All About 1 High/Scope - talatschool.edu.sa HighScope.pdf · •Adult-child interaction —IntheHigh/ Scopeclassroomorcenter,weestablisha safeandcaringsettingwherechildrencan...

What is the High/Scope educational approach?High/Scope is an “active participatory learning” approach to educating children

from birth to young adulthood. Developed in 1962 in Ypsilanti, Michigan, the

High/Scope approach is now used in tens of thousands of half- and full-day

preschools, nursery schools, Head Start programs, prekindergarten programs,

child care centers, home-based child care programs, and programs for children

with special needs in the United States and around the world. Children and

families from many racial, national, religious, and financial backgrounds partici-

pate in High/Scope programs.

The High/Scope approach blends the knowledge of Jean Piaget with practical

teaching experience in the classroom and other educational settings. (Jean

Piaget was a Swiss psychologist who studied how infants and children learn

and develop.) Long-term studies show the High/Scope approach promotes the

healthy development of children and provides long-lasting benefits throughout

adulthood.

What is High/Scope’s viewpoint about education?Children’s interests and choices are at the heart of High/Scope

programs. This approach to education is called “child-initiated

learning.” We provide children with a wide variety of materials

(books, toys, art supplies, equipment, and household objects)

and plan experiences that build on their interests and expand

their learning. We also encourage their early development by

observing, supporting, and extending what they do.

Practical summaries of High/Scope’s history,educational approach, and curriculum

All AboutHigh/Scope

Children learn

best through active

involvement with

people, materials,

events, and ideas.

1EducationalApproach

© 2008 High/Scope Educational Research FoundationReproducible by purchase according to terms of license.

1

H i g h / S c o p e E d u c a t i o n a l R e s e a r c h F o u n d a t i o n

The High/Scope

approach has been

tested through

more than 45 years

of practical experi-

ence in classrooms

and other settings in

the United States and

around the world. This

approach provides teachers with a blueprint for

organizing the classroom and playground; cre-

ating a consistent, predictable daily routine;

and interacting with children in a warm and

supportive manner. Every day, the program

offers one-on-one adult attention, promises

children that they can choose interesting

things to do, and gives children a sense of

control over themselves and their surround-

ings.

In High/Scope settings, we plan experiences

for children that encourage independent think-

ing, initiative (the ability to make and then fol-

low through on a plan), and creativity. Young

children’s capabilities develop quickly when

they can act on their own ideas, use materials

freely, and exercise their imaginations. We

also encourage curiosity, decision making,

cooperation, persistence (staying with their

ideas), and problem solving. Children use

these capabilities every day in the program and

at home. Children also become familiar with

basic ideas in reading and writing, math and

science, and other areas that prepare them for

starting school. Over time, they develop the

necessary knowledge and skills they will carry

into their later school years and into adulthood.

What are High/Scope’s goalsfor young children?• To learn through active involvement with

people, materials, events, and ideas.

• To become independent, responsible,

and confident — ready for school and

ready for life.

• To learn to plan many of their own activi-

ties, carry them out, and talk with other

children and their teachers about what they

have done and what they have learned.

• To learn to express their feelings and get

along with others in rewarding relation-

ships.

• To gain knowledge and skills in important

content areas including approaches to

learning; language, literacy, and communi-

cation; social and emotional development;

physical development, health, and well-

being; mathematics; science and technolo-

gy; social studies; and the arts.

What are the features of theHigh/Scope approach to earlychildhood education?• Active participatory learning — In the

High/Scope approach, children are involved

in direct, hands-on experiences with peo-

ple, objects, events, and ideas. Children

carry out their plans and choices by work-

ing with materials and interacting with

other children and adults. We plan activities

and support their learning by using High/

Scope’s 58 key developmental indicators,

which are behaviors that reflect the impor-

tant learning areas for young children.

2


Children’s interests

and choices are at the

heart of High/Scope

programs.

• Adult-child interaction — In the High/

Scope classroom or center, we establish a

safe and caring setting where children can

be happy and busy pursuing their interests

and learning. We observe and interact with

children at their level in order to discover

how they think and to encourage each

child’s initiative and learning activities. We

also share control of all learning experi-

ences and encourage children to solve

problems with materials, turn to other chil-

dren for help, work together, and resolve

conflicts together.

• Learning environment — Furniture and

equipment in the High/Scope setting are

arranged and labeled in several clearly laid

out and easy-to-see interest areas, such

as the block area, house area, or art area.

Labels can be easily understood by chil-

dren, for example, a drawing of a hammer

to represent the woodworking area or a

photo of a paintbrush and the letters ART

in the art area. This room arrangement

allows children to independently find, use,

and return the materials they need to carry

out their chosen activities. The labels form

the foundation on which children can build

skills in reading, writing, and math. Children

also spend time outside every day experi-

encing all the physical and sensory proper-

ties (sights, sounds, smells, and textures)

of the natural environment. Taken together,

the indoor and outdoor environments pro-

vide children with a full range of learning

opportunities.

• Daily routine — Each day in a High/Scope

setting follows a similar schedule of events

called the daily routine, which provides con-

sistency and predictability for both children

and adults. A daily plan-do-review process

(the core of the daily routine) gives children

the opportunity to decide what they intend

to do, to follow through on their course of

action, and then to reflect on their experi-

ences with other children and adults. Large-

and small-group experiences are also part

of the daily routine, along with the fellow-

ship of sharing a snack or meal and the fun

of being outdoors.

• Assessment — In High/Scope programs,

we regularly write down factual notes

about each child’s behaviors, experiences,

and interests. We use the Child Observa-

tion Record (COR), based on these notes,

to measure each child’s development.

Based on these careful and direct observa-

tions, we plan experiences that will encour-

age children’s growth and development.

We also use these notes in parent meet-

ings to help families better understand

their children’s development and how they

can extend classroom

learning at home. To

guarantee the contin-

ued high quality of

the program and its

management, we

regularly evaluate

ourselves and

our programs

by using the

Preschool Pro-

gram Quality

Assessment

(PQA).

3


Clearly laid out and

easy-to-see interest

areas give children a

sense of control over

their surroundings.

How can families use theHigh/Scope approach athome?Many of the activities that we

do in our programs can also be

done by families at home. For

example, families can provide

many different learning materi-

als, often using everyday

objects that cost little or noth-

ing. Families can encourage

their children to make plans,

carry them out, and talk about

what they have learned from

their experience. We also sug-

gest that families try to be more

consistent and predictable in their

routines so everyone in their family knows

what to expect.

We welcome families to visit their child’s

High/Scope classroom or program. We may

also request the opportunity to visit fami-

lies and their child in their home once

or twice each year. From these home

and classroom visits, we learn from

one another and become part-

ners in promoting the growth

of their child. Together, we

can listen to, talk to, and

play with children in

ways that encourage

their development and

strengthen their learning.

4


All About High/Scope

Series Author: Ann S. Epstein, Ph.D.Series Editors: Linda Koopmann and Marcella Weiner

Published by High/Scope® Press,a division of the High/Scope® Educational

Research Foundation

734-485-2000600 North River Street, Ypsilanti, Michigan 48198-2898

Orders: 800/40-PRESS; FAX 800/442-4FAX

Web site: www.highscope.orgQuestions: [email protected]

Copyright © 2008 by High/Scope Educational Research Foundation. All rightsreserved. No part of this publication may be reproduced or distributed in any

form or by any means, electronic or mechanical, including photography, recording,or any information storage–and–retrieval system, without prior written permission

from the publisher. The name “High/Scope” and its corporate logos areregistered trademarks and service marks of the High/Scope Foundation.

Each day in a

High/Scope setting

follows a similar

schedule of events

called the daily

routine.

D1001 • ISBN 978-1-57379-365-0

What is the High/Scope educational approach?High/Scope is an “active participatory learning” approach to educating children

from birth to young adulthood. Developed in 1962 in Ypsilanti, Michigan, the

High/Scope approach is now used in tens of thousands of half- and full-day

preschools, nursery schools, Head Start programs, prekindergarten programs,

child care centers, home-based child care programs, and programs for children

with special needs in the United States and around the world. Children and

families from many racial, national, religious, and financial backgrounds partici-

pate in High/Scope programs.

The High/Scope approach blends the knowledge of Jean Piaget with practical

teaching experience in the classroom and other educational settings. (Jean

Piaget was a Swiss psychologist who studied how infants and children learn

and develop.) Long-term studies show the High/Scope approach promotes the

healthy development of children and provides long-lasting benefits throughout

adulthood.

What is High/Scope’s viewpoint about education?Children’s interests and choices are at the heart of High/Scope

programs. This approach to education is called “child-initiated

learning.” We provide children with a wide variety of materials

(books, toys, art supplies, equipment, and household objects)

and plan experiences that build on their interests and expand

their learning. We also encourage their early development by

observing, supporting, and extending what they do.


All AboutHigh/Scope

Children learn

best through active

involvement with

people, materials,

events, and ideas.

1EducationalApproach


1


The High/Scope

approach has been

tested through

more than 45 years

of practical experi-

ence in classrooms

and other settings in

the United States and

around the world. This

approach provides teachers with a blueprint for

organizing the classroom and playground; cre-

ating a consistent, predictable daily routine;

and interacting with children in a warm and

supportive manner. Every day, the program

offers one-on-one adult attention, promises

children that they can choose interesting

things to do, and gives children a sense of

control over themselves and their surround-

ings.

In High/Scope settings, we plan experiences

for children that encourage independent think-

ing, initiative (the ability to make and then fol-

low through on a plan), and creativity. Young

children’s capabilities develop quickly when

they can act on their own ideas, use materials

freely, and exercise their imaginations. We

also encourage curiosity, decision making,

cooperation, persistence (staying with their

ideas), and problem solving. Children use

these capabilities every day in the program and

at home. Children also become familiar with

basic ideas in reading and writing, math and

science, and other areas that prepare them for

starting school. Over time, they develop the

necessary knowledge and skills they will carry

into their later school years and into adulthood.

What are High/Scope’s goalsfor young children?• To learn through active involvement with

people, materials, events, and ideas.

• To become independent, responsible,

and confident — ready for school and

ready for life.

• To learn to plan many of their own activi-

ties, carry them out, and talk with other

children and their teachers about what they

have done and what they have learned.

• To learn to express their feelings and get

along with others in rewarding relation-

ships.

• To gain knowledge and skills in important

content areas including approaches to

learning; language, literacy, and communi-

cation; social and emotional development;

physical development, health, and well-

being; mathematics; science and technolo-

gy; social studies; and the arts.

What are the features of theHigh/Scope approach to earlychildhood education?• Active participatory learning — In the

High/Scope approach, children are involved

in direct, hands-on experiences with peo-

ple, objects, events, and ideas. Children

carry out their plans and choices by work-

ing with materials and interacting with

other children and adults. We plan activities

and support their learning by using High/

Scope’s 58 key developmental indicators,

which are behaviors that reflect the impor-

tant learning areas for young children.

2


Children’s interests

and choices are at the

heart of High/Scope

programs.

• Adult-child interaction — In the High/

Scope classroom or center, we establish a

safe and caring setting where children can

be happy and busy pursuing their interests

and learning. We observe and interact with

children at their level in order to discover

how they think and to encourage each

child’s initiative and learning activities. We

also share control of all learning experi-

ences and encourage children to solve

problems with materials, turn to other chil-

dren for help, work together, and resolve

conflicts together.

• Learning environment — Furniture and

equipment in the High/Scope setting are

arranged and labeled in several clearly laid

out and easy-to-see interest areas, such

as the block area, house area, or art area.

Labels can be easily understood by chil-

dren, for example, a drawing of a hammer

to represent the woodworking area or a

photo of a paintbrush and the letters ART

in the art area. This room arrangement

allows children to independently find, use,

and return the materials they need to carry

out their chosen activities. The labels form

the foundation on which children can build

skills in reading, writing, and math. Children

also spend time outside every day experi-

encing all the physical and sensory proper-

ties (sights, sounds, smells, and textures)

of the natural environment. Taken together,

the indoor and outdoor environments pro-

vide children with a full range of learning

opportunities.

• Daily routine — Each day in a High/Scope

setting follows a similar schedule of events

called the daily routine, which provides con-

sistency and predictability for both children

and adults. A daily plan-do-review process

(the core of the daily routine) gives children

the opportunity to decide what they intend

to do, to follow through on their course of

action, and then to reflect on their experi-

ences with other children and adults. Large-

and small-group experiences are also part

of the daily routine, along with the fellow-

ship of sharing a snack or meal and the fun

of being outdoors.

• Assessment — In High/Scope programs,

we regularly write down factual notes

about each child’s behaviors, experiences,

and interests. We use the Child Observa-

tion Record (COR), based on these notes,

to measure each child’s development.

Based on these careful and direct observa-

tions, we plan experiences that will encour-

age children’s growth and development.

We also use these notes in parent meet-

ings to help families better understand

their children’s development and how they

can extend classroom

learning at home. To

guarantee the contin-

ued high quality of

the program and its

management, we

regularly evaluate

ourselves and

our programs

by using the

Preschool Pro-

gram Quality

Assessment

(PQA).

3


Clearly laid out and




their surroundings.

How can families use theHigh/Scope approach athome?Many of the activities that we

do in our programs can also be

done by families at home. For

example, families can provide

many different learning materi-

als, often using everyday

objects that cost little or noth-

ing. Families can encourage

their children to make plans,

carry them out, and talk about

what they have learned from

their experience. We also sug-

gest that families try to be more

consistent and predictable in their

routines so everyone in their family knows

what to expect.

We welcome families to visit their child’s

High/Scope classroom or program. We may

also request the opportunity to visit fami-

lies and their child in their home once

or twice each year. From these home

and classroom visits, we learn from

one another and become part-

ners in promoting the growth

of their child. Together, we

can listen to, talk to, and

play with children in

ways that encourage

their development and

strengthen their learning.

4





Research Foundation







Each day in a

High/Scope setting

follows a similar

schedule of events

called the daily

routine.

D1001 • ISBN 978-1-57379-365-0

Special Rightsholder Terms & ConditionsThis license from the High/Scope Educational Research Foundation allows the User to make photo-

copies of the following document for 90 days from date of purchase (____________):

All About High/Scope 1: Educational Approach

ISBN: 978-1-57379-365-0

Publisher: High/Scope Press

Rightsholder: High/Scope Press

Author/Editor: Epstein, A. S.

Limitations on use: This license expressly excludes (a) the posting of this document to a Web site,

intranet, extranet, or e-mail; and (b) the republication of this document in a different form.

For additional questions, contact the High/Scope Educational Research Foundation.


FILL IN DATE OF PURCHASE

What is the High/Scope Educational Research Foundation?The High/Scope Educational Research Foundation is an independent, not-

for-profit organization headquartered in Ypsilanti, Michigan. The Foundation

promotes the development of children and youth worldwide and supports

educators and parents as they help children learn. High/Scope

• Develops curriculum (a body of thought about child development, teaching

practices, staff training methods, and assessment)

• Trains teachers and administrators

• Conducts research on education and interprets and publishes what it

discovers

• Provides information to decision makers on programs and policies that ben-

efit children and youth

• Publishes educational books, DVDs/videos, and other materials

High/Scope has a staff of approximately 50 individuals who are

professionally trained in educational practice and administration,

child development, research, public policy (the guiding princi-

ples that influence the formation of public laws), and communi-

cation. High/Scope’s Board of Directors bring to the Founda-

tion their knowledge and experience in education, human ser-

vices, health, program management, publishing, government,

charitable works, and other fields.

What is the Foundation’s history?High/Scope was established in 1970 to carry on the work

Dr. David P. Weikart began in the Ypsilanti Public Schools in

1962. The Foundation is best known for its studies of the


All AboutHigh/Scope

The Foundation’s

early childhood

curriculum is one

of the best known

and most widely

used educational

approaches.

2High/ScopeFoundation


1


2

lasting positive

effects that high-

quality education in

early childhood can

have on individuals

and society as a

whole. Its research

has had an important

impact on public policy

and has contributed to

the continuation of the

national Head Start program

and to other educational initiatives for young

children such as the growth in state-funded

prekindergarten programs. The Foundation’s

early childhood curriculum is one of the best

known and most widely used educational

approaches. National panels of individuals who

review educational programs for children have

officially recognized the benefits of the

High/Scope approach for preschoolers, chil-

dren in the elementary grades, and youth. In

addition, the High/Scope Curriculum has

received numerous awards and citations from

government agencies, professional groups,

and charitable organizations.

What is High/Scope’s approachto education?The High/Scope Curriculum is a set of guiding

principles, rich learning content, and educa-

tional practices that teachers follow in their

work with children. These principles are

applied to the needs of their individual commu-

nities, and incorporate the cultural, ethnic, and

language traditions that are unique to those

communities. The central feature of the

High/Scope approach is active learning — the

belief that children learn best through purpose-

ful hands-on experiences guided by well-

trained adults, rather than through direct teach-

ing or the completion of step-by-step exercises

and worksheets. In High/Scope programs, chil-

dren learn through active involvement with

people, materials (books, toys, art supplies,

equipment, and household objects), events,

and ideas.

