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THE DEVELOPMENTAL-INTERACTION APPROACH
Bank Street College of Education
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HISTORY
Bank Street Approach
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History of Bank Street
Founders Lucy Sprague Mitchell and Harriet Johnson
Founded Bureau of Educational Experiments in 1916
Became Bank Street College of Education Mitchell followed beliefs of John Dewey:
Education is based on 2 ideas: Purpose is to benefit democratic society Meaningfully connected to children’s lives (Cuffaro &
Nager, 2012)
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History of Bank Street
Cuffaro & Nager (2012) explain, “The [original] school was designed to be an arena for studying children and for devising teaching practices that fostered growth and development” (p. 262).
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History of Bank Street
Mitchell- Material must make sense on child’s level “…surely one had to understand children in order to plan a
school that was right for their development” (p. 262, Cuffaro & Nager, 2012) -Lucy Sprague Mitchell.
Bank Street Has Influenced- Developmentally Appropriate Practices Handbook Formation of NAEYC (Wardle, 2003)
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Early Timeline
1916-The Bureau of Educational Experiments Small experimental nursery school
1930- Changed focus to education of teachers (Lit, Nager, & Snyder, 2010) Cooperative School for Teachers teacher training
facility1934- Founder Harriet Johnson dies
Bureau renamed Harriet Johnson Nursery School
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Early Timeline
1950- State of New York Cooperative School for
Teachers assigns Master of Science Degrees
Formally renamed Bank Street College of Education
1954- School for Children Began with one class Full-scale elementary
school (Bank Street College of Education, n.d.)
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Early Timeline
Mitchell and staff modeled materials and ideas for public school classrooms in New York City.
1965- Workshops led to formation of Head Start (Cuffaro & Nager, 2012).
1966- Early Childhood Center opened on West 42nd Street
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Bank Street Today
Bank Street departments today Graduate School of Education School for Children Family Center Division of Continuing Education Publications Group Research Division (Mitchell & David, 1992).
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Bank Street Today
Collaborations and Partnerships with Educational Programs and Foundations American Museum of
Natural History The Voyage of the
Mimi Starring young Ben
Affleck The Second Voyage of
the Mimi (Freidus, 2010).
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Bank Street Today
In 2011-2012 School for Children had 436 students Graduate School had 1,033 students. Both schools combined have 336 staff members (Bank
Street College of Education, n.d.)
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PHILOSOPHICAL AND THEORETICAL BASIS
Bank Street Approach
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The Developmental-Interaction Approach
Influenced by developmental psychology and progressive education
Development differs at different times and ages
Focus on whole child developmentTeachers meet students where they areTeachers have knowledge of human
developmentTeachers skilled at observing children(Bank Street College of Education, n.d.)
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Let’s observe!
Let’s observe children in a dramatic play environment.
As you observe the children in the video, consider what you can observe about their intellectual, physical, social, and emotional development.
What theories of learning or child development help us to explain or understand these children’s behavior?
Jenesa in the dramatic play area(MrsBarrett123, 2010).
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The Developmental-Interaction Approach
Cognition and emotion are interconnected
Learning is based on: Active collaboration Relationships between
teachers and students Meaningful content
(Bank Street College of Education, n.d.)
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The Developmental-Interaction Approach
Interaction- Child’s engagement
with world Importance of parents,
families, and community
Teacher’s awareness of student interests
(Bank Street College of Education, n.d.)
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Main Commitments and Philosophy
Health and wellness Social Emotional Physical Intellectual
Importance of working with community Emphasize culture and linguistic diversity(Bank Street College of Education, n.d.)
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Main Commitments and Philosophy
Diversity and social justice Head Start Follow Through Social engagement Inclusion Respect for others
(Bank Street College of Education, n.d.)
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Main Commitments and Philosophy
Habits of mind Inquiry Curiosity Lifetime love of
learning Diversity and social
justice
(Bank Street College of Education, n.d.)
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John Dewey’s Influence on Bank Street
“No doubt some of the repulsiveness of purely abstract intellectual studies to many children is simply the reflex of the fact that the things—the facts and truths—presented to them have been isolated from their human context.
—John Dewey, 1913 (as cited on p. 3, Stuckart & Glanz, 2010) How does this quote relate to the current world of
teaching? What does it mean to teach the “whole child?” What is the ideal way to promote the healthy growth
of students?
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John Dewey’s Influence on Bank Street
All subject matter is social
Attitude for learning is most important
Education meets needs of modern world Work with others toward
common goals Capacity for innovative
problem solving Effective communication
skills(Stuckart & Glanz, 2010)
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John Dewey’s Influence on Bank Street
Role of curriculum Promotes growth Improves conditions for most people Active participation in democratic society Social justice Make connections
Students’ daily lives Progress of humankind
(Stuckart & Glanz, 2010)
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Teaching Through the Lens of Social Studies
Social studies and social issues are the basis for curriculum.
