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Multiage Education
Multiage education refers to a classroom in which two or more separate age groups or grades are taught in the same setting. In the United States, this phenomenon, which has also been called “combination,” “multigrade,” and “mixed-age” education, was previously the norm, during the times of one-room schoolhouses. Over the years, following various education reforms, the prevalence of, and public opinion of, multiage education has changed. This entry provides an overview of multiage education, including its history, common arguments for and against its use, and the current state of its implementation.
History
In the United States, prior to school reform in the 1800s, multiage classrooms were the norm; children of various ages studied as a whole group or as separate subject groups. As a result of rapid ...
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- Approaches to Early Mathematics Instruction
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- Child Observation Record
- Child-Initiated Play
- Children’s Literature
- Children’s Writing
- Close Observation of Children Leads to Powerful Curriculum: Sylvia Ashton-Warner
- Common Core State Standards
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- Curriculum and Early Childhood Education
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- Assessing Children for Disabilities
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- Language Disabilities
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- Children’s Cubbies
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- Cooperative Learning
- Early Childhood Inclusion
- Early Childhood Special Education
- Early Head Start
- Early Intervention
- Executive Functioning
- Healthy Environments for Social-Emotional Development
- Infant and Toddler Programming
- Infant Rooms
- Kindergarten Environments
- Learning Materials
- Literacy-Enhanced Props
- Looping
- Montessori Programs and Environments
- Multiage Spaces
- Outdoor Play Spaces
- Playground Structures
- Preschool Rooms
- Primary Grade Learning Spaces
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- Toddler Rooms
- Transitions and Routines
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- Attachment and Stress
- Bilingual Families
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- Coparenting
- Cultural and Linguistic Responsiveness
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- Economic Status and Geographic Influences on Development and Learning
- Empathy
- Ethnic Differences and Families
- Family Child Care
- Family Engagement in Curriculum
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- Family Literacy Movement
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- Family Strengths
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- Family Systems Theories
- Family-Centered Practices
- Fathers
- Fathers in Early Intervention
- Framework of Six Types of Involvement
- Funds of Knowledge
- Gender Roles
- Grandparent Roles
- Healthy Choices and Young Children
- Home Visitation With Mothers and Infants and Children
- Home Visits
- Homelessness
- Immigrant Children
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- Mutual Regulation Model
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- Parenting Effects on Child Development
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- Parents as Teachers
- Parents Who Are Lesbian, Gay, Bisexual, Transgender, or Queer
- Partnership Transitions
- Prenatal Mental Health
- Refugee Children
- Religion and Families
- Resilience in Adversity
- Sibling Relationships
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- Sleep
- Social Referencing
- Sociomoral Development
- Spiritual Development
- Stress and Resilience in Families
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- Trust
- Violence in Families
- Wellness Model for Young Children and Families
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- Authentic Assessment
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- Center for Applied Research
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- Child-Parent Centers
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- High-Stakes Standards-Based Accountability Reform
- History of Early Childhood Education Policy
- Individualized Family Service Plan and Individualized Education Program
- IPA/USA American Association for the Child’s Right to Play
- Maternal Work Status
- Men in Early Childhood Education
- National Association for the Education of Young Children
- National Association of Early Childhood Specialists in State Departments of Education
- National Head Start Association
- National Institute for Early Education Research
- Neonatal Health and Development
- Ounce of Prevention Fund
- Policy and Early Childhood Education
- Prevention Science and Early Education
- Quality
- Quality Rating and Improvement Systems
- Quality Through Collaboration: Oklahoma’s Quality Initiatives
- Recommended Early Intervention Practice Guidelines
- Regulatory Agencies
- School Readiness
- Smart Start (North Carolina)
- Standardized Assessment
- State Policy Making
- Teacher Preparation Policy and Practice
- Work and Families
- World Bank
- The Profession of Early Childhood Education
- Accountability in Early Care and Education
- Business Partnerships
- Child Development and Early Childhood Education
- Classroom Processes
- Clinical Experiences
- Coaching
- Community Partnerships
- Conceptual Framework for Teacher Preparation Programs
- Content Knowledge
- Cooperating Teachers
- Curriculum and Early Childhood Education
- Data-Based Child Advocacy
- Defining Early Childhood Education
- Developmentally Appropriate Practice
- Diversity in Early Childhood Education
- Early Childhood Education
- Early Childhood Education Systems
- Early Childhood Research and Policy Linkages
