OutlineOutline

• Saliha- Theoritical & Historical Background

• Azize & Songül- High Scope Circle• Jale- Different Activities• Münteha- Teaching Methods Used in

High Scope Classrooms

HISTORICAL BACKGROUND OF HISTORICAL BACKGROUND OF HIGH SCOPEHIGH SCOPE

• The High/Scope curriculum provides teachers with an open framework of educational ideas and practices based on the natural development of young children.

• The approach was created by David P. Weikart and his colleagues in the 1960s for use with the High/Scope Perry Preschool program, a program for 3 & 4 years olds in Michigan.

• Thousands of early childhood programs throughout the United States and in other countries now use the High/Scope curriculum.

THEoretical Bacground of THEoretical Bacground of High Scope ApproachHigh Scope Approach

Based on:• John Dewey: Constructivism• Jean Piaget: Active Learning

“Children are active learners and constructors of their knowledge.”

HIGH SCOPE CIRCLEHIGH SCOPE CIRCLE

Classroom Arrangemen

t

Daily Routine

Content

Active Learning

Assessment

CLASSROOM CLASSROOM ARRANGEMENTARRANGEMENT

3 or More Defined Areas3 or More Defined Areas• block play, • art activities,• house play, • toy area (small toys), • computers, • books and writing materials,• music and movement,• woodworking, • sand and water play, • outdoor area.

MaterialsMaterials• Practical Everyday Objects Pots and pans, eggbeaters, food grinders, mail,

hammers, nails, staplers, pieces of wood, sheets, tires, boxes, books, paper

• Natural and Found Materials Stones, shells, leaves, sand, carpet scraps,

paper-towel tubes, envelopes• Tools Brooms, dustpans, mops, buckets, sponges;

hammers, saws, hand drills, vices, nails, screws; staplers, hole punches, scissors, paper clips; car jacks, bicycle pumps; shovels, hoes, trowels, wheelbarrows, hoses, watering cans

• Messy Materials Water, soap bubbles, paste, dough, glue,

paint• Heavy, Large Materials Boxes, tree stumps, wagons, shovels, piles

of dirt, wooden planks, climbing structures, large blocks• Easy-to-Handle Materials Blocks, beads, buttons, dry beans or pasta,

toy cars, stuffed animals

Daily Routine To Support Daily Routine To Support Active LearningActive Learning

• Planning Time A time when children plan and

articulate their ideas, choices, and decisions about what they will do

• Work Time The period of time when children

carry out their plans and are engaged in a project or activity

• Clean up Time Children return materials and

equipment to their labeled places and store their incomplete project, restoring order to the classroom.

• Recall Time The time in which children form

mental pictures of their work-time experiences and discuss them with their teachers

• Small-Group Time The time in which children gain the

chance to explore materials and objects, use their bodies and senses and work with adults and other children

• Large-Group Time This time provides an opportunity for

each child to participate in a large group, share and demonstrate ideas and initiate the ideas of others

A A Half-Day Program (2-5 years) Half-Day Program (2-5 years) (High/Scope)(High/Scope)

CONTENTCONTENT

• Key Experiences Activities that foster developmentally

important skills and abilities;

Creative representationLanguage and literacy Initiative and social relationsClassificationSeriationNumberSpace Time

ASSESMENTASSESMENT

• Portfolio• COR(Child Observation Record) The teacher writes brief notes over several

months describing episodes of young children’s behavior in six domains of development

initiative, social relations, creative representation, music and movement, language and literacy, logic and mathematics.

ACTIVE LEARNINGACTIVE LEARNING

• Involvement of the child with materials, activities, and projects in order to learn concepts, knowledge, and skills.

TEACHER ROLETEACHER ROLE

• Thinker• Supporter• Active Listener• Facilitator• Model• Guide

TEACHING METHODS TEACHING METHODS inin

HIGH SCOPE HIGH SCOPE CLASSROOM CLASSROOM

ACTIVITY TIMEACTIVITY TIMEKey Experiences

• Language and literacy• Initiative and social

relations• Classification• Space

Teaching Methods• Questioning• Scaffolding• Positioning People• Grouping• Listening• Feedback

ACTIVITY TIMEACTIVITY TIMEKey Experiences• Creative

representation• Language and literacy• Initiative and social

relations• Classification• Number• Space • Time

Teaching Methods• Problem solving• Philosophising• Empowering• Community Building

• Problem Solving: As active learners, children find

solutions to contradictions and difficulties they face with during work time

• Philosophising: To make rational investigation of

being in plan-do-review sessions

• Empowering: Through active learning children are

given the power or ability to do activities , plan and decision.

• Community Building: Gaining the sense of belongingness of

a group in do session.

• Questioning: In all of the sessions “plan-do-review”,

questioning is the basic element

• Scaffolding: In High/Scope teacher provides

guidance and support to children verbally or non-verbally.

• Positioning People: Used in all sessions to provide

children’s active participation

• Grouping: Used in small and large group time

• Listening: Both teacher and children actively listen to

each other especially in plan and review time.

• Feedback: Used in either during the activity or right

after the activity.

• Recalling: Especially used in review part

• Documenting:

• References:

Doran, V. (n. d.). The daily routine. Retrieved May, 21, 2009, from http://www.trconline.org/trcweb/trc/downloads/Newsletters/Jan-Mar(2002).pdf

Epstein, (2009). All about High Scope-FAQs. Retrieved May, 21, 2009, from http://www.highscope.org/Content.asp?ContentId=291

High/Scope Educational Research Foundation. (1995). Educating Young Children: Active learning practices for preschool and child care programs. (Available from High/Scope Press 600 North River Street Ypsilanti, MI 48198-2898 USA)

Mayesky, M. (2009). Creative Activities for Young Children. pp, 200-231.

Morrison, G. S. (2007). Early Childhood Education Today. (10th ed.). pp, 150-158. New Jersey: Pearson Prentice Hall.

Roopnarine, J. L. (2005). Approaches to Early Childhood Education (4th ed.). pp, 235-250. New Jersey: Pearson Prentice Hall.