1533 research outputs found
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Long Trip 2002 Photo 2
No full texthttps://educate.bankstreet.edu/longtrip-2002-images/1001/thumbnail.jp
“We Sing Too:” Pedagogical Approaches for Listening to Children in Indigenous Picturebooks
No full textThis article explores how storytelling, particularly through picture books, facilitates learning across boundaries of age, culture, gender, and education. In this article, we emphasize the value of picture books in integrating Indigenous oral traditions into the classroom, highlighting how these texts foster a reciprocal relationship between listener and storyteller. By focusing on the act of listening, our article argues that Indigenous picture books require active participation and decentering of the individual, positioning listeners as part of a larger collective. This article also underscores the importance of viewing children as active, responsible, and agential members of their communities, aligning with Indigenous perspectives that recognize children as contributors to communal knowledge and well-being. Using Michaela Goade’s Berry Song as a case study, the article examines how listening to child protagonists in Indigenous picture books can serve as a means of learning and teaching. We further assert that these picture books are not only educational tools but also vehicles for decolonial pedagogy, helping to bridge cultural, generational, and educational divides. Through this lens, Indigenous storytelling offers a transformative opportunity to rethink the role of children in education, and in doing so, we advocate for teaching approaches that center children’s voices and their place within broader cultural narratives. Ultimately, the article highlights the power of Indigenous picture books in facilitating decolonial learning practices and promoting cross-cultural understanding
The Record, Issue 2
No full textThe second quarterly newsletter from the Bank Street Archiveshttps://educate.bankstreet.edu/record/1001/thumbnail.jp
Methods for Meaningful Connection: Supporting Teacher-Child Relationships in Early Care and Education
Full text linkThis report discusses a combined professional development/exploratory research project focused on how to support relationships between early childhood educators and children. The project piloted the Teacher Reflection Tool (TRT), a very brief reflection tool, paired with a community of practice approach with 19 early childhood educators across 10 classrooms. Among the lessons learned were that the participants: Viewed positive relationships with children as family-like and individualized Observed that their relationships with parents influenced relationships with children Found that the TRT helped them to notice and reflect on their interactions with children in new ways
Among the recommendations that emerged were: Designing and evaluating staff-led professional learning, including differentiated learning for directors, PD specialists, etc. City and state leaders should consider ways to support reflection and peer-to-peer learning as a part of PD (e.g., providing PD hours for reflection-based learning) and program operations (e.g., incentivizing adequate time for planning discussions)https://educate.bankstreet.edu/sc/1015/thumbnail.jp
The Long Trip 2025 Reflections
Full text linkIncludes mission statement, pre-trip learning, trip itinerary, daily reflections by trippers, and photos from the 2025 Long Trip to Puerto Ricohttps://educate.bankstreet.edu/longtrip-2025/1000/thumbnail.jp
Descriptive Inquiry to Advance Democracy in Early Childhood Special Education Teacher Preparation
Full text linkThe field of early childhood special education continues to be dominated by deficit-based perspectives of young disabled children. In contrast, Descriptive Inquiry supports educators to see children as multifaceted and full of strengths, promoting the democratic aim of schooling to nurture individual human flourishing for the good of society. Through a qualitative discourse analysis, we explore how 36 graduate students applied Descriptive Inquiry to their work with young disabled children. We highlight four cases of graduate students and their focus children in this article. Our findings indicate that Descriptive Inquiry can serve an important means of advancing democracy for young disabled children. We recommend that early childhood special education teacher educators consider incorporating Descriptive Inquiry into their programs if they hope to instill democratic dispositions in their teacher candidates.https://educate.bankstreet.edu/faculty-staff/1064/thumbnail.jp
Long Trip 1948 Photo 15
No full texthttps://educate.bankstreet.edu/longtrip-1948-images/1016/thumbnail.jp
Long Trip 1948 Photo 14
No full texthttps://educate.bankstreet.edu/longtrip-1948-images/1015/thumbnail.jp
Hoda Hadadi: Cook Prize 2025, Silver Medal Acceptance Speech
No full textIllustrator Hoda Hadadi gives an acceptance speech for Yasmeen Lari, Green Architect: The True Story of Pakistan’s First Woman Architect (Clarion)https://educate.bankstreet.edu/cook/1019/thumbnail.jp