Title: Vliv věkového uspořádání tříd na edukaci v mateřských školách
Variant title:
- The influence of the classroom age arrangement on preschool education
Source document: Studia paedagogica. 2021, vol. 26, iss. 3, pp. [109]-130
Extent
[109]-130
-
ISSN1803-7437 (print)2336-4521 (online)
Persistent identifier (DOI): https://doi.org/10.5817/SP2021-3-5
Stable URL (handle): https://hdl.handle.net/11222.digilib/144329
Type: Article
Language
License: Not specified license
Notice: These citations are automatically created and might not follow citation rules properly.
Abstract(s)
Přehledová studie si klade za cíl zmapovat výzkumy zaměřené na problematiku věkově heterogenních a homogenních tříd v mateřských školách. Této oblasti není v českém předškolním vzdělávání věnován žádný relevantní výzkum, přestože se s povinnou předškolní docházkou (od roku 2017) zvýšila četnost diskusí o vhodnosti heterogenního uspořádání tříd. Studie využívá 14 časopiseckých studií a dvou kapitol v monografiích ze šesti zemí, aby odpověděla na následující otázky: (1) Jaké cíle byly ve studiích sledovány? (2) Jaká podstatná z jištění a závěry z těchto studií vyplynuly? Shrnutí nálezů z vybraných studií naznačují směr, jakým by se mohl ubírat výzkum předškolního vzdělávání v českém prostředí mateřských škol.
The main aim of this review study is to map research that was conducted on mixed-age and same-age preschool classrooms. In the Czech Republic, very little attention has been dedicated to these settings, although after the 2017 implementation of the compulsory preschool year, more attention and discussion is being paid to this research field. A total of 14 studies and 2 chapters from 6 countries were selected and analyzed to answer following questions: (1) What aims are pursued in these studies? and (2) What are the main results of the analyzed studies? A summary of the research findings indicates the orientation of possible preschool school level research in the Czech Republic.
References
[1] Ansari, A. (2017). Multigrade kindergarten classrooms and children's academic achievement, executive function, and socioemotional development. Infant & Child Development, 26(6), 2–19. http://doi.org/10.1002/icd.2036 | DOI 10.1002/icd.2036
[2] Ansari, A., & Pianta, R. C. (2018). Quarterly effects of an early childhood educator coaching intervention on preschoolers: The role of classroom age composition. Early Childhood Research Quarterly, 44, 101–113. https://doi.org/10.1016/j.ecresq.2018.03.001 | DOI 10.1016/j.ecresq.2018.03.001
[3] Ansari, A., & Purtell, K. M. (2018). Continuity and changes in classroom age composition and achievement in Head Start. Journal of Applied Developmental Psychology, 58, 86–95. https://doi.org/10.1016/j.appdev.2018.07.002 | DOI 10.1016/j.appdev.2018.07.002
[4] Bacharach, N., Hass len, R. C., & Anderson, J. (1995). Learning together: A manual for multiage grouping. Corwin Press.
[5] Bailey, G. J., Werth, E. P., Allen, D. N., & Sutherland, L. L. (2016). The Prairie Valley project: Reactions to a transition to a school wide, multiage elementary classroom design. School Community Journal, 26(1), 239–264.
[6] Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice Hall.
[7] Barnett, W. S. (2011). Effectiveness of early educational intervention. Science, 333, 975–978. https://doi.org/10.1126/science.1204534 | DOI 10.1126/science.1204534
[8] Barton, G., & Baguley, B. (2014). Learning through story: A collaborative, multimodal arts approach. English Teaching: Practice and Critique, 13(2), 93–112.
[9] Bell, E. R., Greenfield, D. B., & Bulotsky-Shearer, R. J. (2013). Classroom age composition and rates of change in school readiness for children enrolled in Head Start. Early Childhood Research Quarterly, 28(1), 1–10. https://doi.org/10.1016/j.ecresq.2012.06.002 | DOI 10.1016/j.ecresq.2012.06.002
[10] Blackmore, L. (1996). Multiage/non-graded education: From practice to theory [Videotape]. Linton Professional Development Corporation, Video Journal of Education.
[11] Blasco, P. M., Bailey, D. B., Jr., & Burchinal, M. A. (1993). Dimensions of mastery in sameage and mixed-age integrated classrooms. Early Childhood Research Quarterly, 8(2), 193–206. https://doi.org/10.1016/S0885-2006(05)80090-0 | DOI 10.1016/S0885-2006(05)80090-0
[12] Bredekamp, S. (Ed.). (1987). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. National Association for the Education of Young Children.
[13] Broome, J. L. (2009). A descriptive study of multi-age art education. Studies in Art Education: A Journal of Issues and Research, 50(2), 167–183. https://doi.org/10.1080/00393541.2009.115 18764 | DOI 10.1080/00393541.2009.11518764
[14] Brown, A., & Palinscar, A. (1986). Guided, cooperative learning and individual knowledge acquisition. Technical Report No. 372. https://files.eric.ed.gov/fulltext/ED270738.pdf
[15] Bruner, J. S. (1978). The role of dialogue in language acquisition. In A. Sinclair, R. J. Jarvelle, & W. J. M. Levelt (Eds.), The child's concept of language. Springer-Verlag.
[16] Cascio, E., & Whitmore Schanzenbach, D. W. (2007). First in the class? Age and the education production function. Education Finance and Policy, 11(3), 225–250. https://doi.org/10.3386/w13663 | DOI 10.1162/EDFP_a_00191
[17] Edwards, C., Gandini, L., & Forman, G. (2012). The hundred languages of children: The ReggioEmilia experience in transformation. Praeger.
[18] Ermeling, B. A. (2010). Tracing the effects of teacher inquiry on classroom practice. Teaching and Teacher Education, 26(3), 377–388. https://doi.org/10.1016/j.tate.2009.02.019 | DOI 10.1016/j.tate.2009.02.019
[19] Ertürk-Kara, H. G. (2018). Primary and kindergarten teachers' opinions on mixed age grouping education. Journal of Theoretical Educational Science, 11(2), 279–295. https://doi.org/10.30831/akukeg.355337 | DOI 10.30831/akukeg.355337
[20] Gerde, H. K., Schachter, R. E., & Wasik, B. A. (2013). Using the scientific method to guide learning: An integrated approach to early childhood curriculum. Early Childhood Education, 41, 315–323. https://doi.org/10.1007/s10643-013-0579-4 | DOI 10.1007/s10643-013-0579-4
[21] Goodlad, J. I., & Anderson, R. H. (1987). The nongraded elementary school. Teachers College Press.
[22] Grove, K., & Fisher, D. (2006). 'Doing collaboration': The process of constructing an educational community in an urban elementary school. Ethnography and Education, 1(1), 53–66. https://doi.org/10.1080/17457820500512770 | DOI 10.1080/17457820500512770
[23] Guo, Y., Tompkins, V., Justice, L., & Petscher, Y. (2014). Classroom age composition and vocabulary development among at-risk preschoolers. Early Education and Development, 25(7), 1016–1034. https://doi.org/10.1080/10409289.2014.893759 | DOI 10.1080/10409289.2014.893759
[24] Harmon, M. (2001). Comparison of the academic achievements of primary school children in multiage and traditional classrooms [Unpublished disertation theses]. East Tennessee State University.
[25] Havlínová, M. (Ed.) (1995). Zdravá mateřská škola. Portál.
[26] Havlínová, M., Lacinová, I., Petrasová, N., Syslová, Z., Šprachtová, L., & Vencálková, E. (2000). Kurikulum podpory zdraví v mateřské škole. Portál.
[27] Havlínová, M., Lacinová, I., Petrasová, N., Syslová, Z., Šprachtová, L., & Vencálková, E. (2006). Kurikulum podpory zdraví v mateřské škole (2. vydání). Portál.
[28] Havlínová, M., Lacinová, I., Petrasová, N., Syslová, Z., Šprachtová, L., & Vencálková, E. (2008). Kurikulum podpory zdraví v mateřské škole (3. vydání). Portál.
[29] Havlová, J. (2012). Výhody či nevýhody věkově smíšených skupin? Poradce ředitelky mateřské školy, 2(1), 20–22.
[30] Helmerhorst, K. O. W., Colonnesi, C., & Fukkink, R. G. (2019). Caregiver's mind-mindedness in early center-based childcare. Early Education and Development, 30(7), 854–871. https://doi.org/10.1080/10409289.2019.1593076 | DOI 10.1080/10409289.2019.1593076
[31] Hitz, M. M., Somers, M. C., & Jenlink, C. L. (2007). The looping classroom: Benefits for children, families, and teachers. Young Children, 62(2), 80–84.
