High Scope in Education

Andrea Biancuzzo Early Ed Spring12 and 13 naughty cathode-ray oscilloscope cont. spunky/ bena (Cognitively orient) Theory The soaring im eon archean kidhood education ascend, use upd in preschools, kindergarten, and kidc be, or in elementary school settings. The High scene approach is a branch mutilate of the Cognitively Oriented Curriculum, which was developed under the leadership of David Weikart at the High Scope Foundation in Ypsilocal ara networkti, Michigan in the early 1960s (Essa, 2007). The philosophy behind High Scope is found on child maturement theory and research, origin every last(predicate)y drawing on the prevail of theorists such as Jean Piaget, Lev Vygotsky, and John Dewey.A break partly of the High Scope approach is that the development revolves around certain activities that can abet children get certain cognitive concepts. As stated in our intelligence the cognitively oriented instance is found on the premise that children atomic numbe r 18 active learners who construct their own friendship from meaningful controls (Essa, 2007, p. 146). One master(prenominal) reason High Scopes theory is so hands on. In others words High Scopes educational approach emphasizes active/hands on learnedness. Active learning means students wipe out nonstop, active experiences with muckle, objects/materials, events, and ideas.Childrens inte lodge ins and choices are at the heart of High Scope programs. They build their own knowledge through interactions with the world and the people around them. Children take the first step in the learning process by devising choices and next through on their plans and decisions. T to each oneers, caregivers, and parents offer somatogenetic, emotional, and academician jut out. In an active learning setting, adults expand childrens view abilities with diverse materials and nurturing interactions.High Scopes approach was built for children to get through knowledge with independence, responsi bility, and confident. High Scopes approach allow fors children to occasion ready for school and ready for life. Environment The classroom environment in which the children are surrounded by each and e rattling mean solar day is one of the most crucial split of the High Scope Model. The classroom is where the children spend their entire day, if the room wasnt set up with the childs emotional and physical development in mind the High Scope Model would not work accordingly.In the High Scope environment there must be areas of the room that are divided up into incompatible sections that allow the children to engage in different types of play each area take to hearts a different purpose in the area of development. at that place are a few characteristics in the High Scope environment that are a necessity, these being a welcoming room for the children, it must in every case provide enough materials for all of the children, it must encourage different types of play, and last but not least the room should provide materials that resile the diversity of childrens family lives (High Scope, 2012).Some of the areas that you can typically find in a High Scope classroom are block area, house area, arts and crafts area, sand/water area, reading area, and outdoor area (High Scope, 2012). each(prenominal) of these areas have a great significance on the growth and development on the child, without these areas the child would be lacking in one or more areas of development which could ultimately be detrimental to his or her healthy growth and or development. Teacher(s) AMBERS SECTION Missing Student(s) High/Scope takes the learning process beyond traditional academic subjects by applying methods that promote independence, curiosity, decision making, cooperation, persistence, creativity, and problem solving in young children(HighScope, p. 63). The students in the High/ Scope Approach learn sextette major content areas in their first 3 years at a school with this broadcast . Those six major content areas would be, approaches to learning, tender and emotional development, physical development and health, communication, language and literacy, cognitive development, and lastly creative arts.As the children progress and enter Preschool they summarise three more content areas to their curriculum and those areas would be in mathematics, science and technology, and social studies. During Preschool a High/Scope curriculum setting, they are trying to build school readiness, so the children can move on and continue their growing education (http//www. highscope. org/Content. asp? ContentId=63). The students in a High/Scope classroom are actively learning alongside their teachers.The students in a High/ Scope classroom set up what they lack to learn that day and they are given clock period to do it and they report spikelet to the class what they have learned and why it is authorized. This gives each child the individuality to work at their own pace and no t be rushed if something is harder for them than for other students. This way the students feel that they are all as important and they enchant that no one student is acquire a particular amount of attention. day-by-day Schedule In a High/ Scope school setting consistency is the key to readiness.Consistency in the classroom helps the children gain a much(prenominal) stronger appreciation of conviction. In the classroom the day would be started with a morning greeting, by-line this morning greeting would be planning time, which is when the teacher walks around the class and asks the students to pick out something that they fate to work on throughout their work time. The teacher will record what each child is working on and will keep track of when they finish and how long it