Background
It began with the Bureau of Educational Experiments founded by Lucy Sprague Mitchell in 1916, drawing on Dewey's progressive education, psychoanalytic views of emotion and the developmental theories of Piaget and Erikson. Barbara Biber and colleagues later named it the developmental-interaction approach.
Principles
- Development is staged but varies in pace among children.
- Cognition and emotion develop together.
- Children learn by actively engaging with their environment.
Curriculum
An integrated curriculum centered on social studies links field trips, block building, art and language, such as visiting a local market and then building and writing about it.
The teacher's role
Teachers observe, prepare the environment to fit interests, offer emotional support and ask questions that extend thinking.
References
- Mitchell, L. S. (1934). Young Geographers. John Day.
- Shapiro, E., & Biber, B. (1972). The education of young children: A developmental-interaction approach. Teachers College Record, 74(1), 55-79.
- Biber, B. (1984). Early Education and Psychological Development. Yale University Press.
- Nager, N., & Shapiro, E. K. (Eds.). (2000). Revisiting a Progressive Pedagogy: The Developmental-Interaction Approach. SUNY Press.