[32] Hsueh, J. A., Lowenstein, E., Morris, P., Mattera, S. K., & Bangser, M. (2014). Impacts of socialemotional curricula on three-year-olds: Exploratory findings from the Head Start CARES. Demonstration. OPRE Report 2014–78. https://www.mdrc.org/sites/default/files/Head%20Start%20CARES%203s%20Report%202014.pdf
[33] Hu, Y., Wang, Y., & Liu, A. (2016). The influence of mothers' emotional expressivity and class grouping on Chinese preschoolers' emotional regulation strategies. Journal of Child and Family Studies, 26(3), 824–832. https://doi.org/10.1007/s10826-016-0606-3 | DOI 10.1007/s10826-016-0606-3
[34] Inhelder, B., & Piaget, J. (1958). The growth of logical thinking from childhood to adolescence. Basic Books.
[35] Kasten, W., & Clarke, B. K. (1993). The multi-age classroom: A family of learners. Richard C. Owen. Publishers, Inc.
[36] Katz, L. G., Evangelou, D., & Hartman, J. A. (1990). The case for mixed-agegrouping in early education. National Association for the Education of Young Children.
[37] Koťátková, S. (2014). Dítě a mateřská škola: co by měli rodiče znát, učitelé respektovat a rozvíjet. Grada.
[38] Kramulová, D. (2015). Heterogenní třídy: pro a proti. Informatorium 3–8, 5.
[39] Křížková, P. (2019). Socializace předškolních dětí v homogenní a heterogenní skupině v MŠ. [Bakalářská práce, Jihočeská univerzita v Českých Budějovicích]. Theses.cz. https://theses.cz/id/q13996/
[40] Lanphear, J. (2016). Inquiry and intersubjectivity in a Reggio Emilia-inspired preschool. Journal of Research in Childhood Education, 31(4), 597–614. https://doi.org/10.1080/02568543.2017.1348412 | DOI 10.1080/02568543.2017.1348412
[41] Luňáková, J. (2008). Význam věkově heterogenních tříd v mateřské škole pro rozvoj dětí [Bakalářská práce, Jihočeská univerzita v Českých Budějovicích]. Theses.cz. https://theses.cz/id/xrhi6h/
[42] Mareš, J. (2013). Přehledové studie: jejich typologie, funkce a způsob vytváření. Pedagogická orientace, 23(4), 427–454. https://doi.org/10.5817/PedOr2013-4-427 | DOI 10.5817/PedOr2013-4-427
[43] Mashburn, A. J., Justice, L. M., Downer, J. T., & Pianta, R. C. (2009). Peer effects on children's language achievement during pre-kindergarten. Child Development, 80(3), 686–702. https://doi.org/10.1111/j.1467-8624.2009.01291.x | DOI 10.1111/j.1467-8624.2009.01291.x
[44] Mason, D. A., & Burns, R. B. (1996). "Simply no worse and simply no better" may simply be wrong: A critique of Veenman's conclusion about multigrade classes. Review of Educational Research, 66(3), 307–322. https://doi.org/10.3102/00346543066003307 | DOI 10.3102/00346543066003307
[45] McClellan, D. E., & Kinsey, S. J. (1994). Multiage grouping: Implications for education. In P. Chase & J. Doan (Eds.), Full circle: A new look at multiage education (s. 147–165). Heinemann.
[46] Miller, B. (1994). Children at the centre: Implementing the multiage classroom. Northwest Regional Educational Laboratory.
[47] National Association for the Education of Young Children [NAEYC]. (1987). Position statement on quality, compensation, and affordability. Young Children, 43(1), 1–4.
[48] Okutan, S., Tepeli, K., Tugrul, B., & Gunes, G. (2014). Preschool education in mixed- versus single-age groups: Effects on developmental characteristics of young children. In M. Yasar, J. Galbraith, & O. Ozkan (Eds.), Contemporary perspectives and research on early childhood education (s. 373–383). Cambridge Scholars Publishing.
[49] Pianta, R. C., Belsky, J., Vandergrift, N., Houts, R., & Morrison, F. J. (2008). Classroom effects on children's achievement trajectories in elementary school. American Educational Research Journal, 45, 365–397. https://doi.org/10.3102/0002831207308230 | DOI 10.3102/0002831207308230
[50] Pincová, E. (2004). Heterogenní třídy v MŠ ano, či ne? Informatorium 3–8, 3.
[51] Politano, C., & Davies, A. (1994). Multiage and more – building connections. Pegasus Publishers.
[52] Program výchovné práce pro jesle a mateřské školy. (1984). SPN.
