Benefits of Teacher-Led Small Group Learning
Teacher-led small group learning is a teaching method where educators work closely with small groups of children, typically 2–4 at a time. This approach offers personalised instruction, encourages active participation, and supports both academic and social development. It’s especially effective for young learners, including those with diverse needs, as it creates a more focused and interactive environment compared to whole-class teaching. Key benefits include:
Personalised Attention: Teachers can tailor lessons to individual needs, helping students improve in areas like literacy and numeracy.
Immediate Feedback: Smaller groups allow for real-time guidance, enhancing understanding and skill-building.
Social and Emotional Growth: Children develop teamwork, communication, and self-confidence in a supportive setting.
Inclusive Learning: Accommodates different learning styles and fosters a sense of belonging among students.
Despite these advantages, challenges like time management, classroom organisation, and teacher training can arise. However, with careful planning and strategies, these obstacles can be addressed effectively, making small group learning a valuable method in early childhood education.
In New Zealand, this approach aligns well with the Te Whāriki curriculum, which emphasises relationships, community, and individual development. Examples like Little Dinosaurs Childcare in Auckland demonstrate how small group learning can support children’s academic and social growth while preparing them for future education.
Teaching for learning in Small groups
Research Results: Benefits of Teacher-Led Small Group Learning
Research confirms that teacher-led small group learning plays a key role in enhancing academic, social, and emotional development. This approach provides preschoolers with focused attention and meaningful peer interactions, creating an environment where they can flourish.
Studies show that small group direct instruction (SGDI) is effective for diverse learners. Teachers in these settings can closely observe children's behaviour and interactions, offering insights that are harder to capture in larger classrooms.
Academic Benefits
Focused small group instruction has been shown to improve academic skills while maintaining individual attention. This method enables teachers to deliver targeted lessons and encourages active participation. Preschoolers, in particular, benefit from these activities as they develop cognitive skills while engaging with peers. This blend of individual and collaborative learning creates a dynamic classroom environment.
In small groups, teachers can personalise lessons in core areas like literacy and numeracy. This approach allows them to zero in on the specific skills each child needs to develop, rather than relying on a broad, one-size-fits-all strategy. For example, a 2008 study by Kamps, Abbott, Greenwood, Wills, Veerkamp, and Kaufman highlighted the success of small-group reading instruction in improving outcomes for at-risk kindergarten students.
The flexibility of small group learning also encourages creativity. Teachers can tailor activities to spark curiosity and critical thinking. For instance, one group might use small cars or trains to explore concepts, while another works with puppets or art supplies, catering to their unique interests. This variety keeps children engaged while addressing their individual learning preferences.
Social and Emotional Growth
Small group settings offer significant social and emotional benefits, especially for preschoolers who are still building these foundational skills. Research shows that these settings help children learn cooperation and teamwork. Small groups provide a safe space where young learners can express their thoughts and needs, fostering confidence and reducing anxiety.
Through small group activities, children naturally develop skills like sharing, taking turns, and understanding fairness. These interactions teach them to compromise and manage emotions, essential lessons for social and emotional growth. Additionally, small group learning promotes friendships among children who might not usually interact, creating a more inclusive and accepting environment.
Children in these settings also learn by observing and responding to the social behaviours of their peers. These frequent, meaningful interactions help them practise and refine their social skills while developing emotional awareness and regulation. Research further suggests that mentally healthy children are happier, more motivated to learn, and perform better academically compared to peers facing social and emotional challenges.
Personalised Learning Opportunities
Teacher-led small groups also allow for tailored academic growth. These settings enable teachers to provide targeted interventions based on real-time observations. The National Association for the Education of Young Children (NAEYC) recommends grouping two to four children together for deeper learning opportunities. This smaller group size lets teachers individualise lessons to meet each child's needs while preserving the collaborative benefits of group work.
Teachers can form groups based on learning levels or shared interests, creating focused experiences that align with each child's developmental stage. This approach ensures that children needing extra support receive it without feeling singled out, while those ready for more advanced challenges can explore them.
Additionally, small group instruction accommodates different learning styles. Some children thrive with hands-on activities, while others prefer verbal explanations or visual aids. Teachers can quickly identify these preferences and adapt their methods in real time. Depending on the group's goals, teachers can create homogeneous groups for similar skill development or heterogeneous groups to encourage peer learning and diverse perspectives.
These benefits highlight the effectiveness of small group methods, setting the stage for a deeper exploration of their implementation in the next section.
Methods for Effective Teacher-Led Small Group Learning
Careful planning and thoughtful strategies can make small group learning both effective and enjoyable for preschoolers.
Group Setup and Dynamics
The success of small group learning begins with choosing the right group size and composition. Groups typically range from 2–4 to 4–6 children, depending on the activity. This size strikes a balance, ensuring every child has a chance to participate without feeling overwhelmed.
How you group children can make a big difference. You might group them by similar abilities to focus on specific skills, mix abilities to encourage peer learning, or let them choose their own groups to boost motivation and ownership .
"Follow the child." – Penny Kittle
The physical setup also matters. Arrange the space so you can easily monitor all children, and make sure all materials are ready beforehand to minimise waiting and reduce potential behaviour issues. Communication among teaching staff is essential to ensure all plans are well-coordinated, giving every child the supervision and support they need.
Once the group is set up, the focus shifts to keeping children engaged and on-task.
Teacher Techniques for Engagement
Start each session by setting clear routines and expectations. Let children know how long the session will last, what noise levels are acceptable, how they can move around, and how to handle interruptions. Establishing these routines early in the year can help sessions run smoothly and consistently.
Visual aids, like anchor charts or digital slides, can help children follow along more easily. These tools support different learning styles and foster independence.
Scaffolding is another key technique. Begin by guiding activities to ensure understanding, then gradually step back to allow children to tackle challenges on their own. Activities should be engaging and appropriately challenging to build confidence while minimising behaviour issues.
Reflection and documentation play an important role in improving teaching methods. Use simple checklists to note observations during sessions, and take time to debrief afterward to refine your approach. Transition strategies, such as using music to signal activity changes, can also help maintain momentum during sessions.
Combining Teacher and Child-Led Activities
Once routines are in place and group dynamics are working well, combining teacher-led and child-led activities can further enrich learning. Keep groupings flexible, adjusting them based on the children’s needs and the topic at hand.
Incorporate a variety of activities that span different areas of development, such as literacy, art, fine motor skills, science, mathematics, and even cooking. Introducing materials during small group time before they become available during free-choice activities can boost engagement and avoid scheduling conflicts.
Tailor instruction to meet diverse needs. For example, storytelling and discussions can provide emotional support, while hands-on activities encourage exploration and critical thinking. Setting clear, positive expectations creates a supportive environment where children feel encouraged to learn and grow.
Benefits and Challenges of Teacher-Led Small Group Learning
Small group learning offers a mix of opportunities and hurdles for educators. While the benefits are well-documented, putting this approach into practice often comes with its own set of challenges that require careful planning and effort to overcome.
The Benefits
Small group instruction provides personalised attention and leads to noticeable academic improvements. For example, children involved in social and emotional learning (SEL) programmes within small groups experience an 11 percentile increase in overall grades and show better attendance rates. This method also encourages deeper exploration and understanding, even among preschoolers.
Beyond academics, small group settings are ideal for fostering social and emotional growth. As Dr. Maggie Broderick, Associate Professor at the Sanford College of Education, explains:
"When you think about the best teacher you ever had, it's not about their amazing knowledge of calculus, it's about who they were as a person. SEL is really the heart and the mind of a person, and just taking that moment to realize where is my mind, where is my heart in all of this, and how can I do more to help the learners so that it supports them in their journey and in all sorts of ways, not just academically but the social, emotional growth for their whole life."
In these settings, children learn essential skills like cooperation, effective communication, compromise, and problem-solving. These abilities not only support their academic journey but also lay the groundwork for strong relationships and lifelong learning.