- Early Childhood Teacher Education
- Effective Advocacy Practices
- Equity and Equality in Early Childhood
- Ethics in Early Childhood Education
- Family Life Education
- Field Experiences
- Highly Qualified Early Childhood Teachers
- High-Quality Early Education, Long-Term Benefits of
- History of Early Childhood Education in the United States
- Identifying as an Early Childhood Professional
- Immigrant Families and Early Childhood Education
- Intentional Teaching
- Internships
- Interpreting Assessment Data
- Kindergarten Environments
- Leadership in Early Childhood Education
- Master Teachers
- Measuring Effectiveness
- Men in Early Childhood Education
- Mental Health Services
- Mentors
- Models
- Moral Dimensions of Teaching
- Multiple Methods of Assessment
- Neuroscience and Early Education
- Noncurricular Play
- Objectivity and Subjectivity in Assessment
- Observational Assessment
- Paraprofessionals
- Parenting Support and Education
- Pedagogical Knowledge
- Personnel Preparation for Early Intervention
- Planning
- Play and Early Childhood Education
- Play, Definition of
- Policy and Early Childhood Education
- Postmodernism
- Preparing Early Childhood Teachers to Implement Digital Media
- Preschool Administration
- Preservice Teacher Preparation
- Prevention Science and Early Education
- Principals, Role of
- Professional Development for Diversity
- Professional Dispositions of Early Childhood Educators
- Professionalism
- Quality Rating and Improvement Systems
- Reflective Practice
- Regulatory Agencies
- Reliability and Validity in Child Assessment
- Standards
- State Policy Making
- Student Teaching and Internships, Issues in
- Teacher Beliefs
- Teacher Materials for Documentation
- Teacher Performance Assessment
- Teacher Preparation Policy and Practice
- Teaching Teams
- Technology in Early Childhood Education
- Theory to Practice in Early Childhood Education and Care
- Transdisciplinary Collaboration
- Transforming the Workforce
- Workforce Development
- Teaching and Learning
- Abecedarian Project
- Academics and Academic Assessment in Early Education
- Accommodations and Adaptations
- Accommodations for Assessment
- Acquisition of Reading and Writing
- Approaches to Early Mathematics Instruction
- Approaches to Learning
- Art
- Arts Integration
- Assistive Technology in Early Intervention
- Attention-Deficit/Hyperactivity Disorder
- Autism Spectrum Disorder
- Autonomy
- Bank Street
- Behavior Disorders
- Bias
- Black Boys, Early Childhood Education and
- Brain Development
- Caring
- Center-Based Care
- Challenging and Supportive Climates
- Challenging Behavior
- Child-Initiated Learning
- Classroom Assessment Scoring System
- Classroom Processes
- Clinical Experiences
- Coaching
- Conceptual Framework for Teacher Preparation Programs
- Conflict Management
- Content Knowledge
- Convergent and Divergent Thinking
- Cooperating Teachers
- Cooperative Learning
- Creative Curriculum, The
- Creativity
- Cultural Competence
- Curiosity
- Determinants of Child Development
- Developmentally Appropriate Practice
- Differentiated Instruction and Assessment
- Differentiation
- Direct Instruction
- Dual Language Learners
- Dual Language Learners, Strategies for
- Early Childhood Science Experiences
- Emergent Curriculum
- Engaging Conversation
- Field Experiences
- Friendships
- Gifted Education
- Grade Retention
- Grief and Loss, Young Children’s Understanding of
- Guided Play
- Guiding Behavior
- History of Early Childhood Education in the United States
- Home-Based Early Intervention Practices
- Identifying as an Early Childhood Professional
- Imagination
- Initiative and Industry
- Inquiry
- Inquiry-Based Learning
- Integrated Approaches
- Integrated Curriculum
- Intentional Teaching
- Interdisciplinary Models
- Joyful Learning
- Kindergarten
- Language Development
- Learning Materials
- Literacy
- Looping
- Measuring Effectiveness
- Mindfulness
- Moral Development
- Moral Dimensions of Teaching
- Motivation
- Multiage Education
- Multiage Spaces
- Music
- National Early Literacy Panel
- Oral Language Development
- Paraprofessionals
- Pedagogical Knowledge
- Phonological Ability
- Planning
- Play and Early Writing
- Prekindergarten
- Prekindergarten Program Evaluation
- Preschool
- Preschool Rooms
- Pretense
- Primary Grade Learning Spaces
- Primary Grades
- Professional Dispositions of Early Childhood Educators
- Program Formats and Schedules
- Project Approach
- Prosocial Behavior
- Quality
- Read-Alouds
- Reflective Practice
- Relationship Building
- School of the 21st Century (21C)
- Science
- Self-Regulation
- Sensory Development
- Setting Influences on Child Development
- Shyness in Young Children
- Social Skills and School Success
- Social Studies Topics
- Sociocultural Theory
- Spatial Development
- Strengths-Based Education and Practices
- Teacher Beliefs
- Teacher Roles in Inquiry
- Teacher-Directed Learning
- Teaching Teams
- Temperament and Development
- Theater
- Thinking
- Toddler Rooms
- Typical Development
- Warm and Responsive Interactions
- Work Sampling System, The
- Theories and Models
- Anti-Bias Education Theory
- Behavioral Theory
- Bioecological Theory
- Close Observation of Children Leads to Powerful Curriculum: Sylvia Ashton-Warner
- Cognitive Developmental Theory
- Constructivism
- Constructivist Curriculum
- Critical Theory
- Family Engagement Models
- Family Systems Theories
- HighScope
- Language Development, Theories of
- Maturational Theory
- Models
- Multiple Intelligences
- Parents as Teachers
- Postmodernism
- Psychosexual Theory
- Psychosocial Theory
- Reggio Emilia Approach
- Reggio Emilia Approach, Role of the Arts in
- School of the 21st Century (21C)
- Smart Start (North Carolina)
- Sociocultural Theory
- Stage Theories
- Theory of Mind
- Theory to Practice in Early Childhood Education and Care
- Tools of the Mind
- Waldorf Education
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