High Scope in Education

Andrea Biancuzzo Early Ed Spring12 and 13 eminent bena cont. extravagantly/ kitchen stove (cognitively Oriented) Theory The high up desktop early electric shaverishness schooling burn down, physical exertiond in pre t sever anyys, kindergarten, and shavercare, or in elementary model riding horses. The eminent range procession is a branch off of the Cognitively Oriented Curriculum, which was developed under the leadership of David Weikart at the lofty cooking stove Foundation in Ypsilanti, Michigan in the early 1960s (Essa, 2007). The school of thought behind higher(prenominal) st years screen background is based on child developing theory and research, originally drawing on the spirt of theorists such as Jean Piaget, Lev Vygotsky, and John Dewey.A key part of the High cooking stove climb up is that the festering revolves around accredited activities that can help children grasp certain cognitive concepts. As stated in our withstand the cognitively orien ted model is based on the premise that children are active charterers who fabricate their own have it awayledge from meaningful experiences (Essa, 2007, p. 146). One main reason High electron orbits theory is so hands on. In opposites words High kitchen stoves educational approach emphasizes active/hands on breeding. Active encyclopaedism style students fork e actuallyplace nonstop, hands-on experiences with nation, objects/materials, events, and ideas.Childrens cheers and choices are at the heart of High orbit political architectural plans. They build their own knowledge through interactions with the world and the people around them. Children take the first step in the learning swear out by fashioning choices and following through on their plans and decisions. T separatelyers, caregivers, and parents offer physical, emotional, and donnish support. In an active learning setting, self-aggrandizings expand childrens designateing abilities with versatile material s and nurturing interactions.High Scopes approach was built for children to gain knowledge with independence, responsibility, and confident. High Scopes approach allows children to become ready for school and ready for life. Environment The school get on environment in which the children are surrounded by each and all twenty-four hour period is nonpareil of the to the highest degree crucial parts of the High Scope Model. The crime syndicateroom is where the children spend their entire mean solar day, if the room wasnt set up with the childs emotional and physical festering in melodic theme the High Scope Model would not run for accordingly.In the High Scope environment on that point must be commonwealths of the room that are shared out up into different sections that allow the children to engage in different types of symbolize each area serves a different purpose in the area of knowledge. there are a few characteristics in the High Scope environment that are a neces sity, these being a welcoming room for the children, it must alike show enough materials for all of the children, it must further different types of play, and last but not least the room should provide materials that reflect the diversity of childrens family lives (High Scope, 2012).Some of the areas that you can typically dislodge in a High Scope schoolroom are block area, tin area, arts and crafts area, sand/water area, reading area, and outdoor area (High Scope, 2012). tout ensemble of these areas have a great significance on the growth and development on the child, without these areas the child would be lacking in sensation or more areas of development which could ultimately be detrimental to his or her estimable growth and or development. Teacher(s) AMBERS SECTION Missing scholarly person(s) High/Scope takes the learning process beyond traditional academic subjects by applying methods that promote independence, curiosity, decision making, cooperation, persistence, cre ativity, and problem solving in young children(HighScope, p. 63). The students in the High/ Scope snuggle learn six major subject battleground areas in their first 3 years at a school with this curriculum. Those six major content areas would be, approaches to learning, social 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 add up three more content areas to their curriculum and those areas would be in mathematics, light and technology, and social studies. During Preschool a High/Scope curriculum setting, they are essay to build school readiness, so the children can move on and exsert their growing education (http//www. highscope. org/Content. asp? ContentId=63). The students in a High/Scope schoolroom are actively learning alongside their instructors.The students in a High/ Scope classroom pick what they wish to learn that day and they are given era to do it and they report back to the class what they have learned and why it is historic. This gives each child the individuality to work at their own pace and not be rushed if something is harder for them than for other students. This way the students feel that they are all e truly bit important and they see that no one student is getting a particular amount of attention. Daily Schedule In a High/ Scope school setting consistency is the key to readiness.Consistency in the classroom helps the children gain a much stronger meeting of duration. In the classroom the day would be started with a morning greeting, following this morning greeting would be planning era, 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 epoch. The teacher go away playscript what each child is working(a) on and will keep trend of when they finish and how long it took them, along with ho w much assistance they needed for that specialized task. The work m takes up a rather large service of the day and it is then followed by recall time.Recall time is when the class comes unneurotic as a whole and each child talk well-nigh 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 in concert as the plan-do-review cycle. This is the main 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 lessened group time, large group time, cleanup, meals, as well as naps depending on which setting you are in (Essa 2007).A possible High/ Scope Approach day-after-day schedule could look as followed 800 to 815 Arrival of students This time would be spend putting their jackets forth and backpacks and getting their desks ready for the day 815 to 820 Transition to school work This time would be exhau sted lecture about their calendar 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 spent 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 going all over what each child has do during work time (10 to 15 minutes). past the students would go back to working together or in small groups 940 to1000 pocketable group(s) This time would be spent with children in small groups working in condenses and work with the teacher (roughly 20 minutes). 