Citation

Mounts NS, Roopnarine JL. Am. Educ. Res. J. 1987; 24(3): 463-476.

Copyright

(Copyright © 1987, American Educational Research Association, Publisher SAGE Publishing)

DOI

10.3102/00028312024003463

PMID

unavailable

Abstract

Recent theoretical propositions and some research findings suggest that children may acquire unique adaptational advantages through mixed-age socialization. To further examine these claims, children's social-cognitive modes of play and peer responses to them were observed in two classrooms of 3-year-olds, in two classrooms of 4-year-olds, and in two mixed-age classrooms of 3- and 4-year-olds. Observations were conducted during 10 5-minute sessions during indoor free-play periods. Analyses revealed developmental differences in play patterns in same-age but not in mixed-age classrooms. Three-year-olds in mixed-age classrooms were more likely to engage in "complex" modes of play than 3-year-olds in same-age classrooms. There were no program or age differences in the number of different dramatic themes used by children. Within the mixed-age classrooms, interactive modes of play were dispersed somewhat evenly across age/sex groups. The data are discussed with respect to the implications of mixed-age preschool classrooms for attaining educational goals.