This setup only seems to benefit the older kids. I don't see a benefit for the younger kids.

Our DC's old school (BCDS) split up classes similar to 13:21 and we thought it made sense for the 2s but didn't really like it for the 3s and 4s as the differences in development didn't match up as well based on birthdays.

I think it makes more sense to have pre-K classes where most everyone "exits" and moves on to K. The school for our second DC is set up that way and we feel it contributes to a better bonding experience for the kids. They are all really excited about "graduating" and going to K together.

Anonymous wrote:My kid's preschool has 2 classrooms for each age--older and younger 2s, 3s, and 4s. They treat the 4s as sort of a younger pre-k and older pre-k. In the older pre-K are kids who technically could have gone to K this year (like summer birthdays and early fall birthdays) as well as older 4s so, say, birthdays from summer 2008 to spring 2009. In the younger pre-K, where my child is, are the kids with birthdays from late spring 2009 to winter 2010. My child's birthday is in January, and he is the second youngest in the class. He obviously will have 1 more year before he goes to K. Half of his class will go to K next fall (or is at least eligible for K next fall), and the other half will move to the older pre-K next year. I find it a little confusing as my older son's different preschool was not set up this way, but it's been fine. My child is basically getting 2 years of pre-K, whereas in a different school he would be in the 3s room.

Great info. Yes, those kids would be in 3s at other schools because they weren't 4 by 9/1.

My kid's preschool has 2 classrooms for each age--older and younger 2s, 3s, and 4s. They treat the 4s as sort of a younger pre-k and older pre-k. In the older pre-K are kids who technically could have gone to K this year (like summer birthdays and early fall birthdays) as well as older 4s so, say, birthdays from summer 2008 to spring 2009. In the younger pre-K, where my child is, are the kids with birthdays from late spring 2009 to winter 2010. My child's birthday is in January, and he is the second youngest in the class. He obviously will have 1 more year before he goes to K. Half of his class will go to K next fall (or is at least eligible for K next fall), and the other half will move to the older pre-K next year. I find it a little confusing as my older son's different preschool was not set up this way, but it's been fine. My child is basically getting 2 years of pre-K, whereas in a different school he would be in the 3s room.

Our preschool has two 3's classrooms and they are basically divided by age. The only real requirement for one room is that they be potty trained because that room doesn't have a changing station. Kids who don't have full elimination control are automatically in the other room.

Our kid was in a mixed age class (3-5) and it was really great in many ways because the older kids helped the younger kids, but I know the teachers found it hard to be age-appropriate for all the different kids (although as the PP noted, the groups weren't split strictly by age).

Anonymous wrote:In a preschool that does this, if you have multiple classes of 2s, 3s, 4s/PreK then what happens when everyone ends up in the same Kindergarten class?

If you have a May baby and she is always with the younger 2s then 3s then the younger 4s, is that a disservice once she gets to K? Is it better to keep the older kids tracking together so that they can learn at the same pace? Does it really matter at all in the grand scheme of things?

I actually have a child with an older birthday, but this got me thinking. Why wouldn't schools mix it up more, or is this way effective? And if so, how can it be effective for younger kids?

Thanks for any insight!

No

Montessori does mixed age grouping very successfully, and as a director I like mixed age grouping much better (although I'm not a director at Montessori). BUT most parents want those groupings because they do think that young 3s are so much different from older 3s, which they aren't. Now, if you have a 3 and an almost 5 yr old in the same class, you DO need to do some splitting and accommodations so all get challenged - one example might be different circle times since 3 yr olds and 41/2 yr olds have different attention spans, language skills for talking and listening, and handle different books. And then a 3 yr old who really can handle a longer story/circle time and a 4 yr old who can only handle a short story and quick circle could be in different circles that are developmentally appropriate not age-appropriate for them. Again, nursery schools do this because parents want it, not because they think there are such huge differences between young 3s and older 3s.

Thanks. I know sometimes ones from the younger repeat before they go on to k. So just wondering if they would be like that anyway, or if being with other youngers is actually helpful and at their pace. You are right about the parents switching, though.

"Why wouldn't schools mix it up more, or is this way effective? And if so, how can it be effective for younger kids? "

1. The differences in age diminish as kids get older. 1/2 a year age difference is HUGE for 2s, less of an issue for 5s.

2. Really I think this helps the older kids most since the class can be targeted to where they are rather than simply what most all of the class is ready for (including the younger ages). I don't see a downside for the younger kids since I think the program would already more naturally gear towards accomodating them - since if it did not most of those parents would be unhappy and more opt to switch schools.

In a preschool that does this, if you have multiple classes of 2s, 3s, 4s/PreK then what happens when everyone ends up in the same Kindergarten class?

If you have a May baby and she is always with the younger 2s then 3s then the younger 4s, is that a disservice once she gets to K? Is it better to keep the older kids tracking together so that they can learn at the same pace? Does it really matter at all in the grand scheme of things?

I actually have a child with an older birthday, but this got me thinking. Why wouldn't schools mix it up more, or is this way effective? And if so, how can it be effective for younger kids?

Thanks for any insight!