Effects of classroom age composition on the play and social behaviors of preschool children |
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| Authors: | Kathryn A Urberg Melissa G Kaplan |
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| Institution: | 1. College of Environmental Science and Engineering, Southwest Forestry University, Kunming 650224, China;2. College of Environmental Science and Engineering, Nankai University, Tianjin 300071, China;3. Department of Energy, Environmental and Chemical Engineering, Washington University in St. Louis, MO 63130, USA;1. Department of Animal production, Faculty of Agronomy and Agricultural Science, University of Dschang, P.O. Box 222, Dschang, Cameroon;2. Laboratory of Parasitology and Parasitic Diseases, Faculty of Veterinary Medicine, Aristotle University of Thessaloniki, University Campus, 54124 Thessaloniki, Greece;3. Department of Anatomy and Physiology of Farm Animals, Faculty of Animal Science and Aquaculture, Agricultural University of Athens, 75 Iera Odos, Votanikos, Athens 11855, Greece;4. Department of Meteorology and Climatology, School of Geology, Aristotle University of Thessaloniki, Thessaloniki 54124, Greece;5. Department of Home Economics and Ecology, Harokopio University, 70 E. Venizelos, Athens 17671, Greece |
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| Abstract: | Preschool children enrolled in same- and mixed-age day care classrooms were observed during free play to examine patterns of social and play behavior. In mixed-age rooms, there was more interactive-functional play, for both older and younger children, more dramatic play and negative interactions for younger children, and a tendency for older children to be onlookers. In the same-age rooms, there was more conversation and more parallel-functional interaction for both older and younger children. While previous research has emphasized the benefits of mixed-age rooms, the current research indicates that some costs may also be involved. |
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