The Challenges
Despite its advantages, small group learning is not without its difficulties. Teachers often face obstacles such as time constraints, classroom organisation issues, and behaviour management challenges. There's also a common misconception that small group work is primarily about drilling skills, rather than fostering meaningful discussions that build knowledge.
Other challenges include:
Staff Coordination: Ensuring all teachers are aligned and understand the processes involved in small group learning.
Space and Time Management: Creating physical environments suited to multiple small groups and finding time for careful planning.
Classroom Management: Juggling multiple groups while maintaining engagement and focus.
Teacher Training: Building skills in group facilitation, differentiated instruction, and understanding group dynamics.
As Clodie Tal, an education researcher, highlights:
"The effective implementation of SGW necessitates planning, observation, and documentation of both the interactions in groups as well as classroom management aspects related to its implementation, and that it requires a commitment to the children's well-being and learning."
Addressing the Challenges
Tackling these hurdles requires a proactive approach. Clear communication, structured schedules, and coordinated group support can help streamline the process. Observing group interactions and using data to adjust groupings ensures that all children receive appropriate support, whether they need help closing learning gaps or opportunities to extend their abilities.
Rather than seeing these challenges as roadblocks, many successful early childhood centres treat them as opportunities to grow professionally and improve their programmes. The effort pays off, leading to better learning outcomes and stronger social-emotional development for children.
New Zealand Context: Small Group Learning and Te Whāriki
New Zealand’s early childhood education system takes a unique approach by emphasising teacher-led small group learning. At the heart of this approach is Te Whāriki, the national curriculum designed for children from birth to age 5. This curriculum provides a strong framework for implementing small group learning, offering significant benefits for young learners.
Te Whāriki Framework and Small Group Learning
Developed in 1996 through collaboration between Indigenous and non-Indigenous educators, Te Whāriki is a curriculum built on the values of social and relational learning. It is guided by four core principles and five learning strands, all aimed at fostering children’s development. These principles - Empowerment (Whakamana), Holistic Development (Kotahitanga), Family and Community (Whānau Tangata), and Relationships (Ngā Hononga) - create an environment where small group interactions thrive.
Research has shown that small group learning supports later success in areas like maths, literacy, and language. The five strands of Te Whāriki further highlight how these interactions encourage well-rounded growth:
Wellbeing (Mana atua): Teachers in small groups can quickly identify and address individual needs, ensuring each child feels supported.
Belonging (Mana whenua): Close-knit groups help children form meaningful connections with peers and teachers, fostering a sense of security.
Contribution (Mana tangata): Collaborating in small groups teaches children fairness and builds their confidence in their own abilities.
Communication (Mana reo): Small group settings allow for richer conversations, giving children more opportunities to express themselves verbally and non-verbally.
Exploration (Mana aotūroa): Guided group investigations encourage children to explore their surroundings and develop their own theories, with teachers steering their curiosity.
Together, these strands reflect Te Whāriki’s vision of nurturing young learners to become:
"Competent and confident learners and communicators, healthy in mind, body, and spirit, secure in their sense of belonging and in the knowledge that they make a valued contribution to society."
Example: Little Dinosaurs Childcare in Epsom
Little Dinosaurs Childcare in Epsom, Auckland, is a shining example of how Te Whāriki principles can be seamlessly integrated into small group learning. The centre’s approach demonstrates how the curriculum supports both academic and socio-emotional development in practical, everyday settings.
The centre places a strong emphasis on creative expression, aligning with the Communication strand (Mana reo). Through small group activities like painting, music, drama, and crafts, children are encouraged to “express themselves and their ideas with a range of different materials and modes”. Teachers provide individualised attention, helping children explore their creativity while building confidence.
Founded by Margarita Sampayo, Little Dinosaurs has developed a localised curriculum rooted in Te Whāriki’s principle that early childhood services should reflect the unique “place, history, people, language, culture, identity, aspirations, interests, and passions” of the children and families they serve. This personalised approach is evident in the centre’s focus on creativity and preparing children for school.
