Our Approach
At Hey Miss A!, our core understanding of learning is grounded in a variety of learning theories, our teaching practices implement evidence-based teaching strategies, and our goals & sessions are aligned with rigorous standards. The combination of these ensure a positive and enriching experience for our early learners. Explore the cornerstones of our approach and the ways we bring these practices to life in our work.
Learning Theories
The teaching approach at Hey, Miss A! is not limited to a single learning theory; rather, it incorporates a diverse blend of multiple learning theories. This combination allows for a more holistic and effective educational experience, catering to students' varied needs and learning styles. Learn about the learning theories that support our instructional vision, practice, and ethos.
Social Emotional Theory
- •Maslow's Hierarchy of Needs
- •Self-Efficacy Theory
- •Emotional Intelligence
- •Responsible Decision Making
- •Growth Mindset
Cognitive Theory
- •Information Processing Theory
- •Schema Theory
- •Constructivist Learning
- •Cognitive Load
- •Metacognition
- •Transferability
Self-Determination Theory
- •Intrinsic vs. Extrinsic Motivators
- •Perceived Value
- •Attribution Errors
- •Expectation of Success
Cognitive Load Theory
- •Segmentation
- •Simplification
- •Dual Coding
- •IEG (Intrinsic, Extraneous, Germane) Loads
- •Reduction of Extraneous Load
Social Theory
- •Vicarious Learning
- •Observational Learning
- •Reciprocal Determinism
Multiple Intelligences (MI) Theory
- •Diverse Cognitive Strengths
- •Multiple Means of Expression
- •Multiple Intelligences
Constructivism Theory
- •Learner-Centered Approach
- •Scaffolding
- •Stages of Development
- •Zone of Proximal Development (ZPD)
- •Inquiry-Based Learning
- •Contextual Learning
- •Authentic Assessment
Sociocultural Theory
- •Social Interaction
- •Language as a Tool for Cognitive Development
- •Cultural Context
Teaching Practices
Active Learning
Students engage through virtual hands-on activities, guided practice, and back-and-forth discussions, ensuring they participate in their own learning process.
Explicit instruction
Students get clear, direct explanations, modeled step-by-step strategies, and scaffolded learning in order to build skills systematically and confidently.
Dialogic reading
Students are exposed to interactive read-alouds, open-ended questions, and encouraged to discuss and reflect, fostering deeper comprehension and language development.
Multiple exposures
Concepts and skills are revisited and reinforced over time through varied activities, helping students consolidate understanding and transfer knowledge to new contexts.
Activating prior knowledge
New learning is connected to students' existing experiences and knowledge, making the material more relevant and accessible while supporting long-term retention.
Standards
Explore the proven high-quality standards that your student(s) individualized goals are grounded in here at Hey, Miss A!. They synthesize findings from developmental psychology, cognitive science, neuroscience, educational effectiveness research, and longitudinal studies to identify learning expectations and instructional principles that are associated with positive developmental and academic outcomes.
The Common Core standards were designed to reflect research on college and career readiness, developmental learning progressions, and effective instructional practices.
Emphasis on:
- •Conceptual understanding
- •Application of knowledge
- •Critical thinking
- •Coherent learning progressions
All standards have significant empirical support from research on how students acquire literacy and mathematical understanding over time, as well as evidence identifying the knowledge and skills associated with success in postsecondary education and the workforce.
The New York State Prekindergarten Early Learning Standards encourage interdisciplinary instruction while aligning with NY State's K–12 learning standards to promote continuity across grades.
Emphasis on:
- •Active exploration
- •Intentional play
- •Inquiry-based experiences
- •Rich language interactions
- •Social engagement
- •Scaffolded instruction
These standards were developed using current evidence on developmentally appropriate practice (DAP), emergent literacy and numeracy, oral language development, and social-emotional competence.
The New York State Early Learning Guidelines are explicitly grounded in developmental science and evidence-based early childhood research.
Emphasis on:
- •Individual developmental trajectories
- •Play-based learning
- •Responsive adult-child interactions
- •Family engagement
- •Culturally and linguistically responsive practice
Each of these components has substantial empirical support within the early childhood research literature on brain development and neuroscience, language acquisition, and developmental psychology.