[53] Proehl, R. A., Douglas, S., Elias, D., Johnson, A. H., & Westsmith, W. (2013). A collaborative approach: Assessing the impact of multi-grade classrooms. Catholic Education: A Journal of Inquiry and Practice, 16(2), 417–440.
[54] Průcha, J., Walterová, E., & Mareš, J. (2013). Pedagogický slovník. Portál.
[55] Příhoda, V. (1967). Ontogenese lidské psychiky. I. SPN.
[56] Purtell, K. M., & Ansari, A. (2018). Classroom age composition and preschoolers' school readiness: The implications of classroom quality and teacher qualifications. AERA Open, 4(1), 86–95. | DOI 10.1177/2332858418758300
[57] Rámcový vzdělávací program pro předškolní vzdělávání [RVP PV] (2004). http://stary.rvp.cz/soubor/RVP_PV-2004.pdf
[58] Rámcový vzdělávací program pro předškolní vzdělávání [RVP PV] (2018). //https://www.msmt.cz/vzdelavani/predskolni-vzdelavani/ramcovy-vzdelavaci-program-pro-predskolnivzdelavani-od-1-1
[59] Rathbone, C. (Ed.). (1993). Multi age portraits: Teaching and learning in mixed-age classrooms. Crystal Springs Books.
[60] Reeve, R. A., & Brown, A. L. (1985). Metacognition reconsidered: Implications for intervention research. Journal of Abnormal Child Psychology, 13(3), 343–356. | DOI 10.1007/BF00912721
[61] Rice, J., & Shortland-Jones, B. (1999). Planning and implementing multiage grouping in your school. WA Primary Principals Association.
[62] Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. Oxford University Press.
[63] Sajbotová, M. (2016). Heterogenní, nebo homogenní uspořádání dětské skupiny v mateřské škole? [Bakalářská práce]. Ostravská univerzita.
[64] Slavin, R. E. (1987). Developmental and motivational perspectives on cooperative learning a reconciliation. Child Development, 58, 1161–1167. https://doi.org/10.2307/1130612 | DOI 10.2307/1130612
[65] Srbová, V. (2011). Rozdíly homogenně a heterogenně uspořádaných tříd v MŠ a jejich vliv na připravenost dítěte pro vstup do 1. třídy základní školy [Bakalářská práce, Univerzita Karlova]. Depozitář. http://hdl.handle.net/20.500.11956/35387.
[66] Stone, S. (1998). Defining the multi-age classroom. ACEI Focus on Elementary Ages 7–10, 10(3), 1–6.
[67] Svobodová, M. (2011). Výhody věkově smíšených tříd v mateřské škole [Bakalářská práce, Masarykova univerzita]. Archiv závěrečných prací MUNI. https://is.muni.cz/th/dblm1/
[68] Syslová, Z., Borkovcová, I., & Průcha, J. (2014). Péče a vzdělávání v raném věku. Wolters Kluwer.
[69] Šprachtová, L. (2015). Věkově smíšené třídy dětem svědčí. Informatorium 3–8, 3.
[70] Taguma, M., Litjens, I., & Makowiecki, K. (2012). Quality matters in early childhood education and care: Czech Republic. OECD Publishing.
[71] Tercek, M. P. (1997). Mixed-age grouping in kindergarten: A best case example of developmentally appropriate practice or Horace Mann's worst nightmare? Malone College.
[72] Teszenyi, E., & Hevey, D. (2015). Age group, location or pedagogue: Factors affecting parental choice of kindergartens in Hungary. Early Childhood Pedagogy, 158 (11–12), 1961–1977. https://doi.org/10.1080/03004430.2015.1028391 | DOI 10.1080/03004430.2015.1028391
[73] Tobin, R., & McInnes, A. (2008). Accommodating differences: Variations in differentiated literacy instruction in grade 2/3 classrooms. Literacy, 42(1), 3–9. https://doi.org/10.1111/j.1467-9345.2008.00470.x | DOI 10.1111/j.1467-9345.2008.00470.x
[74] Urberg, K. A., & Kaplan, M. G. (1986). Effects of classroom age composition on the play and social behaviors of preschool children. Journal Applied Developmental Psychology, 7(4), 403–415. https://doi.org/10.1016/0193-3973(86)90009-2 | DOI 10.1016/0193-3973(86)90009-2
[75] Veenman, S. (1996). Effects of multigrade and multi-age classes reconsidered. Review of Educational Research, 66(3), 323–340. https://doi.org/10.3102/00346543066003323 | DOI 10.3102/00346543066003323
[76] Velíšková, B. (2014). Věkově heterogenní versus věkově homogenní třídy v mateřské škole [Bakalářská práce, Jihočeská univerzita v Českých Budějovicích]. Theses.cz. https://theses.cz/id/3hqphb/
[77] Vygotskij, L. S. (1978). Interaction between learning and development. In M. Cole, V. JohnSteiner, S. Scribner, & E. Souberman (Eds.), Readings on the development of children (s. 34–41). Harvard University Press.