took them, along with how much assistance they needed for that specific task. The work time takes up a rather large portion of the day and it is then followed by recall time.Recall time is when the class comes together as a total and each child talk round what they have worked on for the day as well as what they have learned. These three concepts, planning time, work time, and recall time, are known together as the plan-do-review cycle. This is the important and the most important part of the day in a High/Scope classroom. Other parts of the day that arent as important yet are still important would be shrimpy congregation time, large group time, cleanup, meals, as well as naps depending on which setting you are in (Essa 2007).A possible High/ Scope Approach daily schedule could look as followed 800 to 815 Arrival of students This time would be spend putting their jackets away and backpacks and getting their desks ready for the day 815 to 820 Transition to school work This time would be played out talking about their weekend or the day before, what they did and letting them talk to each other. This time would be known as the plan-do-review cycle 820 to 835 Planning time This time would be worn-out(a) by each child picking out what they want to work on during work time (10 to 15 minutes). 835 to 925 Work time This time would be played out with the children working on their materials while the teacher goes around and provides assistance if needed (45 to 60 minutes). 925 to 940 Recall time This time would be spent reviewing and expiration over what each child has done during work time (10 to 15 minutes). Then the students would go back to working together or in small groups 940 to1000 Small group(s) This time would be spent with children in small groups working in centers and work with the teacher (roughly 20 minutes). 1000 to 1045 Outside play This time would be spent with the children exploring the outside, and exerting energy (45 minutes). Then the students will act in another plan-do-review cycle 1045 to 1100 Planning time This time would be spent by each child picking out what they want to work on during work time (10 to 15 minutes). 1100 to 11 50 Work time This time would be spent with the children working on their materials while the teacher goes around and provides assistance if needed (45 to 60 minutes). 1150 to 1205 Recall time This time would be spent reviewing and going over what each child has done during work time (10 to 15 minutes). Then the children will have time to eat and rest up a bit 1205 to 1250 Lunch time This time would be spent setting up and the distribution of lunch, and the children eating (45 minutes). 1250 to 100 Rest time This time would be spent resting and relaxing after lunch, also used as a flush toilet break (10 minutes). 00 to 120 Large group time This time would be spent with the unharmed class academic term at the rug while the teacher teaches a lesson or reads a book aloud to the class (20 minutes). 120 to 205 Outside play This time would be spent with the children exploring the outside, and exerting energy (45 minutes). 205 to 215 Student dismissal This time would be spent getti ng their backpacks ready and waiting for their buddies to pick them up and take them to their bus (10 minutes). 215 to 255 Team planning This time would be spent creating a lesson plan for the next day and what we lan to teach within the week (40 minutes). Parent Involvement As educators it is important to involve parents with the education of their children. consequently parent involvement is one of High Scopes goal as it is for any approach. High/Scope provides parents with ternary opportunities to become involved in their childs program, whether they volunteer in the classroom, serve on policy-making and/or advisory committees, contribute to a parent newsletter, or attend meetings and workshops. As a group we designed a parents monthly newsletter and letter share activity.Our newsletter inform parents of our monthly classroom actives, upcoming book fair, sight words, our letter share day, and nights for parent activity night. We also made a parent flyer for Flip It. Our Flip It activity is a training sitting offering the flip it approaches to challenging behavior. Parents are encouraged to participate in program activities with children or trainings offered by the teachers. To stress the importance of parent involvement, parents are often invited or encouraged to participate in a variety of activities with children. Evaluation of the ModelThe High/ Scope Approach has been portrayed in many different ways. There is controversy between whether this approach works or if it doesnt work. There is also view about whether this approach works because it doesnt contain excess materials to make the classroom work. Many points are in the air about this, and there is much research that either backs this knowledge up or tears it down. In the bind The HighScope Model of Early Childhood Education, the author states that this specific approach doesnt need one to go out and buy specific materials to make the classroom work, as in other approaches like a Montessori c lassroom.This model is a prime example of being culturally and developmentally appropriate practice in this field of education. In the article High/Scope program apprise paper, the author dialogue and compares this approach with the EPPE and the Galinsky analysis that they came up with. The EPPE and the Galinsky analysis states High/Scope evidences all of the elements of the character reference early childishness programs that have been identified. (Cahir, p. 8) This is important because they are stating that this program is a well round and passing educational approach.The