Symbolic play in mixed-age and same-age groups

SUMMARY In Slovenia many mixed-age groups have recently been formed in early childhood institutions. Results of research from various countries show that, in most cases, mixing of children of different ages in early childhood institutions has many advantages. It has an impact on a child's cognitive, social and emotional development, as well as on the social atmosphere of the group. In Slovenia, however, appropriate studies referring to this topic have not been conducted yet. The present research deals with the development of symbolic play, more precisely with the degree of symbolic transformation in same-age and mixed-age groups. In the sample there were four mixed-age and four same-age groups. Several aspects of symbolic play were analysed, especially the content, the degree of complexity and the wholeness of the symbolic transformation. These variables were the basis for the comparison between the children in the mixed-age groups and the children in the same-age groups. The results show some interesting differences in the level of symbolism in the play and also the difference in the degree of complexity between children in both groups. These results have practical implications for preschool teachers. They indicate how and where preschool teachers should stimulate the symbolic play of children as well as some new ways of learning of preschool children.