Early Childhood Education HighScope Educational Approach Of all the various educational approaches today, deciding on an approach to pursue for your child can be a daunting task. LittleLearner strives to provide parents and teachers with all the pertinent information on all the latest developments and methodologies in Early Childhood Education. The approach is state specific although it has now spread to other countries as interest in the theory has grown.
Origin[ edit ] As director of special services in the YpsilantiMichigan public school district, David Weikart became increasingly interested in the academic performance of a number of at-risk children from poor neighborhoods.
He found that these students tend to do poorly on district-wide, standardized tests and also receive low scores in IQ assessments. Weikart brought together, and collaborated with, a committee of elementary education leaders that included Perry School's Charles Eugene BeattyMichigan's first African-American principal.
Known as the Perry Preschool Projectmembers discussed possible changes to teaching methods and curriculum choices. Even though they did not expect to radically change Ypsilanti's teaching core which mostly workedthey explored why it seemingly failed a certain population of students.
While searching for better teaching methods and programs, Weikart now also part of a special services committee tackling the same issuezeroed in on programs for three- and four-year-olds.
Outside the normal organization of the school district, Weikart hired four teachers and began operation of a preschool at Perry Elementary School. They wanted a program that: Effectiveness of the program[ edit ] The HighScope Perry Preschool Project was evaluated in a randomized controlled trial of children 58 were randomly assigned to a treatment group that received the program and a control group of 65 children that did not.
Prior to the program, the preschool and control groups were equivalent in measures of intellectual performance and demographic characteristics.
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After the program the educational and life outcomes for the children receiving the program were much superior to outcomes for the children not receiving the program. Many of the program outcomes were significant or approaching significance.
At age 27 follow-up Completed an average of almost 1 full year more of schooling Active learning means students have direct, hands-on experiences with people, objects, events, and ideas. Children's interests and choices are at the heart of the HighScope programs. They construct their own knowledge through interactions with the world and the people around them.
In active learning settings, adults expand children's thinking with diverse materials and nurturing interactions. Children are able to access all facilities independently as well as take some responsibility for use of these areas. Daily routine HighScope classrooms follow a predictable sequence of events called the daily routine.
The daily routine in a HighScope classroom includes plan-do-review, small and large-group times, outside time, transition times, and eating and resting times.
Children first plan what materials they want to work with, what they want to do, and whom they want to do it with this can be done formally or informally in small groups. Once they have made a plan, however vague, of what they want to do, they can go and do it.
Then, after this chosen worktime, the children discuss what they did and whether it was the same as, or different from, what they had planned. Adult-child interaction Shared control between adults and children is central to the HighScope Curriculum. In addition to sharing control, adults in a HighScope classroom participate in children's play, converse as partners with them, focus on children's strengths and offer them support, and encourage children's problem solving.
Within these content areas are 58 key developmental indicators KDIs. The KDIs are statements of observable behaviors that define the important learning areas for young children. HighScope teachers keep these indicators in mind when they set up the learning environment and plan activities.
HighScope teachers record daily anecdotes describing what children do and say. Several times a year, teachers review these anecdotes and rate each child using an assessment tool that is organized into six areas of development.
These scores help the teachers design developmentally appropriate learning opportunities and can be used to explain children's progress during conferences.
Approach the situation calmly. Observe the situation, approach the children with a calm voice, and sit with them on the floor. Stop any hurtful behavior if necessary. Describe the feeling you observe and the details of what you see.
Ask open-ended questions, directing your questions to one child, then another. Based on what the children say, clarify the problem and check your statement with the children.
Ask for ideas for solutions and choose one together. Encourage children to talk to each other. Be prepared to give suggestions. When children arrive at a solution, restate it and check with them to make sure they are in agreement.Our rich history, extensive research, child-focused curriculum, assessments, supporting resources tools, and professional learning shape the HighScope philosophy that gives young children the very best chance at long-term success.
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HighScope teachers keep these indicators in mind when they set up the learning environment and plan activities. [non-primary source needed] Assessment; HighScope assesses children's development with comprehensive observations.
HighScope teachers record daily .