with decreased literacy gains among older children.

The social and behavioral ecology of mixed-age and same-age preschool classrooms: A natural experiment

2002 ◽  
Vol 23 (3) ◽  
pp. 305-330 ◽  
Author(s):  
Adam Winsler ◽  
Sarah L Caverly ◽  
Angela Willson-Quayle ◽  
Martha P Carlton ◽  
Christina Howell ◽  
...  
Keyword(s):  
Behavioral Ecology ◽  
Natural Experiment ◽  
Preschool Classrooms ◽  
The Social ◽  
Mixed Age

Collaborative inhibition in same-age and mixed-age dyads.

2020 ◽  
Vol 35 (7) ◽  
pp. 963-973
Author(s):  
Summer R. Whillock ◽  
Michelle L. Meade ◽  
Keith A. Hutchison ◽  
Megan D. Tsosie
Keyword(s):  
Collaborative Inhibition ◽  
Mixed Age

Exploring young learners’ L2 development and perceptions of mixed-age and same-age peer interactions in EFL mixed-age classrooms

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Tomas Kos
Keyword(s):  
Foreign Language ◽  
Peer Interactions ◽  
Language Instruction ◽  
Data Sources ◽  
Foreign Language Instruction ◽  
Young Learners ◽  
Multiple Data ◽  
L2 Development ◽  
Post Test ◽  
Mixed Age

Abstract Although foreign language instruction in mixed-age (M-A) is gaining popularity (Heizmann and Ries and Wicki 2015; Lau and Juby-Smith and Desbiens, 2017; Shahid Kazi and Moghal and Aziz 2018; Thurn 2011), the research is scarce. Drawing from multiple data sources, this study investigated to what extent do peer interactions among M-A and same-age (S-A) pairs aid L2 development and how students perceive their interactions. In this study, the same learners (N=24) aged between 10 and 12 interacted with the same and different age partners during common classroom lessons in two EFL classrooms. The results suggest that both S-A and M-A peer interactions aided L2 development. Although S-A pairs outperformed M-A pairs on the post-test, the results are not statistically significant. The analysis of students’ perceptions revealed that the majority of students prefer working in S-A to M-A pairs. In addition to age/proficiency differences, factors such as students’ relationships and perceptions of one’s own and partner’s proficiency greatly impact how they interact with one another.

The Role of Preschool Peers in Children's Language Development

2021 ◽  
Vol 42 (02) ◽  
pp. 088-100
Author(s):  
Kelly M. Purtell ◽  
Arya Ansari ◽  
Qingqing Yang ◽  
Caroline P. Bartholomew
Keyword(s):  
Language Development ◽  
Research Policy ◽  
The United States ◽  
Learning And Development ◽  
Policy And Practice ◽  
Preschool Classrooms ◽  
Early Language Development ◽  
Maximum Benefit ◽  
Recent Attention

AbstractAlmost 5 million children attend preschool in the United States each year. Recent attention has been paid to the ways in which preschool classrooms shape children's early language development. In this article, we discuss the importance of peers and classroom composition through the lens of age and socioeconomic status and the implications for children's early learning and development. We also discuss the direct and indirect mechanisms through which classroom peers may shape each other's language development. As part of this discussion, we focus on exposure to peer language and engagement with peers, along with teachers' classroom practices. We conclude by discussing the ways in which teachers can ensure that children in classrooms of different compositions reap the maximum benefit, along with implications for research, policy, and practice.

Supporting Peer Interactions in the Inclusive Preschool Classroom Using Visual Scene Displays

2020 ◽  
pp. 016264342098156
Author(s):  
Emily Laubscher ◽  
Tracy J Raulston ◽  
Ciara Ousley
Keyword(s):  
Social Communication ◽  
Peer Interactions ◽  
Visual Scene ◽  
Storybook Reading ◽  
Object Play ◽  
Preschool Classrooms ◽  
Inclusive Preschool ◽  
Shared Storybook Reading ◽  
Communication Differences ◽  
Technology Tool

Inclusive preschool classrooms have become increasingly common in recent decades, affording opportunities for children with and without disabilities opportunities to interact and develop positive relationships. Children with disabilities may be unintentionally excluded from these interactions due to communication differences. This paper discusses one assistive technology tool, called visual scene displays (VSDs), for supporting communication and interaction between children. Specifically, the paper aims to: (a) describe VSDs; (b) discuss why VSDs are particularly well-suited for supporting social communication between young children; (c) describe how VSDs are created and introduced to children; and (d) provide examples of how VSDs may be implemented during two common preschool activities: object play and shared storybook reading. Finally, resources for creating VSDs are offered.

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