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High Scope cont.
High/Scope (Cognitively Oriented)
The High Scope early childhood education approach, used in preschools, kindergarten, and childcare, or in elementary school settings. The High Scope approach is a branch off of the Cognitively Oriented Curriculum, which was developed under the leadership of David Weikart at the High Scope Foundation in Ypsilanti, Michigan in the early 1960’s (Essa, 2007). The philosophy behind High Scope is based on child development theory and research, originally drawing on the work of theorists such as Jean Piaget, Lev Vygotsky, and John Dewey. A key part of the High Scope approach is that the development revolves around certain activities that can help children grasp certain cognitive concepts. As stated in our book “the cognitively oriented model is based on the premise that children are active learners who construct their own knowledge from meaningful experiences” (Essa, 2007, p. 146). One main reason High Scopes theory is so hands on.
In others words High Scope's educational approach emphasizes active/hands on learning. Active learning means students have nonstop, hands-on experiences with people, objects/materials, events, and ideas. Children’s interests and choices are at the heart of High Scope programs. They build 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 academic support. In an active learning setting, adults expand children’s thinking abilities with diverse materials and nurturing interactions. High Scopes approach was built for children to gain knowledge with independence, responsibility, and confident. High Scope’s approach allows children to become ready for school and ready for life. Environment:
The classroom environment in which the children are surrounded by each and every day is one of the most crucial parts of the High Scope Model. The classroom is where the children spend their entire day, if the room wasn’t set up with the child’s emotional and physical development in mind the High Scope Model would not work accordingly. In the High Scope environment there must be areas of the room that are divided up into different sections that allow the children to engage in different types of play; each area serves a different purpose in the area of development. There are a few characteristics in the High Scope environment that are a necessity, these being: a welcoming room for the children, it must also provide enough materials for all of the children, it must encourage different types of play, and last but not least the room should provide materials that reflect the diversity of children’s family lives (High Scope, 2012). Some of the areas that you can typically find in a High Scope classroom are; block area, house area, arts and crafts area, sand/water area, reading area, and outdoor area (High Scope, 2012). All of these areas have a great significance on the growth and development on the child, without these areas the child would be lacking in one or more areas of development which could ultimately be detrimental to his or her healthy growth and or development. Teacher(s): AMBER’S SECTION Missing
“High/Scope takes the learning process beyond traditional academic subjects by applying methods that promote independence, curiosity, decision making, cooperation, persistence, creativity, and problem solving in young children”(HighScope, p. 63). The students in the High/ Scope Approach learn six major content areas in their first 3 years at a school with this curriculum. Those six major content areas would be, approaches to learning, social and emotional development, physical development and health, communication, language and literacy, cognitive development, and lastly...
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