Psychological and Pedagogical Features of the Organization of Collective Forms of Work in Different Age-Related Groups


  • Larysa Prysiazhniuk Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical Univercity
  • Svitlana Genkal Sumy State Pedagogical University named after A.S. Makarenko
  • Viktoriia Nadon H.S. Skovoroda Kharkiv National Pedagogical University
  • Maryna Tomchenko Zaporizhzhia National University
  • Iryna Fomina Kherson State University
  • Andrii Lytvyn Lviv State University of Life Safety of the State Emergency Service of Ukraine



intellectual development, psychological compatibility, frontal-collective work, classmates of different age, personal sphere of relations, business relations


The article identifies the main problems of the organization, the features of collective educational activities in multi-age classes and ways to overcome them. The relevance of the article is determined by the demographic problem of Ukraine - the threat of closure of small rural schools for economic reasons. The position of the authors in this regard is as follows: if to develop a theoretical basis for the effective association of small classes into large, but mixed-age classes and to stimulate administrative and legal support of such association, it is possible to preserve schools even in the most marginalized areas. The general purpose of the article is to determine the peculiarities of functioning of multi-age classes in today's conditions and to provide recommendations for constructive organization of educational activities of multi-age classes in the realities of modern Ukrainian schools on the basis of the received data. Partial aims of the article - analysis of domestic and foreign literature and consideration of ideas and problems of teachers of Ukrainian small schools to obtain data, analyze them, and formulate recommendations. Criteria for selection and analysis of the literature - thematic, temporal (mainly the latest sources), problematic (coverage of the maximum number of problematic aspects) and practice-oriented (data can be extrapolated, adapted, borrowed). This determined the methods of the article: typological. comparative, pragmatic analysis of the content of educational conditions and principles related to the topic; sociological (elements of questioning teachers unrepresentative sample) for general opinion of teachers, getting suggestions (request) and teachers' attitude to the problem. At the final stage, methods of extrapolation (according to the installation "world tendencies - Ukrainian realities"), generalization and forecasting were used. Prospects for further research lie in the development of integrated teaching methods and forms. The latter should be both maximally differentiated, but expediently integrated, and subjects of different ages should minimally interfere and maximally mutually assist in achieving educational goals.


Aina, O. E. (2001). Maximizing learning in early childhood multi-age classrooms: Child, teacher, and parent perceptions. Early Childhood Education Journal, 28(4), 219-224.

Anderson, L. (2000). Why should reduced class size lead to increased student achievement? In M. C. Wang, & J. D. Finn (Eds.), How small classes help teachers do their best (pp. 3–24). Temple University Center for Research in Human Development and Education, Philadelphia.

Baterbiev, M. M. (2003). Organizatsiya raznovozrastnogo obucheniya v malo-komplektnoy sel'skoy shkole [Organization of education of various aged in a small-complete rural school]. Publishing house of the Ust-Ilimsk experimental lyceum.

Bayborodova, L. V. (1988). Raznovozrastnyy kollektiv v malokomplektnoy shkole [Various aged team in a small school. Vospitaniye shkol'nikov [Education of schoolchildren], 2, 29-32.

Berbets, T., Berbets, V., Babii, I., Chyrva, O., Malykhin, A., Sushentseva, L., Medynskii, S., Riaboshapka, O., Matviichuk, T., Solovyov, V., Maksymchuk, I., & Maksymchuk, B. (2021). Developing Independent Creativity in Pupils: Neuroscientific Discourse and Ukraine’s Experience. BRAIN. Broad Research in Artificial Intelligence and Neuroscience, 12(4), 314-328.

Berde, É., & Rigó, M. (2020). Job satisfaction at older ages. Zeitschrift für Gerontologie und Geriatrie, 53, 44–50

Blatchford, P., Bassett, P., Goldstein, H., & Martin. C. (2003). Are class size differences related to pupils' educational progress and classroom processes? Findings from the Institute of Education Class Size Study of children aged 5–7 Years. British Educational Research Journal, 29(5), 709–730.

Blatchford, P., Russell, A., & Brown, P. (2009). Teaching in large and small classes. In L.J. Saha, & A.G. Dworkin (Eds.), International Handbook of Research on Teachers and Teaching. Springer International Handbooks of Education, vol 21 (pp. 779-790). Springer.

