- What does High – Scope Means ?
- High = The individual level of achievement we wish for all children in our care to be able to achieve
- Scope = The range (scope) of experiences we can offer to children to support them to achieve their personal High
- David P. Weikart and his colleagues , USA – 1960s High /Scope Perry Preschool Program (Müfredatın temellerinin atan deneysel tarzdaki çalışma)
- A program for 3 – 4 years olds at Perry Elementary School, Michigan
- One of the first in the 1960s designed to help children overcome negative effects of poverty on schooling.
- The teachers, researchers and administrators worked as partners in all aspects of curriculum development, to ensure that theory and practice receive equal consideration.
- The idea later embodied in Head-Start programs (1964, 1968 (HS for primary school, 1970s High Scope model for children with special needs and children in Spanish speaking families and so on)
- Experimental design – random assignment of children attend school & or not
- Study shows that preschool program provided participants variety of short and long term benefits; better preparation for school, greater success throughout schooling, and in adulthood, a lower arrest rate, higher employment rate.
- Based on the child development theories of Jean Piaget & Lev Vygotsky
- The progressive educational philosophy of John Dewey
- And more recent work of cognitive developmental psy. & brain research
- the High- Scope model recognizes children as active learners who learn best from activities that themselves plan, carry out and reflect on
- Developmentally Appropriate Experiences
- An educational model that is essentially democratic in operation, adaptable to local culture and language, and open to use by thoughtful adults everywhere.
- Five Basic Principles that underpin the practice (Wheel of Learning)
- Active Learning (at the center)
- Initiative
- Key experiences
- Active Learning (at the center)
Active learning through; materials, manipulation, choice, language, support ( 5 ingredients of active learning)
- Daily Routine
- Plan -Do- Review
- Small-Group Time
- Large-Group Times
- Learning Environment
- Areas
- Materials; everyday objects, messy items, natural materials…l
- Storage
- Adult- Child Interaction
- Interaction Strategies
- Encouragement
- Problem- Solving Approach to Conflict
- Assessment
- Teamwork
- Daily Anecdotal Notes
- Daily Planning
- Child Assessment (CORs – Child Observation Records- measuring developmental status of children depending on age group.)
- +1 Family Inclusion
- Does not require the purchase and use of special materials
- Such as materials required for a Montessori Classroom
- Or the teacher and student workbooks required for an academic instructional classroom. ( no need)
- Equipping the learning environment- typical of any nursery sch. Prog.
- For less developed countries or settings materials from nature, other found materials, discards from households.
- Key Developmental Indicators ; central feature for teacher to implement the curriculum content
- For not limiting but for supporting and guiding teachers in planning small and large group activities.
- Not relying on workbooks of activities.
- The key developmental indicators give the model structure while maintaining its openness to child-generated experiences.
- Very simple and pragmatic
- Important for rational thought in children regardless of nation&culture
- Categories like ;
- Approaches to learning,
- Language, literacy, and communication
- Social & emotional development
- Physical development, health, and well- being
- Mathematics
- Science and technology
- Social Studies
- The arts
- Each category divided into specific type of experiences
- Example to the key developmental indicators in social & emotional development;
- Take care of one’s own needs
- Express feelings in words
- Example to the key developmental indicators in social & emotional development;
- Teacher is an important part of this approach ! Teacher – child interaction is detailed.
Makaleskop 