Literacy in Progressive Education
I am a progressive educator - to the core.
I received my M.S.Ed. in Early Childhood/Elementary Education from Bank Street College, where I learned the developmental-interaction approach. This is a constructivist approach. Teachers using a constructivist approach facilitate a learning environment where a child is encouraged to construct their own knowledge. Constructivist theory says that students do not simply soak up knowledge "like a sponge." They see children constructing knowledge as a more active task. The developmental-interactive approach distinguishes itself from other constructivist approaches by the emphasis placed on the child's emotional life. In the developmental-interactive approach, a child's emotional life and SEL (social emotional learning) skills are seen as equally important and intrinsically connected to academic skills.
I also studied at The Reading and Writing Project (TRWP) at Teachers College, Columbia University. There, I learned balanced literacy, a progressive approach to teaching literacy. A balanced literacy approach recognizes the purpose of reading and writing: not just to form proper sounds and shapes, but to communicate meaning. A balanced literacy approach teaches not only phonics and word work, but also teaches the craft of reading and writing for meaning.
There are many branches of progressive education: Montessori, Waldorf, Reggio Emilia, and others. All these progressive styles of education have different approaches. They also have similarities that contrast with traditional education. I have attempted to simplify the core differences between progressive and traditional education in this quick, easily digestible blog.
Generally speaking, progressive approaches value experiential learning, while in a traditional approach, students are expected to learn from the teacher and the text. Collaboration between students is valued in a progressive classroom, as students are encouraged to learn from their peers as well as their own experience. And progressive environments tend to take a whole child approach, valuing a child's social, emotional, and developmental growth, as well as their academic growth.
Tell me where you think your child would thrive: a traditional or progressive classroom? What are your thoughts? Tell me in the comments.
Keep singing,
Risa
Author
Risa Beth Cohen, M.S.Ed.
Author
Risa Beth Cohen, M.S.Ed. is an educator, singer/songwriter, and storyteller. She works with people of all ages and abilities, leading music circles and storytelling workshops. As the Founder and Creative Director of Sing into Reading, Risa is passionate about teaching literacy through music and movement. Risa holds a B.F.A. in acting from Tisch School of the Arts at New York University, and an M.S.Ed. in Early Childhood/Elementary Education from Bank Street College. In 2014, she was the Featured Teller at “Tellebration” in Toledo, Ohio. Students of all ages and abilities enjoy her music circles and storytelling workshops. In addition to teaching children, Risa is a sought-after speaker at edu-events of all sorts. Risa is an approved CKC (Core Knowledge & Competencies) Instructor, and Sing into Reading is an approved training organization recognized by the Ohio Professional Registry of the Ohio Child Care Resource and Referral Association (OCCRRA). She has two OCCRRA-approved workshops, “Teaching Literacy Through Music and Movement,” and “Songs for a Peaceful Learning Environment.” She has taught educators and families at schools, and has spoken at conferences in many countries, including Egypt, Australia, England, and South Korea. Risa and her program, Sing into Reading, have been featured on WTOL Channel 11, NBC channel 24, 13abc, and the Toledo Blade. Risa has been called a literacy teacher “in disguise.” Her students think they just make music and have fun – and they do!