[78] Webster-Stratton, C. (2012). Incredible teachers: Nurturing children's social, emotional, and academic competence. Incredible Years.
[79] Whiting, B. B. (1983). The genesis of prosocial behavior. In D. L. Bridgeman (Ed.), The nature of prosocial development (s. 221–242). Academic Press.
[80] Wood, K., & Frid, S. (2005). Early childhood numeracy in a multiage setting. Mathematics Education Research Journal, 16(3), 80–99. https://doi.org/10.1007/BF03217402 | DOI 10.1007/BF03217402
[2] Ansari, A., & Pianta, R. C. (2018). Quarterly effects of an early childhood educator coaching intervention on preschoolers: The role of classroom age composition. Early Childhood Research Quarterly, 44, 101–113. https://doi.org/10.1016/j.ecresq.2018.03.001 | DOI 10.1016/j.ecresq.2018.03.001
[3] Ansari, A., & Purtell, K. M. (2018). Continuity and changes in classroom age composition and achievement in Head Start. Journal of Applied Developmental Psychology, 58, 86–95. https://doi.org/10.1016/j.appdev.2018.07.002 | DOI 10.1016/j.appdev.2018.07.002
[4] Bacharach, N., Hass len, R. C., & Anderson, J. (1995). Learning together: A manual for multiage grouping. Corwin Press.
[5] Bailey, G. J., Werth, E. P., Allen, D. N., & Sutherland, L. L. (2016). The Prairie Valley project: Reactions to a transition to a school wide, multiage elementary classroom design. School Community Journal, 26(1), 239–264.
[6] Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice Hall.
[7] Barnett, W. S. (2011). Effectiveness of early educational intervention. Science, 333, 975–978. https://doi.org/10.1126/science.1204534 | DOI 10.1126/science.1204534
[8] Barton, G., & Baguley, B. (2014). Learning through story: A collaborative, multimodal arts approach. English Teaching: Practice and Critique, 13(2), 93–112.
[9] Bell, E. R., Greenfield, D. B., & Bulotsky-Shearer, R. J. (2013). Classroom age composition and rates of change in school readiness for children enrolled in Head Start. Early Childhood Research Quarterly, 28(1), 1–10. https://doi.org/10.1016/j.ecresq.2012.06.002 | DOI 10.1016/j.ecresq.2012.06.002
[10] Blackmore, L. (1996). Multiage/non-graded education: From practice to theory [Videotape]. Linton Professional Development Corporation, Video Journal of Education.
[11] Blasco, P. M., Bailey, D. B., Jr., & Burchinal, M. A. (1993). Dimensions of mastery in sameage and mixed-age integrated classrooms. Early Childhood Research Quarterly, 8(2), 193–206. https://doi.org/10.1016/S0885-2006(05)80090-0 | DOI 10.1016/S0885-2006(05)80090-0
[12] Bredekamp, S. (Ed.). (1987). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. National Association for the Education of Young Children.
[13] Broome, J. L. (2009). A descriptive study of multi-age art education. Studies in Art Education: A Journal of Issues and Research, 50(2), 167–183. https://doi.org/10.1080/00393541.2009.115 18764 | DOI 10.1080/00393541.2009.11518764
[14] Brown, A., & Palinscar, A. (1986). Guided, cooperative learning and individual knowledge acquisition. Technical Report No. 372. https://files.eric.ed.gov/fulltext/ED270738.pdf
[15] Bruner, J. S. (1978). The role of dialogue in language acquisition. In A. Sinclair, R. J. Jarvelle, & W. J. M. Levelt (Eds.), The child's concept of language. Springer-Verlag.
[16] Cascio, E., & Whitmore Schanzenbach, D. W. (2007). First in the class? Age and the education production function. Education Finance and Policy, 11(3), 225–250. https://doi.org/10.3386/w13663 | DOI 10.1162/EDFP_a_00191
[17] Edwards, C., Gandini, L., & Forman, G. (2012). The hundred languages of children: The ReggioEmilia experience in transformation. Praeger.