The High/Scope Demonstration Preschool,

which serves as the model for all other

High/Scope preschool programs, is accredited

by the National Association for the Education

of Young Children (NAEYC). This organization

commended High/Scope for “providing a cur-

riculum that encourages children to be actively

involved in the learning process, providing chil-

dren with opportunities to explore many devel-

opmentally appropriate [suitable for a child’s

stage of growth] activities and materials, allow-

ing children to make decisions in accordance

with their own interests, [providing] efficient

and effective administration that ensures

involvement by all persons (staff, children, and

families), and maintaining a quality program

through ongoing evaluation and assessment.”

Where is the High/ScopeCurriculum used?High/Scope was originally designed for “at-risk”

children from low-income families. Today, the

High/Scope approach serves the full range of

children and families from all social, financial,

and ethnic backgrounds. In addition to its pro-

grams throughout the United States, High/

Scope Institutes operate in other countries

around the world, including Great Britain,

Indonesia, Ireland, Korea, Mexico, and The

Netherlands.

The High/Scope

approach is used suc-

cessfully in a variety

of settings that serve

children from infancy

to young adulthood.


The High/Scope educational approach is used

with success in large cities and in smaller

communities, in a variety of settings that serve

children from infancy to young adulthood. Early

education settings that use the High/Scope

approach include public and private agencies,

half- and full-day preschools, nursery schools,

Head Start programs, prekindergarten pro-

grams, child care centers, home-based child

care programs, and programs for children with

special needs. The High/Scope program for

grades K–5 is used in school districts around

the country and is approved as a Comprehen-

sive School Reform model.

How does High/Scope trainpeople to use the curriculum?High/Scope trains administrators, curriculum

specialists (people who are well informed

about how children develop and how adults

can encourage their growth), teachers, and

child care providers. Training is held at individ-

ual program locations and at Foundation head-

quarters; training is also offered online through

High/Scope’s eTools. High/Scope has conduct-

ed training projects in every state and in more

than 20 foreign countries. To ensure program

quality, High/Scope officially certifies the agen-

cies and individuals that participate in its train-

ing programs and meet its demanding stan-

dards.

To increase the number of trained individuals

in a program or community, High/Scope pre-

pares and certifies local experts who then train

other educators in their agencies and commu-

nities. There are currently 2,000 High/Scope

certified trainers who have prepared 50,000

teachers to use the High/Scope Curriculum in

their programs. These teachers work with

500,000 young children annually in High/Scope

centers and homes. An additional 8,000 teach-

ers who have completed High/Scope training

are serving 80,000 children per year in a vari-

ety of early childhood care and educational

settings.

High/Scope certified trainers and teachers and

accredited programs are all members of the

High/Scope International Registry. This organi-

zation provides professional support and up-

to-date information on the latest High/Scope

practices, research, and publications. About

500 High/Scope educators gather every May

for the High/Scope International Conference

held at Foundation headquarters. High/Scope

also holds conferences in other regions of the

country several times a year and makes pre-

sentations at the conferences of other profes-

sional organizations.

Does the High/Scope Curriculum work?More than 45 years of research show that

High/Scope programs advance the develop-

ment of children and improve their chance of

living a better life through adulthood. National

research with children from

different backgrounds has

shown that those who

attended High/Scope

programs scored

higher on measures

of development than

did similar children

who were enrolled

in other preschool

and child care pro-

grams.


3

Research shows that

High/Scope programs

advance the develop-

ment of children and

improve their chance

of living a better life.

In one low-income population, for example,

adults who attended a High/Scope program

as children had higher high school graduation

rates, higher monthly earnings, less use of

welfare, and fewer arrests, compared with

similar adults who had not attended the pro-

gram. Research has shown that for every

dollar invested in high-quality education for

preschoolers, $13 is returned to the public.

This figure includes savings to society by

reducing the costs of special education, public

assistance, unemployment benefits, and crime

as well as gains from the higher taxes paid by

adults who had preschool education. When

the personal benefits enjoyed by preschool

graduates (such as higher earnings) are added

to this figure, the total return increases to $16

per dollar spent.

Research also shows that High/Scope training

for teachers really works. In a national study,

teachers with High/Scope training had higher

quality programs than did similar teachers

without such training. Through its training

conferences, publications, and Web site, High/

Scope makes sure that teachers are up to date

on the latest high-quality educational practices

for all children.

How can families learn more aboutHigh/Scope?High/Scope publishes several fact sheets and

newsletters especially for parents. Families

can check with their child’s teacher to make

sure they have the entire set and any other

materials that describe their child’s program.

They can also attend parent workshops to

learn more about the program and what they

can do to support their child’s development.

For more information, please visit the High/

Scope Web site at www.highscope.org or

e-mail your questions to [email protected].


4




Research Foundation







D1002 • ISBN 978-1-57379-366-7

What is the High/Scope Educational Research Foundation?The High/Scope Educational Research Foundation is an independent, not-

for-profit organization headquartered in Ypsilanti, Michigan. The Foundation

promotes the development of children and youth worldwide and supports

educators and parents as they help children learn. High/Scope

• Develops curriculum (a body of thought about child development, teaching

practices, staff training methods, and assessment)

• Trains teachers and administrators

• Conducts research on education and interprets and publishes what it

discovers

• Provides information to decision makers on programs and policies that ben-

efit children and youth

• Publishes educational books, DVDs/videos, and other materials

High/Scope has a staff of approximately 50 individuals who are

professionally trained in educational practice and administration,

child development, research, public policy (the guiding princi-

ples that influence the formation of public laws), and communi-

cation. High/Scope’s Board of Directors bring to the Founda-

tion their knowledge and experience in education, human ser-

vices, health, program management, publishing, government,

charitable works, and other fields.

What is the Foundation’s history?High/Scope was established in 1970 to carry on the work

Dr. David P. Weikart began in the Ypsilanti Public Schools in

1962. The Foundation is best known for its studies of the


All AboutHigh/Scope

The Foundation’s

early childhood

curriculum is one

of the best known

and most widely

used educational

approaches.

2High/ScopeFoundation


1


2

lasting positive

effects that high-

quality education in

early childhood can

have on individuals

and society as a

whole. Its research

has had an important

impact on public policy

and has contributed to

the continuation of the

national Head Start program

and to other educational initiatives for young

children such as the growth in state-funded

prekindergarten programs. The Foundation’s

early childhood curriculum is one of the best

known and most widely used educational

approaches. National panels of individuals who

review educational programs for children have

officially recognized the benefits of the

High/Scope approach for preschoolers, chil-

dren in the elementary grades, and youth. In

addition, the High/Scope Curriculum has

received numerous awards and citations from

government agencies, professional groups,

and charitable organizations.

What is High/Scope’s approachto education?The High/Scope Curriculum is a set of guiding

principles, rich learning content, and educa-

tional practices that teachers follow in their

work with children. These principles are

applied to the needs of their individual commu-

nities, and incorporate the cultural, ethnic, and

language traditions that are unique to those

communities. The central feature of the

High/Scope approach is active learning — the

belief that children learn best through purpose-

ful hands-on experiences guided by well-

trained adults, rather than through direct teach-

ing or the completion of step-by-step exercises

and worksheets. In High/Scope programs, chil-

dren learn through active involvement with

people, materials (books, toys, art supplies,

equipment, and household objects), events,

and ideas.

The High/Scope Demonstration Preschool,

which serves as the model for all other

High/Scope preschool programs, is accredited

by the National Association for the Education

of Young Children (NAEYC). This organization

commended High/Scope for “providing a cur-

riculum that encourages children to be actively

involved in the learning process, providing chil-

dren with opportunities to explore many devel-

opmentally appropriate [suitable for a child’s

stage of growth] activities and materials, allow-

ing children to make decisions in accordance

with their own interests, [providing] efficient

and effective administration that ensures

involvement by all persons (staff, children, and

families), and maintaining a quality program

through ongoing evaluation and assessment.”

Where is the High/ScopeCurriculum used?High/Scope was originally designed for “at-risk”

children from low-income families. Today, the

High/Scope approach serves the full range of

children and families from all social, financial,

and ethnic backgrounds. In addition to its pro-

grams throughout the United States, High/

Scope Institutes operate in other countries

around the world, including Great Britain,

Indonesia, Ireland, Korea, Mexico, and The

Netherlands.

The High/Scope

approach is used suc-

cessfully in a variety

of settings that serve

children from infancy

to young adulthood.


The High/Scope educational approach is used

with success in large cities and in smaller

communities, in a variety of settings that serve

children from infancy to young adulthood. Early

education settings that use the High/Scope

approach include public and private agencies,

half- and full-day preschools, nursery schools,

Head Start programs, prekindergarten pro-

grams, child care centers, home-based child

care programs, and programs for children with

special needs. The High/Scope program for

grades K–5 is used in school districts around

the country and is approved as a Comprehen-

sive School Reform model.

How does High/Scope trainpeople to use the curriculum?High/Scope trains administrators, curriculum

specialists (people who are well informed

about how children develop and how adults

can encourage their growth), teachers, and

child care providers. Training is held at individ-

ual program locations and at Foundation head-

quarters; training is also offered online through

High/Scope’s eTools. High/Scope has conduct-

ed training projects in every state and in more

than 20 foreign countries. To ensure program

quality, High/Scope officially certifies the agen-

cies and individuals that participate in its train-

ing programs and meet its demanding stan-

dards.

To increase the number of trained individuals

in a program or community, High/Scope pre-

pares and certifies local experts who then train

other educators in their agencies and commu-

nities. There are currently 2,000 High/Scope

certified trainers who have prepared 50,000

teachers to use the High/Scope Curriculum in

their programs. These teachers work with

500,000 young children annually in High/Scope

centers and homes. An additional 8,000 teach-

ers who have completed High/Scope training

are serving 80,000 children per year in a vari-

ety of early childhood care and educational

settings.

High/Scope certified trainers and teachers and

accredited programs are all members of the

High/Scope International Registry. This organi-

zation provides professional support and up-

to-date information on the latest High/Scope

practices, research, and publications. About

500 High/Scope educators gather every May

for the High/Scope International Conference

held at Foundation headquarters. High/Scope

also holds conferences in other regions of the

country several times a year and makes pre-

sentations at the conferences of other profes-

sional organizations.

Does the High/Scope Curriculum work?More than 45 years of research show that

High/Scope programs advance the develop-

ment of children and improve their chance of

living a better life through adulthood. National

research with children from

different backgrounds has

shown that those who

attended High/Scope

programs scored

higher on measures

of development than

did similar children

who were enrolled

in other preschool

and child care pro-

grams.


3

Research shows that

High/Scope programs

advance the develop-

ment of children and

improve their chance

of living a better life.

In one low-income population, for example,

adults who attended a High/Scope program

as children had higher high school graduation

rates, higher monthly earnings, less use of

welfare, and fewer arrests, compared with

similar adults who had not attended the pro-

gram. Research has shown that for every

dollar invested in high-quality education for

preschoolers, $13 is returned to the public.

This figure includes savings to society by

reducing the costs of special education, public

assistance, unemployment benefits, and crime

as well as gains from the higher taxes paid by

adults who had preschool education. When

the personal benefits enjoyed by preschool

graduates (such as higher earnings) are added

to this figure, the total return increases to $16

per dollar spent.

Research also shows that High/Scope training

for teachers really works. In a national study,

teachers with High/Scope training had higher

quality programs than did similar teachers

without such training. Through its training

conferences, publications, and Web site, High/

Scope makes sure that teachers are up to date

on the latest high-quality educational practices

for all children.

How can families learn more aboutHigh/Scope?High/Scope publishes several fact sheets and

newsletters especially for parents. Families

can check with their child’s teacher to make

sure they have the entire set and any other

materials that describe their child’s program.

They can also attend parent workshops to

learn more about the program and what they

can do to support their child’s development.

For more information, please visit the High/

Scope Web site at www.highscope.org or

e-mail your questions to [email protected].


4




Research Foundation







D1002 • ISBN 978-1-57379-366-7



All About High/Scope 2: High/Scope Foundation

ISBN: 978-1-57379-366-7









What does a High/Scope program setting look like?The space and materials in a High/Scope setting are carefully chosen and

arranged to promote active learning (direct, hands-on experiences with people,

objects, events, and ideas). Although we do not endorse specific types or

brands of toys and equipment, High/Scope does provide general guidelines and

recommendations for selecting materials that will be meaningful and interesting

to children. We keep the following questions in mind when we arrange the set-

ting and stock it with learning materials.

Is the space welcoming to children?Although High/Scope programs differ in the amount of space that’s available,

every effort is made to create safe, comfortable, and uncluttered environments

where children can play freely, either alone or with friends; carry toys without trip-

ping and banging into things; and move about safely. Children cooperate better

when they can move about easily in shared space. Throw rugs, soft chairs, and

cushions create cozy surfaces for playing and cuddling, and curtains and

other nonflammable fabric furnishings help to absorb sound. Rooms

have plenty of light and a variety of colors and textures to provide

experiences that appeal to the senses of sight or touch. The out-

door space is inviting, with natural plant life, open areas for mov-

ing freely, and sturdy climbing equipment. Along with being

comfortable and uncluttered, High/Scope settings meet local

licensing regulations regarding the safety and maintenance of

equipment, as well as eating and personal care areas.



All AboutHigh/Scope

Safe, comfortable,

and uncluttered

environments allow

children to play

freely.

3ProgramSetting


1

Is the spacearranged toencouragedifferent typesof play?Clearly laid out and




their surroundings. Chil-

dren can plan where they

want to work and can anticipate using the

materials they will find there. This predictability

frees them to focus on learning and interacting

with others. High/Scope interest areas are

organized around specific kinds of play and are

identified with simple names that make sense

to children, such as the house area, block area,

toy area, book area, art area, or computer area.

These areas reflect the types of play young

children enjoy, such as building, making things,

reading and writing, pretending, drawing and

painting, playing simple games, and exercising

their muscles.

Can children see all the areas and moveeasily between them?Space in High/Scope settings is arranged so

that children can see all areas from a standing

position and adults can see what is happening

in every part of the room. Areas of the room

are separated by low boundaries, such as play

stoves, computer tables, or low shelves, and

multiroom settings have open doors and per-

haps interior windows. There are quiet areas,

low tables for small-group time and eating,

open space for large-group time, cubbies for

personal storage, greeting space for parents,

and personal care areas. Children gain confi-

dence in themselves when they can take care

of their own needs and assume responsibility

for their belongings. Also, as they move from

one area to another they are free to satisfy

their curiosity when something interesting

catches their eye. They can also use materials

from one area to extend their play in another

area. For example, children playing in the

house area may bring over materials from the

block area to make a “washing machine.”

Is the space organized in a reasonableand flexible way?Space is reasonably arranged in High/Scope

settings. Areas in which children might carry

materials back and forth are placed near one

another. For example, the art area is located

next to a sink, the block area may be next to

the house area so children can build things

during pretend play, and the toy area may be

near tables so children can transport puzzles

and small toys. Although consistency is an

important feature in a High/Scope setting, flex-

ibility is also important. Since both children and

adults enjoy a certain amount of newness in

their environment, we reorganize space as

children’s interests change. If total space limits

the number of areas, we sometimes rotate

areas by setting up two or three of them at a

time and periodically changing one or two. We

2

Children can see all

areas from a standing

position and adults

can see what is hap-

pening in every part

of the room.


involve children in making these changes so

they can express their interests and think

through the consequences of setting up areas

in a certain way.

Can children find, use, andreturn materials independently?Each area in a High/Scope setting is organized

so that children can easily choose, sort, and

return materials on their own. Interest areas,

shelves, and containers are labeled — with

photographs; drawings; tracings; or sample

items, letters, and simple words — that indi-

cate what the area is and where its materials

are stored. These written labels help children

develop early reading and writing skills. The

organization in a High/Scope setting teaches

children how to sort materials by appearance

or purpose, arrange them by size, match them

by number, and so on. Being able to find and

replace things on their own helps children to

feel competent and independent.

Are enough materialsprovided for all the children?High/Scope materials are plentiful so that a

number of children can play together in the

same area. High/Scope materials are also

“open ended,” which means that children can

use them in many different ways instead of

one “correct” way, which ensures that chil-

dren at different developmental levels are suc-

cessful. Materials are simple enough to

encourage children to be inventive in how they

use them. In addition to purchased items,

many “found” materials are included — recy-

cled paper and containers, corks, bottle caps,

and old clothes. Care is taken to include items

made of natural materials such as wood, fiber,

metal, and stone, and parents are always

encouraged to contribute recycled goods and

other materials to the program. Items used

must be judged to be safe before being includ-

ed in a classroom.

Do the materials reflectchildren’s family lives?Because High/Scope programs value the back-

grounds and cultures of children and their fam-

ilies, materials reflect their everyday lives.

Many homelike items, such as family pho-

tographs, magazines, and familiar cooking

utensils, are included in interest areas. Dolls

and play figures reflect the community. The

foods served at snacks and meals reflect the

range of cultural and regional influences in chil-

dren’s homes.

Can families use the features ofa High/Scope setting at home?Parents are often surprised to realize that their

home already has many

High/Scope features! For

example, their children

know that different

rooms in their home

are used for different

things. They know

which shelf in the

refrigerator holds


3

Children gain

confidence in

themselves when

they can take care

of their own needs.

the milk or which drawer to open to find

a spoon. Many other ideas from

High/Scope can be used at home.

For example, families can offer

different types of learning materi-

als for their children to play with

and store the materials where

they can be easily found and

put away. Families might want

to attach simple labels to toy

shelves and containers to

help their children sort and

store things. They could tape

their child’s personal symbol

(nametag with a picture or

drawing identifying the child) in the space

where his or her coat or backpack are hung

each day. Also, spending time playing with

children indoors and outdoors in the

yard, playground, or park offers par-

ents many opportunities to learn

what interests them. They can

also share these observations

with their child’s teacher and

ask for more information

about how to make their

home an even better

learning environment.


