Children have been shown to benefit when allowed to cross over the age groupings in early years settings, writes Jennie Lindon
In recent years it has become the usual practice to organise children into age-related groups. Nursery classes and pre-schools usually have an age band of three to five years. Day nurseries and children's centres tend to have three groups: babies younger than about 18 months, toddlers up to three years, and then the 'pre-school' group aged from three to five years.
This pattern may seem like the obvious way to organise group life. But is it the best way or the only way? If nurseries keep the children in narrow age bands all day, every day, then children lose the opportunities to learn from each other. A different kind of social interaction can develop across the ages.
Historical perspective
A look at social history reminds us that day nurseries have explored different forms of group organisation. In the 1970s there was a shift away from age grouping to what was then called family groups, where each room had a mix of ages. But family groups were not the perfect approach. Some of the nurseries, with which I worked at the time, found it was useful to have some age-related playtimes during the week. Rather as in home family life, the older children enjoyed getting on with a major construction or having a long story without the little ones interrupting. Exclusive baby and toddler playtimes were also important, so that very young ones could indulge in physical play and have very simple craft activities geared to their abilities.
Following the Children Act 1989, a general shift back to age grouping fitted the need to meet its guidance on adult:child ratios. In the same period there was a growing demand for childcare for under-twos. Good-quality nursery care seemed to be best achieved with a baby and toddler room. However, no sensible guidance suggests that different-aged children have to be kept apart throughout the whole nursery day.
Mixed age advantages
Nurseries that cater for a wide age range need to make a decision about how to organise. The needs of children may well be best met with groups that give them a daily base with children of a similar age. But there are real advantages for children when the nursery team actively encourages
regular contact across the age ranges:
- Children enjoy playing with their age peers, but they also benefit from contact with older and younger children. Watching, playing, communicating and helping each other is a natural experience in families with more than one child. Of course, sometimes there are squabbles, but that is life.
- Older children find pleasure in communicating with babies and toddlers and making them laugh. Three- and four-year-olds show a sophisticated understanding of how to adjust their communication for babies and toddlers. The younger ones watch, listen, anticipate a favourite game and copy.
- Affectionate relationships can form across the age bands, often consolidated by play. Over-threes are good at playing the repetitive 'do it again' games that are perfect for the learning of very young children. Toddlers often love to share a book with an older child. Four- and five-year-olds are, in their turn, proud to be the 'big' boy or girl who knows the story and so can 'read' it to the little one.
- The babies and toddlers learn from the older children and the latter get a boost to their confidence with the realisation that they have learned so much in contrast with the babies.
- Older children are pleased to show their physical and thinking skills as they share in the care of younger ones. Of course adults remain responsible, but there are plenty of safe possibilities that support the learning of both older and younger children.
Nursery teams, who are alert to what all the children can learn, have explored ways to bring age groups together. There are many possibilities:
- Some nurseries make it easy for brothers and sisters to visit each other. Without this option, siblings in the same nursery can be divided for all of their day. Some will really miss or worry about each other.
- The practicalities of full day care can mean that the beginnings and ends of a nursery day are a useful time to have mixed age groups. Children show they enjoy the prospect of coming together with the next room.
- Some nurseries welcome older children into the room or space that 'belongs' to the under-twos. The children relish the social contact, and the older children often love to rediscover their old baby toys.
Case study: family times
Bishopbriggs Childcare Centre (BCC) in Glasgow offers extended daycare for children aged from three months, as well as before- and after- school care, writes Alice Sharp. The centre not only encourages children of different ages to mix, play and learn together, but promotes this mixing as an important aspect of daily life for children.
As a mother who uses the centre, I am delighted that my daughter Rebecca (aged four and a half) is actively encouraged to mix with children in the younger age groups, including her brother Ben (aged two and a half). In another nursery where the children might not see each other all day, the opportunity for bonding may be denied them. Personally, I have found that it is often the case that the interaction developed during mixed age sessions is carried forward into the home, providing scope for further social and emotional development.
Throughout the day at BCC there are specific times when different age groups are brought together. Breakfast, lunch and snack times are very much 'family times' when all the children sit together chatting, sharing and helping each other. It is a key time for social development. It may be that siblings choose not to sit together but the opportunity is there.
'Gathering time' at the beginning or end of sessions at the BCC is also when groups of mixed ages can come together. Singing games and simple dances, for example, where babies bounce along, toddlers perform actions and pre-schoolers help lead the songs and dances, encourage all to be part of a larger 'family' group in responding to sounds and rhythms. Often parents collecting children during such sessions are drawn into the experience.
Siblings are also encouraged to visit each other during the day occasionally, but again, the children are free to choose not to do so. The visits are set up so that the differences in age do not adversely affect play and learning. The use of role play, dressing up and other imaginative play, for example, allows younger children to be confident when expressing their ideas and feelings, while older siblings can support them and help them explore the costumes and equipment. This also allows the older sibling to be confidently independent while assisting a younger sibling and their friends. As a consequence, older children take great delight in sharing skills with their younger sisters or brothers at home.
Different-aged children also mix together at library and story time. As well as developing language and communication skills, these activities offer the children the chance to share their experiences of a story. Children are encouraged to share their discoveries of interesting pictures, and older ones may discuss the story with younger children. Again, role play is a natural extension of this activity that can be extended at home.
Currently, within the BCC, there are only a few pairs of siblings who attend together. These children are given many opportunities to move between the baby, toddler and pre-school rooms as appropriate so that they can spend time with their brother or sister. For other children, who perhaps spend no other time in the company of children of different ages, mixed age situations are invaluable.
They are exposed to the different abilities, interests and desires of other children and can become involved in helping and extending play for themselves and others. This not only helps them socialise with other children and adults when they are out with their own families, but gives them a real sense of 'family community' in which they develop self-esteem, self-confidence and personality.
Lack of resources and the restraints of legislation do not always make this type of interaction an easy option, but the children at Bishopbriggs Childcare Centre and others like it are reaping the rewards.