program that the High/ Scope Approach was originally intended for has proven that there is a decrease in the amount of crimes, that have become of the students that had this curriculum. As stated in the article The High/Scope Perry Preschool Study Through Age 40, the author states the Perry Preschool program played a significant aim in reducing overall arrests and arrests for violent crimes as well as prope rty and drug crimes and subsequent prison or jail sentences over study participants lifetimes up to age 40. (Schweinhart,p. ) I found this to be very evokeing because I did not find other approaches to having any information like this. There are six core standards. Each standard describes in a few sentences what well- wide-awake teachers should know and be able to do. It is important to note, that the standard is not just that candidates know something about child development and learning, the expectations are more specific and complex than that. A seventh programmatic standard describes requirements for early childhood field experience and clinical practice.The following, illustrate how the HighScope approach meets NAEYC requirements for curriculum standards through 7 standards. For the purpose of this assignment we well get it on the following warning one, Promoting Child Development and learning, standard two, Building Family and Community Relationships, standard three, Observ ing, Documenting, and Assessing to Support newfangled Children and Families, standard four, Using Developmentally Effective Approaches, standard five, Using Content Knowledge to Build important Curriculum, and finally standard six, becoming a Professional.Standard One PROMOTING CHILD DEVELOPMENT AND LEARNING- Teachers prepared in early childhood degree programs are grounded in a child development knowledge base. They use their disposition of young childrens characteristics and needs, and of multiple interacting influences on childrens development and learning, to create environments that are healthy, respectful, supportive, and challenging for each child. NAEYC) The High Scope model meets the need of standard one by developing hands on learning and by creating. The High Scope curriculum also guides teachers to plan for childrens engagement in play (including dramatic play and blocks) that is integrated into classroom topics of study. Standard two BUILDING FAMILY AND COMMUNITY REL ATIONSHIPS -Teachers prepared in early childhood degree programs understand that successful early childhood education depends upon partnerships with childrens families and communities.They know about, understand, and value the importance and complex characteristics of childrens families and communities. They use this understanding to create respectful, reciprocal relationships that support and empower families, and to involve all families in their childrens development and learning. (NAEYC) High Scope suggests as educators it is important to involve parents with the education of their children. Therefore parent involvement is one of High Scopes goal as it is for any approach.High/Scope provides parents with multiple opportunities to become involved in their childs program, whether they volunteer in the classroom, serve on policy-making and/or advisory committees, contribute to a parent newsletter, or attend meetings and workshops. Standard three OBSERVING, DOCUMENTING, AND ASSESSING TO SUPPORT YOUNG CHILDREN AND FAMILIES Teachers prepared in early childhood degree programs understand that child observation, documentation, and other forms of assessment are central to the practice of all early childhood professionals.They know about and understand the goals, benefits, and uses of assessment. They know about and use systematic observations, documentation, and other effective assessment strategies in a responsible way, in partnership with families and other professionals, to positively influence the development of every child. (NAEYC) The High Scope The curriculum guides teachers to integrate assessment information with curriculum goals to support individualized learning. A staff genus Phallus regularly uses a child observation measure of proven reliability and validity to assess childrens developmental progress.High Scope also supports documentation as an assessment. Standard four USING DEVELOPMENTALLY powerful APPROACHES- Teachers prepared in early childhood degree programs understand that teaching and learning with young children is a complex enterprise, and its details vary depending on childrens ages, characteristics, and the settings within which teaching and learning occur. They understand and use positive relationships and supportive interactions as the foundation for their work with young children and families. Candidates know, understand, and use a wide lay out of evelopmentally appropriate approaches, instructional strategies, and tools to connect with children and families and positively influence each childs development and learning. (NAEYC) tally the High Scope well-prepared early childhood teachers make firm use of various learning formats found on their understanding of children as individuals and as part of a group, and on alignment with important educational and developmental goals. A flexible, research-based repertoire of teaching/learning approaches to promote young childrens development.This would include making th e most of the environment, schedule and routines. High Scope is huge on daily schedule and routines. In a High/ Scope school setting consistency is the key to readiness. Consistency in the classroom helps the children gain a much stronger understanding of time. In the classroom the day would be started with a morning greeting, following this morning