Full Citation

Title: Investing in the Birth-to-Three Workforce: A New Vision to Strengthen the Foundation for All Learning

Citation Type: Miscellaneous

Publication Year: 2020

ISBN:

ISSN:

DOI:

NSFID:

PMCID:

PMID:

Abstract: Bank Street’s history is deeply rooted in the emergence of the birth-to-three field writ large. From its inception as the Bureau of Educational Experiments, the first members were absorbed with observing children in the nursery school and understanding “how the two-year-old meets his [her] world.” 1 When the program became the Harriet Johnson Nursery School in 1934, these educators continued to ponder the ways in which each child had a distinct and unique personality, but also began asking more global questions like, “How does the two-year-old solve problems of size, time, space, and number? What are the likes, dislikes, and fears of children this age?” 2 Today, over a century later, Bank Street College is proud to have multiple programs that support infants, toddlers, their families, and communities. These programs continue to pursue and extend the questions about child development that originally arose from deep observation at the core of Bank Street’s developmental-interaction approach. Even during the years when behavioral thinking reigned in psychology and education—a time when most child development institutes followed the physical sciences, taking exact measurements of babies—Lucy Sprague Mitchell, the College’s founder, was fond of telling this story to demonstrate what set Bank Street apart from most child development institutes at the time.

Url: https://educate.bankstreet.edu/cgi/viewcontent.cgi?article=1000&context=bsec

User Submitted?: No

Authors: Sharrock, Emily; Parkerson, Courtney

Publisher: Bank Street College of Education

Data Collections: IPUMS USA

Topics: Family and Marriage, Labor Force and Occupational Structure, Other

Countries: