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Bank street approach in kindergartens

Bank street approach in kindergartens

In my previous articles, I talked to you about the approaches that have been developed in different countries and applied in kindergartens in our country (Reggio Emilia, High Scope, Montessori, Key Stage…). This week I would like to introduce another of these approaches. Bank Street Approach!

The Bank Street Approach was invented by Lucy Spraque Mitchell and later adopted by different educators and psychologists. It is also supported and developed by the work of prominent figures in the field such as Sigmund Freud, Erik Erikson, Jean Piaget, John dewey and Lev Vygotsky.

This approach accepts the education of children and adults at all ages. He argues that individuals of all ages can be educated as long as individual differences and personal needs are considered.

Basic Principles:

The Bank Street Approach has six basic principles. These:

• Development is not a simple way. Development is a process from simple to complex, from a single individual to a society that requires change according to people's experiences.

• Individuals cannot have a single path of development. There are many possibilities. Their experiences since the beginning of their lives cannot be thrown away. But it can be adapted to advanced systems. People should be able to easily make the levels below it to reach the highest level.
For example; a child must crawl before he can walk. The biggest problem that needs to be solved is how the transition from one level to another will be in development.

• Development process includes stagnation and mobility. The main task for educators is to strike a balance between helping children to learn and encouraging them to develop. The main objective here is to make continuous and individual development.

• As children develop, they add a lot to their world. They generally use physical and symbolic paths.

• Children's own perception (emotions) and experiences are the result of their relationship with other people and objects. This personal information is consistently repeated.

• Growth involves reconciliation. Reconciliation with itself, reconciliation with other people is very important and necessary for development.

Role of Teacher:

According to this approach, the teacher is not perceived as the symbol of absolute otariten, instead organizes daily activities and guides children's activities. According to the approach, students are not directed by the teacher, they are directed only. Teachers try to meet the needs of children through different activities and encourage them to learn and explore.

Family Participation:

Teachers often take photographs to tell parents about the classroom environment and the program, and at the end of each month they send an information letter to families. They also know the family by visiting home and learn more about the child. Once a month, one of the families comes to school to get to know the school environment better.

Utilized resources:

Self-Improving Children in Early Childhood: The Bank Street Approach
Ebru Aktan Kerem, Coluk Children's Journal, Issue: 43, 2004.

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