4

Children use

materials in many

different ways

instead of one

“correct” way.




Research Foundation







D1003 • ISBN 978-1-57379-367-4

What does a High/Scope program setting look like?The space and materials in a High/Scope setting are carefully chosen and

arranged to promote active learning (direct, hands-on experiences with people,

objects, events, and ideas). Although we do not endorse specific types or

brands of toys and equipment, High/Scope does provide general guidelines and

recommendations for selecting materials that will be meaningful and interesting

to children. We keep the following questions in mind when we arrange the set-

ting and stock it with learning materials.

Is the space welcoming to children?Although High/Scope programs differ in the amount of space that’s available,

every effort is made to create safe, comfortable, and uncluttered environments

where children can play freely, either alone or with friends; carry toys without trip-

ping and banging into things; and move about safely. Children cooperate better

when they can move about easily in shared space. Throw rugs, soft chairs, and

cushions create cozy surfaces for playing and cuddling, and curtains and

other nonflammable fabric furnishings help to absorb sound. Rooms

have plenty of light and a variety of colors and textures to provide

experiences that appeal to the senses of sight or touch. The out-

door space is inviting, with natural plant life, open areas for mov-

ing freely, and sturdy climbing equipment. Along with being

comfortable and uncluttered, High/Scope settings meet local

licensing regulations regarding the safety and maintenance of

equipment, as well as eating and personal care areas.



All AboutHigh/Scope

Safe, comfortable,

and uncluttered

environments allow

children to play

freely.

3ProgramSetting


1

Is the spacearranged toencouragedifferent typesof play?Clearly laid out and




their surroundings. Chil-

dren can plan where they

want to work and can anticipate using the

materials they will find there. This predictability

frees them to focus on learning and interacting

with others. High/Scope interest areas are

organized around specific kinds of play and are

identified with simple names that make sense

to children, such as the house area, block area,

toy area, book area, art area, or computer area.

These areas reflect the types of play young

children enjoy, such as building, making things,

reading and writing, pretending, drawing and

painting, playing simple games, and exercising

their muscles.

Can children see all the areas and moveeasily between them?Space in High/Scope settings is arranged so

that children can see all areas from a standing

position and adults can see what is happening

in every part of the room. Areas of the room

are separated by low boundaries, such as play

stoves, computer tables, or low shelves, and

multiroom settings have open doors and per-

haps interior windows. There are quiet areas,

low tables for small-group time and eating,

open space for large-group time, cubbies for

personal storage, greeting space for parents,

and personal care areas. Children gain confi-

dence in themselves when they can take care

of their own needs and assume responsibility

for their belongings. Also, as they move from

one area to another they are free to satisfy

their curiosity when something interesting

catches their eye. They can also use materials

from one area to extend their play in another

area. For example, children playing in the

house area may bring over materials from the

block area to make a “washing machine.”

Is the space organized in a reasonableand flexible way?Space is reasonably arranged in High/Scope

settings. Areas in which children might carry

materials back and forth are placed near one

another. For example, the art area is located

next to a sink, the block area may be next to

the house area so children can build things

during pretend play, and the toy area may be

near tables so children can transport puzzles

and small toys. Although consistency is an

important feature in a High/Scope setting, flex-

ibility is also important. Since both children and

adults enjoy a certain amount of newness in

their environment, we reorganize space as

children’s interests change. If total space limits

the number of areas, we sometimes rotate

areas by setting up two or three of them at a

time and periodically changing one or two. We

2

Children can see all

areas from a standing

position and adults

can see what is hap-

pening in every part

of the room.


involve children in making these changes so

they can express their interests and think

through the consequences of setting up areas

in a certain way.

Can children find, use, andreturn materials independently?Each area in a High/Scope setting is organized

so that children can easily choose, sort, and

return materials on their own. Interest areas,

shelves, and containers are labeled — with

photographs; drawings; tracings; or sample

items, letters, and simple words — that indi-

cate what the area is and where its materials

are stored. These written labels help children

develop early reading and writing skills. The

organization in a High/Scope setting teaches

children how to sort materials by appearance

or purpose, arrange them by size, match them

by number, and so on. Being able to find and

replace things on their own helps children to

feel competent and independent.

Are enough materialsprovided for all the children?High/Scope materials are plentiful so that a

number of children can play together in the

same area. High/Scope materials are also

“open ended,” which means that children can

use them in many different ways instead of

one “correct” way, which ensures that chil-

dren at different developmental levels are suc-

cessful. Materials are simple enough to

encourage children to be inventive in how they

use them. In addition to purchased items,

many “found” materials are included — recy-

cled paper and containers, corks, bottle caps,

and old clothes. Care is taken to include items

made of natural materials such as wood, fiber,

metal, and stone, and parents are always

encouraged to contribute recycled goods and

other materials to the program. Items used

must be judged to be safe before being includ-

ed in a classroom.

Do the materials reflectchildren’s family lives?Because High/Scope programs value the back-

grounds and cultures of children and their fam-

ilies, materials reflect their everyday lives.

Many homelike items, such as family pho-

tographs, magazines, and familiar cooking

utensils, are included in interest areas. Dolls

and play figures reflect the community. The

foods served at snacks and meals reflect the

range of cultural and regional influences in chil-

dren’s homes.

Can families use the features ofa High/Scope setting at home?Parents are often surprised to realize that their

home already has many

High/Scope features! For

example, their children

know that different

rooms in their home

are used for different

things. They know

which shelf in the

refrigerator holds


3

Children gain

confidence in

themselves when

they can take care

of their own needs.

the milk or which drawer to open to find

a spoon. Many other ideas from

High/Scope can be used at home.

For example, families can offer

different types of learning materi-

als for their children to play with

and store the materials where

they can be easily found and

put away. Families might want

to attach simple labels to toy

shelves and containers to

help their children sort and

store things. They could tape

their child’s personal symbol

(nametag with a picture or

drawing identifying the child) in the space

where his or her coat or backpack are hung

each day. Also, spending time playing with

children indoors and outdoors in the

yard, playground, or park offers par-

ents many opportunities to learn

what interests them. They can

also share these observations

with their child’s teacher and

ask for more information

about how to make their

home an even better

learning environment.


4

Children use

materials in many

different ways

instead of one

“correct” way.




Research Foundation







D1003 • ISBN 978-1-57379-367-4



All About High/Scope 3: Program Setting

ISBN: 978-1-57379-367-4









What is active participatory learning?Active participatory learning — direct, hands-on experiences with people, objects,

events, and ideas — is the cornerstone of the High/Scope approach to educating

children. Children in active learning settings “construct” their own knowledge

through their interactions with the world and the people around them. They take

the first step in the learning process by making choices and following through on

their own plans and decisions. Teachers and parents offer physical, emotional, and

intellectual support. They also extend and expand children’s learning by providing

interesting materials and thoughtful, warm interactions.

What are the ingredients of active learning?High/Scope identifies five ingredients of active learning:

• Abundant materials are provided.

• Opportunities are provided for the manipulation (handling)of these materials.

• Children have a choice of what materials they will use,how they will use them, and with whom.

• Children use language and thought to describe whatthey are doing and to reflect on their actions.

• Teachers, parents, and other adults scaffold children’sdevelopment and learning — they support children’s cur-rent level of thinking and challenge them to advance tothe next stage.

What do children do in an active learning setting?• Children engage in activities that grow from their ownchoices and plans (intentions). Active learners are busy,


All AboutHigh/Scope

Children “construct”

their own knowledge

through their inter-

actions with the

world and the

people around

them.

4Active

ParticipatoryLearning


1


talkative, and trulyinvolved in learningwhen allowed tofocus on theirown actions andthoughts. Adultsentering an activelearning setting mayinitially feel that it’s dis-organized and noisy, but

they soon realize that thechildren are very purposeful and self-direct-ed in their activities. This hustle and bustleis a sure sign that children are learning!

• Children choose materials and decidewhat to do with them. In active learningsettings, children make choices about whatmaterials to use, how to use them, andwho to use them with. This is a key fea-ture of active learning. Because manymaterials are new to children, they maydecide to use them in inventive rather thantraditional ways. The freedom to makethese choices and decisions is a veryimportant part of fostering their interestand excitement about learning.

• Children explore materials with all theirsenses. As children experiment, they learnabout how objects look, sound, feel, smell,and taste. Through this exploration, chil-dren answer their own questions and satis-fy their own curiosity. Even if we give infor-mation to children, they may not learn orunderstand it unless it’s confirmed by theirown observations and discoveries.

• Children learn with their entire bodies.We recognize that children like to exploreand test their physical abilities — How highcan I jump? How far can I throw? How fastcan I spin? Asking children to sit still andwait goes against their natural instincts andneeds. Active learning settings provide

time and space for children to use all theirmuscles as they develop their motor skillsand learn about their bodies and the worldaround them.

• Children transform and combine materi-als. Children learn about objects by experi-menting with their size, shape, color, andlocation. They may take objects apart andput them back together in new ways. Aschildren investigate these materials, theylearn important lessons about cause-and-effect relationships, quantity, balance, andthe properties of objects. In active learningsettings, we resist the temptation to showchildren how to do something the “right”way, knowing they will learn these lessonsbetter if they discover them on their own.

• Children use age-appropriate tools andequipment. Children enjoy working withtools and equipment designed especiallyfor them, such as wheeled toys andswings. They also enjoy using adult tools,such as staplers, egg beaters, or hammers.How a tool works sometimes intereststhem more than its purpose. For example,steering the vacuum cleaner around furni-ture may interest them more than using itto clean the rug. Working with tools andequipment offers children opportunities tosolve problems and build confidence. Inaddition, the actions involved help themdevelop large-motor skills and hand-eyecoordination.

• Children talk about their experiences.In active learning settings, children talkthroughout the day about what they aredoing. They share what is meaningful andimportant to them. Children’s ideas maysurprise us, but by using their own wordschildren tell us what they are thinking andbuild a foundation for understanding andorganizing ideas. Adults who really listen to

2

Active learning

settings provide

time and space for

children to use all

their muscles.


children will be able to expand and extendtheir learning with experiences they willenjoy and understand.

What do teachers and other adults doin an active learning setting?• We use the High/Scope key develop-mental indicators to support children’sdevelopment. High/Scope has identified58 key developmental indicators (KDIs),which are behaviors that define the impor-tant learning areas for young children. Weuse these KDIs to set up the learning envi-ronment, conduct small- and large-groupactivities, and interact with children in waysthat address every area of their develop-ment.

• We provide a variety of materials forchildren to work with. These materialsmay be safe and practical everyday objects,natural materials, tools, easy-to-handlematerials, heavy materials that challengetheir strength, messy materials that allowthem to explore with their senses, or equip-ment they can use to exercise large andsmall muscles.

• We provide space and time for childrento use materials. As teachers and care-givers, we are responsible for organizingthe learning environment into distinct inter-est areas, providing equipment, and label-ing each area and object with easily recog-nized symbols. Our second responsibility isto plan a daily routine (a consistent sched-ule so that children will know what toexpect). At High/Scope, the daily routineincludes time for children to make plans,carry them out, and reflect on their experi-ences. Opportunities are provided for chil-dren to interact in small and large groups,as well as to exercise large muscles andexperience nature outdoors.

• We find out what children want to doand learn. As teachers, we carefully watchwhat children do and act as partners intheir play. In this way, we strengthen chil-dren’s sense of initiative and control. Weare also careful to expand children’s learn-ing without telling them how to use certainmaterials. High/Scope has found that ifadults direct the action, children may loseinterest, but if they show interest in chil-dren’s ideas, play and learning continue.

• We listen for and encourage children’sthinking. By listening to children’s sponta-neous comments, we can understand howchildren think about their activities. Adultsin High/Scope settings converse naturallywith children as they work and play, focus-ing on their actions, making commentsabout what the children are doing andacknowledging their efforts, and encourag-ing them to elaborate on their thoughts.We avoid asking children too many ques-tions, knowing that such interference canmake children stop talking. Rather thanasking questions that require a specificanswer, we ask questions that may drawany number of responses. Instead of ask-ing “How many wheels do you have onyour car?” we might ask,“How did you makethe wheels stay onyour car?” High/Scope adultsaccept what chil-dren say and pro-vide experiencesthat help themexpand andmodify theirown thinkingthrough self-discovery andreflection.

3


Children learn

about objects by

experimenting with

their size, shape,

color, and location.

Whenever possible, we

encourage parents to give

their children choices about

what to wear, which toys to

put away first, or what

books to read at bedtime.

Families can take notice of

what their children find interest-

ing and try to provide materials that allow

them to pursue these interests. We suggest

that parents let their children do things for

themselves, even if it takes a little longer or is

not done perfectly, and to have conversations

with them as they do things together. Parents

are sure to be surprised to discover how

actively their children are thinking about the

world! Encouraging children to tell others

about it in their own words is a key to their

intellectual development.




Research Foundation







D1004 • ISBN 978-1-57379-368-1

• We encourage children todo things for themselves.Children learn more by solv-ing problems on their ownthan by having adults dothings for them. Althoughwe are on hand if childrenbecome too frustrated or ifsituations become unsafe, atmost other times we standback patiently while children trydifferent solutions. In active learning set-tings, adults understand that children willmake mistakes, and they encourage chil-dren to help one another solve problemswhenever possible.

How can a home become a place foractive learning?Everything that children and adults do in an

active learning program can be done at home.

4


Children talk

throughout the

day and share

what is meaningful

and important to

them.

What is active participatory learning?Active participatory learning — direct, hands-on experiences with people, objects,

events, and ideas — is the cornerstone of the High/Scope approach to educating

children. Children in active learning settings “construct” their own knowledge

through their interactions with the world and the people around them. They take

the first step in the learning process by making choices and following through on

their own plans and decisions. Teachers and parents offer physical, emotional, and

intellectual support. They also extend and expand children’s learning by providing

interesting materials and thoughtful, warm interactions.

What are the ingredients of active learning?High/Scope identifies five ingredients of active learning:

• Abundant materials are provided.

• Opportunities are provided for the manipulation (handling)of these materials.

• Children have a choice of what materials they will use,how they will use them, and with whom.

• Children use language and thought to describe whatthey are doing and to reflect on their actions.

• Teachers, parents, and other adults scaffold children’sdevelopment and learning — they support children’s cur-rent level of thinking and challenge them to advance tothe next stage.

What do children do in an active learning setting?• Children engage in activities that grow from their ownchoices and plans (intentions). Active learners are busy,


All AboutHigh/Scope

Children “construct”

their own knowledge

through their inter-

actions with the

world and the

people around

them.

4Active

ParticipatoryLearning


1


talkative, and trulyinvolved in learningwhen allowed tofocus on theirown actions andthoughts. Adultsentering an activelearning setting mayinitially feel that it’s dis-organized and noisy, but

they soon realize that thechildren are very purposeful and self-direct-ed in their activities. This hustle and bustleis a sure sign that children are learning!

• Children choose materials and decidewhat to do with them. In active learningsettings, children make choices about whatmaterials to use, how to use them, andwho to use them with. This is a key fea-ture of active learning. Because manymaterials are new to children, they maydecide to use them in inventive rather thantraditional ways. The freedom to makethese choices and decisions is a veryimportant part of fostering their interestand excitement about learning.

• Children explore materials with all theirsenses. As children experiment, they learnabout how objects look, sound, feel, smell,and taste. Through this exploration, chil-dren answer their own questions and satis-fy their own curiosity. Even if we give infor-mation to children, they may not learn orunderstand it unless it’s confirmed by theirown observations and discoveries.

• Children learn with their entire bodies.We recognize that children like to exploreand test their physical abilities — How highcan I jump? How far can I throw? How fastcan I spin? Asking children to sit still andwait goes against their natural instincts andneeds. Active learning settings provide

time and space for children to use all theirmuscles as they develop their motor skillsand learn about their bodies and the worldaround them.

• Children transform and combine materi-als. Children learn about objects by experi-menting with their size, shape, color, andlocation. They may take objects apart andput them back together in new ways. Aschildren investigate these materials, theylearn important lessons about cause-and-effect relationships, quantity, balance, andthe properties of objects. In active learningsettings, we resist the temptation to showchildren how to do something the “right”way, knowing they will learn these lessonsbetter if they discover them on their own.

• Children use age-appropriate tools andequipment. Children enjoy working withtools and equipment designed especiallyfor them, such as wheeled toys andswings. They also enjoy using adult tools,such as staplers, egg beaters, or hammers.How a tool works sometimes intereststhem more than its purpose. For example,steering the vacuum cleaner around furni-ture may interest them more than using itto clean the rug. Working with tools andequipment offers children opportunities tosolve problems and build confidence. Inaddition, the actions involved help themdevelop large-motor skills and hand-eyecoordination.

• Children talk about their experiences.In active learning settings, children talkthroughout the day about what they aredoing. They share what is meaningful andimportant to them. Children’s ideas maysurprise us, but by using their own wordschildren tell us what they are thinking andbuild a foundation for understanding andorganizing ideas. Adults who really listen to

2

Active learning

settings provide

time and space for

children to use all

their muscles.


children will be able to expand and extendtheir learning with experiences they willenjoy and understand.

