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High Scope Curriculum

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Katie-Jane Widner

on 10 December 2013

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Transcript of High Scope Curriculum

Research is the rock on which we build everything we do, High Scope leads education with over four decades of ground breaking early childhood research: Research that is benchmarked by practically everyone else in the industry
Application, sometimes facts on paper don’t float in the real world. High Scope’s curriculum and products have had tens of thousands of real-life classroom hours to demonstrate the validity and effectiveness of our research findings and product design.
Validation, what works stays. What does not work we cut out. Unlike our competitors we don’t just base our curriculum and products on research. We validate them with research as well and when we discover these is something we can do better, we do it
Adult-Child Interaction
In the HighScope Curriculum, shared control is central to how adults and children
interact. By shared control we mean offering a supportive climate where adults and
children share control of the learning environment. Adults balance the freedom
children need to explore with the limits children need to feel secure. The adults provide
materials and experiences that both build on children's interests and promote
learning. In a supportive climate, children initiate many of their own learning experiences.
Even when adults plan an activity, as for a small- or large-group time, they consider the
objects, actions, and ideas children are interested in. In a HighScope setting, adults
and children are partners throughout the day.
Theory to Practice
Teachers from every type of educational and personal background can master HighScope
with time, practice, and adequate support. Although many HighScope teachers have associate's and bachelor's degrees, HighScope also has trained teachers all over the world who have had little formal education. In all these instances, teachers gained in knowledge and delivered a successful program.
Active Learning for Children and Adults
The methods of face-to-face training and interactive online training also set them apart from other curriculum approaches. Research on adult training shows HighScope's professional development strategies produce deeper understanding and real change. These strategies include hands-on learning, opportunities to alternate
study with practice, and sharing and reflection among participants.
What is the HighScope Curriculum?
HighScope's educational approach emphasizes “active participatory learning.” Active learning means students have direct, hands-on experiences with people, objects, events, and ideas. Children’s interests and choices are at the heart of HighScope programs. They construct their own knowledge through interactions with the world and the people around them. Children take the first step in the learning process by making choices and following through on their plans and decisions. Teachers, caregivers, and parents offer physical, emotional, and intellectual support. In active learning settings, adults expand children’s thinking with diverse materials and nurturing interactions.
HighScope Philosophy
Key Components of HighScope
“Social interactions”, “Key experiences,” “plan-do-review,” classroom material-rich environment and the High Scope Child Observation Record are all unique components of the High Scope framework.
History of High Scope
Jean Piaget (1896-1980) was a biologist who originally studied molluscs (publishing twenty scientific papers on them by the time he was 21) but moved into the study of the development of children's understanding, through observing them and talking and listening to them while they worked on exercises he set.
Lev Vygotsky (1896-1934), a Russian psychologist is best known for being an educational psychologist with a sociocultural theory. This theory suggests that social interaction leads to continuous step-by-step changes in children's thought and behavior that can vary greatly from culture to culture
John Dewey (1859-1952) believed that learning was active and schooling unnecessarily long and restrictive. His idea was that children came to school to do things and live in a community which gave them real, guided experiences which fostered their capacity to contribute to society. For example, Dewey believed that students should be involved in real-life tasks and challenges.
Children learn at their own rate and interest, they put this knowledge into practice through individual instruction and exploration through learning centers. The teacher’s role is that of facilitator or guide and not a dispenser of knowledge.
The HighScope curriculum was developed by Dr. David P. Weikart and his colleagues in the 1960s and 1970s . he built the curriculum around the research and program that he was working on as the Ypsilanti Public School where he was an administrator. He based his curriculum around the theories of Jean Piaget, Lev Vygotsky, and John Dewey.
HighScope teachers have to go through training which can be done as group training at conferences or individually at home. The training costs any where from $120-$1,000 depending on what form if training the teacher decides to take.
Cultural implications

 The program supports each child’s construction of a knowledgeable and confident self-identity including both personal and group identity emphasizing confidence, not superiority.
 The program supports each child’s critical thinking about intolerance by helping children develop the cognitive skills to identify stereotypes, comments, and behaviors directed at one’s own or another’s identity.
 The program supports each child’s ability to stand up for herself/himself and for others in the face of bias.
The educational content of HighScope preschool programs is built around 58 Key
Developmental Indicators (KDIs). The KDIs are early childhood milestones that guide teachers
as they plan and assess learning experiences and interact with children to support learning. Each KDI is a statement that identifies an observable child behavior reflecting knowledge and skills in the areas of approaches to learning; social and emotional development; physical development and health; language, literacy, and communication; mathematics; creative arts; science and technology; and social studies.

The following chart shows how items from the New Mexico Early Learning Outcomes correspond to items from HighScope’s Preschool Key Developmental Indicators (KDIs):
What happens each day in a HighScope classroom?
Plan-do-review time.
Small-group time.
Large-group times
Outside time.
Transition times.
Eating and resting times.
Teacher Involvment!! :)
Schools in New Mexico that follow the NM Pre-K curriculum follow the HighScope curriculum in some aspects but there is only one school in New Mexico that is a HighScope preschool, it is the New Mexico Tech Preschool. It costs $735 to send your child there. There are hundreds of school in the US and in 20 different counties that follow the HighScope Curriculum.

The High/Scope approach is used with special needs children in both self-contained and inclusive settings. High/Scope teachers approach children with special needs by emphasizing the broad cognitive, social, and physical abilities that are important for all children rather than by focusing on the child's deficits. High/Scope teachers identify where the special needs child is developmentally, and then provide a rich range of experiences that would be appropriate for a normally developing child at that level. For example, they would encourage a 4-year-old who is functioning at a 2-year-old's level to express his plans by pointing, gesturing, and saying single words and they would immerse the child in a conversational environment that provides many natural opportunities for using and hearing language.
What about special needs children?

Conflict Resolution Steps

Approach situation calmly
: (Stop harmful behavior; get on the children’s level, if fighting over a toy,
hold it in your hands)

Acknowledge children’s feelings and gather information:
(“You look upset, what is the problem?”)

Restate the problem according to what the children say:
(“So, Johnny you say that you had this motorcycle first and Sam you say that you want to play with it too.”)

Ask for ideas for the solutions:
(If you both would like to play with the motorcycle what can we do to work this out?”)

Restate suggested solution(s) and ask children to make a decision about which one to use:
(“Johnny says that he could use it for five minutes and then Sam you could use it? Does that work for you?”)

Encourage children to act on their decisions:
(“Johnny and Sam, you solved your problem!”)

Be prepared to give follow-up support:
(Stay nearby to make sure that you can help if another problem arises)
Preschool Assessment
Parent/Teacher Conferences!

We like to make sure that parents and teachers are all communicating amongst each other to ensure that we are all doing the same things at home and at school. One of the ways that we do this is by having parent/teacher conferences. We do these one month after they start our program to discuss how your child is doing, and then every six months. After the initial conference we collect observations and add them to our Child Observation Record. This record documents your child’s development in the following categories:

*Social Relations
*Creative Representation
*Music and Movement
*Language and Literacy
*Mathematics and Science
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