This paper examines two non-traditional educational programs — the "Snuggle Up and Read" reading buddy program and the "Minds in Motion" dance curriculum — as models for progressive, student-centered learning in fourth and fifth grade classrooms. Drawing on articles by Anne Gatshall and Cynthia Compton, the paper identifies shared themes of progressive pedagogy and student self-expression, evaluates the strengths and concerns of each program, and proposes three practical applications for teachers: reintroducing nurturing into the classroom, incorporating creative self-expression into lessons, and fostering a lasting love of learning in students at this critical developmental stage.
In their articles "4th-Grade Readers…Not Too Old to Snuggle" and "Thank You Miss Katherine," authors Anne Gatshall and Cynthia Compton present evidence of non-traditional curricula for fourth and fifth grade students and suggest their success. Through an examination of these articles, two primary similarities emerge: both articles discuss a progressive method of student learning, and both rely on the principle of self-expression.
In Gatshall's article, the author describes a reading program in which fourth-grade students choose a college reading buddy and read books of their own choice aloud with that student. The progressive undertones of such a program are quickly apparent. The entire objective of this program is to help students meet their emotional needs while receiving their education — something that was not happening prior to the program's introduction. As Gatshall (2009) states, "upper elementary age students have needs for nurturing and caring that are unique to their developmental stage" (p. 2). Because children in the fourth and fifth grade "typically experience a classroom environment that shifts its focus from nurturing children to teaching content" (Gatshall, 2009, p. 2), children may not be receiving the care they need in order to develop emotionally and academically.
The progressive theory behind the program provides for the education of the student as a whole person — not just academically, but personally as well. Furthermore, the Snuggle Up and Read program promotes a positive attitude toward learning, fostering in students the progressive idea that lifelong education and a love of learning are necessary. This is illustrated by a comparison of the Snuggle Up and Read program and the computer program that replaced it in another testing group: students using the computer showed no rise in reading scores, suggesting that the Snuggle Up and Read program's success was tied to its nurturing component.
The Snuggle Up and Read program embodies progressive educational philosophy by treating children as whole persons rather than as passive recipients of academic content. Gatshall's (2009) observation that the classroom environment shifts away from nurturing at precisely the point when children enter the fourth and fifth grade underscores the importance of intentionally reintroducing emotional support into instruction. Before this transition, students typically experience classrooms where teachers focus on them as developing individuals — incorporating creativity, music, storytelling, and direct expressions of care. When that environment abruptly gives way to content-driven instruction, students may feel the loss acutely, even if they cannot articulate it.
The reading buddy model addresses this gap directly. By pairing fourth-grade students with college-age partners and allowing children to select their own books, the program restores agency and warmth to the learning experience. The positive outcomes observed — in contrast to the flat results of the computer-based comparison group — support the conclusion that emotional nurturing meaningfully contributes to academic engagement and growth.
Like the Snuggle Up and Read program, the Minds in Motion program that Compton (2008) describes carries similar progressive undertones, fostering an emotional response in students. This response is not primarily provoked through one-on-one nurturing, but rather by encouraging students to express themselves and bond with their peers as they practice dance steps together (p. 182). Compton (2008) clearly notes the children's positive reactions to dance days, describing the students as "full of energy and laughter" on the days when dance was scheduled (p. 183). The dancing program encouraged students to attend school, become interested in learning — since each dance routine embedded an underlying curricular theme — and improve their social skills.
Thus, the Minds in Motion program echoes progressive philosophy in that it is, once again, a student-centered program aimed at increasing students' desire for learning while allowing each student to express themselves. The principle of self-expression is another feature that both programs share. At a time when students face heavy peer pressure to conform — the fourth and fifth grade years — these programs teach students that it is acceptable and valuable to be emotional, to form meaningful attachments, and to use self-expression as a positive tool. The programs approach this principle from different directions — academia and reading in one case, and creative movement in the other — but they share the same foundational commitment. Though the activities differ, both the Snuggle Up and Read and Minds in Motion programs are rooted in progressive theory and the principle of self-expression.
"Benefits evaluated alongside potential pitfalls and outlier students"
"Three practical recommendations for teachers drawn from both programs"
Overall, both programs foster a love of learning, provide emotional nurturing, and promote self-expression — all of which are positive outcomes for students in the fourth and fifth grade. By applying the three recommendations drawn from these programs — reintroducing nurturing, embedding creative self-expression, and prioritizing a love of learning — teachers will be on their way to reshaping education in a progressive and constructivist direction, equipping students with the tools they need to succeed not only as students, but as members of society.
You’re 47% through this paper. Sign up to read the remaining 2 sections.
Sign Up Now — Instant Access Already a member? Log inAlways verify citation format against your institution’s current style guide requirements.