Bank Street Curriculum

Reported By: Krisha Bulawan

Bank Street
Approach
 In 1916, Lucy Sprague Mitchell, the Bureu of
Educational Experiments.Since 1920s, Bank Street
College of Education, New York
 Also known as Developmental Interaction Model
 concerned with all aspects of children’s
development
 places emphasis on interactions, both between the
child and environment and between the cognitive and
affective areas of the child’s development.
 The underlying philosophy of the program

MISSION A. fostering both intellectual and social-emotional development

● self-esteem ● impulse control
OF ● identity ● autonomy
● competence ● relationship with others
BANK
STREET Children can become lifelong learners by interacting with the
environment around them, including other people, different places and
various things, and then interpret what they've just experienced.
 B. To improve the education of children and their teachers by
MISSION applying to the educational process all available knowledge about
learning and growth, and by connecting teaching and learning
meaningfully to the outside world.
OF → seek to strengthen not only individuals, but the community

BANK as well, including family, school, and the larger society in

which adults and children, in all their diversity, interact and

STREET learn. We see in education the opportunity to build a better

society.
  Study on how children learn and how to create
The classrooms- and a school-that would become a
progressive microcosm of the ideals and practices of a democratic
community. School was seen as a place to study child
movement of development and as a vehicle for social change.
the early  The intellectual and social life of the individual was
twentieth considered inseparable.

century  As opposed to rote learning practices prevalent in

schools at that time, the founders of Bank Street
established classrooms in which children were active:
-John Dewey venturing out and inquiring about the world around
them.
 The Bank Street method employs a child-
centered education program focusing on
diversity of curriculum.
 Students are offered active educational
opportunities in areas that develop cognitive,
emotional, physical and social growth.
 Learning often includes more than one subject
and in groups, allowing that children learn at
various levels and using different methods.
 The classroom is arranged into conventional
The interest areas such as music, art, reading,
Environment science and dramatic play.
interest areas purpose is clearly defined by the materials the
such as music, area contains.
art, reading, hand-made materials both by teachers and
science children
 The Curriculum → a sense of integration → specific concepts
The curriculum and the functioning of the classroom should be
integrated.
Curriculum based on unifying theme.
The → specific concepts

Curriculum → a sense of integration

Help children understand and master their school environment
Learning is extended beyond to the community to understand
meaningful elements affecting their lives.
Therefore; Interaction Integration Sense
of community
Children as individuals
Active participation in learning
Developmental and age appropriate
learning
 Encouraging
Facilitating
General Feedback
Teaching
Techniques Listening
Grouping
Questioning
 I. Co-constructing
Specialist
Teaching II.Community Building
Techniques III.Empowering
  Bank Street approach asserts that the main part of the education
should include that children and staff to form the meaning and
build the knowledge together.
 Direct approach to the education ignored and making sense,
CO- interpreting and understanding objects and events is supported.
CONSTRUCTI  As co-construction method claims, Bank Street approach focus
learning about the world through interactions with family
NG members and significant adults with their own exploration.
 Interaction with others is so important that enable children to
explore and experiment their own world.
 Children are supported by presenting integrated curriculum and
this curriculum grows out of interests of the children and
collaboration of the teacher.
 Curriculum focus on different subjects, by the way, sharing
increases in class setting and social constructivism occurs.
 As co-constructing claims, Bank Street approach includes active
engagement with the environment.
 As children grow, they construct more and more complex ways of
making sense of the world.
  Teacher’s role is to set up classroom mindfully that children come
to preschool with diverse learning style.
 By the way, children learn there are multiple worlds and multiple
ways to explaining the worlds.
HOW?  To create constructive environment, Bank Street teachers observe
children to determine children’s interests.
 By recording observations and reflecting on patterns, teachers can
create environment that support child active participation.
 Developing a sense of community and of social
responsibility is a recurring theme in our classroom curricula
from the 3 years to the 14 years (Nursery –Eighth Grade).
It extends from small workgroups or playgroups to the
larger group of the class itself, and then out of the classroom
into the School Community as a whole.
COMMUNITY Helping children learn to strike a balance between their
BUILDING needs as individuals and the needs of the group as a whole is
an important part of our work.
Children share and learn from each other’s unique abilities
and needs.
They become social individuals who care for, respect, and
contribute to the well-being of others.
 Bank Street approach aims to grow up children
who
have self-respect and respect for others.
Bank Street's developmental-interaction
EMPOWERING approach to
education stresses the importance of giving
ability to
children equally in the classroom.
 This approach supports the idea that when
more power or ability is given children who
have been educate unequally and unjustly they
WHY can take greater control over their lives so this
makes them to participate more equally in their
EMPOWERING classroom’s life.
IS
IMPORTANT?
So Bank Street approach emphasizes the crucial
role of empowering as a teaching technique.
 Children should be supported by making them feel that they have
the power in the activities.
WHY Each classroom has different potential and characteristics. Knowing
these vital differences helps teachers while understanding children’s
EMPOWERING abilities and facilitating them in an activity.
IS Here, teachers should work as social and cultural workers to make
IMPORTANT? children be aware of the differences and similarities between them
and respect each other.
How educators should know that they
have a moral, social and political
responsibilities to create a more just and
equal social world.

Therefore, they give children equal rights in

the classroom where is smallest community
for children.
 Bank Street teachers observe children to determine
children’s needs, interests, inabilities or the passive and dominant
characteristics.
 By recording observations and reflecting on patterns, teachers can
How to create create an equal environment that makes all children have equal
chances to express themselves.
equal  Bank Street teachers integrate equity issues into the
environment? content of what is taught through the topics, stories, and songs.
 By this integration, feeling of being respectful for others and
challenging to unfair situations can be easier.
 giving children the power to decide which
experiences they want to participate in.
giving children the ability to express their
ideas respectfully.
Example: giving children the power of problem
solving in a complex situation by talking
about their strategies to solve this problem.
transferring power from one group to
another in order to create greater justice
  07:30-08: Arrival
 13:00-13: Music Activity
 08-09:30: Breakfast
 13:30-14: Language Activity
 09:30-09: Clean up
 14:00-14: Free Play
 09:45-10: Circle time
 14:30-15: Art Activity
DAILY  10:00-10: Free play
 15:00-15: Clean up
SCHEDULE  10:30-11: Outdoor play
 15:15-15: Snack
 11:00-11: Clean up
(6 year-old)  15:45-16: Drama Activity
 11:15-12: Lunch
 16:30-17: Free Play
 12:15-13: Movie
 17:00-17: Departure
Session/Theatre/Chess
THANK YOU