The Impact of Multiyear Learning Environments on Preschool Language and Social Skill Development

• In Event: 73.060 - Roundtable Session 31
  In Roundtable Session: 73.060-7 - The Environment and Its Impact on Early Chidhood

Abstract

This study compared the effects of multi-year learning environments (looping, mixed-age, and regular) on the language and social development of preschoolers attending two consecutive years in center-based preschools in Hawai‘i. Results were analyzed using repeated measures analysis of variance and latent growth modeling. Significant positive language and social development occurred for children in all learning environments. Findings revealed a significant impact of looping learning environment on social development, with preschoolers in looping classes performing higher and having steeper rates of growth on average. Additionally, children in mixed-age classes scored significantly higher than peers in regular classrooms by the end of Year 2. This provides evidence for positive social benefits of keeping the same teachers and preschoolers together for two years.

Authors

• Landry Leimalani Fukunaga, Kamehameha Schools

• Zijin Yang, Kamehameha Schools