Putting Developmental Research into Practice in the Classroom
Researchers such as Piaget, Vygotsky, and Erickson have established that children move through a series of predictable developmental stages. Designing and implementing curricula that take advantage of the normal stages of child development, Friends School Elementary School provides an academically challenging curriculum with flexibility to meet the needs of individual students. The faculty works to instill a feeling of self-worth and self-confidence in each student while also requiring that he or she recognize the needs of others. The atmosphere is relaxed and informal with a balance between freedom and discipline.
A curriculum based on developmental theory has certain characteristics. At Friends School Elementary, classrooms are places where:
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Students have daily opportunities to make discoveries, and to construct knowledge through exploration, experimentation and creation.
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Student’s thoughts and opinions are sought, valued and respected; it is safe to share beliefs, feelings and ideas.
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The emotional climate reinforces the idea that respectful interactions are crucial to learning and to life.
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Teachers use open-ended questions that encourage problem solving and the search for knowledge.
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Students are empowered to make some of the decisions and choices about their learning every day.
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Students’ creations and discoveries are valued and proudly exhibited.
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Teachers carefully observe students as they work and interact to monitor their academic, social and emotional progress.
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Progress is assessed and evaluated on an ongoing basis, by noting when students attain developmental milestones or acquire skills.
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