age-homogeneous groups

The Issue of Age Homogeneity in Groups from the Kindergarten Teacher’s Perspective

Author: Zlatica Huľová
Institution: Matej Bel University in Banskej Bystrici
Author: Vladimír Klein
Institution: Catholic University in Ružomberok
Author: Ivana Rochovská
Institution: Catholic University in Ružomberok
Year of publication: 2018
Source: Show
Pages: 203-215
DOI Address: https://doi.org/10.15804/tner.2018.53.3.17
PDF: tner/201803/tner5317.pdf

The aim of our study was to find out how kindergarten teachers perceive the issue of age-homogeneous and heterogeneous classes at kindergartens. A self-designed questionnaire and interview were used for measuring, which was part of the research methods used (interview, observation, questionnaire). The questionnaire included items aimed at finding out respondents’ opinions on the age composition of children in kindergarten classes. The research sample consisted of 234 female teachers. On the basis of results it can be stated that respondents preferred age-homogeneous groups in classes. However, those teaching age-heterogeneous classes saw more advantages of such division. Research results also showed that younger respondents preferred dividing children into age-homogeneous groups more than older respondents.

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