Group size contributes to quality outcomes in early childhood education

It has been shown that group size influences the nature of the interactions between children and their teacher in the early childhood setting, which makes teaching and learning possible. 

In my previous two posts, I talked about a video called supporting early writers, in which a teacher was attempting to support a group of young writers by jotting down their ideas one after one, demonstrating how verbal language can be recorded in print. She probably understood that adult guided learning required one to one attention, so she worked with the children one at a time, while letting the other children queueing up for their turn. However, she looked flustered when children in the queue demanded attention. As a result, she seemed unable to focus on the learning activity, as she hardly gave the children eye contact, nor talked responsively with the children.  I think the issue here is the size of her writing group.

The appropriate size for a group will differ across the range of learning activities. Generally, for adult guided learning, the group should better be small. When I cook or bake with children, and I intend them to read the recipe with me, learn to measure with proper equipments, talk about and make connections with any possible home cooking experiences, so I will only work with not more than five children. I either carry out the activity at the kitchen bench or set it up at a small table and put only four chairs out. Group size can be shaped by the physical environment. 

However, when I write with children, such as writing a story down while the child narrates it, I will definitely work with one at a time. I have learnt to say "not now" to enthusiastic writers who wait eagerly on the side. I usually ask them to go and do something else and promise them I will go and find them as soon as I can. Another option could be putting their names down on a waiting list, and I'll ask a child to find the next one when I've finished with the current one. 

A teacher must keep thinking how many children should be grouped together to enable her interaction with the children are effective and responsive. As such, the teacher is able to spend more time teaching and less time managing children. It needs planning about group size, in order to create the physical and social environments that support quality learning and teaching.

Group size contributes to quality outcomes, because it can determine the level and quality of interactions and relationships between children and between children and adults. Effectively, a desirable group size can transform the group into a genuine “learning community”, with the benefit of of fostering and supporting the development of each child as an individual. 

When groups are appropriately sized, teachers can offer more individualised attention. The teachers are able to make more stimulating comments and ask thought provoking questions; and to respond readily with interest and enthusiasm. At the same time, the children are genuinely listened to and supported to express themselves. The teacher and the children are engaged in meaningful conversation, which enhances learning. 

Click here to read about group size being a quality indicator; and here about the effects of group size on children in relation to the various domains within which the individual child develops physically, cognitively, socially, emotionally, and culturally.