1878-1967
By: Elise Del Casale, Alyssa Ruggiero, Jenna Corrente, Amanda
Koenig and Evan Stokes
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Mitchell studied at Teachers College studying
theories from John Dewey and Edward
Thorndike.
Mitchell’s life work illustrated the influence of
an enlightened philosophy combined with a
research-based practice.
“Children should be seen and not heard”, a
common belief of her time, but strongly
rejected by Lucy Sprague Mitchell.
Focused her work on improving the lives of
children through school reform.
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In 1916, launched the Bureau of Educational
Experiments (B.E.E.) to teach teachers and conduct
research.
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The goals of the experiments include:
 Focus on child development rather than learning specific
curriculum.
 Take a whole-child approach to learning and development.
 Observe how children’s development is stimulated by
experience and activities.
 Focus on scientific measurement of stages of
development and establishing norms.
October of 1930, Mitchell expanded the Bureau of
Educational Experiences by adding a teacher training
school. The idea was to educate the "whole teacher"
in order to develop the "whole child."
 When the Bureau relocated it became Bank Street
College.
 Bank Street Developmental Interaction Approach
stresses that optimal education is gained by
children’s direct and rich interactions with a variety of
materials, ideas and people in their environment.
 Mitchell’s ideas about children were called the Bank
Street Approach and were about their experiences in
the “here and now”, which widened their horizons.
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Mitchell was a great children’s writer and
wrote a series of books.
She created a workshop at Bank Street in
1937
These books helped authors understand
children’s interests, therefore the books they
wrote are more enjoyable for children.
Before Mitchell passed away she saw the
Bank Street Approach being used as a model
for the head start program.