High scope education approach was developed based on the Piaget intellectual development theory. Therefore, the approach to education focuses on the individuality of the student as opposed to the collective approach. The students are supposed to learn realistically through experience as opposed to the impartation of knowledge through repeated reciting. The experiences in the classroom focusing on the approach are based on the stages of development in which the children are (Chambers, Cheung, & Slavin, 2015). The approach to learning places more emphasis on the constructive process of learning needed to increase the intellectual imagination as well as the social skills. Since its development, the approach has been used to create the sense of community while retaining the individual traits that the child has.
High scope was developed around the three main principles. One of the principles is active participation whereby the children are allowed to choose and organize the learning activity. As opposed to the Montessori approach to learning, high scope identifies the children as vital decision makers who have to be included in all activities (Keskin, 2016). Participation also exists in the different areas of the class. The teachers often play the observation role only. Therefore, the students can follow the schedule set by the teacher and come up with more effective ways of conducting the different learning activities. Participation also extends to selection, and evaluation of the activities to be undertaken.
The second principle on which high scope is built is the planning role. The teaching staff has the responsibility to plan the daily events and allow the children to follow them. Therefore, the teachers are not removed from the activities in the classroom (Hahn, et al., 2016). Instead of sticking to a static approach to teaching, the teachers often take up the role of observers. As the students are involved in the different activities, the teachers can observe the individual traits. This is absent in the traditional approaches towards learning since the teachers often have the responsibility of meeting some goals (Keskin, 2016). While the teachers are supposed to be observing the students as they go about the activities, the planning has to meet the developmentally based curriculum model. Therefore, the teachers have the set model to follow when they are planning their days to suffice the learning and developmental needs of the students.
The third fundamental principle of the high scope model of learning is the creation of sequenced goals that have to meet the standards set by the high scope educational research foundation. Therefore, the teachers have the responsibility of developing a set of goals for the individual students and a group as whole. Instead of creating the goals that are different and depends on the group, each developmental goal for the children differ. Therefore, in a group of children, there will be different levels of goal achievement.
Goals Of The Approach
The mission of the high scope approach is to develop a variety of skills that will be used later in the learning process. The students learn life skills such as problem solving and interpersonal skills therefore, the students tend to be well rounded before they have attained the school going age. The life skills that each student learns in the high scope approach are vital since they increase the chances of the students developing better understanding of the rapidly changing environment.
The high scope approach to education also has the effective role of encouraging the initiative among students. The provision of different materials in the set learning centers allows the children the opportunity of learning more about their interests. Often, the teachers do not dictate which activity the students are supposed to be engaged in at a given time (Keskin, 2016). As long as the daily plan indicates a different a certain activity time, the students can chose from the various activities (Hahn, et al., 2016). For instance, if the daily planner indicates that the session is meant to be used for artwork, the students can elect to engage in different activities such that there is a level of autonomy even when the time has been dedicated to a given opportunity. Initiative is a vital skill in education and life too. The students learn how to take initiative in their learning such that they are capable of identifying and following the activities that they enjoy the most.
The high scope approach to education also has the advantage of creating the framework for the individual student guidance from the teachers (Keskin, 2016). As opposed to group activities that are encouraged in the alternative approaches to learning, the high scope approach increases the individual assessment. When a student selects a given activity, the teacher has to assess him or her based on the selected activity. Individual needs of the children are identified from the onset and can be groomed. Special areas are also noted leading to better learning once the students move to the kindergarten level. The approach also encourages the sequenced learning goals.
The teachers have a vital role in the high scope learning even though the learning experience may be deemed slightly different from the traditional approach. In the high scope approach, the role of the teacher in the instructional activities is the selection of the sequenced material and the encouragement of a problem solving approach to education (Chambers, Cheung, & Slavin, 2015). The collaborative and constructive efforts of the students result in better learning outcomes. Essentially, the above arrangement leads to the encouragement of the individual goal selection while achieving the developmentally sequenced learning goals.
In high scope learning environment, the teachers are collaborators and not distinct individuals with a seat placed in front of the class. The class is often divided into different learning centers. The centers are not limited to the inside of the classroom since for some schools, the students can move outside for new lessons. The class has a common area where the day starts (Keskin, 2016). The common area is often used to address the class before and after the school day. Teachers sit with the students in the common area and create the day plan through an interactive process. The teachers also move around the working centers observing the students as they engage in different activities.
Typical class arrangement in high scope learning consists of at least three interest areas. The interest areas are used for the creation of the individual choices (Hahn, et al., 2016). Since class has approximately fifteen students, the interest areas will have at least three students. As the students interest within their interest areas, they can assist each other hence developing interpersonal and leadership skills (Nguyen, 2014).
The classes also have a centralized placement of materials and equipment. Even though each interest areas could have specialized equipment and tools, the common location areas within the interest areas is manifested (Keskin, 2016). In this case, the students have a certain routine that they follow. When there is a routine, the teacher does not have to direct the students hence fostering more independence. The level of independence in the high scope-learning environment is instrumental in the development of self-direction later in life.
