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Transcript of High/Scope Approach
By: Jessica Harness and Johna Thatcher
What is the High Scope Approach?
Based on Piaget's intellectual development theory
Provides educational experiences that target children's current stages of development
Three Priniciples of the High/Scope Approach
Five Elements of the High/Scope Approach
1. Active Participation: Children actively participate in choosing, organizing, and evaluating learning activities with teacher guidance. The learning environment provides a variety of valuable materials located in different learning centers.
2. Regular Daily Planning: The teaching staff needs to plan their curriculum daily based off of student development and their own observations of their students.
3. The third principle is to have developmentally structured goals and material for children
Element #1: Active Learning
Active learning is the idea that children are the source of their own learning. Teachers support this element by providing a variety of materials, making plans and reviewing activities with children, interacting with and carefully observing individual children, and leading small and large group active learning activities.
Element #2: Classroom Arrangement
Classroom organization of materials and equipment supports daily routine; children know where to find materials and know what materials they can use. This helps with self-direction and independence. The teacher decides the centers and activities of classroom by the interests of the children, opportunities for active involvement, and opportunities for reinforcing needed skills and concepts.
Element 3: Daily Schedule
Daily schedule which considers the developmental levels of children, incorporates the plan-do-review process, provides for content areas, is consistent throughout the day, and contains a minimum number of transitions. The plan-do-review process is a very important process for the High/Scope approach. It is a sequence in which children (guided by the teacher) start plans for projects or activities, work in learning centers to carry out their plans, and then review what they have done with the teacher or another classmate.
Element #4: Assessment
Teachers keep track of behaviors and changes in each child to understand how they think, learn, and develop. They use the key experiences note form and a portfolio to assess their students
Element #5: Curriculum
The curriculum is developed from the key experiences note form and the children’s interests.
Pros/Cons of High/Scope Approach
No curriculum or suggested activities
No direct instruction by teacher
No predictable sequence of academic skill development
Training can be expensive for staff
Lots of support and training available through the High Scope Foundation
Has a daily routine—helps children know what to expect
Child centered—activities are determined by children’s interests
Utilizes the ‘plan-do-review’ sequence
Effective small group/large group approach
Easily adjusted to accommodate ELL and children with special needs
Emphasizes the development of the whole child
Encourages conflict resolution
1. Morrison, G. S. (2009). Early childhood education today. (11 ed.). Columbus: Pearson.
2. U.S. Department Of Education, HighScope Educational Research Foundation. (2013). Highscope: Research-based early childhood curriculum, assessment, training, and publishing. Retrieved from website: http://highscope.org/
3. Henniger, M. L. (2010, July 20). Basis of the high/scope curriculum. Retrieved from http://www.education.com/reference/article/basis-high-scope-curriculum/
4. U.S. Department Of Education, Plan 4 Preschool: The Digital Library for Preschool Planning in California. (n.d.). High scope curriculum. Retrieved from website: http://plan4preschool.org/curriculum/high_scope_curriculum/