Why teach preschool students in a multi-age group?
Research indicates many advantages for young children when they are grouped across grade levels (more than one grade level in the same classroom). Older students have an opportunity to mentor younger students in the classroom, modeling appropriate behaviors and assisting younger students with educational tasks. Most of the benefits of multi-age grouping at the preschool level occur when children have ample opportunities to play together in a safe environment, and to create projects and complete tasks with partners or small groups. We are planning our new classroom to include materials and activities appropriate to both 3 and 4-year-olds, and the curriculum will include many opportunities for partner and small group learning.
Our preschool programs at Forest Hill Nature Preschool have been very successful in our first year. Our students are demonstrating growth both academically and socially, and parents consistently tell us that they are pleased with the programs we offer. We are dedicated to continuing to offer the traditional classrooms that our families are familiar with. Our preschool program is based on a balance between play and teacher-directed learning. We believe that academic concepts taught in the context of child-friendly themes provide children with an engaging, fun way to learn. The new 3/4 classroom that we are offering will continue to maintain this basic approach to preschool education, while allowing us to offer parents another option for grouping students. We are confident that this new class will serve to make our preschool program stronger by increasing options available to parents, and helping us to meet the needs of a more diverse group of students.
Our preschool programs at Forest Hill Nature Preschool have been very successful in our first year. Our students are demonstrating growth both academically and socially, and parents consistently tell us that they are pleased with the programs we offer. We are dedicated to continuing to offer the traditional classrooms that our families are familiar with. Our preschool program is based on a balance between play and teacher-directed learning. We believe that academic concepts taught in the context of child-friendly themes provide children with an engaging, fun way to learn. The new 3/4 classroom that we are offering will continue to maintain this basic approach to preschool education, while allowing us to offer parents another option for grouping students. We are confident that this new class will serve to make our preschool program stronger by increasing options available to parents, and helping us to meet the needs of a more diverse group of students.
What will the students learn in the multi-age classroom?
The strong academic curriculum in our preschool programs at Forest Hill Nature Preschool is one of the building blocks that will help our children to be successful in kindergarten. Students in the new multi-age class will still be learning the same concepts taught in the other preschool classes. Some concepts that are appropriate for both younger and older students will be taught in whole-group lessons. Whole group lessons will include instruction in social studies (community helpers, cultures, geographical locations, etc.), science (experiments, nature-based activities, etc), art and music can be taught in short whole group activities. Students will have opportunities to work with older and younger classmates to play games, complete projects, and do activities that foster learning in these areas. Phonics (letter sound relationships, rhyming, etc.), alphabet recognition, reading-readiness skills, and math concepts (shapes, numbers, counting, graphing, comparing numbers, adding, subtracting, creating patterns, etc) will be taught during small group lessons, allowing students to work on skills that are most appropriate to their level of readiness.
What is the balance between play and academics?
At Forest Hill Nature Preschool, our preschool maintains a focus on play, but we feel that children benefit greatly from adult planning and direct guidance for learning. Our traditional classrooms are set up around theme-based learning. Children use many different materials to delve into thematic learning. The teachers teach whole group lessons that are framed around the themes, providing student motivation, but are careful to incorporate learning objectives to ensure that all students have an opportunity to successfully practice skills necessary for (eventual) Kindergarten readiness. Children can use the materials presented during whole-group lessons for independent play and continue to practice the learning skills while playing with their peers in the classroom. Teachers plan projects for the whole class that reinforce the skills and concepts taught during the whole group lesson. This model for instruction is employed in each of our traditional classrooms very successfully.
In planning instruction for students with diverse academic needs and skills, it is important to know what skills are appropriate for each group and to plan instruction accordingly. For this reason, we will be using a slightly different model for instruction in the new multiage classroom. The daily schedule will still include time for whole group lessons, center time, and projects, but we will also be incorporating a daily small group time. During small group instruction, students will be divided into 3 or 4 groups based on skill readiness level to receive daily direct instruction by the teacher in either math or reading/alphabet concepts. Each group will meet with the teacher for an appropriate amount of time while other students are working in centers. During small group time, the teacher will address skills that are most appropriate for each student’s level of understanding. Daily projects will also be included in the curriculum. Some projects will be completed by the whole class, and some projects will be specific to the learning that is planned for small group instruction.
Because play is such an important part of our academic program and sets up opportunities for older and younger preschoolers to interact in meaningful ways, we are planning to incorporate a longer center time for open-ended play while the small groups are meeting with the teacher. This will give the teacher time to teach multiple lessons each day and the children plenty of time for play.
