Outline
• Saliha- Theoritical & Historical
Background
• Azize & Songül- High Scope Circle
• Jale- Different Activities
• Münteha- Teaching Methods Used in
High Scope Classrooms
HISTORICAL BACKGROUND OF HIGH
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
High Scope Approach
Based on:
• John Dewey: Constructivism
• Jean Piaget: Active Learning
“Children are active learners and
constructors of their knowledge.”
HIGH SCOPE CIRCLE
Classroom
Arrangement
Daily
Routine
Active
Learning
Content
Assessment
CLASSROOM ARRANGEMENT
3 or More Defined Areas
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•
•
•
•
•
•
•
•
•
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.
Materials
• 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
Active 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 Half-Day Program (2-5 years)
(High/Scope)
Hours
DAILY SCHEDULE
8:30 - 8:45
Greeting Time, Arrival Time
8:45 - 9:00
Planning Time
9:00 – 9:50
Work Time, Play Time
9:50 – 10:00
Clean-up Time
10:00 – 10:15
Recall Time
10:15 – 10:30
Snack Time
10:30 – 10:45
Large Group Time
10:45 – 11:00
Small Group Time
11:00 – 11:30
Outside Time - Departure
11:30 – 12:00
Team Planning
CONTENT
• Key Experiences
Activities that foster developmentally
important skills and abilities;
 Creative representation
 Language and literacy
 Initiative and social relations
 Classification
 Seriation
 Number
 Space
 Time
ASSESMENT
• 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



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
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initiative,
social relations,
creative representation,
music and movement,
language and literacy,
logic and mathematics.
ACTIVE LEARNING
• Involvement of the child with
materials, activities, and projects in
order to learn concepts, knowledge,
and skills.
TEACHER ROLE
• Thinker
• Supporter
• Active Listener
• Facilitator
• Model
• Guide
TEACHING METHODS
in
HIGH SCOPE CLASSROOM
ACTIVITY TIME
Key Experiences
• Language and literacy
• Initiative and social
relations
• Classification
• Space
Teaching Methods
• Questioning
• Scaffolding
• Positioning People
• Grouping
• Listening
• Feedback
ACTIVITY TIME
Key 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-doreview”, 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/JanMar(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.