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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.

Research Behind High Scope

Philosophy

David Weikart

&

High Scope

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.

Child Role

Role of the Teacher

Learning Environment

Teachers in High Scope settings recognize that children's play items are the "raw materials" of learning. The space and materials in a High Scope setting are carefully chosen and arranged to appeal to children and promote the curriculum's content goals.

Characteristics of the Learning Environment

An Environment That Supports Learning

  • Is welcoming to children
  • Provides enough materials for all the children
  • Allows children to find, use, and return
  • materials independently
  • Encourages different types of play
  • Allows the children to see and easily move

through all the areas of the classroom or

center

  • Is flexible so children can extend their play

by bringing materials from one area to

another

  • Provides materials that reflect the diversity of children’s family live

Assessment

Resources

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

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