The centre’s multicultural teaching team further embodies Te Whāriki’s emphasis on strong whānau relationships and cultural inclusivity. In small group settings, teachers can incorporate diverse languages and cultural perspectives into daily learning, enriching the children’s experiences.
Little Dinosaurs also excels in its transition-to-school programme. Teachers work closely with small groups of older children, focusing on literacy and numeracy skills needed for primary school while maintaining the play-based approach central to Te Whāriki. This allows teachers to tailor activities to each child’s learning needs, ensuring a smooth and meaningful transition to the next stage of their education.
This example highlights how Te Whāriki provides a robust framework for small group learning, supporting children’s academic, social, and emotional development. By fostering these connections and skills early on, centres like Little Dinosaurs help lay a strong foundation for lifelong learning.
Conclusion: Key Points on Teacher-Led Small Group Learning
Studies highlight that teacher-led small group learning plays a crucial role in preschool development. When educators engage with small groups of two to four children, as recommended by the National Association for the Education of Young Children, they create the ideal environment for meaningful and focused learning experiences.
Small group settings allow teachers to provide personalised instruction that enhances literacy, numeracy, and critical thinking. This approach enables educators to meet each child where they are, tailoring lessons to individual needs while encouraging discussions that align with the children’s interests. Research also links these responsive, small-group interactions to stronger mathematical and language skills as children progress into primary school.
Beyond academics, these groups cultivate essential social and emotional skills. Children learn cooperation, compromise, and problem-solving while practising communication in a supportive setting . As noted by education experts:
"Children use their social–emotional skills in everyday interactions and activities, especially in the socially rich contexts of early education settings where social–emotional skills enable children to engage with and alongside others."Tara McLaughlin, Karyn Aspden, and Linda Clarke
Intentional teaching in small groups allows educators to focus on specific learning goals while using their expertise to scaffold and extend children’s understanding. This balance between structured guidance and child-led exploration creates a dynamic learning environment, perfectly aligned with New Zealand’s Te Whāriki framework.
FAQs
What are the benefits of teacher-led small group learning for children with diverse learning needs?
Teacher-led small group learning provides a fantastic way to support children with different learning needs. It gives teachers the chance to customise activities and lessons to suit each child’s abilities, interests, and ways of learning. This personalised method not only keeps kids engaged but also helps them grow at their own pace.
Working in smaller groups also allows teachers to apply targeted strategies that address specific needs more effectively. On top of that, the intimate setting helps build stronger connections between teachers and children. This nurturing environment boosts children’s confidence, fosters a sense of belonging, and encourages positive interactions with their classmates.
How can teachers effectively manage time and organise classrooms during small group learning?
Tips for Managing Time and Organising Classrooms in Small Group Settings
Teachers can make small group sessions run smoothly by using strategies that bring structure and keep things efficient. One handy tool is the use of visual timers, which help keep activities on track and ensure everyone stays within the planned schedule. Pairing this with clear routines can make transitions between tasks much smoother and cut down on unnecessary interruptions.
Keeping sessions short - around 15–20 minutes - can help maintain children's attention while making time management easier. Another smart approach is arranging the classroom to include specific areas for each group. This setup not only makes the most of the available space but also helps minimise distractions, creating an environment where everyone can focus and learn effectively.
How does the Te Whāriki curriculum encourage teacher-led small group learning in early childhood education in New Zealand?
Te Whāriki and Small Group Learning
Te Whāriki provides a flexible, culturally aware framework that supports teacher-led small group learning, focusing on the complete development of children. Its guiding principles - empowerment, family and community involvement, and holistic learning - allow educators to design activities that resonate with each child's unique needs and interests.
This framework promotes purposeful teaching and encourages dynamic, engaging learning experiences. By valuing children's independence and fostering collaborative connections, Te Whāriki integrates small group learning seamlessly into early childhood education across New Zealand.
