Small groups received much more individualized attention from the teacher. The chance of the teacher being able to evaluate and involved all the children in discussion is much more intense and positive when you have a group of five instead of twenty. Teachers are able to interact and observe the students in the small groups and be able to evaluate and act on any issues that the child may have. Each child is then given more of a chance to participate and the teacher to include the student who is shy or not participating is much more predominantly addressed. Small groups are easier to behave and manage than a huge group of seventeen or eighteen three-, four-, or five-year olds.
Small groups should not exceed five students. This gives the teacher the opportunity to focus his attention on the needs of each individual child in the group. This allows for the child to participate and not be a wallflower in the classroom.
Teachers need to specify the learning goal and plan the activities to determine the final group size. For example, reading would be much more adept to a group of three or four, where there can be more concentration on vocabulary, phonetics and writing. The size of the group gives a chance for a more meaningful discussion to facilitate a positive learning environment. The small group gives more time for analysis and question and answer sessions th...
... middle of paper ...
The position on small grouping in intentional settings is very important for cultural and ethnic diversity as well as teaching each child is important. Early childhood students need to feel worthwhile and important in order for the situation to be positive. They need to learn that all students are equal to learn, no matter where they are in the learning field. The teacher needs to be excited and involve their students in the activities to promote cognitive learning and life long skills. The teacher has to be willing to spend some more time planning the lessons and evaluating the groups to get the most beneficial situation there is for all students inside the classroom.
Wasik, B. (2008). When fewer is more: small groups in early childhood classrooms. Early Childhood Education Journal ,35(6), 515-521. doi: 10.1007/s10643-008-0245-4.
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