What do teachers and other adults doin an active learning setting?• We use the High/Scope key develop-mental indicators to support children’sdevelopment. High/Scope has identified58 key developmental indicators (KDIs),which are behaviors that define the impor-tant learning areas for young children. Weuse these KDIs to set up the learning envi-ronment, conduct small- and large-groupactivities, and interact with children in waysthat address every area of their develop-ment.

• We provide a variety of materials forchildren to work with. These materialsmay be safe and practical everyday objects,natural materials, tools, easy-to-handlematerials, heavy materials that challengetheir strength, messy materials that allowthem to explore with their senses, or equip-ment they can use to exercise large andsmall muscles.

• We provide space and time for childrento use materials. As teachers and care-givers, we are responsible for organizingthe learning environment into distinct inter-est areas, providing equipment, and label-ing each area and object with easily recog-nized symbols. Our second responsibility isto plan a daily routine (a consistent sched-ule so that children will know what toexpect). At High/Scope, the daily routineincludes time for children to make plans,carry them out, and reflect on their experi-ences. Opportunities are provided for chil-dren to interact in small and large groups,as well as to exercise large muscles andexperience nature outdoors.

• We find out what children want to doand learn. As teachers, we carefully watchwhat children do and act as partners intheir play. In this way, we strengthen chil-dren’s sense of initiative and control. Weare also careful to expand children’s learn-ing without telling them how to use certainmaterials. High/Scope has found that ifadults direct the action, children may loseinterest, but if they show interest in chil-dren’s ideas, play and learning continue.

• We listen for and encourage children’sthinking. By listening to children’s sponta-neous comments, we can understand howchildren think about their activities. Adultsin High/Scope settings converse naturallywith children as they work and play, focus-ing on their actions, making commentsabout what the children are doing andacknowledging their efforts, and encourag-ing them to elaborate on their thoughts.We avoid asking children too many ques-tions, knowing that such interference canmake children stop talking. Rather thanasking questions that require a specificanswer, we ask questions that may drawany number of responses. Instead of ask-ing “How many wheels do you have onyour car?” we might ask,“How did you makethe wheels stay onyour car?” High/Scope adultsaccept what chil-dren say and pro-vide experiencesthat help themexpand andmodify theirown thinkingthrough self-discovery andreflection.

3


Children learn

about objects by

experimenting with

their size, shape,

color, and location.

Whenever possible, we

encourage parents to give

their children choices about

what to wear, which toys to

put away first, or what

books to read at bedtime.

Families can take notice of

what their children find interest-

ing and try to provide materials that allow

them to pursue these interests. We suggest

that parents let their children do things for

themselves, even if it takes a little longer or is

not done perfectly, and to have conversations

with them as they do things together. Parents

are sure to be surprised to discover how

actively their children are thinking about the

world! Encouraging children to tell others

about it in their own words is a key to their

intellectual development.




Research Foundation







D1004 • ISBN 978-1-57379-368-1

• We encourage children todo things for themselves.Children learn more by solv-ing problems on their ownthan by having adults dothings for them. Althoughwe are on hand if childrenbecome too frustrated or ifsituations become unsafe, atmost other times we standback patiently while children trydifferent solutions. In active learning set-tings, adults understand that children willmake mistakes, and they encourage chil-dren to help one another solve problemswhenever possible.

How can a home become a place foractive learning?Everything that children and adults do in an

active learning program can be done at home.

4


Children talk

throughout the

day and share

what is meaningful

and important to

them.



All About High/Scope 4: Active Participatory Learning

ISBN: 978-1-57379-368-1









How do adults and children interact in a High/Scope setting?In a High/Scope setting, teachers and other staff and volunteers interact with

children by sharing control with them; focusing on their strengths; forming

genuine relationships with them; supporting their play ideas; and by using a

problem-solving approach to resolving conflicts in the classroom, lunchroom,

or on the playground. We are trained to participate in children’s activities primar-

ily as partners rather than as managers or supervisors. We respect children and

their choices, and encourage their initiative, independence, and creativity. We

also understand how children learn and plan the kinds of experiences children

need in order to grow in all areas of development. In this supportive atmos-

phere, children can work and play with people and materials with curiosity,

deliberation, and confidence.

Why do adults in High/Scope settings sharecontrol of the day’s activities with children?In High/Scope settings, a mutual give-and-take relationship exists

between children and adults — both groups can participate as lead-

ers or followers, teachers or learners, speakers or listeners.

When children and adults share control of the day’s activities,

children learn how to take responsibility for themselves and

one another. They develop confidence in their ability to set

the course of their own learning and share their newly found

knowledge with their peers. In addition, they learn how to

solve child-size problems in age-appropriate ways, knowing

there is adult support if needed. Learning becomes a joy



All AboutHigh/Scope

Children learn how

to take responsibility

for themselves and

one another.

5Adult-ChildInteraction


1

that comes from

within, rather than

a burden imposed

on them by adults.

In a High/Scope set-

ting, children realize

that they don’t have

to wait for adults to

make things happen —

they can act indepen-

dently, take initiative, and

make things happen by themselves.

Remember that sharing control does not mean

letting children take over and run wild. Adults

in High/Scope settings balance the freedom

children need for exploration with the limits

necessary to guarantee their safety and well-

being and support their individual mental and

social development.

What does it mean to focuson children’s strengths?At High/Scope, we focus on children’s

strengths because we believe that children

learn best when they are motivated by their

own goals and interests. This approach con-

trasts sharply with programs that are aimed at

overcoming children’s weaknesses. If adults

focus on children’s weaknesses instead of

their strengths, children may become anxious

under the pressure to improve. But when we

take time to discover what children are eager

to learn and what they are able to do, we can

build on children’s natural desires and talents

by planning learning experiences that they

tackle with enthusiasm.

How do adults in High/Scopesettings form “genuine”relationships with children?Being genuine means being an honest, real

person. In High/Scope settings, we don’t

shower children with false praise or pretend

to be interested in them. We really care about

children and respect their choices and feelings.

Adults in High/Scope settings speak to chil-

dren in natural tones and listen carefully to

what they have to say. Instead of quizzing

children about what they know, we ask chil-

dren honest questions that seek information

and thoughtful answers. For example, instead

of asking questions that have only one correct

answer (such as “Which block is taller?”), we

ask children questions that can draw any num-

ber of thoughtful responses (such as “What

are you going to do with all these blocks?”).

In this respectful atmosphere, conversations

between adults and children flow as naturally

as do conversations between adults. As a

result, children in High/Scope programs devel-

op rich and expressive vocabularies and learn

to communicate comfortably and confidently

with others.

How do adults in High/Scope settingssupport children’s play ideas?Whether it’s quiet or noisy, messy or orderly,

silly or serious, children put a great deal of

energy into their play activities and find playing

to be deeply rewarding. In fact, calling these

experiences “play” does not really describe

how important they are to every aspect of chil-

dren’s learning. That is why in a High/Scope

setting you may hear us refer to children’s play

experiences as “work time.”

2

Children learn how

to solve their prob-

lems, knowing there

is adult support if

needed.


Adults in High/Scope settings know that chil-

dren learn by exploring, making things, and

pretending. We have been trained to observe

and understand the complexity of children’s

play and are committed to making play a satis-

fying experience. As partners in children’s play,

we follow children’s directions and willingly

assume pretend roles children assign to us.

Rather than acting as all-powerful authorities

who dictate the rules for play, we support chil-

dren’s choices and plans, feelings, and ideas.

How do adults in High/Scope settingshelp children resolve conflicts?Conflict is inevitable during the course of chil-

dren’s play. Children become thoroughly

involved in their individual actions with materi-

als and people and have strong opinions about

how things should happen. When something

gets in the way — another child wants the

same toy or a friend does not want to follow a

child’s idea — children become frustrated and

angry. This does not mean they are being bad,

selfish, or mean. Young children simply do not

yet have the thinking skills necessary to ana-

lyze a situation and approach it from multiple

viewpoints. They see the world primarily from

their own perspective, which is appropriate

for their age and level of understanding. Even

so, it’s important for children to develop the

capacity to handle social conflicts, first with

our support and later on their own. If we

always step in to settle conflicts, children

will never become confident problem solvers

in their own right.

Adults in High/Scope settings are trained to

help children adopt a six-step approach to solv-

ing problems, including conflicts with friends

and family members. In this process, children

are kept safe, everyone’s feelings are acknowl-

edged, information is gathered, and each child

contributes to an agreed-upon solution. As a

result of this systematic process, children

develop thinking and social skills that apply

to many other situations in life. As children

learn to make cause-and-effect connections

between their behavior and its impact on

others, they also learn to take responsibility

for their own actions. Because their feelings

are respected, children learn to respect the

feelings of others. They gradually develop the

capacity to solve problems through peaceful

negotiation instead of through physical and

verbal aggression. These skills take time to

develop, but they are among the most impor-

tant skills learned by children in High/Scope

programs.

Can families interact with theirchildren in similar ways at home?The interaction guidelines that we

use in the High/Scope setting

can certainly be used

with children at

home. For exam-

ple, parents can

begin to share

control of activi-

ties with their

children by

focusing on

what they can


3

Children develop

rich and expressive

vocabularies and

learn to communicate

comfortably and con-

fidently with others.

do. They can allow their children to make

some of their own decisions or to act

as “leaders” in a family game or

outing. (It is important for parents

to remember that sharing control

in their home does not mean

allowing children to be unsafe,

out of control, or unkind to oth-

ers.) We suggest that parents

be themselves and act natural-

ly when they talk to children.

Rather than asking them to

recite what parents already

know they know (children learn

nothing new from this line of

questioning), we recommend

that parents play alongside their

children and let them decide what to play and

how to play it. We also advise that parents

become familiar with the six steps of prob-

lem solving (described in the fact sheet

that talks about resolving conflicts)

and help their children use them

to resolve conflicts with siblings

and playmates. Families can

also visit their children’s pro-

gram and observe how

teachers and other staff

and volunteers interact

with children. Finally,

parents can ask them-

selves, How can I respect

and encourage my children in the same ways

at home?


4

Children develop

thinking and social

skills that apply to

many other situations

in life.




Research Foundation







D1005 • ISBN 978-1-57379-369-8

How do adults and children interact in a High/Scope setting?In a High/Scope setting, teachers and other staff and volunteers interact with

children by sharing control with them; focusing on their strengths; forming

genuine relationships with them; supporting their play ideas; and by using a

problem-solving approach to resolving conflicts in the classroom, lunchroom,

or on the playground. We are trained to participate in children’s activities primar-

ily as partners rather than as managers or supervisors. We respect children and

their choices, and encourage their initiative, independence, and creativity. We

also understand how children learn and plan the kinds of experiences children

need in order to grow in all areas of development. In this supportive atmos-

phere, children can work and play with people and materials with curiosity,

deliberation, and confidence.

Why do adults in High/Scope settings sharecontrol of the day’s activities with children?In High/Scope settings, a mutual give-and-take relationship exists

between children and adults — both groups can participate as lead-

ers or followers, teachers or learners, speakers or listeners.

When children and adults share control of the day’s activities,

children learn how to take responsibility for themselves and

one another. They develop confidence in their ability to set

the course of their own learning and share their newly found

knowledge with their peers. In addition, they learn how to

solve child-size problems in age-appropriate ways, knowing

there is adult support if needed. Learning becomes a joy



All AboutHigh/Scope

Children learn how

to take responsibility

for themselves and

one another.

5Adult-ChildInteraction


1

that comes from

within, rather than

a burden imposed

on them by adults.

In a High/Scope set-

ting, children realize

that they don’t have

to wait for adults to

make things happen —

they can act indepen-

dently, take initiative, and

make things happen by themselves.

Remember that sharing control does not mean

letting children take over and run wild. Adults

in High/Scope settings balance the freedom

children need for exploration with the limits

necessary to guarantee their safety and well-

being and support their individual mental and

social development.

What does it mean to focuson children’s strengths?At High/Scope, we focus on children’s

strengths because we believe that children

learn best when they are motivated by their

own goals and interests. This approach con-

trasts sharply with programs that are aimed at

overcoming children’s weaknesses. If adults

focus on children’s weaknesses instead of

their strengths, children may become anxious

under the pressure to improve. But when we

take time to discover what children are eager

to learn and what they are able to do, we can

build on children’s natural desires and talents

by planning learning experiences that they

tackle with enthusiasm.

How do adults in High/Scopesettings form “genuine”relationships with children?Being genuine means being an honest, real

person. In High/Scope settings, we don’t

shower children with false praise or pretend

to be interested in them. We really care about

children and respect their choices and feelings.

Adults in High/Scope settings speak to chil-

dren in natural tones and listen carefully to

what they have to say. Instead of quizzing

children about what they know, we ask chil-

dren honest questions that seek information

and thoughtful answers. For example, instead

of asking questions that have only one correct

answer (such as “Which block is taller?”), we

ask children questions that can draw any num-

ber of thoughtful responses (such as “What

are you going to do with all these blocks?”).

In this respectful atmosphere, conversations

between adults and children flow as naturally

as do conversations between adults. As a

result, children in High/Scope programs devel-

op rich and expressive vocabularies and learn

to communicate comfortably and confidently

with others.

How do adults in High/Scope settingssupport children’s play ideas?Whether it’s quiet or noisy, messy or orderly,

silly or serious, children put a great deal of

energy into their play activities and find playing

to be deeply rewarding. In fact, calling these

experiences “play” does not really describe

how important they are to every aspect of chil-

dren’s learning. That is why in a High/Scope

setting you may hear us refer to children’s play

experiences as “work time.”

2

Children learn how

to solve their prob-

lems, knowing there

is adult support if

needed.


Adults in High/Scope settings know that chil-

dren learn by exploring, making things, and

pretending. We have been trained to observe

and understand the complexity of children’s

play and are committed to making play a satis-

fying experience. As partners in children’s play,

we follow children’s directions and willingly

assume pretend roles children assign to us.

Rather than acting as all-powerful authorities

who dictate the rules for play, we support chil-

dren’s choices and plans, feelings, and ideas.

How do adults in High/Scope settingshelp children resolve conflicts?Conflict is inevitable during the course of chil-

dren’s play. Children become thoroughly

involved in their individual actions with materi-

als and people and have strong opinions about

how things should happen. When something

gets in the way — another child wants the

same toy or a friend does not want to follow a

child’s idea — children become frustrated and

angry. This does not mean they are being bad,

selfish, or mean. Young children simply do not

yet have the thinking skills necessary to ana-

lyze a situation and approach it from multiple

viewpoints. They see the world primarily from

their own perspective, which is appropriate

for their age and level of understanding. Even

so, it’s important for children to develop the

capacity to handle social conflicts, first with

our support and later on their own. If we

always step in to settle conflicts, children

will never become confident problem solvers

in their own right.

Adults in High/Scope settings are trained to

help children adopt a six-step approach to solv-

ing problems, including conflicts with friends

and family members. In this process, children

are kept safe, everyone’s feelings are acknowl-

edged, information is gathered, and each child

contributes to an agreed-upon solution. As a

result of this systematic process, children

develop thinking and social skills that apply

to many other situations in life. As children

learn to make cause-and-effect connections

between their behavior and its impact on

others, they also learn to take responsibility

for their own actions. Because their feelings

are respected, children learn to respect the

feelings of others. They gradually develop the

capacity to solve problems through peaceful

negotiation instead of through physical and

verbal aggression. These skills take time to

develop, but they are among the most impor-

tant skills learned by children in High/Scope

programs.

Can families interact with theirchildren in similar ways at home?The interaction guidelines that we

use in the High/Scope setting

can certainly be used

with children at

home. For exam-

ple, parents can

begin to share

control of activi-

ties with their

children by

focusing on

what they can


3

Children develop

rich and expressive

vocabularies and

learn to communicate

comfortably and con-

fidently with others.

do. They can allow their children to make

some of their own decisions or to act

as “leaders” in a family game or

outing. (It is important for parents

to remember that sharing control

in their home does not mean

allowing children to be unsafe,

out of control, or unkind to oth-

ers.) We suggest that parents

be themselves and act natural-

ly when they talk to children.

Rather than asking them to

recite what parents already

know they know (children learn

nothing new from this line of

questioning), we recommend

that parents play alongside their

children and let them decide what to play and

how to play it. We also advise that parents

become familiar with the six steps of prob-

lem solving (described in the fact sheet

that talks about resolving conflicts)

and help their children use them

to resolve conflicts with siblings

and playmates. Families can

also visit their children’s pro-

gram and observe how

teachers and other staff

and volunteers interact

with children. Finally,

parents can ask them-

selves, How can I respect

and encourage my children in the same ways

at home?


4

Children develop

thinking and social

skills that apply to

many other situations

in life.




Research Foundation







D1005 • ISBN 978-1-57379-369-8



All About High/Scope 5: Adult-Child Interaction

ISBN: 978-1-57379-369-8









Why is a daily routine important?In a High/Scope setting, we organize classroom and playground time into a

daily routine, just as we organize classroom space into interest areas. The day’s

events determine how we’ll use the classroom or playground space and what

types of interactions children will experience. This predictable daily sequence of

events, in which children can make plans and anticipate what will happen next,

gives them a sense of control and a feeling of confidence. The daily routine also

helps us organize time in ways that offer them interesting and challenging

learning experiences.

