The High/Scope Approach
An introduction to an educational process and philosophy used in early years settings in over 20 countries.
High/Scope is a long-established educational approach which is used in early years settings in over 20 countries. It requires no special equipment, materials or environment and is based on 40 years of longitudinal research and practice.
The approach centres on the recognition and support of unique differences in children and develops their self-confidence by building on what they can do. In using the High/Scope Approach, staff encourage children to become decision makers and problem solvers who:
- can plan, initiate and reflect on work chosen by themselves
- work effectively individually, with other children and with adults
- develop skills and traits which enable them to become successful pupils in later educational experiences.
The approach also encourages managers to place more value on training and empowers parents, caregivers and teachers to extend their expectations for children and themselves.
The results of research studies show how the High/Scope Approach to pre-school education produces lasting benefits for children, families and society. The following examples are specific findings from the research studies:
- increased social responsibility
- increased chance of higher economic status
- improved educational performance
- increased commitment to relationships.
An overall conclusion from the research is that children across cultural and socio-economic backgrounds and of varying abilities benefit from the High/Scope Approach.
High/Scope recognises the uniqueness of each child and develops their self-confidence by building on what they can do. This approach is based on sound educational principles, as detailed below.
Active learning
Children learn best by being active - by engaging with people, materials, events and ideas in ways that are direct, immediate and meaningful to them. Every aspect of the High/Scope Approach supports active learning.
Personal initiative
Children have a natural desire to learn. The approach recognises and supports this. It encourages children to use their initiative, to plan and to develop their own strengths and interests. The Plan-do-review process gives children the opportunity to create and express their intentions, to generate their own learning experiences and to reflect on those experiences.
Consistency
To become confident, independent learners, children need consistency. The High/Scope Approach provides this through the daily routine, the organisation of the learning environment and the ways that the adults interact with the children.
The daily routine involves
- Meeting and greeting on arrival
- Planning time
- Work time
- Clean-up time
- Recall time
- Snack time
- Large group time
- Small group time
- Outside time
- Departure
- Staff team planning.
Genuine relationships
Children achieve more when they feel happy and secure. High/Scope practitioners bring genuine warmth and trust to their relationships with children. They also respect and value each child's personal and cultural identity.
Appropriate curriculum
Children need a curriculum that is appropriate to their intellectual, emotional and physical development. The High/Scope Curriculum has been developed through extensive observations of young children learning. It is based on key learning experiences and offers children the foundation of knowledge, skills and ideas that they will build on throughout their lives. These key experiences involve:
- using language
- representing experiences and ideas
- developing logical reasoning involving classification, seriation and number concepts
- understanding time and space.
The adult’s role in this can be described as that of an instigator of problem-solving opportunities.
Find out more about the High/Scope Approach at the High/Scope UK website.