Top tips for planning with mixed aged groups
Planning for a mixed aged group can be difficult with such varying ages, stages and abilities. However regardless of the age of the child each learning journey should be individual to each child. To help with this from of planning practitioners may find it easier if they follow individuals interests and working on individuals next steps. There will be some part of the day which may require splitting the children for example for letters and sounds sessions, however this could be a time when younger children nap or sing songs.
There are so many benefits to having a variety of children together as the younger children scaffold and learn from the older children. There are some beliefs that having older children with younger children holds older children back however this is rarely the case if the rooms routine is strong and the activities are planned and differentiated effectively. All children can follow the same basic routine with meal times, activity times, rest times, outdoor times if this has to be planned for. Every activity completed can be differentiated to promote development for each child depending on their age/stage and ability. As suggested above certain activities you may choose to split the children for and as long as all children are engaged, focused and learning this is okay. If you work in a setting which has separate rooms you may choose to incorporate some mixed aged sessions into your day or week. This will ease transitions and offer a wealth of learning for the children.
Try this tops tips for planning mixed age groups
- Remember learning is individual regardless of age – plan for the individual – start with observations
- Have split groups times if necessary
- You may choose to arrange key groups according to age to make planning group times more effective
- Differentiate activities rather then plan separate
- Have a strong base routine in place
- Ensure each child is given the space they need to to actively learn, play and explore and critically think.
- Take a continuous provision approach to the layout of the room. This way children can access whatever interests them and learn in a way they choose
- Allow the older children to scaffold for the younger children. This helps both ages to make sense of what is around them
- Have a strong key person system in place – This is important for emotional development of all children