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High Scope Curriculum Model
Transcript of High Scope Curriculum Model
Periods for small groups, large groups and playing independently in centres
Room influences types of play and how learning occurs
Encouraging child to explore problems and solutions
Stimulate thinking, ask questions, engage with children
Knowledge of subject matter
Separate spaces for learning centres, reading areas and art, as well as accessible open ended toys
Developmentally appropriate and based on interests
Early Childhood sets the foundation for lifelong learning, behaviour and health
High Scope was originally created to improve the future success of children entering the public school system
Follow up research showed favourable results compared to control group
Make adult and community involvement more clear - centres could offer a parent's night to showcase the children's work and development
More define roles for the educators in planning - such as achievable goals
Partnerships with families and communities strengthen the ability of early childhood settings to meet needs of young children
High Scope is founded on supportive adults inside and outside the classroom
Documentation is shared with adults
Regular conferences are held
Play is a means to early learning that capitalizes on children's natural curiosity and exuberance
Daily schedule allows children choice to chose their activities
Model believes children build their own learning
Play is essential
Knowledgeable, responsive early childhood professionals are essential
Training is offered on model, implementation and communication
Educators are partners and supporters
Educators can scaffold learning
Children are active learners that construct their own knowledge through experiences and interactions
Developed from the Perry School Project by David Weikart in the 1960's
Specifically strengthen cognitive skills
Plan-Do-Review Cycle; time to plan, engage and evaluate
Children learn best through pursueing their own goals and interests
Educators plan environments based off of interests
Children plan themselves using Plan-Do-Review
Educators set a daily time for planning and observations of children
Active learning in order to encourage retention
Variety of learning opportunities to appeal to interests
Daily schedules for predictability
Plan-Do-Review time: children plan activities, engage in them and then evaluate the activity
Children construct own knowledge
COR's are used for documenting child's development
Documentation is used to:
“Shape educational programs in early childhood, youth, and adult learning
Validate High Scope products
Help teachers become more effective in the classroom” (Epstein, n.d.).
Child Observation Records (COR's) are used to observe children's progress and create a profile - notes abilities and interests
8 major categories : Approaches to Learning; Social and Emotional Development; Physical Development and Health; Language, Literacy, and Communication; Mathematics; Creative Arts; Science and Technology; and Social Studies.
Each category has 3-7 items with a rating of 0-7 (low to high)
Educators collect anecdotes for COR's
Respect for diversity, equity and inclusion are prerequisites for honouring children's rights, optimal development and learning
Criteria demands that materials reflect the diversity of the children in the program
Model allows all children to work at their own pace and need
Taylor Rhedey, Lauren Burant, Fatema Hassan, Victoria Ferretti
A planned curriculum support early learning
Educators able able to observe and adapt the curriculum to fit the needs of the children
The children take a large part in planning their own learning
COR Advantage. (n.d.).
HighScope’s Child Observation Record — COR Advantage Aligned With HighScope’s Key Developmental Indicators (KDIs)
. Retrieved from http://www.coradvantage.org/state_alignments/COR%20Advantage%20to%20KDIs_4-24-13.pdf
High Scope. (2016).
High Scope for Parents
. Retrieved from http://www.highscope.org/Content.asp?ContentId=746
Klein, A. (2008).
Different Approaches to Teaching:Comparing Three Preschool Programs
. Retrieved from http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=367
Epstein, A. (n.d.).
All About HighScope
. Retrieved from http://www.highscope.org/Content.asp?ContentId=291