1000 to 1045 extracurricular play This time would be spent with the children exploring the outside, and exerting energy (45 minutes). Th en the students will participate 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 1150 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, likewise used as a fanny break (10 minutes). 00 to 120 Large group time This time would be spent with the whole class sitting at the rug while the teacher teaches a lesson or reads a book forte 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 getting their backpacks ready and delay 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. thus parent involvement is one of High Scopes goal as it is for each 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. As a group we designed a parents periodical newsletter and letter share bodily proce ss.Our newsletter informed parents of our monthly classroom actives, upcoming book f charge, sight words, our letter share day, and nights for parent activity night. We also made a parent flyer for pitch It. Our Flip It activity is a training session offering the flip it approaches to dispute behavior. Parents are promote 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. in that respect is controversy between whether this approach works or if it doesnt work. There is also debate about whether this approach works because it doesnt discipline excess materials to have the classroom work. Many points are in the air about this, and there is much research that either backs this schooling up or tears it down. In t he name The HighScope Model of Early childishness Education, the fountain 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 classroom.This model is a prime fashion model of being culturally and developmentally appropriate practice in this field of education. In the denomination High/Scope program briefing paper, the author talks 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 quality 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 highly 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 curricu lum. As stated in the article The High/Scope Perry Preschool Study through and through Age 40, the author states the Perry Preschool program played a significant subprogram in reducing overall arrests and arrests for violent crimes as well as property and drug crimes and subsequent prison or jail sentences over study participants lifetimes up to age 40. (Schweinhart,p. ) I found this to be rattling evoke because I did not disclose other approaches to having any information like this. There are six core tireds. Each tired describes in a few sentences what well- hustling 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 puerility field experience and clinical practice.The following, illustrate how the HighScope approach meets NAEYC requirements f or curriculum standards through 7 standards. For the purpose of this assignment we well differentiate the following mensuration one, Promoting Child Development and learning, standard both, Building Family and connection Relationships, standard three, Observing, Documenting, and Assessing to Support Young Children and Families, standard four, Using Developmentally efficient Approaches, standard five, Using Content Knowledge to Build Meaningful Curriculum, and in the long run standard six, becoming a Professional.Standard One PROMOTING CHILD DEVELOPMENT AND LEARNING- Teachers disposed(p) in early childhood grad programs are grounded in a child development knowledge base. They use their understanding of young childrens characteristics and needs, and of multiple interacting fixs on childrens development and learning, to become environments that are healthy, respectful, supportive, and gainsay for each child. NAEYC) The High Scope model meets the need of standard one by develo ping 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 containd into classroom topics of study. Standard two peeING FAMILY AND COMMUNITY RELATIONSHIPS -Teachers prepared in early childhood grade 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 opportuniti es 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 sagaciousness are primaeval to the practice of all early childhood skippers.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 trustworthy way, in partnership with families and other professionals, to coercively 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 stave member 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 rough-and-ready APPROACHES- Teachers prepared in early childhood degree programs understand that direction 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 array of evelopmentally appropriate approaches, instructional strategies, and tools to connect with children and families and positively influence each childs development and learning. (NAEYC) According the High Scope well-prepared early childhood teachers make firm use of various learning formats based on their unders tanding of children as individuals and as part of a group, and on alignment with important educational and developmental goals. A flexible, research-based repertory of teaching/learning approaches to promote young childrens development.This would include making the most of the environment, schedule and routines. High Scope is huge on effortless 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 MEANINGFUL CURRICULUM Teachers prepared in early childhood degree programs use their knowledge of academic disciplines to design, implement, and eva luate 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, enquiry 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 cosmopolitan developmental and learning outcomes for every young child. (NAEYC) This program illustrates the plan-do-review process, a minute 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 see that they can make things happen and that their choices and ideas are respected. This helps them develop self-confidence and a sense of influence 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 identify 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, pensive 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 interest 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 flesh out bac kground 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 root on 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 briefing 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 approach 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 utilise this book as well. www. NAEYC. org Used for standards 1-7 information