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Copy of High Scope

Global Perspectives

Kimberly Pereira

on 27 November 2012

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Transcript of Copy of High Scope

Developed by David P. Weikart along with several of his colleagues for use in HighScope Perry Preschool. INTRODUCTION Started in the October of 1962 Perry Preschool Project Based on Piaget's intellectual development theory High/Scope Daily Routine (Schweinhart, 2003) STATISTICS Early childhood professionals could use more of the "Plan-Do-Review" method in classrooms Focuses on and nurtures the child's strengths, interests and abilities Used worldwide in different settings including day cares, play groups, nursery and primary schools. Main belief of allowing children to construct their own learning through interacting with different people, materials and ideas. Done by: Audrey Ang
Phelycia Chan
Kimberly Pereira Basic details History An approach to early childhood education Founded the High/Scope Educational Research Foundation in 1970 Born 26 August 1931 Received his Ph.D. in psychology and education at the University of Michigan in Ann Arbor David P. Weikart Started the Perry Preschool Project David P. Weikart Became a school system administrator in Michigan during the 1950s
Weikart was astonished by how badly the poor African-American children were doing in school Decided to come up with the "Perry Preschool Project" Weikart decided to come up with a new kind curriculum that would benefit and push the children's IQ further School officials did not allow him to change the school system Encouraged the idea of allowing children to learn and explore their ideas and interests Focuses on the cognitive development by the use of hands-on activities and play Examples:
Different difficulties of puzzles
Making stories with the children Became a lifetime experiment where it monitored the children from the age of three or four until they reached their forties Results of Perry Preschool Project Participants were much more ready for school and had even achieved many successes later on in their school life Crime rates had decreased substantially which allowed a great amount of public economic return and the start of High/Scope Problem solving,
Communication and
Interpersonal skills This would allow proper development and ensure that the children would be able to adapt to society later in the future Developed in the 1970 in Michigan by David P. Weikart for the at-risk urban youth Basic principles and goals include nurturing a child's: - Catered to each and every child's current stage of development Roles of teachers are to instruct and ensure that whatever activity that the child plans is safe and appropriate along with encourage the children to adopt a more problem-solving based activity Goals, Setting
& Uniqueness Adult team planning time - period which the children enter and leave school for the day Transition time - Planning time - period where children decide what to do during work time Work time - allows children to carry out their plans Recall time - time where the children review and recount on the activities they carried out Small-group time - where a small group of children come together with a teacher to experiment and try out new ideas and materials Large-group time - twenty children with two teachers come together to explore movement and have interactive storytelling and games Outside time - allows the children to enjoy the outdoors and participate in noisy activities Eating and rest time - eating time lets the children rest and eat in a social setting with their peers while rest time leaves the children to their solitary activities teachers carry this out either before the children arrive or after they leave or when they are having their rest times Goals to learn through active involvement with people, materials and events
to be independent responsible, and confident-ready for school and ready for life
to learn to plan many of their own activities, carry them out, and talk with others about what they done and what they have learned
to gain knowledge and skills in important academic, social, and physical areas (Epstein, 2007) Benefits Setting Welcoming
Enough materials for the children
Allows and encourages different forms of play
Easy to collect materials and to bring them around
Materials that allow the children to reflect their diversity Fewer crime rates = improvement in economy, in terms of safety and financially High/Scope has been mainly used by 37% of the Head Start Programs Studies showed that children that had been schooled in the Head Start Program have long-term benefits later in life The results of Head Start Program mainly show the same results as the Perry Preschool Project Conclusion Conditions & Constraints Requires a lot of appropriate materials and resources Time consuming Implementations Adaptations of High/Scope's daily routine has been adapted in certain schools. All in all... High/Scope has come an extremely long way ever since the Perry Preschool Project and has continued to develop and change curriculum approaches in the past forty years. pe High/Sc Referencing Schweinhart, L. J. (2004). In memoriam: David p. weikart.6(1), Retrieved fromhttp://ecrp.uiuc.edu/v6n1/weikart.html
Hanford, E. (2009, October). Early lessons. Retrieved fromhttp://americanradioworks.publicradio.org/features/preschool/index.html
Morrison, G. S. (2007). Early childhood education today. (10th ed., pp. 14-21). NewJersey: Pearson. Retrieved fromhttp://catalogue.pearsoned.co.uk/preface/0132286211.pdf
Epstein, A. S. (n.d.). All about highscope. Retrieved fromhttp://www.education.com/reference/article/Ref_All_About_High_Scope/
(n.d.). High/scope curriculum wheel. [Web Photo]. Retrieved fromhttp://catalogue.pearsoned.co.uk/preface/0132286211.pdf
Daily routine. (n.d.). Retrieved fromhttp://www.highscope.org/Content.asp?ContentId=182
Schweinhart, L. (2003, April 26). Benefits, costs, and explanation of the high/scopeperry preschool project. Retrieved fromhttp://www.highscope.org/file/Research/PerryProject/Perry-SRCD_2003.pdf

http://www.preschoolcalifornia.org/assets/images/charts/perry-preschool-large.jpg Global Perspectives in Early Childhood Studies Conflict Resolution Approach calmly - reassure the children by maintaining a calm nature
Give follow-up support if needed - help the children carry out the solution and ensure that the children feel completely fine after the conflict Acknowledge feelings - ensure that the child knows that you are aware of their feelings
Gather information - be neutral, ask questions that will be able to gather important facts
Restate the problem - Recount the situation again to the children in a neutral tone with the use of simple words
Ask for ideas for solutions and choose one together - Come to an understanding by giving solutions and coming to an agreement on one
(Epstein, 2007)
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