Bozhovich, L. I. (1995). Problemy formirovaniya lichnosti: izbrannyye psikhologicheskiye trudy [Problems of personality formation: selected psychological works]. Publishing house of the Institute of Practical Psychology Voronezh MODEK.

Cheredov, I. M. (1988). Formy uchebnoy raboty v sredney shkole [Forms of educational work in secondary school]. Prosveshcheniye.

Dymov, E. I. (2002). Psikhologo-pedagogicheskiy aspekt mezhvozrastnogo vzaimodeystviya. Sotsial'no-psikhologicheskiye aspekty optimizatsii zhiznedeyatel'nosti molodezhnykh grupp v izmenyayushchikhsya sotsial'no-ekonomicheskikh usloviyakh [Psychological and pedagogical aspect of interaction of different ages. Socio-psychological aspects of optimizing the life of youth groups in changing socio-economic conditions]. Kursk State University Publishing House.

Finn, J. D., & Achilles, C. M. (1999). Tennessee's class size study: Findings, implications, misconceptions. Educational evaluation and policy analysis, 21(2), 97-109.

Grissmer, D. (1999). Class size effects: Assessing the evidence, its policy implications, and future research agenda. Educational Evaluation and Policy Analysis, 21(2), 231–248

Gurevych, R. S., Shakhina, I. Y., & Podzygun, O. A. (2020). Google Classroom As An Effective Tool Of Smart Learning And Monitoring Of Students’ Knowledge In Vocational Schools. Information Technologies and Learning Tools, 79(5), 59–72.

Komogorova, M., Maksymchuk, B., Bernatska, O., Lukianchuk, S., Gerasymova, I., Popova, O., Matviichuk, T., Solovyov, V., Kalashnik, N., Davydenko, H., Stoliarenko, O., Stoliarenko, O., & Maksymchuk, I. (2021). Pedagogical Consolidation of Pupil-Athletes Knowledge of Humanities. Revista Romaneasca Pentru Educatie Multidimensionala, 13(1).

Kostyuk, G. S. (1989). Navchalʹno-vykhovnyy protses i psykhichnyy rozvytok osobystosti [Educational process and mental development of personality]. Radyanska shkola.

Kotov, V. A. (1977). Organizatsiya na urokakh kollektivnoy deyatel'nosti uchashchikhsya [Organization of collective activities of students in the classroom]. Ryazan.

Lloyd, L. (1999). Multi-age classes and high ability students. Review of educational research, 69(2), 187-212.

Makarenko, A. S. (1990). Metodyka vykhovnoyi roboty [Methods of educational work]. Radyanska shkola.

Maksymchuk, B., Gurevych, R., Matviichuk, T., Surovov, O., Stepanchenko, N., Opushko, N., Sitovskyi, A., Kosynskyi, E., Bogdanyuk, A., Vakoliuk, A., Solovyov, V., & Maksymchuk, I. (2020a). Training Future Teachers to Organize School Sport. Revista Romaneasca Pentru Educatie Multidimensionala, 12(4), 310-327.

Maksymchuk, B., Matviichuk, T., Solovyov, V., Davydenko, H., Soichuk, R., Khurtenko, O., Groshovenko, O., Stepanchenko, N., Andriychuk, Y., Grygorenko, T., Duka, T., Pidlypniak, I., Gurevych, R., Kuzmenko, V., & Maksymchuk, I. (2020b). Developing Healthcare Competency in Future Teachers. Revista Romaneasca Pentru Educatie Multidimensionala, 12(3), 24-43.

Margulis, E. D. (1990). Kollektivnaya deyatel'nost' uchashchikhsya: problemy obucheniya [Collective activity of students: learning problems]. Vyscha school.

McCann, R. M., & Giles, H. (2006). Communication with people of different ages in the workplace: Thai and American data. Human communication research, 32(1), 74-108.

Melnyk, N., Maksymchuk, B., Gurevych, R., Kalenskyi, A., Dovbnya, S., Groshovenko, O., & Filonenko, L. (2021). The Establishment and Development of Professional Training for Preschool Teachers in Western European Countries. Revista Romaneasca Pentru Educatie Multidimensionala, 13(1).

Mkrtchyan, M. (1999). Kollektivnyy sposob obucheniya [A collective way of teaching]. Uchtelskaya Gazeta, 22, 8-9.

