Social-Cognitive Play Behaviors and Playmate Preferences in Same-Age and Mixed-Age Classrooms Over a 6-Month Period

Abstract

Social and cognitive modes of play were observed in two mixed-age classrooms of 3-and 4-year-olds, two classrooms of 3-year-olds, and two classrooms of 4-year-olds during the fall and again 6 months later in the spring. Observations were conducted during twelve 5-minute sessions at Times 1 and 2. Analysis revealed that there were significant age differences in the play behaviors of children in the same-age but not in the mixed-age classrooms. Three-year-olds in the two sets of classrooms differed on parallel-dramatic, cooperative-dramatic, solitary-manipulative, and cooperative-constructive play; 4-year-olds in the two classroom arrangements differed on solitary-dramatic, cooperative-dramatic, cooperative-constructive, and parallel-manipulative play Few significant changes were observed in children's play in either set of classrooms. There was greater gender segregation in same-age classrooms and little age segregation in mixedage classrooms. The data are discussed with respect to early childhood education practice. at MOUNT ALLISON UNIV on June 26, 2015 http://aerj.aera.net Downloaded from JAIPAUL L. ROOPNARINE is an associate professor of child studies and early childhood education in the Department of Child and Family Studies at Syracuse University, Syracuse, NY 13244-1250. His specialization is peer and parent-child relationships and care-giving in diverse cultures. MOHAMMAD AHMEDUZZAMAN is an assistant professor of child development in the Department of Individual and Family Studies at Central Michigan University, Mt. Pleasant, MI 48858. His specialization is parent-child relationships in diverse cultures. SEANNA DONNELY is a graduate student in communications in the Department of Human Development at the University of Kansas, Lawrence, KS 66044. Her specialization is television and young children. PREETI GILL is an assistant professor of early childhood education in the Department of Curriculum and Instruction at Northwest Missouri State University, Maryville, MO 64468-6001. Her specializations are parent-child relationships across cultures and early childhood education. KRISTEN DINGLER is a graduate student and LAUREN ARKY and ANDREA MENNIS are undergraduate students at

Classroom age composition and developmental change in 70 urban preschool classrooms.

“…Although some authors have maintained that mixed-aged classrooms facilitate more mature forms of play (Goldman, 1981; Howes & Farver, 1987; Rothstein-Fisch & Howes, 1998; Urberg & Kaplan, 1986), other researchers have found evidence to the contrary or suggestive of a more complex effect than is often highlighted. For example, Roopnarine et al (1992) observed more social and nonsocial dramatic play in preschoolers attending same-age relative to mixed-age classrooms, whereas more social–constructive and nonsocial manipulative play was seen in mixed-age classrooms. Roopnarine et al maintained that dramatic play was the more complex form of play relative to manipulative play, suggesting that same-age classrooms facilitated more sophisticated play behaviors.…”

“…Several authors have noted that gender segregation is less prevalent in mixed-age classrooms relative to restricted-age settings (Field, 1982; Lougee, Grueneich, & Hartup, 1977; Roopnarine et al, 1992; Roopnarine & Johnson, 1984). It seems that in mixed-age contexts, age plays a more powerful role than gender in peer playmate selection.…”

The effect of classroom age composition on Head Start preschoolers' school readiness

“…Contrary to previous research (Bailey et al, 1993;Field, 1982;Goldman, 1981;Moller et al, 2008;Roopnarine et al, 1992;Winsler et al, 2002) children at the beginning of the school year because children should be exposed to classroom-level variables for a period of time in order for them to be influential.…”

“…Despite what appear to be substantial benefits for children in MA classrooms, these studies also show significant disadvantages of MA classrooms. Although they observed increased social activity in MA classrooms, Roopnarine et al (1992) found that children in MA classrooms engaged in less complex forms of play than children in SA classrooms. In addition, younger and older children's play behaviors in MA classrooms were more similar to begin with and remained similar over time.…”

“…Some research has indicated that age-mixing promotes many forms of positive development in children (e.g., Goldman, 1981;Field, 1982). In contrast, other research has highlighted some potential costs of age-mixing (e.g., Langlois, Gottfried, Barnes, & Hendricks, 1978;Lougee, Grueneich, & Hartup, 1977;Roopnarine et al, 1992). Thus far, the practical application of research on mixed-ages in the preschool classroom is impeded by these conflicting results as well as by methodological limitations.…”