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High/Scope Curriculum

Active learning, complete with hands-on experiences is the driving force behind the High/Scope method. Students are encouraged to choose what materials they would like to use and teachers are in place to support and guide.

Catheryn Long

on 3 May 2010

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Transcript of High/Scope Curriculum

High Scope Curriculum History In 1962 Dacid Weikart starting the Perry Preschool Project, later to be known as the High/Scope Perry Preschool Project.

It was created in response to the presistant failure of high school students in Ypsilanti, MI's poorest neighborhoods.

Special services considered early intervention for 3- and 4-year-olds. This was done so they could administer the program outside of the public school system.

In chosing a curriculum they turned to the writings of Jean Piaget.

They had daily staff meetings between the administraters, teachers, and researchers. This is where High/Scopes core of Plan-Do-Review emmerged.

Then the parent component was carried out through home visits. This helped teachers learn about the cholds interest and also kept parents active in their child's education. Central Principles Active Learning Children can learn best through active experiences with people, materials, events, and ideas, rather than through direct teaching or sequenced exercises. Adult-Child Interaction
Problem-Solving approach to Conflict Learning Enviroments
Storage Daily Routine A consistent daily routine allows enough time for children to pursue their interest, make choices and decisions, and solve "child sized" problems in the context of ongoing events. Provides a social framework the creates a community and sets the stage for social interaction to develope. All routines need to be flexible for unexpected teaching oppurtunities. Assessment
Daily Planning
Daily Note Taking
Child Assessment Plan-Do-Review Classroom Practices Philosophy Foundation principles goals are to promote the learning and development of children worldwide from infancy through adolecence. Also to suport and train educators and parents as they help children learn. These principles are intended as an "open framework" that teams of adults are free to adapt to the special needs and conditions of their group, their setting, and their community. High Scope believes that children learn best by pursuing their personal interest and goals. Children in High Scope settings are encouaged to make choices about materials and activities throughout the day. High Scope teachers and caregivers are trained to participate as partners in children's activites rather than relate to children primarily as managers or supervisors. High Scope training emphasizes positive interaction strategies: sharing control with children, focusing on children's strenghts, forming authentic relationships with children, supporting children's play ideas and adopting a problem-solving approach to social conflict. References Educating Young Children by Mary Hohmann and David P. Weikart
High/Scope Philosophy by Blue Skies Motessori Preschool www.blueskiesmotessori.org/high_scope/html
The History of High/Scope a summary by High/Scope UK
Teaching Practices http://www.highscope.org/Content.asp?ContentId=171
One of the most important HighScope's strategies for adult-child interaction is sharing control with children: creating a balanced climate where adults and children are partners in the learning process. The Classroom should be arranged in several interest areas. This include but are not limited to, house area, art area, block area, small toy area, computer area, and reading and writing area. The outdoor play area is considered part of the learning enviornment and is arranged and equipped to support all areas of child development, including cognitive, social, and physical abilities. Daily routine provides a balanced variety of experiences and learning opportunities. Children engage in both individual and social play, participate in small- and large- group activities, assist with cleanup, socialize during meals, develop self-care skills, and exercise their small and large muscles. Plan-Do-Review Taking time for this in your daily routine is one of the most important parts of the day. About 12 minutes should be taken to Plan for work time
The next 45 to 60 minutes are taken to carry out their plan
Finally a 10 to 15 minute slot is taken to review/recall what they did and learned during work time
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