What is British Primary?
The British Primary educational philosophy is a unique instructional approach created more than 50 years ago under the direction and leadership of Founding Head Carolyn Hambidge.
This philosophy encompasses the practices of many well-known educators and theorists, best described as constructivists, including Jean Piaget, John Dewey and Lev Vygotsky.
Constructivists believe people cannot be "given" information and then instantly understand and use it. Instead, individuals must "construct" their knowledge and understanding for themselves.
Under this theory, Stanley emphasizes hands-on problem solving that allows children to tap into their natural curiosities. As educators, we focus on making connections between facts and fostering new understanding in students.
Foundational Principles
Our Founder Carolyn Hambidge's views as an educator were dramatically influenced by the principles of Friedrich Froebel, a German educator known for his progressive views of early education. Carolyn was educated at The Froebel Insititute, now a college within the London University systems.
Key elements of a Froebelian education in action at Stanley British Primary School:
- There should be intense respect for the person being taught.
- People should be active agents in their own learning.
- There should be a continuing relationship between the learner and the teacher.
- Learning should be a cumulative, integral process rather than one consisting of fragmented, discrete elements.
- Education should be focused on personal growth, fulfillment and care for others.
Learn more about Stanley's fundamentals through our Vision, Mission & Values.
On Froebel
"Froebel had a very different way of looking at children and teaching, which was radical in his time. He valued children as children and felt they should develop all sides of themselves. He saw the classroom as a garden, which the teacher would create, providing materials that were aesthetically pleasing and yet challenging to children that would bring out of them what was natural to them.
To do this, you must realize that each child is unique, and learns in a different way. So you must understand where the child is developmentally and then provide him the opportunities to learn in the way he learns best."
—Carolyn Hambidge, Founding Head Stanley British Primary School
Joanna Hambidge, Head of British Primary Professional Development
Joanna's role is an outcome of realizing that one of the pillars of our strategic plan is to ensure our long-term commitment to the British Primary educational philosophy.
She works with faculty and staff on regular professional development, collaborating with faculty to articulate the key tenets of our philosophy and working on a multiyear project to craft a book.
Stanley is devoted to nurturing British Primary teaching and learning, and Joanna's work is key to its ongoing application in our classrooms and beyond.
Several times a year we hold British Primary Deep Dives, where many members of our faculty and staff gather to explore and discuss tenets of the British Primary philosophy. We share, listen, learn from one another, and build our community. Everyone is welcome. Everyone belongs. Every voice matters.
Some gems from these gatherings:
On Discovery
"I feel like the teacher is backstage, turning on the lights, putting up the curtains, helping the actors to shine. The actors are in the center of the stage. So I feel like the teacher is sitting next to their students, watching them, guiding them. You aren’t giving them direct answers; you’re helping them find the way to get those answers."
― Sofia Cruz, Spanish teacher
On Relationships
"Positive relationships are grounding. You have these people in the world you love so much and they love you. It allows you to take risks and grow. "
― Jon Gottesfeld, 3-4-5 teacher
On Seeing Possibilities
“Kids are so quick to put themselves in boxes: ‘Oh I don’t do musicals.’ ‘I’m not a math person and I’ll never be a math person.’ Seeing possibility is helping to see that one can grow out of those boxes and that they’re not actually inhibiting the path forward.”
― Grace Reilly, Middle School teacher
Froebels's Principles in the Stanley Classroom
Our method and practice of teaching rely heavily on many of Friedrich Froebel's principles. They include:
- Skilled and informed observation of children, to support effective development, learning and teaching
- Awareness that education relates to all capabilities of each child: imaginative, creative, symbolic, linguistic, mathematical, musical, aesthetic, scientific, physical, social, moral, cultural and spiritual
- Parents/caregivers and educators working in harmony and partnership
- First hand experience, play, talk and reflection
- Activities and experiences that have sense, purpose and meaning to the child, and involve joy, wonder, concentration, unity and satisfaction
- A holistic approach to learning which recognizes children as active, feeling and thinking human beings, seeing patterns and making connections
- Encouragement rather than punishment
- Individual and collaborative activity and play
- An approach to learning which develops children's autonomy and self confidence
Source: The Froebel Trust