Ομάδες Μικτής Ηλικίας: Προκαταρκτική προσέγγιση

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Published: Jul 1, 2007
DOI: https://doi.org/10.12681/icw.18230
Keywords:
Mixed-age groups Teachers' views Social behaviour Intellectual development
Ειρήνη Σιβροπούλου (Irini Sivropoulou)
Πανεπιστήμιο Δυτικής Μακεδονίας
Δήμητρα Ευαγγέλου (Dimitra Evagelou)
Purdue University, U.S.Α
Abstract

Mixed-age groups consist of children with heterogeneous abilities and an age difference more than a year. These groups lead teachers to the avoidance of one-track programs which force all children to engage in the same activity at a given moment. Due to the fact that research has shown that mixed-age classes are likely to support social development, to enrich emotional development and to encourage intellectual development, we have endeavored to investigate the views of Greek primary school teachers and kindergarten teachers on this particular pedagogical strategy. The research is composed essentially of three interactive parts. It begins with the theoretical discussion regarding mixed-age groups, followed by the investigation, by means of a questionnaire, of the views of 320 primary school teachers and 320 kindergarten teachers from the prefectures of Thessaloniki, Kilkis, Drama, Fiorina, Kastoria and Chalkidiki. The research concludes with the interpretative analysis out of which it is deduced that primary school teachers and kindergarten teachers know very few things about mixedage groups.

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