| 1916 to 1930 |
1930s to 1960s |
1960s to Today | ||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Experimental/progressive origins/ political reform agenda | Psychodynamic psychological orientation developed | Formalized articulation of approach/labeling as “model” | ||||||||||
| Organizational period | Psychological Basis | Practices derived from philosophical, cognitive, and psychological constructs | ||||||||||
The Bank Street Classroom
Scholastic Studio / Getty Images
Teachers consider the environment in a Bank Street classroom to be a powerful messenger in that it communicates key values and philosophical beliefs. For example, the orderly and accessible arrangement of materials promotes independence and responsibility; comfortable seating areas invite conversation and interaction; displays of children’s work at their eye level conveys respect for their ideas and products (Mitchell & David, 1992, pp. 6162).
Like Montessori, a Bank Street classroom is organized with centers to promote particular kinds of activities. But unlike Montessori, the functions of these centers are fluid, adapted to the changing rhythms of the classroom. At a minimum, classrooms contain areas for both group play and privacy, storage, creative activities, and outdoor space to extend learning opportunities. Practical considerations for arranging space include attention to traffic patterns, access to water, and the control of noise levels.
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