Nemov, R. S. (1995) Rukovodstvo detskimi gruppami i kollektivami [Management of children's groups and collectives]. Vlados.

Nikolaienko, V., Maksymchuk , B., Donets, I., Oksom, P., Verbyn , N., Shemchuk , V., & Maksymchuk , I. (2021). Cycles of Training Sessions and Competitions of Youth Football Players. Revista Romaneasca Pentru Educatie Multidimensionala, 13(2), 423-441.

Pervina, I. B. (1985) Kollektivnaya uchebno-poznavatel'naya deyatel'nost' shkol'nikov [Collective educational and cognitive activity of schoolchildren]. Pedagogika.

Philosophical Encyclopedic Dictionary. (1989). Soviet Encyclopedia.

Saqlain, N. (2015). A Comprehensive Look at Multi-Age Education. Journal of Educational and Social Research, 5(2), 285 – 290.

Semychenko, V. A. (2004). Psykholohiya pedahohichnoyi diyalʹnosti [Psychology of pedagogical activity].Vyshcha shkola.

Shahina, I. Y. (2017). Organization Of Educational Process Using Electronic Educational-Methodical Complexes For Preparation Computer Technologies Specialists. Information Technologies and Learning Tools, 58(2), 141–154.

Shatsky, S. T. (1980). Izbrannyye pedagogicheskiye sochineniya [Selected pedagogical compositions: in 2 volumes]. Pedagogika.

Stone, S. (2004). Creating the multi-age classroom. Good Year Books.

Sutter, M., & Kocher, M. G. (2007). Trust and trustworthiness across different age groups. Games and Economic behavior, 59(2), 364-382.

Sysoeva, S. O., & Poyasyuk, T. B. (2005). Psykholohiya ta pedahohika: pidruchnyk dlya studentiv vyshchykh navchalʹnykh zakladiv nepedahohichnoho profilyu tradytsiynoyi ta dystotsiynoyi form navchannya [Psychology and pedagogy: a textbook for students of higher educational institutions of non-pedagogical profile of full-time studies and distance forms of education]. Millennium.

Tasheva, S., & Hillman, A. J. (2019). Integrating diversity at different levels: Multilevel human capital, social capital, and demographic diversity and their implications for team effectiveness. Academy of Management Review, 44(4), 746-765.

Tolstoy, L. N. (1912). Obshchiye didakticheskiye polozheniya v primenenii k prepodavaniyu v nachal'nykh shkolakh [General didactic instructions as applied to teaching in primary school]. In A. Anastasiev. (Ed.), Public school: a guide for teachers and female teachers of primary public schools, Part 2, (pp. 142-149). Pedagogika.

Vasilieva, T. V. & Burlaka, Ya. I. (1988). Sochetaniye gruppovykh i individual'nykh form uchebnoy deyatel'nosti studentov [Combination of group and individual forms of educational activity of students]. Kiev State Pedagogical Institute.

Veenman, S. (1995). Cognitive and noncognitive effects of multigrade and multi-age classes: A best-evidence synthesis. Review of educational research, 65(4), 319-381.

Yaroshenko, O. G. (1997) Hrupova diyalʹnistʹ shkolyariv: teoriya i metodyka [Group activity of schoolchildren: theory and methods]. Parnyor.

Zhurat, Y., Lipshyts, L., Soter, M., Chumak, L., Tarasenko, H., Valchuk-Orkusha, O., & Melnyk, I. (2020). Developing Professional Subjectivity in Future Primary School Teachers in the Context of a Neuropedagogical Approach. BRAIN. Broad Research in Artificial Intelligence and Neuroscience, 11(2Sup1), 64-81.




How to Cite

Prysiazhniuk, L., Genkal, S., Nadon, V., Tomchenko, M., Fomina, I., & Lytvyn, A. (2022). Psychological and Pedagogical Features of the Organization of Collective Forms of Work in Different Age-Related Groups. Revista Romaneasca Pentru Educatie Multidimensionala, 14(1Sup1), 172-190.

Most read articles by the same author(s)

Publish your work at the Scientific Publishing House LUMEN

It easy with us: publish now your work, novel, research, proceeding at Lumen Scientific Publishing House

Send your manuscript right now