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Philosophy. In the High/Scope educational approach, children are active learners, supported and challenged by adults. The content of preschoolers’ learning is guided by 58 key experiences in language and literacy, mathematics and science, social-emotional development, physical development, and the
arts. The heart of the High/Scope approach is the plan-do-review sequence in which children make choices, carry out their ideas, and reflect on what they learned. These activities promote initiative and independence. In addition, children engage in group activities, socialize during meals, develop self-care skills, and exercise large muscles during outdoor time.
High Scope philosophy is based child development theory and research, originally drawing on work of Jean Piaget, Lev Vygotsky, and John Dewey. Strategy of adults scaffolding - supporting children at their current developmental level and helping them build upon it- in a social setting.
Lev Vygotsky
John Dewey
Jean Piaget
David Weikart of Ypsilanti Michigan working as a director of the special services became interest in
academic performance of at-risk children from poor neighborhood. Weikart brought and collaborated with a committee of educator to form the Perry Preschool Project (1962). Weikart and Perry School
designed a program that focused on a child's intellectual rather a child's social and emotional advance. High Scope is based on child development theory and research of these men.
David Weikart
History on High Scope
Children knowledge comes
from personal interaction with ideas direct experience with physical objects and events, and
application of logical thinking to these experiences.
Teacher role is to support and extend children’s learning by listening, asking open-ended questions, engaging in conversations, and challenging children
to explain their thinking.
http://www.highscope.org/
The High Scope Model of Early Childhood Education Lawrence J. Schweinhart and David P. Weikart
(deceased) HighScope Educational Research Foundation, Ypsilanti, Michigan