3History of Bank StreetFounders Lucy Sprague Mitchell and Harriet JohnsonFounded Bureau of Educational Experiments in 1916Became Bank Street College of EducationMitchell followed beliefs of John Dewey:Education is based on 2 ideas:Purpose is to benefit democratic societyMeaningfully connected to children’s lives (Cuffaro & Nager, 2012)
4History of Bank StreetCuffaro & 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).
5History of Bank StreetMitchell- 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 HandbookFormation of NAEYC (Wardle, 2003)
6Early Timeline 1916-The Bureau of Educational Experiments Small experimental nursery school1930- Changed focus to education of teachers (Lit, Nager, & Snyder, 2010)Cooperative School for Teachers teacher training facility1934- Founder Harriet Johnson diesBureau renamed Harriet Johnson Nursery School
7Early Timeline 1950- State of New York 1954- School for Children Cooperative School for Teachers assigns Master of Science DegreesFormally renamed Bank Street College of Education1954- School for ChildrenBegan with one classFull-scale elementary school (Bank Street College of Education, n.d.)
8Early TimelineMitchell 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
9Bank Street Today Bank Street departments today Graduate School of EducationSchool for ChildrenFamily CenterDivision of Continuing EducationPublications GroupResearch Division (Mitchell & David, 1992).
10Bank Street TodayCollaborations and Partnerships with Educational Programs and FoundationsAmerican Museum of Natural HistoryThe Voyage of the MimiStarring young Ben AffleckThe Second Voyage of the Mimi (Freidus, 2010).
11Bank 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.)
12Philosophical and theoretical basis Bank Street ApproachPhilosophical and theoretical basis
13The Developmental-Interaction Approach Influenced by developmental psychology and progressive educationDevelopment differs at different times and agesFocus 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.)
14Let’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).
15The Developmental-Interaction Approach Cognition and emotion are interconnectedLearning is based on:Active collaborationRelationships between teachers and studentsMeaningful content(Bank Street College of Education, n.d.)
16The Developmental-Interaction Approach Child’s engagement with worldImportance of parents, families, and communityTeacher’s awareness of student interests(Bank Street College of Education, n.d.)
17Main Commitments and Philosophy Health and wellnessSocialEmotionalPhysicalIntellectualImportance of working with communityEmphasize culture and linguistic diversity(Bank Street College of Education, n.d.)
18Main Commitments and Philosophy Diversity and social justiceHead StartFollow ThroughSocial engagementInclusionRespect for others(Bank Street College of Education, n.d.)
19Main Commitments and Philosophy Habits of mindInquiryCuriosityLifetime love of learningDiversity and social justice(Bank Street College of Education, n.d.)
20John 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?
21John Dewey’s Influence on Bank Street All subject matter is socialAttitude for learning is most importantEducation meets needs of modern worldWork with others toward common goalsCapacity for innovative problem solvingEffective communication skills(Stuckart & Glanz, 2010)
22John Dewey’s Influence on Bank Street Role of curriculumPromotes growthImproves conditions for most peopleActive participation in democratic societySocial justiceMake connectionsStudents’ daily livesProgress of humankind(Stuckart & Glanz, 2010)
23Teaching 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 schoolCulture/LanguagesAge rangeCurrent social issuesIntegrative with other subject areas
24Structure and curriculum Bank Street ApproachStructure and curriculum
25The 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)
26Teaching and Learning Learning opportunities for children Trips ActivitiesBooksOther materials and resources“Book learning” is a supplement to other more interactive types of learning.(Nager & Shapiro, 2007)
27Family Center - Ages 6 months to 4 years Based largely on activities of daily livingActivities & Materials central to Family Center ClassroomArtBlocksDramatic PlaySensory ExperiencesMusic, Movement, & Gross Motor ActivitiesOutings(Bank Street College of Education, n.d.)
28Lower School - Ages 3s, 4/5s, 5/6s (Equivalent to Nursery - K) Social StudiesEmergent LiteracyMathScienceSpanishArt & ShopMusicLibraryMovement & Phys Ed(Bank Street College of Education, n.d.)
29Middle School - Ages 6-10 (Grades 1 - 4) Social StudiesLiteracyMathScienceSpanishArt & ShopMusicLibraryPhys Ed(Bank Street College of Education, n.d.)
30Upper School - Ages 10 to 14 years (Equivalent to Grades 5 - 8) Social StudiesLiteracyMathScienceForeign LanguagesArt & ShopMusicLibraryPhys Ed & Interscholastic Sports(Bank Street College of Education, n.d.)
31Assessment in the Bank Street Curriculum Authentic/learner-centeredBased on how child makes sense of worldProvides range of opportunities to demonstrate understanding(Cuffaro & Nager, 2012)
32What do teachers assess? Competence in basic skillsDevelopment of analytic capacityWide range of knowledge in subject areasInterrelated ability to work independently and collaboratively(Cuffaro & Nager, 2012)
33What do teachers assess? Exercise of initiativeAbility to communicate effectivelyBeing a socially responsible member of the community(Cuffaro & Nager, 2012)
34Inside a Bank Street Classroom Come inside and take a look!
35Principles of Teacher Education The schools view teachers as whole peopleTeacher education based on 5 principles:Education promotes, creates, and encourages:Social justiceParticipation in democratic processesTeacher does the following:Has deep knowledge of subject matterActively engaged through study, observation, and participation(Nager & Shapiro, 2007)
36Principles of Teacher Education Children’s learning and development in contextFamilyCommunityCultureTeacher grows as person and professional.Teaching requires a philosophy of education.(Nager & Shapiro, 2007)
37Works CitedAhmed, 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 fromandBank Street College of Education (n.d.).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., ). Upper Saddle River, N.J.: Pearson.MrsBarrett123. (2010, October 21). Jenesa in the dramatic play area. Retrieved fromNager, 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),Stuckart, D. W., & Glanz, J. (2010). Revisiting Dewey : Best Practices for Educating the Whole Child Today. R&L Education.*Clipart from Microsoft Office
38Quiz Me! Round 1Describe 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
39Quiz Me! Round 2Now 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