본 연구의 목적은 3세 유아의 취원과 종일반 운영에 의한 종일제 및 반일제 혼합연령 집단학급 운영의 요구가 증대되어, 혼합연령 집단과 동일연령 집단 유아의 사회인지적 능력 비교분석에 기초한 혼합연령 집단 학급의 교수방법 모색을 위한 연구이다. 연구결과, 혼합연령 집단 유아의 사회인지적 능력이 동일연령 집단 유아보다 높게 나타났으며, 교사의 교수행동과 유아의 반응행동의 내용도 질적으로 적합하여, 혼합연령 집단에 의한 학급구성이 유아의 인지 및 사회적 발달에 적합하여, 혼합연령 학급을 위한 유아교육과정의 개발 및 방향모색이 요구됨이 밝혀졌다.

The purpose of this study was to develop a teaching method for use with a mixed-age group based on a comparison of children`s social competence and the interactions between a teacher`s teaching behaviors and children`s behaviors in mixed- versus same-age groups. The subjects were four teachers and 89 children 15 three-year-olds, 22 four-year-olds, 29 five-year-olds and one mixed-age group of 23. Event sampling and time sampling observations were noted by a checklist during 50 free play periods. The results are as follows : first, there was significant difference in social interactions among mixed-age, three-, four-, and five-year-old same-age groups; second, there was significant difference in language interaction among mixed-aged, three-year-olds, four-year-olds and five-year-olds same-age groups; third, there were significant differences in the play behavior of mixed-age, three-, four-, and five-year-old same-age groups; fourth, there were significant differences in the interactions between teaching behaviors and the children`s behaviors among mixed-age, three-, four-, and five-year-old same-age groups. This study suggests the following: first, mixed-age-grouping developes children`s social competence through interactions with peers and teachers; second, early childhood educators should develop developmentally appropriate programs for mixed-age-group children.