Discuss what types of social studies concepts or social issues you could teach. How might you do this in your own classroom?
Consider the following: Location of school Culture/Languages Age range Current social issues Integrative with other subject
areas
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STRUCTURE AND CURRICULUM
Bank Street Approach
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The Whole Child
All curriculum is described as: An educational
approach that addresses the entire emotional, social, physical, and intellectual being of a child.
(Cuffaro & Nager, 2012)
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Teaching and Learning
Learning opportunities for children Trips Activities Books Other materials and resources “Book learning” is a supplement to other more
interactive types of learning.
(Nager & Shapiro, 2007)
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Family Center - Ages 6 months to 4 years
Based largely on activities of daily living Activities & Materials central to Family
Center Classroom Art Blocks Dramatic Play Sensory Experiences Music, Movement, & Gross Motor Activities Outings
(Bank Street College of Education, n.d.)
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Lower School - Ages 3s, 4/5s, 5/6s (Equivalent to Nursery - K)
Social Studies Emergent Literacy Math Science Spanish Art & Shop Music Library Movement & Phys Ed
(Bank Street College of Education, n.d.)
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Middle School - Ages 6-10 (Grades 1 - 4)
Social Studies Literacy Math Science Spanish Art & Shop Music Library Phys Ed (Bank Street College of
Education, n.d.)
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Upper School - Ages 10 to 14 years (Equivalent to Grades 5 - 8)
Social Studies Literacy Math Science Foreign Languages Art & Shop Music Library Phys Ed &
Interscholastic Sports(Bank Street College of
Education, n.d.)
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Assessment in the Bank Street Curriculum
Authentic/learner-centered
Based on how child makes sense of world
Provides range of opportunities to demonstrate understanding
(Cuffaro & Nager, 2012)
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What do teachers assess?
Competence in basic skills
Development of analytic capacity
Wide range of knowledge in subject areas
Interrelated ability to work independently and collaboratively
(Cuffaro & Nager, 2012)
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What do teachers assess?
Exercise of initiative Ability to
communicate effectively
Being a socially responsible member of the community
(Cuffaro & Nager, 2012)
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Inside a Bank Street Classroom
Come inside and take a look!
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Principles of Teacher Education
The schools view teachers as whole peopleTeacher education based on 5 principles:
Education promotes, creates, and encourages: Social justice Participation in democratic processes
Teacher does the following: Has deep knowledge of subject matter Actively engaged through study, observation, and
participation
(Nager & Shapiro, 2007)
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Principles of Teacher Education
Children’s learning and development in context Family Community Culture
Teacher grows as person and professional.
Teaching requires a philosophy of education.
(Nager & Shapiro, 2007)
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Works Cited
Ahmed, A., D'Aiello, C., Hansen, M., Bellacosa, J., Sultanova, S., Solomon, R., Poosanguansit, W., Adeyamo, P., Daniel, C., Navarro, B. (2012, July 31). Curriculum and assessment information. Retrieved from
http:// www.bnkst.edu/school-children/ and http://bankstreet.edu/family-center/curriculum/
Bank Street College of Education (n.d.). http://bankstreet.edu/
Cuffaro, H. K. & Nager, N. (2012). The developmental-interaction approach at Bank Street College of Education. In Roopnarine, J., & Johnson, J. (Eds.), Approaches to early childhood education (6th Ed., 261-278). Upper Saddle River, N.J.: Pearson.
MrsBarrett123. (2010, October 21). Jenesa in the dramatic play area. Retrieved from http://www.youtube.com/watch?v=egHDnOb9Bck.
Nager, N. & Shapiro, E.K. (2007). A progressive approach to the education of teachers: some principles from Bank Street College of Education. Bank Street College of Education Occasional Paper Series, 18.
Schoeman, N. (2010). Education for democracy. South African Journal of Philosophy, 29(2), 132-139.
Stuckart, D. W., & Glanz, J. (2010). Revisiting Dewey : Best Practices for Educating the Whole Child Today. R&L Education.
*Clipart from Microsoft Office
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Quiz Me! Round 1
Describe the following most important terms to the Bank Street Approach. You may not use the word in your definition.
Social studies Community
Developmental-interaction approach
John Dewey Bank Street
Social justice
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Quiz Me! Round 2
Now it’s your turn! Describe the following most important terms to the Bank Street Approach. You may not use the word in your definition.
Assessment Social issues Social engagement
Diversity Lucy Sprague Mitchell Harriet Johnson