Often, the centers are not static. A class could have different centers from another class even though they are in the same level (Chambers, Cheung, & Slavin, 2015). The reason behind the witnessed differences is the individuality of the teachers and the factors that he or she may have to consider (Callum, 2015). However, the typical considerations when setting the interest centers are the individual interests of the children, the ability to create an active involvement in the seriations, spatial relationships, classifications and time relations. The teacher also has to consider the reinforcement of the knowledge gained in the classroom through fictional use of the concepts. The above arrangement considerations are essentially the implementation of the individual program’s philosophy (Izadpanah & Günçe, 2014). Therefore, the classrooms where the high scope approach is applied have a typical outlook.
Daily Schedule
The daily schedule is created with the children in mind. One of the considerations is the level of development that the children have. Daily schedules also include the plan-do-review stage that is used for the assessment of the children conceptual skills (Keskin, 2016). More importantly, daily schedules are consistent and ensure that the transitions from each activity are as few as possible. The plan-do-review section of the class time is an important element in the program. Plan do review focuses on the creation of plan for action, the implementation of the plan in the different work centers and the collaborative review.
The teachers continue assessing the students without creating the formal sense that the students are under assessment. The teachers often keep updated notes on each child. The notes are instrumental in that they help them understand the child and any changes that he or she may have posted (Chambers, Cheung, & Slavin, 2015). Observations are made on the changes in behavior, the statements uttered and the things that help them increase their understanding of the students. Sometimes the teacher has to correlate the observed behavior and the internal environment in the child’s home life.
Often the teachers use notes to record the key experiences of the individual child. They also develop a portfolio that they keep updating (Keskin, 2016). The notes can be made at any point in the day. However, the portfolio is recorded and updated at the end of a certain observation period.
Importance of a Daily Routine
Active learning forms a major premise of the high scope learning approach. Instead of the students being instructed directly by the teachers they generally divide their day into few stages. The stages generally follow the plan-do-review approach (Izadpanah & Günçe, 2014). The start of the day is filled with planning (Hahn, et al., 2016). Planning time is a structured way of interaction between the teacher and the students. The children can express themselves to the teacher as individuals. This setting is important in that increases the students’ understanding of the independence and are always aware of what they want to do (Chambers, Cheung, & Slavin, 2015). The planning time also leads to the development of more purpose and independence. The planning stage is filled with the deliberation about the day. In this case, the teacher encourages the student to clarify their ideas of the day before that progress.
Individual discussion of the day accords the teacher an opportunity to learn more about the student. It also creates the feeling of independence whereby the student’s voice out their concerns and seeks more guidance from the teachers. The reflections are therefore beneficial to both the teachers and children (Keskin, 2016). Planning time reinforces the student’s ideas and they are usually more condiment when they embark on their respective projects.
The second aspect of the plan-do-review setting is the key experiences. The teachers have the responsibility of encouraging the children interests and engagement in activities that take place in an organized environment (Chambers, Cheung, & Slavin, 2015). The teachers have the responsibility of defining the key experiences that may have a role in the development of the emerging abilities in all the students. In most cases, the children define their own key experiences in others; the children have to be assisted by the teachers in the development of their abilities.
The next stage in the plan, do review day is the work time. The work time is often the longest time of the day since the students are involved in the development of their key interests. The students have the freedom to select their interest. However, they have to stick to the plan that they had created earlier (Keskin, 2016). At the end of the work time, the children have to do a cleanup. Clean up involves returning the materials and unfinished projects back to their respective storage areas. Clean up encourages the sense of responsibility. It also leads to the creation of the routine. Finally, there is the recall time, which marks the end of the day. Recall time encourages review of the day and activities.
Review and Conclusion
High scope planning is an ideal approach to preschool education. In addition to the creation of independence, the program increases the inclusiveness in the class while developing life skills (Izadpanah & Günçe, 2014). The main advantage of the program is that is encourages learning by doing. The approach has been documented and researched with each documentation indicating the high level of success.
References
Chambers, B., Cheung, A., & Slavin, R. E. (2015). Literacy and language outcomes of balanced and developmental approaches to early childhood education: A systematic review. Manuscript submitted for publication.
Callum, K. (2015). Karen Callum (Preschool Sample Lesson Plan). YouTube. Retrieved 7 July 2016, from https://www.youtube.com/watch?v=hA7rJKF12VM&feature=youtu.be
Hahn, R. A., Barnett, W. S., Knopf, J. A., Truman, B. I., Johnson, R. L., Fielding, J. E., & Hunt, P. C. (2016). Early childhood education to promote health equity: a community guide systematic review. Journal of public health management and practice: JPHMP.
Izadpanah, S., & Günçe, K. (2014). Integration of educational methods and physical settings: design guidelines for High/Scope methodology in pre-schools. South African Journal of Education, 34(2), 01-17.
Keskin, B. (2016). Recent coverage of early childhood education approaches in open access early childhood journals. Early Child Development and Care, 1-15.
Nguyen, H. (2014). High scope ECE 1A DONE. YouTube. Retrieved 7 July 2016, from https://www.youtube.com/watch?v=PJ3TWHvLMvE
