Horace Mann graded curriculum approach was considered as the most efficient for method of education to fit the industrial society. But in the search for the child centered education, John Dewey criticized the graded system. Late 1950’s and early 1960’s sought a re-evaluation of teaching methods.In 1959, Goodlad and Anderson in their book ‘The Non Graded school’ described ‘homogenous’ groupings and made a strong case for multi age grouping. Reform called for schools to be recognized into ‘multi-grades’ or ‘non-graded classrooms’ that depended on team teaching so that each child could progress according to their abilities.During 1990’s reformation and reconstruction of teaching methods were sought after and this gave rise to the multi age educational pattern to be implemented. 2000 saw the rise in multi age system being adopted in schools and The National Multi Age institute at Northern Arizona University has become the leading institute in training teachers in this multi age application.To begin with certain basic and philosophical principles have to be established for a successful multi age classroom to function. Multi age education’s focal points are the child as the learner rather than the curriculum. In this system the child who is the learner and the receiver of information becomes the significant aspect when compared to graded system. For in the graded system the curriculum is given significance and the student is forced to follow the pattern and in failing to fall in line enables the student to fail in studies as well as in life. For education determines ones life in this world.A primary multiage classroom would constitute age groups four to six, five to seven years and six through eight years. At times multiage classroom can constitute two age levels together such as kindergarten and grade one or grade one and grade two together. But one must realize that having three different age levels in a classroom would enhance greater opportunities for interaction and learning between these ages. Development of ones self-esteem is further enhanced.This primary multi age classroom witnesses the student with the teacher for a span of three years. In other words a child begins its life with a family and begins its educational life with family. Three years enables the establishment of the idea of togetherness and family. Time factor becomes vital for the child is rendered with sufficient time to adapt to
Stone, S.J. Creating the Multi age classroom. Good Year Books, 1996.
Hime, Debra and Moore Carolyn. Multi Age Classrooms. National Education Assocation, 1995.
Pratt, David. On the Merits of Multiage Classrooms. The Multiage Classroom:A Collection. Ed.Robin Fogarty. Palatime: IRI Skylight Publishing, 1993.
Miller, William. The multi age handbook: A comprehensive resource for multiage practices. Ed. Arlene Fredenburg. Comp. Jim Grant and Irv Richardson. Peterborough:Society for developmental education, 1996.
Milburn, Dennis. The multi age classroom: A collection. Ed.Robin Fogarty. Palatime: IRI Skylight Publishing, 1993.
Larosa, Patty and Moon, Mary Ellen. Multi age Classrooms. Ed.Karen Gutloff. National Educational Association, 1995.
Grant, Jim, Johnson, Bob and Richardson, Irv. Multiage Q & A: 101 Answers to you Most pressing Questions. Peterborough: Crystal Springs Books, 1996.
Please type your essay title, choose your document type, enter your email and we send you essay samples