1. By Charlotte Meaden, Faye Humby, Kerry Hayward, Sarah Baker and Toni-Marie McCarrick

2. High/Scope
High/Scope is an approach that was initially developed by Dr David Weikart in 1962, to serve children at risk of school failure in Michigan, USA.
“Staff encourage children to become decision-makers and problem-solvers, helping them to develop skills and traits that enable them to become successful students.” (Pound, 2005, p. 56)
The curriculum model is now used in more than 20 countries including UK, Ireland and Mexico.
Pound, L (2005) How children learn, Leamington Spa: Step forward publishing.

3. Research was carried out called the “High/Scope Perry Pre-school project.” This was to evaluate if early intervention was the solution, from the research it was concluded that this was. From here the High/Scope approach was implemented into nurseries.
The Perry pre-school project ran for 5 years and was a longitudinal study, following up the lives of the children who went to the nurseries. One group of children were enrolled on a pre-school course whilst the other group had no education before they went to school.
“The original project was one of the early attempts to
translate Piaget’s theory into practice with each aspect of
the work theoretically grounded and thoroughly evaluated.”
(Bredekamp, 1998, p. 27)

4. 5+ arrests
$2000+
Own home
Graduate
Hohmann, M and Weikart, D (1995) Educating young children, Michigan: High/Scope press.

5. Key dates
: High/Scope Perry pre-school project began with the first group of 123 children.
1984: Publication of Changed lives: the effects of the Perry Pre-school program on youth through age 19.
1990: High/Scope UK, the first institute outside the US.
2004: Publication of Lifetime effects: The High/Scope Perry Pre-school study through age 40.
Pound, L (2005) How children learn, Leamington Spa: Step forward publishing.

6. Every child is unique and their self-confidence needs to be enhanced by building on what they can do already
The power to learn resides in the child
View of childhood
Children learn through their own actions and interactions
Independenceis promoted
Children and adults think differently
Children need to take care of their own needs
Hohmann, M and Weikart, D (1995) Educating young children, Michigan: High/Scope press.

7. http://www. high-scope. org. uk/hs_code/about_us/approach
(Accessed on 13/11/07)

8. The Daily Routine
Planning time (10–15 minutes) Work time (45–60 minutes; includes cleanup time at the end) Recall time (10–15 minutes) Small-group time (15–20 minutes) Large-group time (10–15 minutes) Outside time (30–40 minutes) Transition times (including arrival and departure) (variable) Eating and rest times (variable) Adult team planning time (20–40 minutes)
(Accessed 16/11/2007)

9. Key Activity Concept
High/Scope activities are focused around active learning using the senses and imagination as well as adult interaction.
Children are also encouraged to choose their own activities to do and use them however they would wish to. It is important therefore, that the equipment to be age appropriate and for the supervising adults to observe for the children's wellbeing.

10. Activities Problem Solving using puzzles Mixing Paint Play dough
Adding food colouring to water
Activities
Role play
Material work
Wood work (sawing and drilling holes with adult supervision)
Blowing bubbles
Printing and creating masks on the computer
Making paper chains
“Children learn best through active experiences with people, materials, events and ideas” (Jackman, 2004, p. 27)

11. Classroom Plan Mat Labelled play equipment Cooking corner Play dough
“Children should be agents in their own learning, therefore the organisation of space, materials and people must support independent learning.” (Brown, 1990, p. 11)
Labelled play equipment
Cooking corner
Mat
Play dough
Sand and
Water activities
Role Play
Writing and drawing

12. “One of the hallmarks of programs based on active learning is the many opportunities they provide for children to make choices” (Hohmann et al, 1995, p. 25)
“The eight key experiences relate directly to Piaget’s areas of cognition.” (MacNaughton, 2003, p. 96)
“Through exploration, children answer their own questions and satisfy their curiosity” (Hohmann et al, 1995, p. 25)
Quotes
“The active learning process involves all the senses” (Hohmann et al, 1995, p. 25)

13. High/Scope philosophies
Other theorists
Plan do review
Piaget’s active learning
Communicating perceptions through creativity
Gardner’s multiple intelligences.
Adults support and play with children
Vygotsky ZPD
Children should have control over their own learning
Smilansky’s roles of planning
Learning through talk
Bruner’s scaffolding

14. “Through active learning-having direct and immediate experiences and deriving meaning from them through reflection-young children make sense of their world.” (Pound, 2005, p. 57)
Scaffolding is the “process of giving support to learners at the appropriate time and at the appropriate level of sophistication to meet the needs of the individual.” (Pritchard, 2005, p. 31)

15. High/Scopes’ view of Play
Play vigorously and quietly
Children should interact with peers and adults
Experiences
Various activities
Repetitive and new challenges

16. In the Classroom Adults organise play into specific areas
Sand and Water Play
Role Play
Drawing and Painting
Wide variety of materials
Easily accessible

18. Supporting Play
Play in a supportive climate in involves all the ingredients of active learning.
Materials
Choice
Language
Awareness of others

19. Plan-do-review
plan activity, carry out and reflect
set process in motion
review experiences
small group time
large group time

20. “To capture and build on children’s natural enthusiasms, adults put themselves in children’s hands as often as possible. They follow children’s directions; willingly assume the pretend roles assigned to them by children (“Your leg is broken, but I’m a doctor so I’ll fix it”) and play games according to the child’s rules.” (Hohmann et al, 1995, p. 53)

21. Planning leads to involvement and concentration on play
Planning and Play
Planning supports the development of complex play

22. COMPLEX PLAY SIMPLE PLAY
Creative, imaginative and productive
Cognitively complex
Structured and working towards a goal
Learning a new skill, or trying to improve an old one
Conducted with care and mental effort
SIMPLE PLAY
Familiar routine, repetitive, unproductive
Cognitively unsophisticated
Performed with no planning or purposefulness
Without structure and with out a goal
Conducted with little mental effort and little care
Hohmann, M and Weikart, D (1995) Educating young children, Michigan: High/Scope press, p. 177.

23. Assessment
gather accurate information about children
observing
daily planning sessions

24. Encouraging Independence
Space and time
Children’s intentions
Children’s thinking
‘Active learning depends on positive adult
child interactions’ (Hohmann et al, 1995, p. 6)
Conduct home visits

25. Does the High/Scope approach really work?
The “Overall conclusion from research is that
children across cultural and socio-economic
backgrounds and of varying abilities benefit from
the High/Scope Approach. This should be seen as
an investment in a child's future life chances and
as an investment in the future well-being of
Society”
=291 (Accessed on 13/11/2007)

26. Bibliography
Bredekamp, S (1998) “The contribution of High/Scope to early childhood education in the United states” Early years 18 (2) pp
Brown, M (1990) The High/Scope approach to the National Curriculum – An introduction, London: High/Scope Institute.
Hohmann, M and Weikart, D (1995) Educating young children, Michigan: High/Scope press.
Jackman, H (2004) Early Curriculum: A Childs Connection to the World, USA: Thomson Delmar learning.
MacNaughton, G (2003) Shaping Early Childhood, Bershire, McGraw-Hill
Pound, L (2005) How children learn, Leamington Spa: Step forward publishing.
Pritchard, A (2005) Ways of learning, Oxon: David Fulton publishers
Head start and High/scope, (Accessed on 13/11/07)
The High/scope approach, (Accessed on 13/11/07)
(Accessed on 13/11/2007)
Daily Routine, (Accessed 16/11/2007)