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HighScope Presentation

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Chris Orr

on 17 February 2014

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Transcript of HighScope Presentation

Principles of High/Scope
How does High/Scope compare with C for E ?
Implications on Practice
HighScope is a curriculum that has been shaped and developed by research and practice over a forty year period. It identifies and builds on children's strengths, interests and abilities.

It recognises that young children learn by being actively engaged in activities. In the early years, the child's role is to explore, participate and experience. The adult's role is to at times lead, at other times observe, and at all times support and encourage.

Although HighScope can seem very structured (Plan-Do-Review), the children and their choices are respected and they are encouraged to use their initiative, be independent and creative.

Name signifies 'High aspirations and breadth of vision'
Began in 1962 - Perry Pre-School Project, in Ypsilanti, Michigan
Devised by Dr David Weikart to address low achievement in High School
First institute outside USA - 1990 (In UK)
Used in more than 20 countries worldwide
Major study published in 2005
High/Scope Perry Preschool Study
Wheel of Learning
Conflict with C for E
Suppresses creativity
Removes choice
Less free play
Less ownership of learning
Links to Theory
We have found that The High/Scope curriculum is linked closely to the child development theories of Jean Piaget. Piaget believed that children learn best when they build understanding through direct experiences with people and objects in the world around them and from activities that they plan, carry out, and reflect upon themselves, this ties in with High scopes Plan, do, review. The application of Piaget’s theories to life in classrooms has led to the development of several programs that are collectively called constructivist in their approach.
Parental Involvement
Staff Development
Further Reading
Principles of
1 - A coherent theory about teaching
and learning must guide the curriculum
development process..................
2 - Curriculum theory and practice must
support each child's capacity to develop
individual talents and abilities through ongoing
opportunities for active learning................
3 - The teachers, researchers and administrators
must work as partners in all aspects of the
curriculum development, to ensure that theory and
practice receive equal consideration
Secure in the knowledge that an adult is available to help if needed, this child solves the problem of how to make a tower taller and develops an “I can do it” feeling about herself.




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