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High/Scope (Educational Approach)
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High/Scope
High/Scope
Program Components
High/Scope: Parts of the Daily Routine
What is High/Scope?
15-30 min.
Educational Approach for Preschool
Arrival
10-15 min.
Planning Time
What do we mean by "Active Learning"?
Children
knowledge, understanding and skills through real experiences by utilizing real materials.
Work Time
45-60 min.
High/Scope suggests the following ingredients
for the young child’s Active Learning:
Active learning experiences
MATERIAL
MANIPULATION
Clean Up
10-15 min.
LANGUAGE
CHOICE
(Plan, carry out themselves)
SUPPORT FROM ADULTS
10-15 min.
Recall Time
Small Group Time
15-30 min.
Theorist of High/Scope
Solve problems
Make decisions
Lev Vygotsky
Zone of proximal development.
Educators: scaffolding
Large Group Time
10-15 min.
Jean Piaget
By Alyag Momjian & Karina Senekjian
Stage of development.
Outside Time
John Dewey
30-40 min.
"Hands on" learning approach
(Interaction with materials & people)
High/Scope recognizes that children need to be active learners
The long term aims of the High/Scope Approach:
Develops every children's:
Plan, Do, Review High/Scope
ability to make choices and decisions.
self-discipline.
Thank You for Listening
co-operative efforts.
child’s knowledge, skills and understanding in all curriculum areas.
thoughts, ideas and feeling (expressing).
Discussion Point
positive "learning dispositions".
Later, in your own practice, how do you think these elements will enhance your program?
Outline:
1. The Program Overview
2. The High/Scope model definition
3. The eight content areas of High/Scope model
4. The High/Scope program components
5. The High/Scope introductory video
6. The social and emotional areas targeted
7. The Plan-Do-Review
8. The support of social emotional development at home
9. The aims of the High/Scope approach
10. The discussion point
Outline
According to the OECD (2004), the High/Scope curriculum can be described in the following ways:
History of High/Scope
Established more than 40 years ago, in the United States by David Weikart and his team of researches.
Developed for disadvantaged children and families.
Preschool to adolescent.
History
David Weikart (1931-2003)
Open framework/active learning.
Accordig to Epstein (2016), the High/Scope name had an important meaning.
Educators are highly trained (in curricula explicitly).
"High"
Signify their aspiration level.
Programs undergo extremely thorough and careful assessment (quality assurance).
"Scope"
Describe the breadth of vision.
8 Content Areas
Approaches to learning
Social and emotional development
Physical development and health
8 Content Areas
Language, Literacy, and communication
Mathematics
Creative arts
Science and Technology
Social Studies
Social and Emotional Areas Targeted
Self-identity
Who am I?
Sense of competence
Emotions
Areas Targeted
Empathy
Community
Building relationships
Cooperative play
Moral Development
Conflict resolution
Plan-Do-Review
Plan-Do-Review is a sequence that is embedded with social and emotional learning.
Plan-Do-Review
"This is the goal of Plan-Do-Review, to enable children to become thoughtful, confident, goal setters and decision makers throughout their lives."
(Vogel)
Plan (Planning Time)
Children make choices and decisions about where to play, what materials to use, and who to play with.
Sense of control over their environment.
Plan
Children are not forced into planning something (instead it can be stated "Jenny chooses to observe").
Do (Working Time)
Children pursue plans and interest.
Children are not expected to stay in area in which they planned.
Do
All SEL of the High/Scope curriculum are embedded here.
There is a short time allotted for clean up time at the end of work time.
Review (Recalling Time)
Children choose which experience to share with the group.
Children do not need to recall an experience, they can discuss something of interest or how they feel.
Review
Adults listen attentively to children as they share.
Adults repeat/rephrase what was said and interpret gestures and vocalizations for children with limited language abilities.
Approach the conflict calmly (Use calm voice, remain neutral rather than taking sides).
Acknowledge children's feelings.
Steps to Conflict Resolution
Gather information.
"What's the problem"
Restate the problem.
(Use and extend the children's vocabulary).
Ask for ideas for a solution.
"What can we do to solve the problem?" Encourage children to come up with solutions, help if needed, and decide on a solution together.
Be prepared to give follow up support.
Acknowledge children's accomplishments: "You solved the problem", and stay nearby maybe he may not fully understand the resolution.
An activity:
Supporting Social Emotional Development at Home
Sharing control with children.
Listening and talking to the children.
Support at Home
Reflecting on what you have accomplished as a parent.
Just Chat!
Using the conflict resolution process at home.
Skills targeted: Self-Awareness, Conversation Skills, Relationships.
Providing materials that support pretend play.
How to try it: Start by asking kids questions about from their favorite foods and activities to what three items they might bring on a deserted island with them. Many questions can help work on conversation skills, turn-taking, and self-awareness.
Joining into the play with the child.