What are the benefits of a predictableand consistent daily routine?The daily routine supports children’s choices, decisions, and plans— the basic framework for development. It provides a structurewithin which children can decide what they want to do. We

develop the routine with their needs and interests in mind and

provide opportunities for them to express their goals, follow

through with their plans, and solve problems. These opportuni-

ties provide the foundation for mental growth. We don’t have

to worry about keeping children “on track” during the day

because they are already pursuing activities they find inter-

esting. In contrast, programs that follow routines based on

adult needs — or follow no routine at all — take away chil-

dren’s sense of control. They become passive rather than

active learners, always waiting for adults to tell them what

they can do and when.



All AboutHigh/Scope

A consistent daily

routine, in which

children can make

plans and anticipate

what will happen next,

gives them a sense of

control and a feeling

of confidence.

6Daily

Routine


1

The daily routineprovides a socialframework. It setsthe stage for the

social interactions

that develop during

the day. Children

know that at certain

times of the day they

will have the opportuni-

ty to work alone, with

one other child, or with a

group of children. This pre-

dictability is particularly impor-

tant for young children who may be separating

from home for the first time. They come to

depend on a regular sequence of events as

much as they come to trust the familiar faces

of the people in the setting. The predictability

of the daily routine creates a sense of security

and control for children as they become part of

a community that shares activities within the

same time frame.

The daily routine provides a flexible struc-ture. It is an alternative to a rigid structure on

one hand and a totally unpredictable structure

on the other hand. While the order of events in

a High/Scope daily routine is predictable, what

happens within each part of the routine is

determined by children’s needs and interests.

As the day unfolds, we think about whether

we’re providing children with the experiences

they need for all-around development. When

special events are planned — such as a field

trip or a holiday celebration — we remember

to prepare them beforehand, since knowing

what to expect helps children enjoy a full

range of learning experiences.

How is the day organized ina High/Scope setting?High/Scope provides guidelines about the types

of experiences that should be part of every pro-

gram’s daily routine. Using these guidelines,

each High/Scope program decides on the daily

routine that works best in its setting, based on

the program’s hours of operation, the ages of

the children, and other factors.

• Plan-do-review time. This three-partsequence — the longest block of time inthe day — is unique to the High/Scopeapproach to educating children. It beginswith a 15–20 minute time during whichchildren plan with us what they want to doduring work time (the area, materials, andfriends to play with); a 45–60 minute worktime for carrying out their plan; and another10–15 minutes for reviewing and recalling(sharing and discussing what they’ve doneand learned). Generally, the older the chil-dren, the longer and more detailed theirplanning and review times become. Aschildren organize their intentions into plans,we may help them record the plans insome way. They may also share their planswith the other children in their small group.

During work time (the “do” part of thesequence), children carry out their plans,which may stay the same, shift, or evenchange completely as they work. Childrenare very active and purposeful during thistime because they are following their owninterests. (It is rare to see children wander-ing around at loose ends in High/Scope set-tings!) At the end of work time, childrenclean up by putting away materials orstoring unfinished projects. They may use

2

During plan-do-review

time, children plan

what they want to do,

carry out their plans,

and reflect on what

they’ve done and

learned.


a “work-in-progress” sign to indicate theirintention to continue working on their pro-ject the next day.

During review time, children meet with thesame teacher and group to share and dis-cuss what they have done. Reviewing theirexperiences helps children reflect on andlearn from their actions. Also, as childrenshare their plans, actions, and experiencesduring planning and review time, theyexpand their vocabularies, add details, andlearn to express their ideas to others inmore complex sentences.

• Small-group time. During small-grouptime, children experiment with materialsand solve problems. Although most small-group activities are planned around particu-lar learning content areas, children are freeto use the materials we supply in any waythey want during this time. Typically, a smallgroup of children and a teacher meet in avariety of locations — around the table, onthe floor, or outdoors. Small-group timeoffers children an opportunity to use newmaterials and to explore familiar materials ina new way. Throughout small-group time,children talk to us about what they aredoing. They also share their ideas andinvestigations with one another. The lengthof small-group time varies with the age,interests, and attention span of the chil-dren. At the end of the period, children helpclean up.

• Large-group time. Large-group time buildsa sense of community for children. Thewhole class, including the teachers, comestogether for movement and music activities,storytelling, and other shared experiences.As with other time periods during a High/Scope day, children have many opportuni-

ties to make choices about how they willcarry out the large-group activity and toexpress their personal preferences andinventiveness. Although adults generallyinitiate the large-group activity, children arealways given the opportunity to be leaders.They offer countless suggestions — forexample, the words or gestures for a sim-ple chant — and enjoy having others pickup on their ideas.

• Outside time. The whole group spendsat least 30 minutes outside every day sothat children can enjoy vigorous and oftennoisy play in the fresh air. Without the con-straints of four walls, children feel morefree to make large movements and experi-ment with the full range of their voices.They run, climb, swing, roll, jump, yell, andsing with all their might. During extremeweather or when other unsafe conditionsare present, we try to find an alternativeindoor location for similar experiences. Out-side time also gives children a chance toexperience the wonders of nature. Collect-ing; gardening; and examining insects,trees, and flowers are often part of chil-dren’s outdoor explorations.

• Transition times. Transition times —the minutes between blocks of the day aswell as during drop-offand pickup times —are when childrenmove from oneperiod to another.Since transitionsset the stage forhow children willenter the nextsegment oftheir day, our


3

At outside time,

children run, climb,

swing, roll, jump,

yell, and sing.

goal is to make these times pass as smooth-ly as possible. Transition times can also beuseful learning times. Whenever possible,we give children choices about how they willmake the transition. For example, each childmay choose whether to crawl, hop, or jumpacross the floor on the way to small-grouptime. With a consistent daily routine, it is notunusual for the children themselves toannounce what is happening next and to ini-tiate transition activities.

• Eating and resting times. Mealtimes andsnacktimes allow children to enjoy eatinghealthy food in a supportive social setting;resting time is for quiet, solitary activities.Since both of these experiences happen athome as well as at school, staff try torespect family customs at these times asmuch as possible. The main goal, however,is to create a shared and secure sense ofcommunity within the program.

How can families followa daily routine at home?Since children as well as adults benefit from a

consistent, predictable daily routine at work or

school, all members of a family will benefit

from a regular routine in the home. A family’s

weekend routine may differ from the weekday

one, but as long as they are both consistent

children will learn important concepts about

time. When there is a need to go off-schedule,

for example during a vacation or an illness, we

recommend that parents explain to their chil-

dren why there is a change, tell them when

they expect things to return to the normal rou-

tine, and help them keep track of when this

will happen. Parents will discover that when

their children know when something will hap-

pen, they feel more secure and become more

able to regulate their own behavior and take

responsibility for it.


4




Research Foundation







D1006 • ISBN 978-1-57379-370-4

Why is a daily routine important?In a High/Scope setting, we organize classroom and playground time into a

daily routine, just as we organize classroom space into interest areas. The day’s

events determine how we’ll use the classroom or playground space and what

types of interactions children will experience. This predictable daily sequence of

events, in which children can make plans and anticipate what will happen next,

gives them a sense of control and a feeling of confidence. The daily routine also

helps us organize time in ways that offer them interesting and challenging

learning experiences.

What are the benefits of a predictableand consistent daily routine?The daily routine supports children’s choices, decisions, and plans— the basic framework for development. It provides a structurewithin which children can decide what they want to do. We

develop the routine with their needs and interests in mind and

provide opportunities for them to express their goals, follow

through with their plans, and solve problems. These opportuni-

ties provide the foundation for mental growth. We don’t have

to worry about keeping children “on track” during the day

because they are already pursuing activities they find inter-

esting. In contrast, programs that follow routines based on

adult needs — or follow no routine at all — take away chil-

dren’s sense of control. They become passive rather than

active learners, always waiting for adults to tell them what

they can do and when.



All AboutHigh/Scope

A consistent daily

routine, in which

children can make

plans and anticipate

what will happen next,

gives them a sense of

control and a feeling

of confidence.

6Daily

Routine


1

The daily routineprovides a socialframework. It setsthe stage for the

social interactions

that develop during

the day. Children

know that at certain

times of the day they

will have the opportuni-

ty to work alone, with

one other child, or with a

group of children. This pre-

dictability is particularly impor-

tant for young children who may be separating

from home for the first time. They come to

depend on a regular sequence of events as

much as they come to trust the familiar faces

of the people in the setting. The predictability

of the daily routine creates a sense of security

and control for children as they become part of

a community that shares activities within the

same time frame.

The daily routine provides a flexible struc-ture. It is an alternative to a rigid structure on

one hand and a totally unpredictable structure

on the other hand. While the order of events in

a High/Scope daily routine is predictable, what

happens within each part of the routine is

determined by children’s needs and interests.

As the day unfolds, we think about whether

we’re providing children with the experiences

they need for all-around development. When

special events are planned — such as a field

trip or a holiday celebration — we remember

to prepare them beforehand, since knowing

what to expect helps children enjoy a full

range of learning experiences.

How is the day organized ina High/Scope setting?High/Scope provides guidelines about the types

of experiences that should be part of every pro-

gram’s daily routine. Using these guidelines,

each High/Scope program decides on the daily

routine that works best in its setting, based on

the program’s hours of operation, the ages of

the children, and other factors.

• Plan-do-review time. This three-partsequence — the longest block of time inthe day — is unique to the High/Scopeapproach to educating children. It beginswith a 15–20 minute time during whichchildren plan with us what they want to doduring work time (the area, materials, andfriends to play with); a 45–60 minute worktime for carrying out their plan; and another10–15 minutes for reviewing and recalling(sharing and discussing what they’ve doneand learned). Generally, the older the chil-dren, the longer and more detailed theirplanning and review times become. Aschildren organize their intentions into plans,we may help them record the plans insome way. They may also share their planswith the other children in their small group.

During work time (the “do” part of thesequence), children carry out their plans,which may stay the same, shift, or evenchange completely as they work. Childrenare very active and purposeful during thistime because they are following their owninterests. (It is rare to see children wander-ing around at loose ends in High/Scope set-tings!) At the end of work time, childrenclean up by putting away materials orstoring unfinished projects. They may use

2

During plan-do-review

time, children plan

what they want to do,

carry out their plans,

and reflect on what

they’ve done and

learned.


a “work-in-progress” sign to indicate theirintention to continue working on their pro-ject the next day.

During review time, children meet with thesame teacher and group to share and dis-cuss what they have done. Reviewing theirexperiences helps children reflect on andlearn from their actions. Also, as childrenshare their plans, actions, and experiencesduring planning and review time, theyexpand their vocabularies, add details, andlearn to express their ideas to others inmore complex sentences.

• Small-group time. During small-grouptime, children experiment with materialsand solve problems. Although most small-group activities are planned around particu-lar learning content areas, children are freeto use the materials we supply in any waythey want during this time. Typically, a smallgroup of children and a teacher meet in avariety of locations — around the table, onthe floor, or outdoors. Small-group timeoffers children an opportunity to use newmaterials and to explore familiar materials ina new way. Throughout small-group time,children talk to us about what they aredoing. They also share their ideas andinvestigations with one another. The lengthof small-group time varies with the age,interests, and attention span of the chil-dren. At the end of the period, children helpclean up.

• Large-group time. Large-group time buildsa sense of community for children. Thewhole class, including the teachers, comestogether for movement and music activities,storytelling, and other shared experiences.As with other time periods during a High/Scope day, children have many opportuni-

ties to make choices about how they willcarry out the large-group activity and toexpress their personal preferences andinventiveness. Although adults generallyinitiate the large-group activity, children arealways given the opportunity to be leaders.They offer countless suggestions — forexample, the words or gestures for a sim-ple chant — and enjoy having others pickup on their ideas.

• Outside time. The whole group spendsat least 30 minutes outside every day sothat children can enjoy vigorous and oftennoisy play in the fresh air. Without the con-straints of four walls, children feel morefree to make large movements and experi-ment with the full range of their voices.They run, climb, swing, roll, jump, yell, andsing with all their might. During extremeweather or when other unsafe conditionsare present, we try to find an alternativeindoor location for similar experiences. Out-side time also gives children a chance toexperience the wonders of nature. Collect-ing; gardening; and examining insects,trees, and flowers are often part of chil-dren’s outdoor explorations.

• Transition times. Transition times —the minutes between blocks of the day aswell as during drop-offand pickup times —are when childrenmove from oneperiod to another.Since transitionsset the stage forhow children willenter the nextsegment oftheir day, our


3

At outside time,

children run, climb,

swing, roll, jump,

yell, and sing.

goal is to make these times pass as smooth-ly as possible. Transition times can also beuseful learning times. Whenever possible,we give children choices about how they willmake the transition. For example, each childmay choose whether to crawl, hop, or jumpacross the floor on the way to small-grouptime. With a consistent daily routine, it is notunusual for the children themselves toannounce what is happening next and to ini-tiate transition activities.

• Eating and resting times. Mealtimes andsnacktimes allow children to enjoy eatinghealthy food in a supportive social setting;resting time is for quiet, solitary activities.Since both of these experiences happen athome as well as at school, staff try torespect family customs at these times asmuch as possible. The main goal, however,is to create a shared and secure sense ofcommunity within the program.

How can families followa daily routine at home?Since children as well as adults benefit from a

consistent, predictable daily routine at work or

school, all members of a family will benefit

from a regular routine in the home. A family’s

weekend routine may differ from the weekday

one, but as long as they are both consistent

children will learn important concepts about

time. When there is a need to go off-schedule,

for example during a vacation or an illness, we

recommend that parents explain to their chil-

dren why there is a change, tell them when

they expect things to return to the normal rou-

tine, and help them keep track of when this

will happen. Parents will discover that when

their children know when something will hap-

pen, they feel more secure and become more

able to regulate their own behavior and take

responsibility for it.


4




Research Foundation







D1006 • ISBN 978-1-57379-370-4



All About High/Scope 6: Daily Routine

ISBN: 978-1-57379-370-4









What is plan-do-review?The High/Scope plan-do-review process is at the center of High/Scope’s

approach to educating children. As children organize their intentions (make

plans), carry them out, and reflect on what they have done, they learn how to

become involved in the world around them, either through their own actions or

through cooperation with adults and other children. They also realize they are

able thinkers who can make decisions, solve problems, and get things done. As

children gain experience with this process, their language becomes increasingly

detailed and complex, their vocabularies grow as they convey what they are

learning, and they become confident communicators. These are language and

literacy skills they will need when entering the early elementary school grades.

The plan-do-review process helps children become self-confident and develop

a sense of purpose. When children plan and follow through with their

plans, they learn to rely on their abilities to make choices and to set

the direction for their learning. They also develop the ability to

express their choices and decisions to others. In addition, we

have found that children tend to concentrate for longer periods

of time when they are involved in activities they have chosen

for themselves. The plan-do-review process also encourages

children to form a mental picture of their experiences and put

what they have experienced into words. Reflecting on and

sharing these experiences with others helps to lock them in

memory. Recalling the lessons they learned in the past helps

children associate cause and effect and become more

responsible for their actions.



All AboutHigh/Scope

When children plan

and follow through

with their plans, they

learn to rely on their

own abilities to make

choices and to set the

direction for their

learning.

7Plan-Do-Review


1

What happensat planningtime?During planning

time children indi-

cate their plans in

many ways, depend-

ing on their age and

personal preferences.

Younger children may

simply point to an inter-

est area or walk over to

the materials they want

to use. Others describe in

detailed language where they will play, what

they will make, what roles they will act out,

and who they will do all these things with. Still

other children prefer to represent their plans

by drawing or writing them down. As children

develop, their plans become increasingly more

detailed and complex. They set for themselves

more complicated challenges and solve more

intricate problems.

In High/Scope settings, adults use many

strategies to support children’s planning. We

make sure planning takes place in quiet set-

tings where children can see all the areas and

materials in the room as they plan, without

being distracted by the many other things

going on around them. We use a variety of

planning games and materials to help children

stay interested while waiting their turn to

share their plans. As we talk with individual

children about what they intend to do, we

express genuine interest and ask helpful ques-

tions so that we can provide them with the

tools and support they need to follow through

with their plans. Finally, we realize that plans

may change during work time and children

may need help and encouragement as they

make other plans.

What happens at work time?During work time (the “do” part of the plan-

do-review process) children begin, carry out,

modify, and complete their plans, as well as

solve work-related problems. Throughout work

time, they are actively involved in the develop-

ing their abilities in important content areas

such as early reading, math, and social devel-

opment. They also learn to work independently

and cooperate with other children and adults.

It is through these interactions and activities

that children construct their knowledge of the

world.

When following through on their planned

course of action, children naturally become

involved in many types of play. They explore

materials, build things, play pretend roles, and

make up games. Some children work in one or

just a few areas, while others move about the

entire room. Children may play alone, with one

other child, or in small groups of children. They

may focus completely on what they are doing

or make an effort to join the activities of other

children. Work time is full of spontaneous con-

versations among children and between adults

and children.

In High/Scope programs, adults are as busy as

children during work time. We pay attention to

2

As children mature,

their plans become

increasingly more

detailed and

complex.


what they are actually doing so we can modify

or add to the available materials. We constant-

ly scan the room during work time to see if

children need follow-up support with their

plans. We stay alert to safety hazards and

remain ready to help children resolve conflicts.

We converse with children and offer comfort

and encouragement. Most important, we act

as partners in children’s play. By joining in dur-

ing work time, we gain insights into how chil-

dren think. We can then develop plans and act

to extend and expand their learning.

