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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.

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Social Emotional Theory

  • Maslow's Hierarchy of Needs

  • Self-Efficacy Theory

  • Emotional Intelligence

  • Responsible Decision Making

  • Growth Mindset

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Cognitive Theory

  • Information Processing Theory

  • Schema Theory

  • Constuctivist Learning

  • Cognitive Load

  • Metacognition

  • Transferability 

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Self-Determination Theory

  • Intrinsic vs. Extrinsic Motivators

  • Perceived Value

  • Attribution Errors

  • Expectation of Success

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Cognitive Load Theory

  • Segmentation

  • Simplification

  • Dual Coding

  • IEG (Intrinsic, Extraneous, Germane) Loads 

  • Reduction of Extraneous Load​

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Social Theory

  • Vicarious Learning

  • Observational Learning

  • Reciprocal Determinism

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Multiple Intelligences (MI) Theory​

  • Diverse Cognitive Strengths

  • Multiple Means of Expression

  • Multiple Intelligences

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Constructivism Theory

  • Learner-Centered Appraoch

  • Scaffolding

  • Stages of Development

  • Zone of Proximal Development (ZPD)

  • Inquiry-Based Learning

  • Contextual Learning

  • Authentic Assessment

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Sociocultral Theory

  • Social Interaction

  • Language as a Tool for Cognitive Development

  • Cultural Context

Teaching Practices

Explore the teaching practices at Hey, Miss A!. These practices are grounded in evidence-based strategies proven to maximize student learning.

Active Learning

Students engage through virtual hands-on activities, guided practice, and back-and-forth discussions, ensuring they participate in their own learning process.

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.

COMMON CORE:

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The Common Core standards were designed to reflect research on college and career readiness, developmental learning progressions, and effective instructional practices.

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Emphasis on:

  • Conceptual understanding

  • Application of knowledge

  • Critical thinking

  • Coherent learning progressions

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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.

NYSED PREKINDERGARTEN EARLY LEARNING STANDARDS:​

 

​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.

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Emphasis on:

  • Active exploration

  • Intentional play

  • Inquiry-based experiences

  • Rich language interactions

  • Social engagement

  • Scaffolded instruction

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These standards were developed using current evidence on developmentally appropriate practice (DAP), emergent literacy and numeracy, oral language development, and social-emotional competence

NYS EARLY LEARNING GUIDELINES:​

 

The New York State Early Learning Guidelines are explicitly grounded in developmental science and evidence-based early childhood research.

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Emphasis on:

  • Individual developmental trajectories

  • Play-based learning

  • Responsive adult-child interactions

  • Family engagement

  • Culturally and linguistically responsive practice

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Each of these components has substantial empirical support within the early childhood research literature on brain development and neuroscience, language acquisition, and developmental psychology. 

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