[18] Ermeling, B. A. (2010). Tracing the effects of teacher inquiry on classroom practice. Teaching and Teacher Education, 26(3), 377–388. https://doi.org/10.1016/j.tate.2009.02.019 | DOI 10.1016/j.tate.2009.02.019
[19] Ertürk-Kara, H. G. (2018). Primary and kindergarten teachers' opinions on mixed age grouping education. Journal of Theoretical Educational Science, 11(2), 279–295. https://doi.org/10.30831/akukeg.355337 | DOI 10.30831/akukeg.355337
[20] Gerde, H. K., Schachter, R. E., & Wasik, B. A. (2013). Using the scientific method to guide learning: An integrated approach to early childhood curriculum. Early Childhood Education, 41, 315–323. https://doi.org/10.1007/s10643-013-0579-4 | DOI 10.1007/s10643-013-0579-4
[21] Goodlad, J. I., & Anderson, R. H. (1987). The nongraded elementary school. Teachers College Press.
[22] Grove, K., & Fisher, D. (2006). 'Doing collaboration': The process of constructing an educational community in an urban elementary school. Ethnography and Education, 1(1), 53–66. https://doi.org/10.1080/17457820500512770 | DOI 10.1080/17457820500512770
[23] Guo, Y., Tompkins, V., Justice, L., & Petscher, Y. (2014). Classroom age composition and vocabulary development among at-risk preschoolers. Early Education and Development, 25(7), 1016–1034. https://doi.org/10.1080/10409289.2014.893759 | DOI 10.1080/10409289.2014.893759
[24] Harmon, M. (2001). Comparison of the academic achievements of primary school children in multiage and traditional classrooms [Unpublished disertation theses]. East Tennessee State University.
[25] Havlínová, M. (Ed.) (1995). Zdravá mateřská škola. Portál.
[26] Havlínová, M., Lacinová, I., Petrasová, N., Syslová, Z., Šprachtová, L., & Vencálková, E. (2000). Kurikulum podpory zdraví v mateřské škole. Portál.
[27] Havlínová, M., Lacinová, I., Petrasová, N., Syslová, Z., Šprachtová, L., & Vencálková, E. (2006). Kurikulum podpory zdraví v mateřské škole (2. vydání). Portál.
[28] Havlínová, M., Lacinová, I., Petrasová, N., Syslová, Z., Šprachtová, L., & Vencálková, E. (2008). Kurikulum podpory zdraví v mateřské škole (3. vydání). Portál.
[29] Havlová, J. (2012). Výhody či nevýhody věkově smíšených skupin? Poradce ředitelky mateřské školy, 2(1), 20–22.
[30] Helmerhorst, K. O. W., Colonnesi, C., & Fukkink, R. G. (2019). Caregiver's mind-mindedness in early center-based childcare. Early Education and Development, 30(7), 854–871. https://doi.org/10.1080/10409289.2019.1593076 | DOI 10.1080/10409289.2019.1593076
[31] Hitz, M. M., Somers, M. C., & Jenlink, C. L. (2007). The looping classroom: Benefits for children, families, and teachers. Young Children, 62(2), 80–84.
[32] Hsueh, J. A., Lowenstein, E., Morris, P., Mattera, S. K., & Bangser, M. (2014). Impacts of socialemotional curricula on three-year-olds: Exploratory findings from the Head Start CARES. Demonstration. OPRE Report 2014–78. https://www.mdrc.org/sites/default/files/Head%20Start%20CARES%203s%20Report%202014.pdf
[33] Hu, Y., Wang, Y., & Liu, A. (2016). The influence of mothers' emotional expressivity and class grouping on Chinese preschoolers' emotional regulation strategies. Journal of Child and Family Studies, 26(3), 824–832. https://doi.org/10.1007/s10826-016-0606-3 | DOI 10.1007/s10826-016-0606-3
[34] Inhelder, B., & Piaget, J. (1958). The growth of logical thinking from childhood to adolescence. Basic Books.
[35] Kasten, W., & Clarke, B. K. (1993). The multi-age classroom: A family of learners. Richard C. Owen. Publishers, Inc.
[36] Katz, L. G., Evangelou, D., & Hartman, J. A. (1990). The case for mixed-agegrouping in early education. National Association for the Education of Young Children.
[37] Koťátková, S. (2014). Dítě a mateřská škola: co by měli rodiče znát, učitelé respektovat a rozvíjet. Grada.