What happens at review time?At review time (often called recall time) as

well as throughout each day, we encourage

children to draw on their memories, reflect on

their actions, recall problems they resolved,

and associate their plans with results. During

review time children use language to organize

their ideas, reflect on their experiences, and

share their discoveries with others. They may

use simple gestures or objects to reenact their

experiences, converse in detail, draw pictures,

display creations, or write things down. What

children eventually decide to tell others is an

indication of what they find most meaningful

in their experiences.

As with planning, review time takes place in

a quiet, relaxed, and unhurried atmosphere

with familiar groups of children and an adult.

We help children make mental connections

between the plans they made during planning

time and the actions they carried out during

work time. We show our interest in what chil-

dren are saying by sitting down at their level

and providing them with materials that will

help them remember. Children’s memories

and thought processes are further jogged

when they review their experiences with

others and share their discoveries and obser-

vations.

How can families use theplan-do-review process at home?Once children are into the habit of plan-do-

review, they often want to bring the process

home! Parents can support them by designat-

ing a “your choice” time each day. They can

encourage their children to plan what they

would like to do at these times and provide

them with enough time and materials to carry

out their plans. Afterwards, as they clean up

or share a meal, we suggest that parents ask

their children to tell them what they did and

encourage them to share their

experiences with other

family members. We rec-

ommend that parents

use the morning travel

time to ask their chil-

dren about their plans

for the day. At the

end of the day, par-

ents can remind

them about their

conversation and

ask them to tell

them about what


3

During work time

children explore

materials, build

things, play pretend

roles, and make up

games — alone, with

another child, or in

small groups.

happened. We advise parents to

avoid general questions such

as “What did you do today?”

and suggest trying specific

questions, that pick up on

their children’s plan, such

as “This morning you told

me you wanted to play in the block area

with Ashanti. Can you tell me what the

two of you did there?” With help from

families, the plan-do-review process

will become a lifelong way for their

children to think and act.

4


During review time

children use language

to organize their ideas,

reflect on their experi-

ences, and share their

discoveries with others.




Research Foundation







D1007 • ISBN 978-1-57379-371-1

What is plan-do-review?The High/Scope plan-do-review process is at the center of High/Scope’s

approach to educating children. As children organize their intentions (make

plans), carry them out, and reflect on what they have done, they learn how to

become involved in the world around them, either through their own actions or

through cooperation with adults and other children. They also realize they are

able thinkers who can make decisions, solve problems, and get things done. As

children gain experience with this process, their language becomes increasingly

detailed and complex, their vocabularies grow as they convey what they are

learning, and they become confident communicators. These are language and

literacy skills they will need when entering the early elementary school grades.

The plan-do-review process helps children become self-confident and develop

a sense of purpose. When children plan and follow through with their

plans, they learn to rely on their abilities to make choices and to set

the direction for their learning. They also develop the ability to

express their choices and decisions to others. In addition, we

have found that children tend to concentrate for longer periods

of time when they are involved in activities they have chosen

for themselves. The plan-do-review process also encourages

children to form a mental picture of their experiences and put

what they have experienced into words. Reflecting on and

sharing these experiences with others helps to lock them in

memory. Recalling the lessons they learned in the past helps

children associate cause and effect and become more

responsible for their actions.



All AboutHigh/Scope

When children plan

and follow through

with their plans, they

learn to rely on their

own abilities to make

choices and to set the

direction for their

learning.

7Plan-Do-Review


1

What happensat planningtime?During planning

time children indi-

cate their plans in

many ways, depend-

ing on their age and

personal preferences.

Younger children may

simply point to an inter-

est area or walk over to

the materials they want

to use. Others describe in

detailed language where they will play, what

they will make, what roles they will act out,

and who they will do all these things with. Still

other children prefer to represent their plans

by drawing or writing them down. As children

develop, their plans become increasingly more

detailed and complex. They set for themselves

more complicated challenges and solve more

intricate problems.

In High/Scope settings, adults use many

strategies to support children’s planning. We

make sure planning takes place in quiet set-

tings where children can see all the areas and

materials in the room as they plan, without

being distracted by the many other things

going on around them. We use a variety of

planning games and materials to help children

stay interested while waiting their turn to

share their plans. As we talk with individual

children about what they intend to do, we

express genuine interest and ask helpful ques-

tions so that we can provide them with the

tools and support they need to follow through

with their plans. Finally, we realize that plans

may change during work time and children

may need help and encouragement as they

make other plans.

What happens at work time?During work time (the “do” part of the plan-

do-review process) children begin, carry out,

modify, and complete their plans, as well as

solve work-related problems. Throughout work

time, they are actively involved in the develop-

ing their abilities in important content areas

such as early reading, math, and social devel-

opment. They also learn to work independently

and cooperate with other children and adults.

It is through these interactions and activities

that children construct their knowledge of the

world.

When following through on their planned

course of action, children naturally become

involved in many types of play. They explore

materials, build things, play pretend roles, and

make up games. Some children work in one or

just a few areas, while others move about the

entire room. Children may play alone, with one

other child, or in small groups of children. They

may focus completely on what they are doing

or make an effort to join the activities of other

children. Work time is full of spontaneous con-

versations among children and between adults

and children.

In High/Scope programs, adults are as busy as

children during work time. We pay attention to

2

As children mature,

their plans become

increasingly more

detailed and

complex.


what they are actually doing so we can modify

or add to the available materials. We constant-

ly scan the room during work time to see if

children need follow-up support with their

plans. We stay alert to safety hazards and

remain ready to help children resolve conflicts.

We converse with children and offer comfort

and encouragement. Most important, we act

as partners in children’s play. By joining in dur-

ing work time, we gain insights into how chil-

dren think. We can then develop plans and act

to extend and expand their learning.

What happens at review time?At review time (often called recall time) as

well as throughout each day, we encourage

children to draw on their memories, reflect on

their actions, recall problems they resolved,

and associate their plans with results. During

review time children use language to organize

their ideas, reflect on their experiences, and

share their discoveries with others. They may

use simple gestures or objects to reenact their

experiences, converse in detail, draw pictures,

display creations, or write things down. What

children eventually decide to tell others is an

indication of what they find most meaningful

in their experiences.

As with planning, review time takes place in

a quiet, relaxed, and unhurried atmosphere

with familiar groups of children and an adult.

We help children make mental connections

between the plans they made during planning

time and the actions they carried out during

work time. We show our interest in what chil-

dren are saying by sitting down at their level

and providing them with materials that will

help them remember. Children’s memories

and thought processes are further jogged

when they review their experiences with

others and share their discoveries and obser-

vations.

How can families use theplan-do-review process at home?Once children are into the habit of plan-do-

review, they often want to bring the process

home! Parents can support them by designat-

ing a “your choice” time each day. They can

encourage their children to plan what they

would like to do at these times and provide

them with enough time and materials to carry

out their plans. Afterwards, as they clean up

or share a meal, we suggest that parents ask

their children to tell them what they did and

encourage them to share their

experiences with other

family members. We rec-

ommend that parents

use the morning travel

time to ask their chil-

dren about their plans

for the day. At the

end of the day, par-

ents can remind

them about their

conversation and

ask them to tell

them about what


3

During work time

children explore

materials, build

things, play pretend

roles, and make up

games — alone, with

another child, or in

small groups.

happened. We advise parents to

avoid general questions such

as “What did you do today?”

and suggest trying specific

questions, that pick up on

their children’s plan, such

as “This morning you told

me you wanted to play in the block area

with Ashanti. Can you tell me what the

two of you did there?” With help from

families, the plan-do-review process

will become a lifelong way for their

children to think and act.

4


During review time

children use language

to organize their ideas,

reflect on their experi-

ences, and share their

discoveries with others.




Research Foundation







D1007 • ISBN 978-1-57379-371-1



All About High/Scope 7: Plan-Do-Review

ISBN: 978-1-57379-371-1









What are the High/Scope key developmental indicators (KDIs)?High/Scope has identified 58 key developmental indicators (KDIs), which arebehaviors that define the important learning areas for young children. The KDIsare organized into five categories: approaches to learning; language, literacy,and communication; social and emotional development; physical development,health, and well-being; and arts and sciences (which includes mathematics, sci-ence and technology, social studies, and the arts). Children must encountereach of these KDIs many times in their early years if they are to master theideas (concepts) involved. In High/Scope settings, we keep these KDIs in mindas we set up the learning environment, support children in their play, encouragethem to interact in groups, and plan learning experiences.

How do the High/Scope KDIs encourage social skills?The High/Scope KDIs in social and emotional development describehow children develop a sense of themselves and their relation-ships with others. Although children desire friendship, they oftenfind it hard to make allowances for the needs of others whenthose needs compete or conflict with satisfying their ownneeds. Through their encounters with these KDIs, however,children learn to identify and express their feelings as well asto understand and identify with the moods and emotions ofothers. This growing awareness helps them get along withplaymates and adults.



All AboutHigh/Scope 8

Preschool KeyDevelopmentalIndicators (KDIs)

Children learn to

identify and express

their feelings as well

as understand and

identify with the

moods and emotions

of others.© 2008 High/Scope Educational Research FoundationReproducible by purchase according to terms of license.

1

High/Scope KDIs in social andemotional development• Taking care of one’s own needs• Expressing feelings in words• Building relationships with children and adults• Creating and experiencing collaborative play• Dealing with social conflict

How do the High/Scope KDIspromote preacademic skills?The following categories of KDIs help childrendevelop important preacademic skills:

• Approaches to learning• Language, literacy, and communication• Arts and sciences

– Mathematics– Science and technology– Social studies

Instead of teaching young children reading,writing, math, science, and social studiesthrough drills, workbooks, or other “school-like” activities, in High/Scope settings we pro-vide experiences and materials to help childrendevelop the abilities they need for tacklingthese subjects in elementary school. Forexample, to set the stage for reading and writ-ing, we offer children many opportunitiesthroughout the day to listen to stories, look atbooks and other printed materials, and workwith writing tools. To promote math abilities,we offer materials that encourage children touse their beginning skills in counting objectsand comparing numbers. We also use num-bers and number concepts in our general con-versations with children. To help childrendevelop their interest in science, we encour-age them to use (and compare) different mate-rials and to explore the outside world. To givechildren an understanding of the communitythey live in, we give them opportunities towork with others and to appreciate eachother’s feelings.

High/Scope KDIs in preacademicsApproaches to Learning• Making and expressing choices, plans, and

decisions• Solving problems encountered in play

Language, Literacy, and Communication• Talking with others about personally meaningful

experiences• Describing objects, events, and relations• Having fun with language: listening to stories

and poems, making up stories and rhymes• Writing in various ways: drawing, scribbling,

and using letterlike forms, invented spelling,and conventional forms

• Reading in various ways: reading storybooks,signs and symbols, and one’s own writing

• Dictating stories

MathematicsSeriation• Comparing attributes (longer/shorter, bigger/

smaller)• Arranging several things one after another in a

series or pattern and describing the relation-ships (big/bigger/biggest, red/blue/red/blue)

• Fitting one ordered set of objects to anotherthrough trial and error (small cup and smallsaucer; medium cup and medium saucer; bigcup and big saucer)

Number• Comparing the numbers of things in two sets

to determine “more,” “fewer,” “same num-ber“

• Arranging two sets of objects in one-to-one cor-respondence

• Counting objects

Space• Filling and emptying• Fitting things together and taking them apart• Changing the shape and arrangement of

objects (wrapping, twisting, stretching, stack-ing, enclosing)

• Observing people, places, and things from dif-ferent spatial viewpoints

• Experiencing and describing positions, direc-tions, and distances in the play space, building,and neighborhood


2

• Interpreting spatial relations in drawings, pic-tures, and photographs

Science and TechnologyClassification• Recognizing objects by sight, sound, touch,

taste, and smell• Exploring and describing similarities, differ-

ences, and the attributes of things• Distinguishing and describing shapes• Sorting and matching• Using and describing something in several ways• Holding more than one attribute in mind at a

time• Distinguishing between “some” and “all”• Describing characteristics something does not

possess or what class it does not belong to

Time• Starting and stopping an action on signal• Experiencing and describing rates of movement• Experiencing and comparing time intervals• Anticipating, remembering, and describing

sequences of events

Social Studies• Participating in group routines• Being sensitive to the feelings, interests, and

needs of others

How do the High/Scope KDIs encouragephysical development?In active learning settings, movement is a keyway in which children acquire knowledgeabout the world. Through movement, childrenlearn about their own bodies and how to usethem to accomplish many things. They alsogain confidence in their physical abilities.

High/Scope KDIs in physicaldevelopmentPhysical Development, Health, and Well-Being• Moving in nonlocomotor ways (anchored move-

ment: bending, twisting, rocking, swingingone’s arms)

• Moving in locomotor ways (nonanchored move-ment: running, jumping, hopping, skipping,marching, climbing)

• Moving with objects• Expressing creativity in movement• Describing movement• Acting upon movement directions• Feeling and expressing steady beat• Moving in sequences to a common beat

How do the High/Scope KDIsencourage the arts?Children enjoy the arts every day in High/Scope programs. As children develop, theybecome increasingly able to keep in their mindimages of people, objects, and events. Theyrepresent these images in many creative ways— by pretending, building things, drawing,painting, and singing songs. Visual art (such asdrawing and painting), dramatic art (such asimitating and pretending), and music (such asdancing to a song) are captured in the KDIslisted under the arts category.

High/Scope KDIs in the artsThe ArtsVisual Art• Relating models, pictures, and photographs to

real places and things• Making models out of clay, blocks, and other

materials• Drawing and painting

Dramatic Art• Imitating actions and sounds• Pretending and role playing

Music• Moving to music• Exploring and identifying sounds• Exploring the singing voice• Developing melody• Singing songs• Playing simple musical instruments


3

How can families use the High/ScopeKDIs at home?The KDIs are just a way of thinking about allthe things young children need to do as theygrow and develop. Families probably alreadyprovide their children with many of these KDIsat home. For example, when a child walks intothe kitchen and says “I think we’re havingspaghetti for dinner!” he is recognizing objectsby smell. When a child puts on a pair of boots,she is taking care of her own needs.

A list of High/Scope’s KDIs is provided as aninsert in this fact sheet. We suggest that par-ents post it on the refrigerator or a wall toremind them of the many ways in which theycan help their children learn. Before participat-ing in routine activities with their children (suchas grocery shopping) or planning a specialevent (such as a birthday party), parents cantake a few minutes to look at the list of KDIsand ask themselves which ones might occur

during these activities and events. Afterwards,they can think about what they and their chil-dren did and what their children learned as aresult. Which KDIs best capture what hap-pened? Did their child put things into the gro-cery cart and then take them out at the check-out counter? Then he was filling and emptying(space). Did their child push the shopping cartwhen they said “Go!” and stop it when theysaid “Stop!”? Then she was starting and stop-ping an action on signal (time). As parentsbecome more aware of the KDIs, they’ll besurprised at how easily they can be workedinto their everyday life.


4




Research Foundation







D1008 • ISBN 978-1-57379-372-8

Approaches to Learning• Making and expressing choices,

plans, and decisions• Solving problems encountered in

play

Language, Literacy, andCommunication• Talking with others about personal-

ly meaningful experiences• Describing objects, events, and

relations• Having fun with language: listening

to stories and poems, making upstories and rhymes

• Writing in various ways: drawing,scribbling, and using letterlikeforms, invented spelling, and con-ventional forms

• Reading in various ways: readingstorybooks, signs and symbols,and one’s own writing


Social and EmotionalDevelopment• Taking care of one’s own needs• Expressing feelings in words• Building relationships with children

and adults• Creating and experiencing collabo-

rative play• Dealing with social conflict

Physical Development,Health, and Well-Being• Moving in nonlocomotor ways

(anchored movement: bending,twisting, rocking, swinging one'sarms)

• Moving in locomotor ways (nonan-chored movement: running, jump-ing, hopping, skipping, marching,climbing)

• Moving with objects• Expressing creativity in movement• Describing movement• Acting upon movement directions• Feeling and expressing steady beat• Moving in sequences to a common

beat

Arts and Sciences

Mathematics

Seriation• Comparing attributes

(longer/shorter, bigger/smaller)• Arranging several things one after

another in a series or pattern anddescribing the relationships (big/bigger/biggest, red/blue/red/blue)

• Fitting one ordered set of objectsto another through trial and error(small cup and small saucer; medi-um cup and medium saucer; bigcup and big saucer)

Number• Comparing the numbers of things

in two sets to determine “more,”“fewer,” “same number”

• Arranging two sets of objects inone-to-one correspondence


Space• Filling and emptying• Fitting things together and taking

them apart• Changing the shape and arrange-

ment of objects (wrapping, twist-ing, stretching, stacking, enclosing)

• Observing people, places, andthings from different spatial view-points

• Experiencing and describing posi-tions, directions, and distances inthe play space, building, and neigh-borhood

• Interpreting spatial relations indrawings, pictures, and pho-tographs

Science and Technology

Classification• Recognizing objects by sight,

sound, touch, taste, and smell• Exploring and describing similari-

ties, differences, and the attributesof things

• Distinguishing and describingshapes

• Sorting and matching• Using and describing something in

several ways

• Holding more than one attribute inmind at a time

• Distinguishing between “some”and “all”

• Describing characteristics some-thing does not possess or whatclass it does not belong to

Time• Starting and stopping an action on

signal• Experiencing and describing rates

of movement• Experiencing and comparing time

intervals• Anticipating, remembering, and

describing sequences of events

Social Studies• Participating in group routines• Being sensitive to the feelings,

interests, and needs of others

The Arts

Visual Art• Relating models, pictures, and pho-

tographs to real places and things• Making models out of clay, blocks,

and other materials• Drawing and painting




High/Scope Preschool Curriculum Content

Key developmentalindicators (KDIs) arethe building blocks of

thinking and reasoning at each stage

of development. High/Scope identi-

fies 58 preschool KDIs organized

under five content areas.