greeting would be planning time, which is when the teacher walks around the class and asks the students to pick out something that they want to work on throughout their work time.Standard five USING CONTENT KNOWLEDGE TO BUILD pregnant CURRICULUM Teachers prepared in early childhood degree programs use their knowledge of academic disciplines to design, implement, and try experiences that promote positive development and learning for each and every young child. Candidates understand the importance of developmental domains and academic (or content) disciplines in early childhood curriculum. They know the essential concepts, inquiry tools , and structure of content areas, including academic subjects, and can identify resources to deepen their understanding.Candidates use their own knowledge and other resources to design, implement, and evaluate meaningful, challenging curriculum that promotes comprehensive developmental and learning outcomes for every young child. (NAEYC) This program illustrates the plan-do-review process, a critical and unique part of the HighScope Curriculum that builds on childrens interests and intrinsic motivation. During plan-do-review, children learn to take initiative, solve problems, work with others, and accomplish their goals.In doing so, children cover that they can make things happen and that their choices and ideas are respected. This helps them develop self-confidence and a sense of control and independence. High Scope also implemented discipline areas in learning goals, art and music, etc. Standard six BECOMING A PROFESSIONAL- Teachers prepared in early childhood degree programs id entify and conduct themselves as members of the early childhood profession. They know and use ethical guidelines and other professional standards related to early childhood practice.They are continuous, collaborative learners who demonstrate knowledgeable, reflective and critical perspectives on their work, making informed decisions that integrate knowledge from a variety of sources. They are informed advocates for sound educational practices and policies. (NAEYC) Teachers are responsible for planning lessons that help students learn through hands-on activities and experiences. The teacher in a high scope classroom should be encouraging adult to child interaction as well as facilitating learning through the students exploration.For example, sitting down with children at the block area and encouraging children to find out what happens when the stack gets too high, or what happens when you put a small block on the bottom and large on the top. Teachers should develop lessons that inter est the students that way students are motivated to explore and learn in that particuluar setting In conclusion, The High Scope curriculum focuses on the ability of children to actively learn. Students are encourgaed to learn by engaging in hands-on experiences as well as interacting with adults, other children, materials, and events.Students are also at the center of planning. Teachers plan activities based on student interest and there is a schedule of the day so students know what to anticipate. Annotated Bibliography/References Schweinhart, L. (2010). The highscope model of early childhood education. HighScope Educational Research Foundation, Ypsilanti, Michigan 1-19. This article gives you a great detailed circumstance of the High/ Scope Approach, which I found very helpful when looking for research. This article also talks about the role of teachers, the daily routine, as well as the role of parents and the community.I would highly recommend this article for use. Weikart, D. (2010). The youth program quality intervention (YPQI) study. Retrieved from http//www. cypq. org/products_and_services/research This article gives one a better understanding of the YPQI program and how it is related to the High/ Scope approach that we are talking about. This isnt one that I would highly recommend but it is not bad. Stone, R. (1997-2012). High/scope educating children for life. Retrieved from http//www. communityplaythings. co. uk/resources/articles/high-scope. tml This website was very interesting because it is based off of a classroom that follows the High/ Scope Approach to education. You could see a lot of information and how it personally worked for them. I think this is a great website and I would recommend it. Cahir, p. (2008). High/scope program apprize paper. Early Childhood Australia INC, 1-15. I would recommend this paper because it is very interesting because it is from Australia, and it was very interesting to see how different their educational approa ch would be from ours and it isnt that different.Schweinhart, L. (n. d). The high/scope perry preschool study through age 40. High/Scope Educational Research Foundation, 1-21. I found this article to be very useful, the information and how it was laid out made it very easy to maneuver. I would highly recommend this article. This information that is contained in this article will help your opinion for this particular approach. http//www. highscope. org/ This was by far the most helpful resource for this paper, this website has a ton of information in all the different areas.It was very easy to navigate and I would highly recommend the use of this site. Essa, E. (2007). Introduction to early childhood education, annotated students edition,sixith edition. University of Nevada, Reno Wadsworth Cengage Learning. This book was very help in finding information on this approach. It also had information to compare and contrast all the other approaches and it was easy to find all that needed to be looked at. I would highly recommend employ this book as well. www. NAEYC. org Used for standards 1-7 information