High Scope Curriculum


High/Scope Curriculum for our Infants, Toddlers, Preschool Age Children

Philosophy


The High/Scope Curriculum is based on the Research that children need active learning and positive involvement with adults and peers, materials, ideas, and events. It is a curriculum in which adults and children learn together. "High/Scope's child-centered approach supports active exploration of the physical environment and provides a routine that is consistent enough to create a warm, reassuring setting, and flexible enough to respond to children's individual needs and interests." In High/Scope, however, children are encouraged to make their own choices about materials and activities. "The High/Scope Infant-Toddler Curriculum is grounded in over 50 year's of research, including the most up-to-date information on brain development". Longitudinal studies show that the High/Scope Preschool Curriculum promotes children's development and provides lasting benefits into adulthood".

In the classroom


The High/Scope curriculum identifies 58 key developmental indicators for preschool aged children and 42 key developmental indicators for Infant -toddler aged children.  The experiences are grouped into categories for Infant-Toddler and Preschool Age children which include:
  • Approaches to Learning
  • Social Emotional Development
  • Physical Development and Health
  • Language, Literacy and Communication
  • Cognitive Development
  • Mathematics
  • Creative Arts
  • Science and Technology
  • Social Studies
The High/Scope Infant-Toddler and Preschool Curriculum is the component of High/Scope's research-based system of education for the preschool and infant-toddler years. The curriculum has a set of teaching practices for adults, content areas for children, assessment tools (COR) to measure children's progress, and a training model to help adults use the curriculum to support children's development.

Active Learning. The curriculum is based on the belief that children learn best through "active learning," direct, hands-on experiences. The 5 Ingredients to Active Learning include: Materials, Manipulation, Choice, Language and Thought and Scaffolding Support from adults and peers. In the Preschool Curriculum children are encouraged to "construct" their own knowledge by pursuing their personal interests and goals, guided by trained adults who understand the important learning areas for children in Preschool years. In the Infant-Toddler High/Scope Curriculum the "Key Developmental Indicators provide a "picture" of what very young children do and what knowledge and abilities emerge from their actions." Active learning is central to all the activities in the program, whether planned by adults or initiated by children.

Daily Routine. High/Scope teachers give children a sense of control over the events of the day by planning a consistent daily routine that enables children to anticipate what happens next. A central element of the preschool daily routine is the "plan-do-review sequence"; other key elements are small- and large-group times, greeting time, and outside time.

Preschool Curriculum Content. In a High/Scope setting, children explore, ask and answer questions, solve problems, and interact with classmates and adults as they pursue their choices and plans. During this process they engage in teacher- and child-initiated learning activities in  child development content areas. Within each content area are "key experiences" that foster developmentally important skills and abilities. There are 58 key developmental indicators for the preschool years. The 42 Key Developmental Indicators for the Infant-Toddler years are sometimes used in High/Scope Preschool Programs that also serve developmentally or chronologically younger children.

“The High/Scope Curriculum works because it empowers children to follow through on their interests purposefully and creatively. In the process, children develop initiative, interest, curiosity, resourcefulness, independence, and responsibility-habits of mind that will serve them well throughout their lives.”
Mary Hohmann and David P. Weikart in Educating Young Children

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