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ERIC Number: ED574677
Record Type: Non-Journal
Publication Date: 2015
Pages: 77
Abstractor: ERIC
Reference Count: 26
ISBN: N/A
ISSN: N/A
Learning to Play, Playing to Learn: The Bank Street Developmental-Interaction Approach in Liliana's Kindergarten Classroom. Teaching for a Changing World: The Graduates of Bank Street College of Education
Park, Soyoung; Lit, Ira
Stanford Center for Opportunity Policy in Education
This case study is one of five publications from the larger study, "Teaching for a Changing World: The Graduates of Bank Street College of Education." The Bank Street College of Education's developmental-interaction approach to teaching and learning centers on understanding, valuing, and meeting the needs of the "whole child." This case study of Liliana presents a portrait of a Bank Street alumna in her classroom. Liliana earned a master's degree in early childhood special and general education from Bank Street, and the college's developmental-interaction approach permeates her teaching practice. She is a kindergarten teacher in a full inclusion (joint general and special education) classroom at the Brooklyn New School (BNS) in New York, a school with a long history of close ties to Bank Street. Liliana strives for her classroom to be a space where the core principles she learned during her Bank Street education guide the experience of children. A commitment to the developmental-interaction approach anchors her efforts in the classroom. The study of her work begins by exploring how a commitment to educating the cognitive, physical, and social-emotional domains of the whole child involves developing systems that promote play as the learning tool to achieve academic and social outcomes. After exploring how Liliana creates conditions for children to engage and learn through play, the case study focuses on how the habits and processes of close observation of children help Liliana develop theories of understanding about each individual learner. The practice and process of looking closely at children, a staple of the Bank Street approach, informs Liliana's instruction. The case study concludes with a nuanced portrait of a day in Liliana's classroom that is infused with her commentary and reflections about children, curriculum, and the central and enduring role of her Bank Street preparation in her practice. [Eileen Horng, Jon Snyder, and Linda Darling-Hammond assisted in the preparation of this manuscript. For the other reports related to the larger study, see "The Threads They Follow: Bank Street Teachers in a Changing World" (ED574676); "The Preparation, Professional Pathways, and Effectiveness of Bank Street Graduates" (ED574671); "Artful Teaching and Learning: The Bank Street Developmental-Interaction Approach at Midtown West School" (ED574678); and "A School Growing Roots: The Bank Street Developmental-Interaction Approach at Community Roots Charter School" (ED574675).]
Stanford Center for Opportunity Policy in Education. Barnum Center 505 Lasuen Mall, Stanford, CA 94305. Tel: 650-725-8600; Fax: 650-736-1682; e-mail: scope@stanford.edu; Web site: http://edpolicy.stanford.edu/
Publication Type: Reports - Research
Education Level: Higher Education; Postsecondary Education; Kindergarten; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: Bank Street College of Education
Authoring Institution: Stanford Center for Opportunity Policy in Education (SCOPE)
Identifiers - Location: New York (New York)