[38] Kramulová, D. (2015). Heterogenní třídy: pro a proti. Informatorium 3–8, 5.
[39] Křížková, P. (2019). Socializace předškolních dětí v homogenní a heterogenní skupině v MŠ. [Bakalářská práce, Jihočeská univerzita v Českých Budějovicích]. Theses.cz. https://theses.cz/id/q13996/
[40] Lanphear, J. (2016). Inquiry and intersubjectivity in a Reggio Emilia-inspired preschool. Journal of Research in Childhood Education, 31(4), 597–614. https://doi.org/10.1080/02568543.2017.1348412 | DOI 10.1080/02568543.2017.1348412
[41] Luňáková, J. (2008). Význam věkově heterogenních tříd v mateřské škole pro rozvoj dětí [Bakalářská práce, Jihočeská univerzita v Českých Budějovicích]. Theses.cz. https://theses.cz/id/xrhi6h/
[42] Mareš, J. (2013). Přehledové studie: jejich typologie, funkce a způsob vytváření. Pedagogická orientace, 23(4), 427–454. https://doi.org/10.5817/PedOr2013-4-427 | DOI 10.5817/PedOr2013-4-427
[43] Mashburn, A. J., Justice, L. M., Downer, J. T., & Pianta, R. C. (2009). Peer effects on children's language achievement during pre-kindergarten. Child Development, 80(3), 686–702. https://doi.org/10.1111/j.1467-8624.2009.01291.x | DOI 10.1111/j.1467-8624.2009.01291.x
[44] Mason, D. A., & Burns, R. B. (1996). "Simply no worse and simply no better" may simply be wrong: A critique of Veenman's conclusion about multigrade classes. Review of Educational Research, 66(3), 307–322. https://doi.org/10.3102/00346543066003307 | DOI 10.3102/00346543066003307
[45] McClellan, D. E., & Kinsey, S. J. (1994). Multiage grouping: Implications for education. In P. Chase & J. Doan (Eds.), Full circle: A new look at multiage education (s. 147–165). Heinemann.
[46] Miller, B. (1994). Children at the centre: Implementing the multiage classroom. Northwest Regional Educational Laboratory.
[47] National Association for the Education of Young Children [NAEYC]. (1987). Position statement on quality, compensation, and affordability. Young Children, 43(1), 1–4.
[48] Okutan, S., Tepeli, K., Tugrul, B., & Gunes, G. (2014). Preschool education in mixed- versus single-age groups: Effects on developmental characteristics of young children. In M. Yasar, J. Galbraith, & O. Ozkan (Eds.), Contemporary perspectives and research on early childhood education (s. 373–383). Cambridge Scholars Publishing.
[49] Pianta, R. C., Belsky, J., Vandergrift, N., Houts, R., & Morrison, F. J. (2008). Classroom effects on children's achievement trajectories in elementary school. American Educational Research Journal, 45, 365–397. https://doi.org/10.3102/0002831207308230 | DOI 10.3102/0002831207308230
[50] Pincová, E. (2004). Heterogenní třídy v MŠ ano, či ne? Informatorium 3–8, 3.
[51] Politano, C., & Davies, A. (1994). Multiage and more – building connections. Pegasus Publishers.
[52] Program výchovné práce pro jesle a mateřské školy. (1984). SPN.
[53] Proehl, R. A., Douglas, S., Elias, D., Johnson, A. H., & Westsmith, W. (2013). A collaborative approach: Assessing the impact of multi-grade classrooms. Catholic Education: A Journal of Inquiry and Practice, 16(2), 417–440.
[54] Průcha, J., Walterová, E., & Mareš, J. (2013). Pedagogický slovník. Portál.
[55] Příhoda, V. (1967). Ontogenese lidské psychiky. I. SPN.
[56] Purtell, K. M., & Ansari, A. (2018). Classroom age composition and preschoolers' school readiness: The implications of classroom quality and teacher qualifications. AERA Open, 4(1), 86–95. | DOI 10.1177/2332858418758300
[57] Rámcový vzdělávací program pro předškolní vzdělávání [RVP PV] (2004). http://stary.rvp.cz/soubor/RVP_PV-2004.pdf
[58] Rámcový vzdělávací program pro předškolní vzdělávání [RVP PV] (2018). //https://www.msmt.cz/vzdelavani/predskolni-vzdelavani/ramcovy-vzdelavaci-program-pro-predskolnivzdelavani-od-1-1
[59] Rathbone, C. (Ed.). (1993). Multi age portraits: Teaching and learning in mixed-age classrooms. Crystal Springs Books.