© 2008 High/Scope Educational Research Foundation

What are the High/Scope key developmental indicators (KDIs)?High/Scope has identified 58 key developmental indicators (KDIs), which arebehaviors that define the important learning areas for young children. The KDIsare organized into five categories: approaches to learning; language, literacy,and communication; social and emotional development; physical development,health, and well-being; and arts and sciences (which includes mathematics, sci-ence and technology, social studies, and the arts). Children must encountereach of these KDIs many times in their early years if they are to master theideas (concepts) involved. In High/Scope settings, we keep these KDIs in mindas we set up the learning environment, support children in their play, encouragethem to interact in groups, and plan learning experiences.

How do the High/Scope KDIs encourage social skills?The High/Scope KDIs in social and emotional development describehow children develop a sense of themselves and their relation-ships with others. Although children desire friendship, they oftenfind it hard to make allowances for the needs of others whenthose needs compete or conflict with satisfying their ownneeds. Through their encounters with these KDIs, however,children learn to identify and express their feelings as well asto understand and identify with the moods and emotions ofothers. This growing awareness helps them get along withplaymates and adults.



All AboutHigh/Scope 8

Preschool KeyDevelopmentalIndicators (KDIs)

Children learn to

identify and express

their feelings as well

as understand and

identify with the

moods and emotions

of others.© 2008 High/Scope Educational Research FoundationReproducible by purchase according to terms of license.

1

High/Scope KDIs in social andemotional development• Taking care of one’s own needs• Expressing feelings in words• Building relationships with children and adults• Creating and experiencing collaborative play• Dealing with social conflict

How do the High/Scope KDIspromote preacademic skills?The following categories of KDIs help childrendevelop important preacademic skills:

• Approaches to learning• Language, literacy, and communication• Arts and sciences

– Mathematics– Science and technology– Social studies

Instead of teaching young children reading,writing, math, science, and social studiesthrough drills, workbooks, or other “school-like” activities, in High/Scope settings we pro-vide experiences and materials to help childrendevelop the abilities they need for tacklingthese subjects in elementary school. Forexample, to set the stage for reading and writ-ing, we offer children many opportunitiesthroughout the day to listen to stories, look atbooks and other printed materials, and workwith writing tools. To promote math abilities,we offer materials that encourage children touse their beginning skills in counting objectsand comparing numbers. We also use num-bers and number concepts in our general con-versations with children. To help childrendevelop their interest in science, we encour-age them to use (and compare) different mate-rials and to explore the outside world. To givechildren an understanding of the communitythey live in, we give them opportunities towork with others and to appreciate eachother’s feelings.

High/Scope KDIs in preacademicsApproaches to Learning• Making and expressing choices, plans, and

decisions• Solving problems encountered in play

Language, Literacy, and Communication• Talking with others about personally meaningful

experiences• Describing objects, events, and relations• Having fun with language: listening to stories

and poems, making up stories and rhymes• Writing in various ways: drawing, scribbling,

and using letterlike forms, invented spelling,and conventional forms

• Reading in various ways: reading storybooks,signs and symbols, and one’s own writing


MathematicsSeriation• Comparing attributes (longer/shorter, bigger/

smaller)• Arranging several things one after another in a

series or pattern and describing the relation-ships (big/bigger/biggest, red/blue/red/blue)

• Fitting one ordered set of objects to anotherthrough trial and error (small cup and smallsaucer; medium cup and medium saucer; bigcup and big saucer)

Number• Comparing the numbers of things in two sets

to determine “more,” “fewer,” “same num-ber“

• Arranging two sets of objects in one-to-one cor-respondence


Space• Filling and emptying• Fitting things together and taking them apart• Changing the shape and arrangement of

objects (wrapping, twisting, stretching, stack-ing, enclosing)

• Observing people, places, and things from dif-ferent spatial viewpoints

• Experiencing and describing positions, direc-tions, and distances in the play space, building,and neighborhood


2

• Interpreting spatial relations in drawings, pic-tures, and photographs

Science and TechnologyClassification• Recognizing objects by sight, sound, touch,

taste, and smell• Exploring and describing similarities, differ-

ences, and the attributes of things• Distinguishing and describing shapes• Sorting and matching• Using and describing something in several ways• Holding more than one attribute in mind at a

time• Distinguishing between “some” and “all”• Describing characteristics something does not

possess or what class it does not belong to

Time• Starting and stopping an action on signal• Experiencing and describing rates of movement• Experiencing and comparing time intervals• Anticipating, remembering, and describing

sequences of events

Social Studies• Participating in group routines• Being sensitive to the feelings, interests, and

needs of others

How do the High/Scope KDIs encouragephysical development?In active learning settings, movement is a keyway in which children acquire knowledgeabout the world. Through movement, childrenlearn about their own bodies and how to usethem to accomplish many things. They alsogain confidence in their physical abilities.

High/Scope KDIs in physicaldevelopmentPhysical Development, Health, and Well-Being• Moving in nonlocomotor ways (anchored move-

ment: bending, twisting, rocking, swingingone’s arms)

• Moving in locomotor ways (nonanchored move-ment: running, jumping, hopping, skipping,marching, climbing)

• Moving with objects• Expressing creativity in movement• Describing movement• Acting upon movement directions• Feeling and expressing steady beat• Moving in sequences to a common beat

How do the High/Scope KDIsencourage the arts?Children enjoy the arts every day in High/Scope programs. As children develop, theybecome increasingly able to keep in their mindimages of people, objects, and events. Theyrepresent these images in many creative ways— by pretending, building things, drawing,painting, and singing songs. Visual art (such asdrawing and painting), dramatic art (such asimitating and pretending), and music (such asdancing to a song) are captured in the KDIslisted under the arts category.

High/Scope KDIs in the artsThe ArtsVisual Art• Relating models, pictures, and photographs to

real places and things• Making models out of clay, blocks, and other

materials• Drawing and painting




3

How can families use the High/ScopeKDIs at home?The KDIs are just a way of thinking about allthe things young children need to do as theygrow and develop. Families probably alreadyprovide their children with many of these KDIsat home. For example, when a child walks intothe kitchen and says “I think we’re havingspaghetti for dinner!” he is recognizing objectsby smell. When a child puts on a pair of boots,she is taking care of her own needs.

A list of High/Scope’s KDIs is provided as aninsert in this fact sheet. We suggest that par-ents post it on the refrigerator or a wall toremind them of the many ways in which theycan help their children learn. Before participat-ing in routine activities with their children (suchas grocery shopping) or planning a specialevent (such as a birthday party), parents cantake a few minutes to look at the list of KDIsand ask themselves which ones might occur

during these activities and events. Afterwards,they can think about what they and their chil-dren did and what their children learned as aresult. Which KDIs best capture what hap-pened? Did their child put things into the gro-cery cart and then take them out at the check-out counter? Then he was filling and emptying(space). Did their child push the shopping cartwhen they said “Go!” and stop it when theysaid “Stop!”? Then she was starting and stop-ping an action on signal (time). As parentsbecome more aware of the KDIs, they’ll besurprised at how easily they can be workedinto their everyday life.


4




Research Foundation







D1008 • ISBN 978-1-57379-372-8

Approaches to Learning• Making and expressing choices,

plans, and decisions• Solving problems encountered in

play

Language, Literacy, andCommunication• Talking with others about personal-

ly meaningful experiences• Describing objects, events, and

relations• Having fun with language: listening

to stories and poems, making upstories and rhymes

• Writing in various ways: drawing,scribbling, and using letterlikeforms, invented spelling, and con-ventional forms

• Reading in various ways: readingstorybooks, signs and symbols,and one’s own writing


Social and EmotionalDevelopment• Taking care of one’s own needs• Expressing feelings in words• Building relationships with children

and adults• Creating and experiencing collabo-

rative play• Dealing with social conflict

Physical Development,Health, and Well-Being• Moving in nonlocomotor ways

(anchored movement: bending,twisting, rocking, swinging one'sarms)

• Moving in locomotor ways (nonan-chored movement: running, jump-ing, hopping, skipping, marching,climbing)

• Moving with objects• Expressing creativity in movement• Describing movement• Acting upon movement directions• Feeling and expressing steady beat• Moving in sequences to a common

beat

Arts and Sciences

Mathematics

Seriation• Comparing attributes

(longer/shorter, bigger/smaller)• Arranging several things one after

another in a series or pattern anddescribing the relationships (big/bigger/biggest, red/blue/red/blue)

• Fitting one ordered set of objectsto another through trial and error(small cup and small saucer; medi-um cup and medium saucer; bigcup and big saucer)

Number• Comparing the numbers of things

in two sets to determine “more,”“fewer,” “same number”

• Arranging two sets of objects inone-to-one correspondence


Space• Filling and emptying• Fitting things together and taking

them apart• Changing the shape and arrange-

ment of objects (wrapping, twist-ing, stretching, stacking, enclosing)

• Observing people, places, andthings from different spatial view-points

• Experiencing and describing posi-tions, directions, and distances inthe play space, building, and neigh-borhood

• Interpreting spatial relations indrawings, pictures, and pho-tographs

Science and Technology

Classification• Recognizing objects by sight,

sound, touch, taste, and smell• Exploring and describing similari-

ties, differences, and the attributesof things

• Distinguishing and describingshapes

• Sorting and matching• Using and describing something in

several ways

• Holding more than one attribute inmind at a time

• Distinguishing between “some”and “all”

• Describing characteristics some-thing does not possess or whatclass it does not belong to

Time• Starting and stopping an action on

signal• Experiencing and describing rates

of movement• Experiencing and comparing time

intervals• Anticipating, remembering, and

describing sequences of events

Social Studies• Participating in group routines• Being sensitive to the feelings,

interests, and needs of others

The Arts

Visual Art• Relating models, pictures, and pho-

tographs to real places and things• Making models out of clay, blocks,

and other materials• Drawing and painting




High/Scope Preschool Curriculum Content

Key developmentalindicators (KDIs) arethe building blocks of

thinking and reasoning at each stage

of development. High/Scope identi-

fies 58 preschool KDIs organized

under five content areas.

© 2008 High/Scope Educational Research Foundation



All About High/Scope 8: Preschool Key Developmental Indicators

ISBN: 978-1-57379-372-8




Limitations on use: This license expressly excludes (a) the posting of this document to a Web site,intranet, extranet, or e-mail; and (b) the republication of this document in a different form.




How does High/Scope support youngchildren in resolving conflicts?Conflict is inevitable during the course of children’s play. When something gets

in their way — another child wants the same toy or a group of children disagree

on how to play or who gets to play — children become frustrated and angry.

This does not mean they are being bad, selfish, or mean. They simply have not

yet learned how to interpret social cues (facial expressions, tone of voice, body

movements), understand other viewpoints, or match their behavior to the

situation.

High/Scope teachers understand that children need help learning how to work

out their disagreements together. In fact, we view conflicts as valuable learning

opportunities through which we can help children develop social skills and

become more aware of the impact their actions have on others.

Rather than punishing or rewarding children to influence their

behavior, we use a six-step approach to problem solving and con-

flict resolution.

What is High/Scope’s six-step approach toproblem solving and conflict resolution?Step 1. Approach calmly, stopping any hurtful actions orlanguage.

When we see children in the midst of a conflict, we use

calm voices and quiet body movements to reassure the

involved children, as well as those watching from the side,

that things will get worked out to everyone’s satisfaction.



All AboutHigh/Scope

Conflicts are

valuable learning

opportunities

through which

children can

develop impor-

tant social skills.

9ResolvingConflicts


1

We begin by gently

reaching out to chil-

dren who are upset

or angry and by

stopping any hurtful

behavior. If the con-

flict involves a toy or

some other material,

we hold onto the item

so the involved children

can focus on the problem

instead of on the object.

Step 2. Acknowledge children’s feelings.

We recognize and accept what the children are

feeling by using simple, descriptive words

(“You seem angry” or “You look very sad”).

This eventually helps children to let go of

angry or hurt feelings, although such feelings

may increase briefly before they subside. Chil-

dren need to express their feelings before they

can think clearly about possible solutions to

the problem.

Step 3. Gather information.

When approaching children involved in a dis-

agreement, we tell them we want to hear

from every one of them. We ask open-ended

questions beginning with “what” and “how”

that help children describe the actions or mate-

rials that are part of the problem. (Young chil-

dren do not have the understanding needed to

answer “why” questions.) We listen carefully

to the details in the children’s explanations

because what they say holds the key to find-

ing the solution. During this step in the

process, we make it a point to avoid taking

sides or assuming we know what happened.

We also don’t characterize certain children as

“troublemakers.”

Step 4. Restate the problem.

Using the details and needs described by the

children, we restate the problem in simple

words. If necessary, we seek additional infor-

mation to make sure the description is an

accurate statement of what happened. We try

to use the children’s words but may change

them a bit to make things clearer. If necessary,

we also rephrase hurtful words. (For example,

“She can’t play with me because I hate her”

could be restated as “You are very angry and

you want to play alone.”) We check with all

the involved children to make sure they agree

that the problem has been described accurate-

ly from their perspective.

Step 5. Ask for ideas for solutions, andchoose one together.

During this step, plenty of time is allowed for

the children to think of a solution. We respect

and explore all of their ideas, even if they

seem unrealistic, and we help them think

about how each idea might play out (the

cause-and-effect relationships involved in

each solution). If the children either cannot

come up with an idea or cannot agree on one,

we ask if they would like to hear our idea. We

make the solutions concrete and practical

because young children are not able to deal

with abstract concepts. For example, if some-

one suggests “we can share,” we help them

define what it means to share. (“I’ll have it for

2

High/Scope’s six-step

approach to conflict

resolution helps

children experience

cooperative

solutions.


three minutes and then you’ll have it three

minutes. We can use the egg timer to know

when to switch turns.”) This step allows all

the children involved to feel satisfied with the

solution. Solutions children come up with may

not always seem fair or logical to adults, but

if they are safe solutions and agreeable to the

children involved, that is what really matters.

Step 6. Give follow-up support as needed.

When children have agreed on a solution, we

recognize this accomplishment with a simple

statement such as “You solved the problem,”

and we help them begin to carry out their solu-

tion. If it becomes apparent that one child is

not satisfied and still feels angry, we return to

earlier problem-solving steps and check with

each child to make sure no one remains upset.

Once the solution is in effect, we follow up

again a short time later to make sure that no

further conflicts have arisen and that all the

children are reinvolved in their play.

What do children learn from theconflict resolution process?As children gain practice with this process,

they often begin to use one or more steps on

their own. Adults may approach a group to

help solve a problem, only to hear the children

say “We already solved it!” In mastering the

conflict resolution process, the children have

learned how to

• Express needs and strong feelings

• Hear and respect others’ points of view

• Express ideas and experience the give-and-

take of relationships

• Develop a desire for participating in posi-

tive social behaviors

• Feel in control of the solution and outcome

• Experience successful cooperative

solutions

• Develop trust in other children and adults

• Make constructive choices

• Experience feelings of competence

How can families use this process athome?As children learn these techniques in their

High/Scope program, families may see them

using the steps to resolve conflicts with sib-

lings and playmates at home. As parents

(and teachers) help and support them in this

process, they may also find themselves using

similar steps to resolve their own conflicts

with family members, co-workers, and friends,

as well as disagreements with their children.

We remind parents not to be discouraged if

success is not instant. These

steps take practice but

they can be learned by

everyone. Since High/

Scope teachers have

received training in

this problem-solving

approach, they will

be glad to help fam-

ilies apply it at

home.

3


By mastering the

conflict resolution

process, children

experience feelings

of competence and

self-control.

1. Approach calmly, stopping anyhurtful actions.

• Place yourself between the children,

on their level.

• Use a calm voice and gentle touch.

• Remain neutral rather than take

sides.

2. Acknowledge children’s feelings.

• “You look really upset.”

• Let children know you need to hold

any object in question.

3. Gather information.

• “What’s the problem?”

4. Restate the problem.

• “So the problem is . . .”

5. Ask for ideas for solutions andchoose one together.

• “What can we do to solve this

problem?”

• Encourage children to think of a

solution.

6. Give follow-up support as needed.

• “You solved the problem!”

• Stay near the children.

4


Steps in Resolving Conflicts




Research Foundation







D1009 • ISBN 978-1-57379-373-5

How does High/Scope support youngchildren in resolving conflicts?Conflict is inevitable during the course of children’s play. When something gets

in their way — another child wants the same toy or a group of children disagree

on how to play or who gets to play — children become frustrated and angry.

This does not mean they are being bad, selfish, or mean. They simply have not

yet learned how to interpret social cues (facial expressions, tone of voice, body

movements), understand other viewpoints, or match their behavior to the

situation.

High/Scope teachers understand that children need help learning how to work

out their disagreements together. In fact, we view conflicts as valuable learning

opportunities through which we can help children develop social skills and

become more aware of the impact their actions have on others.

Rather than punishing or rewarding children to influence their

behavior, we use a six-step approach to problem solving and con-

flict resolution.