In planning instruction for students with diverse academic needs and skills, it is important to know what skills are appropriate for each group and to plan instruction accordingly. For this reason, we will be using a slightly different model for instruction in the new multiage classroom. The daily schedule will still include time for whole group lessons, center time, and projects, but we will also be incorporating a daily small group time. During small group instruction, students will be divided into 3 or 4 groups based on skill readiness level to receive daily direct instruction by the teacher in either math or reading/alphabet concepts. Each group will meet with the teacher for an appropriate amount of time while other students are working in centers. During small group time, the teacher will address skills that are most appropriate for each student’s level of understanding. Daily projects will also be included in the curriculum. Some projects will be completed by the whole class, and some projects will be specific to the learning that is planned for small group instruction.
Because play is such an important part of our academic program and sets up opportunities for older and younger preschoolers to interact in meaningful ways, we are planning to incorporate a longer center time for open-ended play while the small groups are meeting with the teacher. This will give the teacher time to teach multiple lessons each day and the children plenty of time for play.
How will students be placed in small groups for direct teacher instruction?
At the beginning of the school year, the classroom teacher will take time to evaluate each student for readiness skills in the areas of math, alphabet recognition, phonics, and reading readiness. The teacher will use records from the previous year in preschool and assessment tools in the classroom to determine each child’s readiness levels for many different skills. (Assessment in preschool is always accomplished through games between the student and teacher and is never a high pressure experience.) Once each child’s skill levels are determined, the teacher will begin to plan for small group instruction. Grouping for instruction in small groups will be flexible.
As students progress in skills, they can move in and out of groups as appropriate. Small groups will be set up by children’s skill level, rather than their age. Younger children who are ready for more complex skills will have the opportunity to work in a group that meets this need. Older children who need extra practice with skills will have the opportunity to work in an appropriate group as well. It is our hope that this grouping model will allow us to meet the needs of a very diverse group of students, while providing each child with a challenging academic program at their most appropriate level.
As students progress in skills, they can move in and out of groups as appropriate. Small groups will be set up by children’s skill level, rather than their age. Younger children who are ready for more complex skills will have the opportunity to work in a group that meets this need. Older children who need extra practice with skills will have the opportunity to work in an appropriate group as well. It is our hope that this grouping model will allow us to meet the needs of a very diverse group of students, while providing each child with a challenging academic program at their most appropriate level.
How will student progress be tracked?
Students in the multi-age classroom will be evaluated on an ongoing basis for proficiency with many different skills. This schedule of ongoing evaluation will help us to meet the learning needs of each child as they progress through the academic preschool curriculum. In every preschool classroom, teachers regularly evaluate students through games and observation to determine students’ success with different skills. In the multi-age classroom this process will be important so that students are placed in small groups that meet their instructional needs. In order to accomplish a model of ongoing evaluation, we will be using a combination of collected student work and direct teacher evaluation. Student work will be collected in individual portfolios so that progress can be charted over time during the school year. During small group instruction and one-on-one assessment games, the teacher will collect data about each child’s skill levels in many areas. Using this data, the teacher will be able to determine what students will be best grouped together to learn and practice each skill. Student progress will be shared with parents at regular intervals during the year. In November, parents will be invited to meet with the teacher for individual conferences to discuss the child’s progress. In February and May, student progress will be shared with parents through written reports. As in any class, parents will always have the opportunity to contact the teacher directly with any questions related to their child’s academic progress.
Where will these students go after the multi-age classroom?
Students in the 2016/17 multi-age class will be evaluated on an individual basis for promotion at the end of the school year. Students who are ready for Kindergarten will be encouraged to register for Kindergarten in the fall. Students who are not yet ready for Kindergarten, will be invited to choose between the traditional four-year-old class or will have the option of attending the multi-age 3/4 class for a second year. Because curriculum themes are rotated each year and small-group instruction is designed to meet each child’s level of development, students who attend the multi-age class for more than one year will not be repeating the same curriculum during the second year.
Parents are reminded that Kindergarten readiness is determined by a combination of factors—student’s chronological age, skill level, maturity, and socialization all play a role in determining whether or not a child is ready for Kindergarten. Teachers will consider all of these factors before determining that a child is ready for success in the Kindergarten program.
Parents are reminded that Kindergarten readiness is determined by a combination of factors—student’s chronological age, skill level, maturity, and socialization all play a role in determining whether or not a child is ready for Kindergarten. Teachers will consider all of these factors before determining that a child is ready for success in the Kindergarten program.