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Bank Street 's Developmental Interaction Approach

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Veronica Howell

on 1 April 2014

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Transcript of Bank Street 's Developmental Interaction Approach

Bank Street 's Developmental Interaction Approach
Like Dewey, Mitchell believed in the remarkable idea that schools would enhances and support children’s growth should be based on knowing more about how children learn
Sigmund Freud
Characteristics of the Developmental Interaction Approach
Materials include teacher-made and parent-made items as well as child-made, that relate to the child’s own world.


How Children Learn
References
Bank Street's Developmental Interaction Approach (n.d.). Retrieved from http://
bankstreet.edu/

Davids, J., & Mitchell, A. , (Eds.). (1992).
Explorations with Young Children: A Curriculum Guide from the Bank Street College of Education.  MD: Gryphon House. Retrieved from http://books.google.com/books?id=daUUZ0CWcOkC&source=gbs_navlinks_s

Nager, N., Shapiro, E. K., & Bank Street Coll. of
Education, N. Y. (2007). A Progressive Approach to the Education of Teachers: Some Principles from Bank Street College of Education. Occasional Paper Series 18. Bank Street College Of Education. Retrieved from http://files.eric.ed.gov/fulltext/ED495462.pdf

Theory and Practice (n.d.). Retrieved from http://bankstreet.edu/theory-practice/

Video. Principles & Practices: Bank Street in Action. Retrieved from https:
www.youtube.com/watch?v=uEC43OIs0l4

Philosophical Influences

Jean Piaget
John Dewey
Presented By:
Veronica Howell
EDUC 651
Spring 2014

Developmental theorist like Piaget focused primarily on cognitive development, but were not especially focused on education.
Dewey's belief in the importance of education as a vehicle for social reform, the concept of active, engaged learners and the crucial role of democratic social processes in schooling were central in shaping the developmental-interaction approach.
Brief History

In 1916, educator Lucy Sprague Mitchell and her colleagues, influenced by revolutionary educator John Dewey and other humanists, concluded that building a new kind of educational system was essential to building a better, more rational, humane world.Mitchell founded the Bureau as a research organization.


This approach.....

Goals and Objectives
Bank Street's developmental-interaction approach to education emphasizes the importance of a large variety of open-ended materials in the classroom and defines the role of the teacher in the classroom as a facilitator of learning.   



Is developmentally meaningful
Provides a balance between child and adult initiated activities
Requires on going staff training and parent involvement
Necessitates the staff to set goals, plan strategies for achieving them and follow up to evaluate and revise them as necessary.

Brief History
As children go about their work, they move and talk freely.

Children responds to functional environment of written labels, messages, job charts, and other signals that tell them where things are, the events of the day, the choices they have available, therefore symbols become meaningful.

They learn how to attack problems and how to express there thoughts and feelings.

Adults relate to each child as a person and as a learner.
Central themes of study begins with self and family then extends to community and the world

Children are encouraged to explore a variety of activities, materials and places. Allowing children to choose from a variety of materials helps them to stimulate their flexibility, imagination and inventiveness — all of which engage children in their own learning process of planning and carrying it out, reasoning and problem-solving, and interacting with others.

Social Emotional
Curriculum focuses on making connections between home and school, and it includes the experience of separation from home and family.
Children learn to build trusting relationships with others and how to be a part of a group.
They also begin to understand how they are different from, and similar to, others.
Literacy and Language Development
Builds on the social and cognitive skills of speaking and listening that young children have already acquired.

Children are encouraged to express themselves, their ideas, feelings and experiences, as well as to engage in dialogue and discussions.
Mathematics
Concrete and active experiences in math provide a solid foundation from which children can build an understanding of abstract mathematical ideas.

Preschoolers work with different kinds of mathematical materials, including unit blocks, pegs, pegboards, pattern blocks, unifix cubes, dice and woodworking materials.
Science
Teachers encourage children to develop an attitude of respect for nature and their surrounding environment.

Children record, order, categorize, generalize, discuss and make predictions based on their observations of the natural environment and natural materials.
Creative Arts
Few restrictions are placed on the children's explorations with art materials; they are free to experiment in order to increase their understanding of the medium.

Repeated exposure to basic materials of paint, clay and collage lead to the ability to use different art media and materials in a variety of ways for creative expression and representation.
Instructional Strategies
By fostering integrated, dynamic approaches to curriculum, teachers provide concrete opportunities for children to play, explore, experiment, and recreate their experiences.
Field trips
Collaboration
Critical Thinking
Experience Based
The curriculum focuses on topics such as race, ethnicity, class, religion, gender, sexual orientation, family structure, physical ability, and learning styles.
Set up of the classroom is mindful of children's diverse learning styles and is arranged into conventional interest areas
Curriculum is inclusive, bringing special education teachers into the classroom for support when needed
Accommodations for Diverse Learners
Assessment
Approach to assessment is based on understanding how the learner makes sense of his/her world and providing opportunities for the student to represent the understanding.

Principles & Practices: Bank Street in Action


This video demonstrates the six principles that drive this approach.
WATCH
Goals and Objectives
The approach emphasizes a large variety of open-ended materials and defines the role of the teacher as a facilitator of learning. Educators value and promote student interaction.
Learning Environment
Children have plenty of space to move around. Movement such as play and creative arts is part of the routine. There is a high degree of flexibility that allows for unexpected learning opportunities inside and outside the classroom. Children are encouraged to explore and be guided by their curiosity. This makes it a safe and nurturing environment.
Physical Health and Development
Just as children like to manipulate toys, they enjoy putting their bodies in, on, under, over, through, behind and around.

Children have the opportunity to explore sounds and rhythms with drums, tambourines, xylophones, maracas and other non-pitched musical instruments.


Retrieved March 30, 2014, from http://ofalls.wordpress.com/2012/02/15/
parent-update-february-15-2012/
Retrieved March 29, 2014, from https://bankstreet.edu
Retrieved March 29, 2014, from https://bankstreet.edu
Retrieved March 29, 2014, from https://bankstreet.edu
Photo:
Photos:
Sigmund Freud. Retrieved March 29, 2014, from http://mikehoolboom.com/?p=394
Jean Piaget. Retrieved March 29, 2014, from http://en.wikipedia.org/wiki/Jean_Piaget
John Dewey. Retrieved March 29, 2014, from http://www.biography.com/people/john-dewey-9273497
Lucy Sprague Mitchell. Retrieved March 28, 2014,
from https://bankstreet.edu
Full transcript