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Influencing Minds

  • The approach was largely shaped by the "heady" theorists during the Progressive Era, such as...

  • Lucy Sprague Mitchell, was determined to create schools that supported and enhanced children's growth and development
  • She believed it was important to understand how students learn and their interests

Characteristics

Lev Vygotsky

  • Focusing on the child as a whole
  • Emphasizes importance of the use of open-ended materials
  • Diversity is celebrated and self-expression is encouraged
  • Teachers aim to meet children "where they are"
  • emphasis on concepts of social interactions and scaffolding
  • Zone of Proximal development

Theorists' Contributions

Shapiro & Biber (1972) believed that teachers should be attuned to students' needs and what the child brings to the classroom in the following areas:

  • Social
  • Intellectual
  • Achievement gaps
  • Fears
  • Joys
  • John Dewey
  • "Vehicle of social justice"
  • Democratic social justice

The Explicit Purpose:

To educate teachers and children within an educational frame which brings together concepts from dynamic and developmental psychologists and progressive educational theorists and practitioners (Shapiro & Biber, 1972)

  • Why? Compatible and complimentary

Philosophy of Developmental-Interaction Approach

  • Focus on human development
  • Interaction within a world with people and materials
  • Building a democratic community
  • Based upon humanistic values

Overview of Developmental-Interactive Approach

  • Born out of developmental psychology and the Progressive Education movement in the early 20th Century
  • Influenced by many familiar early educational theorists
  • Closely identified with Bankstreet College of Education

Developmental-Interaction Approach

By: Nealy Lawley

ECE 513

Jacksonville State University

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