[60] Reeve, R. A., & Brown, A. L. (1985). Metacognition reconsidered: Implications for intervention research. Journal of Abnormal Child Psychology, 13(3), 343–356. | DOI 10.1007/BF00912721
[61] Rice, J., & Shortland-Jones, B. (1999). Planning and implementing multiage grouping in your school. WA Primary Principals Association.
[62] Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. Oxford University Press.
[63] Sajbotová, M. (2016). Heterogenní, nebo homogenní uspořádání dětské skupiny v mateřské škole? [Bakalářská práce]. Ostravská univerzita.
[64] Slavin, R. E. (1987). Developmental and motivational perspectives on cooperative learning a reconciliation. Child Development, 58, 1161–1167. https://doi.org/10.2307/1130612 | DOI 10.2307/1130612
[65] Srbová, V. (2011). Rozdíly homogenně a heterogenně uspořádaných tříd v MŠ a jejich vliv na připravenost dítěte pro vstup do 1. třídy základní školy [Bakalářská práce, Univerzita Karlova]. Depozitář. http://hdl.handle.net/20.500.11956/35387.
[66] Stone, S. (1998). Defining the multi-age classroom. ACEI Focus on Elementary Ages 7–10, 10(3), 1–6.
[67] Svobodová, M. (2011). Výhody věkově smíšených tříd v mateřské škole [Bakalářská práce, Masarykova univerzita]. Archiv závěrečných prací MUNI. https://is.muni.cz/th/dblm1/
[68] Syslová, Z., Borkovcová, I., & Průcha, J. (2014). Péče a vzdělávání v raném věku. Wolters Kluwer.
[69] Šprachtová, L. (2015). Věkově smíšené třídy dětem svědčí. Informatorium 3–8, 3.
[70] Taguma, M., Litjens, I., & Makowiecki, K. (2012). Quality matters in early childhood education and care: Czech Republic. OECD Publishing.
[71] Tercek, M. P. (1997). Mixed-age grouping in kindergarten: A best case example of developmentally appropriate practice or Horace Mann's worst nightmare? Malone College.
[72] Teszenyi, E., & Hevey, D. (2015). Age group, location or pedagogue: Factors affecting parental choice of kindergartens in Hungary. Early Childhood Pedagogy, 158 (11–12), 1961–1977. https://doi.org/10.1080/03004430.2015.1028391 | DOI 10.1080/03004430.2015.1028391
[73] Tobin, R., & McInnes, A. (2008). Accommodating differences: Variations in differentiated literacy instruction in grade 2/3 classrooms. Literacy, 42(1), 3–9. https://doi.org/10.1111/j.1467-9345.2008.00470.x | DOI 10.1111/j.1467-9345.2008.00470.x
[74] Urberg, K. A., & Kaplan, M. G. (1986). Effects of classroom age composition on the play and social behaviors of preschool children. Journal Applied Developmental Psychology, 7(4), 403–415. https://doi.org/10.1016/0193-3973(86)90009-2 | DOI 10.1016/0193-3973(86)90009-2
[75] Veenman, S. (1996). Effects of multigrade and multi-age classes reconsidered. Review of Educational Research, 66(3), 323–340. https://doi.org/10.3102/00346543066003323 | DOI 10.3102/00346543066003323
[76] Velíšková, B. (2014). Věkově heterogenní versus věkově homogenní třídy v mateřské škole [Bakalářská práce, Jihočeská univerzita v Českých Budějovicích]. Theses.cz. https://theses.cz/id/3hqphb/
[77] Vygotskij, L. S. (1978). Interaction between learning and development. In M. Cole, V. JohnSteiner, S. Scribner, & E. Souberman (Eds.), Readings on the development of children (s. 34–41). Harvard University Press.
[78] Webster-Stratton, C. (2012). Incredible teachers: Nurturing children's social, emotional, and academic competence. Incredible Years.
[79] Whiting, B. B. (1983). The genesis of prosocial behavior. In D. L. Bridgeman (Ed.), The nature of prosocial development (s. 221–242). Academic Press.
[80] Wood, K., & Frid, S. (2005). Early childhood numeracy in a multiage setting. Mathematics Education Research Journal, 16(3), 80–99. https://doi.org/10.1007/BF03217402 | DOI 10.1007/BF03217402