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What does learning look like when children learn at different paces?

Put six children of the same age in a room and ask them to add two numbers. One will compute the answer in her head. Another will take beads from the classroom and put them together. Another may need paper and pencil to work it out. Another might look at you for a hint to proceed.

This is common. Children of the same age differ in what they are ready for, in what holds their interest, and in how they take in an idea. Some need to hold it in their hands. Some need to see it drawn. Some need to talk it through.

Every educator has to answer this

What do we do when children in one room have different needs?

In a class that moves through a syllabus together, every child gets the same sequence at the same time, and parents get a clear sense of what has been covered.

In a room where children move separately, a child can stay longer with an idea or go ahead sooner. Our classrooms are mixed-age, and each child moves at their own pace. Moving at their own pace does not mean a child does only what they feel like. Some things are practised every day until they are secure, and some facts, such as addition or multiplication facts, are learned by heart when the time comes.

The educator decides when a child needs more time and when a child needs a push. That judgement comes from watching each child closely and keeping a record of where each one is.

What it asks of us, and of you

This way of working needs small groups and educators who observe and record carefully. It also means you will not see your child ranked against others. Some parents find that a relief. Others miss it.

It is worth reflecting on your parenting style and needs before you choose a learning space for your child.

Monali Lodha, Founder