All About 1 High/Scope - talatschool.edu.sa HighScope.pdf · •Adult-child interaction...
Transcript of All About 1 High/Scope - talatschool.edu.sa HighScope.pdf · •Adult-child interaction...
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
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
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
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
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
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
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.
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
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
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
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
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
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
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
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.
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
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
Practical summaries of High/Scope’s history,educational approach, and curriculum
All AboutHigh/Scope
The Foundation’s
early childhood
curriculum is one
of the best known
and most widely
used educational
approaches.
2High/ScopeFoundation
© 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
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.
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 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.
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
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].
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
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.
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
Practical summaries of High/Scope’s history,educational approach, and curriculum
All AboutHigh/Scope
The Foundation’s
early childhood
curriculum is one
of the best known
and most widely
used educational
approaches.
2High/ScopeFoundation
© 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
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.
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 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.
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
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].
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
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.
D1002 • ISBN 978-1-57379-366-7
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 2: High/Scope Foundation
ISBN: 978-1-57379-366-7
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.
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
FILL IN DATE OF PURCHASE
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.
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
Practical summaries of High/Scope’s history,educational approach, and curriculum
All AboutHigh/Scope
Safe, comfortable,
and uncluttered
environments allow
children to play
freely.
3ProgramSetting
© 2008 High/Scope Educational Research FoundationReproducible by purchase according to terms of license.
1
Is the spacearranged toencouragedifferent typesof play?Clearly laid out and
easy-to-see interest
areas give children a
sense of control over
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.
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
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
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
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.
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
4
Children use
materials in many
different ways
instead of one
“correct” way.
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.
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.
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
Practical summaries of High/Scope’s history,educational approach, and curriculum
All AboutHigh/Scope
Safe, comfortable,
and uncluttered
environments allow
children to play
freely.
3ProgramSetting
© 2008 High/Scope Educational Research FoundationReproducible by purchase according to terms of license.
1
Is the spacearranged toencouragedifferent typesof play?Clearly laid out and
easy-to-see interest
areas give children a
sense of control over
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.
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
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
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
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.
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
4
Children use
materials in many
different ways
instead of one
“correct” way.
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.
D1003 • ISBN 978-1-57379-367-4
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 3: Program Setting
ISBN: 978-1-57379-367-4
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.
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
FILL IN DATE OF PURCHASE
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,
Practical summaries of High/Scope’s history,educational approach, and curriculum
All AboutHigh/Scope
Children “construct”
their own knowledge
through their inter-
actions with the
world and the
people around
them.
4Active
ParticipatoryLearning
© 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
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.
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
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
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
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.
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.
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
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
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,
Practical summaries of High/Scope’s history,educational approach, and curriculum
All AboutHigh/Scope
Children “construct”
their own knowledge
through their inter-
actions with the
world and the
people around
them.
4Active
ParticipatoryLearning
© 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
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.
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
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
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
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.
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.
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
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
Children talk
throughout the
day and share
what is meaningful
and important to
them.
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 4: Active Participatory Learning
ISBN: 978-1-57379-368-1
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.
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
FILL IN DATE OF PURCHASE
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
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
Practical summaries of High/Scope’s history,educational approach, and curriculum
All AboutHigh/Scope
Children learn how
to take responsibility
for themselves and
one another.
5Adult-ChildInteraction
© 2008 High/Scope Educational Research FoundationReproducible by purchase according to terms of license.
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.
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
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
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
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?
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
4
Children develop
thinking and social
skills that apply to
many other situations
in life.
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.
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
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
Practical summaries of High/Scope’s history,educational approach, and curriculum
All AboutHigh/Scope
Children learn how
to take responsibility
for themselves and
one another.
5Adult-ChildInteraction
© 2008 High/Scope Educational Research FoundationReproducible by purchase according to terms of license.
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.
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
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
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
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?
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
4
Children develop
thinking and social
skills that apply to
many other situations
in life.
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.
D1005 • ISBN 978-1-57379-369-8
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 5: Adult-Child Interaction
ISBN: 978-1-57379-369-8
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.
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
FILL IN DATE OF PURCHASE
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.
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
Practical summaries of High/Scope’s history,educational approach, and curriculum
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
© 2008 High/Scope Educational Research FoundationReproducible by purchase according to terms of license.
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.
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
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
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
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.
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
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.
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.
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
Practical summaries of High/Scope’s history,educational approach, and curriculum
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
© 2008 High/Scope Educational Research FoundationReproducible by purchase according to terms of license.
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.
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
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
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
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.
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
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.
D1006 • ISBN 978-1-57379-370-4
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 6: Daily Routine
ISBN: 978-1-57379-370-4
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.
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
FILL IN DATE OF PURCHASE
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.
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
Practical summaries of High/Scope’s history,educational approach, and curriculum
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
© 2008 High/Scope Educational Research FoundationReproducible by purchase according to terms of license.
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.
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
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
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
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
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
During review time
children use language
to organize their ideas,
reflect on their experi-
ences, and share their
discoveries with others.
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.
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.
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
Practical summaries of High/Scope’s history,educational approach, and curriculum
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
© 2008 High/Scope Educational Research FoundationReproducible by purchase according to terms of license.
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.
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
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
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
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
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
During review time
children use language
to organize their ideas,
reflect on their experi-
ences, and share their
discoveries with others.
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.
D1007 • ISBN 978-1-57379-371-1
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 7: Plan-Do-Review
ISBN: 978-1-57379-371-1
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.
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
FILL IN DATE OF PURCHASE
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.
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
Practical summaries of High/Scope’s history,educational approach, and curriculum
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
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
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
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
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.
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
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.
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
• Dictating stories
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
• Counting objects
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
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
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
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.
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
Practical summaries of High/Scope’s history,educational approach, and curriculum
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
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
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
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
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.
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
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.
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
• Dictating stories
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
• Counting objects
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
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
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
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
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 8: Preschool Key Developmental Indicators
ISBN: 978-1-57379-372-8
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.
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
FILL IN DATE OF PURCHASE
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.
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
Practical summaries of High/Scope’s history,educational approach, and curriculum
All AboutHigh/Scope
Conflicts are
valuable learning
opportunities
through which
children can
develop impor-
tant social skills.
9ResolvingConflicts
© 2008 High/Scope Educational Research FoundationReproducible by purchase according to terms of license.
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.
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
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
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
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
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
Steps in Resolving Conflicts
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.
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.
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
Practical summaries of High/Scope’s history,educational approach, and curriculum
All AboutHigh/Scope
Conflicts are
valuable learning
opportunities
through which
children can
develop impor-
tant social skills.
9ResolvingConflicts
© 2008 High/Scope Educational Research FoundationReproducible by purchase according to terms of license.
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.
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
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
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
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
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
Steps in Resolving Conflicts
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.
D1009 • ISBN 978-1-57379-373-5
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 9: Resolving Conflicts
ISBN: 978-1-57379-373-5
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.
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
FILL IN DATE OF PURCHASE
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
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
Practical summaries of High/Scope’s history,educational approach, and curriculum
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
© 2008 High/Scope Educational Research FoundationReproducible by purchase according to terms of license.
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.
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
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
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
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.
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
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.
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
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
Practical summaries of High/Scope’s history,educational approach, and curriculum
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
© 2008 High/Scope Educational Research FoundationReproducible by purchase according to terms of license.
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.
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
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
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
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.
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
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.
D1010 • ISBN 978-1-57379-374-2
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 10: Child and Program Evaluation
ISBN: 978-1-57379-374-2
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.
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
FILL IN DATE OF PURCHASE