What is High/Scope’s six-step approach toproblem solving and conflict resolution?Step 1. Approach calmly, stopping any hurtful actions orlanguage.

When we see children in the midst of a conflict, we use

calm voices and quiet body movements to reassure the

involved children, as well as those watching from the side,

that things will get worked out to everyone’s satisfaction.



All AboutHigh/Scope

Conflicts are

valuable learning

opportunities

through which

children can

develop impor-

tant social skills.

9ResolvingConflicts


1

We begin by gently

reaching out to chil-

dren who are upset

or angry and by

stopping any hurtful

behavior. If the con-

flict involves a toy or

some other material,

we hold onto the item

so the involved children

can focus on the problem

instead of on the object.

Step 2. Acknowledge children’s feelings.

We recognize and accept what the children are

feeling by using simple, descriptive words

(“You seem angry” or “You look very sad”).

This eventually helps children to let go of

angry or hurt feelings, although such feelings

may increase briefly before they subside. Chil-

dren need to express their feelings before they

can think clearly about possible solutions to

the problem.

Step 3. Gather information.

When approaching children involved in a dis-

agreement, we tell them we want to hear

from every one of them. We ask open-ended

questions beginning with “what” and “how”

that help children describe the actions or mate-

rials that are part of the problem. (Young chil-

dren do not have the understanding needed to

answer “why” questions.) We listen carefully

to the details in the children’s explanations

because what they say holds the key to find-

ing the solution. During this step in the

process, we make it a point to avoid taking

sides or assuming we know what happened.

We also don’t characterize certain children as

“troublemakers.”

Step 4. Restate the problem.

Using the details and needs described by the

children, we restate the problem in simple

words. If necessary, we seek additional infor-

mation to make sure the description is an

accurate statement of what happened. We try

to use the children’s words but may change

them a bit to make things clearer. If necessary,

we also rephrase hurtful words. (For example,

“She can’t play with me because I hate her”

could be restated as “You are very angry and

you want to play alone.”) We check with all

the involved children to make sure they agree

that the problem has been described accurate-

ly from their perspective.

Step 5. Ask for ideas for solutions, andchoose one together.

During this step, plenty of time is allowed for

the children to think of a solution. We respect

and explore all of their ideas, even if they

seem unrealistic, and we help them think

about how each idea might play out (the

cause-and-effect relationships involved in

each solution). If the children either cannot

come up with an idea or cannot agree on one,

we ask if they would like to hear our idea. We

make the solutions concrete and practical

because young children are not able to deal

with abstract concepts. For example, if some-

one suggests “we can share,” we help them

define what it means to share. (“I’ll have it for

2

High/Scope’s six-step

approach to conflict

resolution helps

children experience

cooperative

solutions.


three minutes and then you’ll have it three

minutes. We can use the egg timer to know

when to switch turns.”) This step allows all

the children involved to feel satisfied with the

solution. Solutions children come up with may

not always seem fair or logical to adults, but

if they are safe solutions and agreeable to the

children involved, that is what really matters.

Step 6. Give follow-up support as needed.

When children have agreed on a solution, we

recognize this accomplishment with a simple

statement such as “You solved the problem,”

and we help them begin to carry out their solu-

tion. If it becomes apparent that one child is

not satisfied and still feels angry, we return to

earlier problem-solving steps and check with

each child to make sure no one remains upset.

Once the solution is in effect, we follow up

again a short time later to make sure that no

further conflicts have arisen and that all the

children are reinvolved in their play.

What do children learn from theconflict resolution process?As children gain practice with this process,

they often begin to use one or more steps on

their own. Adults may approach a group to

help solve a problem, only to hear the children

say “We already solved it!” In mastering the

conflict resolution process, the children have

learned how to

• Express needs and strong feelings

• Hear and respect others’ points of view

• Express ideas and experience the give-and-

take of relationships

• Develop a desire for participating in posi-

tive social behaviors

• Feel in control of the solution and outcome

• Experience successful cooperative

solutions

• Develop trust in other children and adults

• Make constructive choices

• Experience feelings of competence

How can families use this process athome?As children learn these techniques in their

High/Scope program, families may see them

using the steps to resolve conflicts with sib-

lings and playmates at home. As parents

(and teachers) help and support them in this

process, they may also find themselves using

similar steps to resolve their own conflicts

with family members, co-workers, and friends,

as well as disagreements with their children.

We remind parents not to be discouraged if

success is not instant. These

steps take practice but

they can be learned by

everyone. Since High/

Scope teachers have

received training in

this problem-solving

approach, they will

be glad to help fam-

ilies apply it at

home.

3


By mastering the

conflict resolution

process, children

experience feelings

of competence and

self-control.

1. Approach calmly, stopping anyhurtful actions.

• Place yourself between the children,

on their level.

• Use a calm voice and gentle touch.

• Remain neutral rather than take

sides.

2. Acknowledge children’s feelings.

• “You look really upset.”

• Let children know you need to hold

any object in question.

3. Gather information.

• “What’s the problem?”

4. Restate the problem.

• “So the problem is . . .”

5. Ask for ideas for solutions andchoose one together.

• “What can we do to solve this

problem?”

• Encourage children to think of a

solution.

6. Give follow-up support as needed.

• “You solved the problem!”

• Stay near the children.

4


Steps in Resolving Conflicts




Research Foundation







D1009 • ISBN 978-1-57379-373-5



All About High/Scope 9: Resolving Conflicts

ISBN: 978-1-57379-373-5









What is the High/Scope approach to childand program evaluation?High/Scope believes that program quality depends on a good evaluation sys-

tem. Teachers need a way to record the progress of individual children in their

programs so they can provide the best learning opportunities for the group as a

whole. Similarly, agencies and program supervisors need an organized and fair

way to evaluate every aspect of their programs so they can meet the needs of

their children, families, and child care staff. At the preschool level, High/Scope

has developed two tools to help meet these needs: the Preschool Child Obser-

vation Record (COR) to record children’s progress, and the Preschool Program

Quality Assessment (PQA) to evaluate programs. Both measures are used in all

High/Scope programs, as well as in other programs throughout the country and

around the world, to assess (measure or evaluate) child progress and

program quality.

All High/Scope-certified teachers have been extensively trained

in how to use the COR and PQA to observe children and pro-

grams and to record those observations in an objective and

evenhanded way. High/Scope uses observations rather than

tests to assess children’s development because through

observation we can look at a broad range of behavior over

several weeks or months. This gives us a more accurate

picture of a child’s capabilities than what we could gain by

testing a narrow range of behavior over a day or two. We

understand that some children don’t do well in testing situ-

ations, for a variety of reasons. But we know that all chil-

dren can do their best in a supportive learning environment



All AboutHigh/Scope

The Preschool Child

Observation Record

(COR) enables

teachers to look at a

broad range of a child’s

behavior over several

weeks or months.

10Child andProgramEvaluation


1

where they are allowed

to choose activities that

showcase their talents

and interests.

How is the PreschoolChild Observation

Record (COR) used?Two or three times during the pro-

gram year, we use the COR as we observe,

record, and rate each child’s level of develop-

ment. First, we observe children as they partic-

ipate in activities and interact with us and their

classmates over several weeks or months.

Second, we record our observations as anec-

dotal notes (see example to the right). Third,

we review our anecdotal notes and rate each

child at the highest developmental level he or

she has demonstrated so far

in six areas of development:

• Initiative (the ability to

make and follow through

on a plan)

• Social relations

• Creative representation

(the portrayal of ideas,

objects, people, and

events in creative ways)

• Movement and music

• Language and literacy

(speaking, listening, read-

ing, writing)

• Mathematics and science

Included under these six

developmental areas are 32

assessment items that sum-

marize the important learning

behaviors that High/Scope believes are key to

the favorable development of children. Within

each assessment item are five statements

that describe increasing levels of children’s

development. For example, under the Lan-

guage and Literacy area of development is the

assessment item “listening to and understand-

ing speech.” The five statements under this

item range from “Child responds with actions

or words to a suggestion, request, or ques-

tion” (lowest level of development) to “Child

sustains a dialogue by taking three or more

conversational turns” (highest level of develop-

ment).

We use COR scores to evaluate where individ-

ual children and the group of children as a

whole are in their development so that learn-

ing opportunities can be tailored to their

2

COR scores help

teachers tailor

learning opportuni-

ties to children’s

needs.


needs. We also use the COR to share chil-

dren’s progress with parents during confer-

ences. Instead of giving parents a meaningless

test score, we show them anecdotal notes

that illustrate where their children are develop-

mentally and in what directions they are grow-

ing. High/Scope has also used the COR in

state and national research projects to demon-

strate that our educational approach is effec-

tive with children from all backgrounds and in

a wide range of program settings.

How is the Preschool ProgramQuality Assessment used?The Preschool Program Quality Assessment

(PQA) is the major tool used by the High/Scope

Foundation to certify High/Scope teachers and

trainers and accredit programs. Sometimes the

entire program is evaluated at once and an

overall plan for improvement is made. At other

times, only a couple of areas are evaluated.

Energies and resources are then focused on

making improvements in those areas before

evaluating and improving the rest of the pro-

gram. To use the PQA, program evaluators first

observe in the program setting and take fair

and unbiased notes about what they see and

hear. Seven program areas are evaluated:

• Learning environment

• Daily routine

• Adult-child interaction

• Curriculum planning and assessment

• Parent involvement and family services

• Staff qualifications and staff development

• Program management

Program evaluators then use these notes as

the basis for their PQA ratings.

The PQA has many uses. It is an excellent

staff training tool because it tells teachers

how to provide the best quality program. It

is also an organized and fair way for agencies

and program supervisors to monitor their pro-

grams and improve the quality of their man-

agement. Trained outside observers can use

the PQA to evaluate whether programs meet

the highest standards for creating a learning

environment that supports the development

of children, families, and early childhood

teachers. Similarly, parents can use the

PQA to inform themselves about what should

occur and what doesn’t occur in their child’s

program. As with the COR, High/Scope has

used the PQA in state and national research

projects to demonstrate that its programs

are of excellent quality and have a positive

impact on the development of young

children.

How can families usethese assessmenttools at home?High/Scope teachers

will share COR anec-

dotal notes with par-

ents about their

child at regularly

scheduled parent-

teacher confer-

ences. Once par-

ents are familiar

with the cate-

gories on the


3

COR’s anecdotal

notes show parents

where their children

are developmentally

and in what direc-

tions they are

growing.

COR and the High/Scope KDIs, we suggest

that they might want to jot down their own

anecdotal notes throughout the week and

share them with their child’s teacher at drop-

off and pickup times or during conference

time. In this way parents and their child’s

teacher can become true partners in under-

standing and supporting the child’s develop-

ment.

Parents might also ask the teacher or program

director if they can look at a PQA form. As

they review the items, we recommend that

they observe their child’s program to see how

many examples of a high-quality program they

recognize.

If there are things that they don’t understand,

we strongly encourage parents to ask their

child’s teacher to explain them. Remember,

the PQA is not meant to judge or criticize pro-

grams but to help them discover what they are

doing well and how they can improve. Finally,

if the child’s program has a parent committee

that helps to assess the program each year

and develop a plan for growth, parents might

want to find out how they can join.


4




Research Foundation







D1010 • ISBN 978-1-57379-374-2

What is the High/Scope approach to childand program evaluation?High/Scope believes that program quality depends on a good evaluation sys-

tem. Teachers need a way to record the progress of individual children in their

programs so they can provide the best learning opportunities for the group as a

whole. Similarly, agencies and program supervisors need an organized and fair

way to evaluate every aspect of their programs so they can meet the needs of

their children, families, and child care staff. At the preschool level, High/Scope

has developed two tools to help meet these needs: the Preschool Child Obser-

vation Record (COR) to record children’s progress, and the Preschool Program

Quality Assessment (PQA) to evaluate programs. Both measures are used in all

High/Scope programs, as well as in other programs throughout the country and

around the world, to assess (measure or evaluate) child progress and

program quality.

All High/Scope-certified teachers have been extensively trained

in how to use the COR and PQA to observe children and pro-

grams and to record those observations in an objective and

evenhanded way. High/Scope uses observations rather than

tests to assess children’s development because through

observation we can look at a broad range of behavior over

several weeks or months. This gives us a more accurate

picture of a child’s capabilities than what we could gain by

testing a narrow range of behavior over a day or two. We

understand that some children don’t do well in testing situ-

ations, for a variety of reasons. But we know that all chil-

dren can do their best in a supportive learning environment



All AboutHigh/Scope

The Preschool Child

Observation Record

(COR) enables

teachers to look at a

broad range of a child’s

behavior over several

weeks or months.

10Child andProgramEvaluation


1

where they are allowed

to choose activities that

showcase their talents

and interests.

How is the PreschoolChild Observation

Record (COR) used?Two or three times during the pro-

gram year, we use the COR as we observe,

record, and rate each child’s level of develop-

ment. First, we observe children as they partic-

ipate in activities and interact with us and their

classmates over several weeks or months.

Second, we record our observations as anec-

dotal notes (see example to the right). Third,

we review our anecdotal notes and rate each

child at the highest developmental level he or

she has demonstrated so far

in six areas of development:

• Initiative (the ability to

make and follow through

on a plan)

• Social relations

• Creative representation

(the portrayal of ideas,

objects, people, and

events in creative ways)

• Movement and music

• Language and literacy

(speaking, listening, read-

ing, writing)

• Mathematics and science

Included under these six

developmental areas are 32

assessment items that sum-

marize the important learning

behaviors that High/Scope believes are key to

the favorable development of children. Within

each assessment item are five statements

that describe increasing levels of children’s

development. For example, under the Lan-

guage and Literacy area of development is the

assessment item “listening to and understand-

ing speech.” The five statements under this

item range from “Child responds with actions

or words to a suggestion, request, or ques-

tion” (lowest level of development) to “Child

sustains a dialogue by taking three or more

conversational turns” (highest level of develop-

ment).

We use COR scores to evaluate where individ-

ual children and the group of children as a

whole are in their development so that learn-

ing opportunities can be tailored to their

2

COR scores help

teachers tailor

learning opportuni-

ties to children’s

needs.


needs. We also use the COR to share chil-

dren’s progress with parents during confer-

ences. Instead of giving parents a meaningless

test score, we show them anecdotal notes

that illustrate where their children are develop-

mentally and in what directions they are grow-

ing. High/Scope has also used the COR in

state and national research projects to demon-

strate that our educational approach is effec-

tive with children from all backgrounds and in

a wide range of program settings.

How is the Preschool ProgramQuality Assessment used?The Preschool Program Quality Assessment

(PQA) is the major tool used by the High/Scope

Foundation to certify High/Scope teachers and

trainers and accredit programs. Sometimes the

entire program is evaluated at once and an

overall plan for improvement is made. At other

times, only a couple of areas are evaluated.

Energies and resources are then focused on

making improvements in those areas before

evaluating and improving the rest of the pro-

gram. To use the PQA, program evaluators first

observe in the program setting and take fair

and unbiased notes about what they see and

hear. Seven program areas are evaluated:

• Learning environment

• Daily routine

• Adult-child interaction

• Curriculum planning and assessment

• Parent involvement and family services

• Staff qualifications and staff development

• Program management

Program evaluators then use these notes as

the basis for their PQA ratings.

The PQA has many uses. It is an excellent

staff training tool because it tells teachers

how to provide the best quality program. It

is also an organized and fair way for agencies

and program supervisors to monitor their pro-

grams and improve the quality of their man-

agement. Trained outside observers can use

the PQA to evaluate whether programs meet

the highest standards for creating a learning

environment that supports the development

of children, families, and early childhood

teachers. Similarly, parents can use the

PQA to inform themselves about what should

occur and what doesn’t occur in their child’s

program. As with the COR, High/Scope has

used the PQA in state and national research

projects to demonstrate that its programs

are of excellent quality and have a positive

impact on the development of young

children.

How can families usethese assessmenttools at home?High/Scope teachers

will share COR anec-

dotal notes with par-

ents about their

child at regularly

scheduled parent-

teacher confer-

ences. Once par-

ents are familiar

with the cate-

gories on the


3

COR’s anecdotal

notes show parents

where their children

are developmentally

and in what direc-

tions they are

growing.

COR and the High/Scope KDIs, we suggest

that they might want to jot down their own

anecdotal notes throughout the week and

share them with their child’s teacher at drop-

off and pickup times or during conference

time. In this way parents and their child’s

teacher can become true partners in under-

standing and supporting the child’s develop-

ment.

Parents might also ask the teacher or program

director if they can look at a PQA form. As

they review the items, we recommend that

they observe their child’s program to see how

many examples of a high-quality program they

recognize.

If there are things that they don’t understand,

we strongly encourage parents to ask their

child’s teacher to explain them. Remember,

the PQA is not meant to judge or criticize pro-

grams but to help them discover what they are

doing well and how they can improve. Finally,

if the child’s program has a parent committee

that helps to assess the program each year

and develop a plan for growth, parents might

want to find out how they can join.


4




Research Foundation







D1010 • ISBN 978-1-57379-374-2



All About High/Scope 10: Child and Program Evaluation

ISBN: 978-1-57379-374-2









All About 1 High/Scope - talatschool.edu.sa HighScope.pdf · •Adult-child interaction —IntheHigh/ Scopeclassroomorcenter,weestablisha safeandcaringsettingwherechildrencan...

Documents