Basic Principles
Most curricula today that emphasize developmentally appropriate practice and development of the whole child are influenced by ideas embedded in the Bank Street approach. These “big ideas” include the following:
- Teaching decisions are based on knowledge and understanding of all the developmental domains and cognitive processes.
- Teachers function as researchers; they record their observations and use them to learn about children and their families and adapt curriculum to meet children’s needs.
- The physical environment is arranged to promote exploration, social interactions, and active participation.
- The curriculum is grounded in social studiesbuilding awareness of community and a sense of belonging and civic responsibility.
- Play serves as an important context for consolidating and integrating understanding and solving conflicts (Mitchell & David, 1992).
Bank Street conceives teaching as a “work in progress,” since teachers adapt and change activities and topics of study according to the interests and abilities of the children (Goffin & Wilson, 2001). Table 2.2 shows how the Bank Street theoretical approach has evolved over time. It is grounded in the psychosocial perspectives of Sigmund Freud, Erik Erikson, Jean Piaget, and others. It has also long been characterized as representative of John Dewey’s progressive approach to education. A Bank Street classroom models democracy in action through emphasis on the importance of community, collaborative rule making, cooperation, and respect for others (Mitchell & David, 1992, p. 19).