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Bank Street

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Kayla Donaldson

on 2 December 2013

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Transcript of Bank Street

Bank Street
Developmental Interaction Approach

The Bank Street Approach was inspired from the theories created by Anna Freud, Erik Erikson, Barbra Biber, and Jean Piaget.

It was first known as the Bank Street Approach but then was changed to the Developmental Interaction Approach (DIA) to focus more on the basis of the approach, rather than the location of the school.

The DIA is the belief that as children grow and develop, their thoughts and emotions work together and that children learn from engaging with the world.

The Founders of the school, Harriot Johnson, Caroline Pratt and Lucey Sprague Mitchell, believed that the education of the "whole" child as well as the interactions between the child and the environment and child with other people.
This approach gives teachers a theoretical frame work and not a particular way to teach.

Teachers Role:
- Help students expand their understanding of themselves and their surroundings through extensive curriculum which builds on the child's questions and concerns.
- Add their own questions to enrich and deepen the child's thinking.
- Want to use democratic ideas that influence the decisions about content and practice. As well as social and physical environments.
- Provide instruction and guided learning while allowing students to be creative.

Students are welcome to move about and talk freely while they work. They learn how to tackle issues and express ideas and feelings to others. Students also have the choice of activities and what they want to learn about.

430 Student enrolled
36% - students of color

Bank Street focuses on the changes of children's development overtime.
-Children develop at different times or ages.
-Children's interactions with the world are very engaged.
-Teachers should be aware of the interests of students

Teaching Techniques
Teachers focus on:
- Encouraging their students
- Facilitate student's learning needs
- Give appropriate feedback
- Listen to students
- Use grouping
- Questioning
- Co-construction
Teachers also want to focus on the "why's" and not the "how's".
Set up:
The classroom has centers where children make independent choices about learning and activities.
There are class meetings and facilitated group activities as well as plenty of independent play.
Teaching Goals
-Teachers want students to feel like important members of society
- Encourage children individually, using specific feedback.
- Help children to stand up for themselves and others in unfair conditions.
- Make the atmosphere of the classroom respectful and appropriate for expressing feelings and thoughts.
- Build child's capacity to think critically.
- Help children feel good about themselves.
07:30-08:30 Arrival
08.30-09:30 Breakfast
09:30-09:45 Clean up
09:45-10:00 Circle time
10:00-10:30 Free play
10:30-11:00 Outdoor play
11:00-11:15 Clean up
11:15-12:15 Lunch
12:15-13:00 Movie Session/Theatre/Chess
13:00-13:30 Music Activity
13:30-14:00 Language Activity- Spanish
14:00-14:30 Free Play
14:30-15:00 Art Activity
15:00-15:15 Clean up
15:15-15:45 Snack
15:45-16:30 Drama Activity
16:30-17:00 Free Play
17:00-17:30 Departure
-The School is a place to promote competence in all areas of children's lives.
- Help students take charge of their learning and work with others.
- It is an active community connected to the social world, also shares power and responsibility with child's family and neighborhood institution
3/4s Half Day - $37,050
3/4s Full Day (Nursery) to 9/10s (4th Grade) - $37,995
10/11s (5th Grade) to 13/14s (8th Grade) - $39,450

A core value is socioeconomic diversity which requires for financial help for some families.
Awarded around $2.8 million need-based financial aid (30% of families receiving awards)

Bank Street School for Children
Middle School
1st - 4th Grade

After School Program offered until 6pm
Nursery - 8th Grade
Mission Statement
The mission of Bank Street College is to improve the education of children and their teachers by applying to the educational process all available knowledge about learning and growth, and by connecting teaching and learning meaningfully to the outside world. In so doing, we seek to strengthen not only individuals, but the community as well, including family, school, and the larger society in which adults and children, in all their diversity, interact and learn. We see in education the opportunity to build a better society.
The Bank Street approach is in educating the whole child, emotionally, socially, physically, and intellectually.

- Equipment, materials, as well as physical space is chosen to meet needs of the children.
- The approach highly emphasizes concrete experiences: cooking, field trips, and construction of blocks.
- Each group has a librarian, movement teacher, Spanish teacher, and music teacher.
Main Curriculum Areas
- Social Studies
- Emergent Literacy
- Library
- Mathematics
- Science
- Art and Shop
- Music
- Movement and Physical Education
- Spanish

Lower School
Nursery - 3rd Grade

Upper School
5th - 8th Grade
Teaching Faculty

52 full time
65% have degrees from Bank Street College Graduate School of Education
8:1 student/faculty ratio in Upper School
6:1 student/faculty ration in Lower School
Bank Street
Group of parents who organize many events throughout the school year including the Auction, Fall Fair, New Parents Welcome Party, etc.

Field Trips

Family Involvement
Affinity groups: group of people whose perspectives are not understood or appreciated and they identify ways they can be better represented in the culture of the school.
(gender, family structure, race, ethnicity, learning styles)
Helps in developing a sense of belonging

Parents of Children of Color
Kid of Color
Lesbian, Gay, Bisexual, Transgender, & Allies

Parent volunteers
Help at field trips
Give tour guides
The Family Center
Social Studies
Children make meaning through active engagement and interaction in the world.
The program has two themes which stem from the tradition of active engagement:
1. Studying life from moment to moment.
2. Studying connections and relationships.

Emergent Literacy
Literacy is integrated in all aspects of the curriculum in social studies, music, art, movement, math, and science.
Concrete and active experiences create a base from which students can build abstract mathematical understanding and ideas.
Students record and predict based on observations in the classroom or on class trips. They are encouraged to investigate, manipulate, and discuss.
Art and Shop
Basic activities in every clasroom consist of woodworking, painting, clay, drawing, collage, block building, and construction.
Activities and experiences are planned to encourage, develop, and support each students needs.
Every class time students are able to learn songs, move to music, or play instruments.
Students have scheduled library time in which they are able to build their listening and discussion skills.
Movement and Physical Education
Activities emphasize repetition and basic movements to help students gain and strengthen skills.
Students are exposed to Spanish by a native Spanish speaker.
The Spanish teacher works with students throughout the classroom, reading stories, working with small groups, and teaching songs.
An inclusive child-care center as well as a home and community-based special education program.
Also serves as a Preschool Special Education & Early Intervention Site.
Provides developmentally oriented, culturally sensitive childcare, and family support.
2 groups of 5 months - 3 years
2 groups of preschool aged

Learning through
Based on Activities of Daily Living
Activities & Materials Central to Bank Street
Dramatic Play
Sensory Experiences
Music, Movement, & Gross Motor Activities
Four Groups
Child to Teacher Ratio
3:1 for Toddlers
4:1 for Preschoolers
Ages and Ratios
Singing Time
Cabeza, hombros, rodillas, y pies, rodillas y pies, rodillas y pies
Cabeza, hombros, rodillas, y pies
Ojos, oidos, boca, y nariz
Full transcript