Origin and Development
The High/Scope Curriculum is an educational approach that was developed in the 1960s by psychologist David Weikart in Ypsilanti, Michigan. The model emerged in response to the need for early childhood education programs that could address educational and social disparities among children from different socioeconomic backgrounds. The High/Scope Perry Preschool Study, which began in 1962, was a foundational project that evaluated the impact of this educational approach on preschool children living in poverty. The findings from this longitudinal study highlighted the significant long-term benefits of high-quality, active learning experiences in early childhood, including increased academic achievement and socio-emotional development.
Theoretical Background and Methodology
The High/Scope Curriculum is grounded in the constructivist theory of learning, which posits that children learn best through active experiences with people, materials, events, and ideas, rather than through direct instruction or rote memorization. The model emphasizes the role of children as active participants in their own learning, encouraging them to make choices and engage with materials in ways that are meaningful to them.
The High/Scope pedagogical methodology is predicated on the paramount objectives of nurturing nascent autonomy and fostering the blossoming of individual initiative in young learners. It is an approach that intricately weaves the threads of social and emotional maturation into the tapestry of a child’s developmental journey. Moreover, it is designed to erect a robust intellectual scaffolding that undergirds the acquisition of foundational academic competencies.
Central to this curriculum is the imperious promotion of self-directedness, the honing of analytical problem-solving acumen, and the augmentation of self-regard, achieved through the meticulous orchestration of a quotidian regimen. The ‘plan-do-review’ sequence punctuates this regimen, an iterative triptych that empowers the child to articulate their intended pursuits (plan), engage in the experiential execution of these endeavors (do), and subsequently reflect on the outcomes of their actions (review).
Such a meticulously structured routine facilitates a recursive loop of experiential learning in which children are the architects of their discoveries, thereby engendering profound intrinsic motivation and a fortified sense of agency. Through this process, they are not mere passive recipients of knowledge but active participants in a journey of self-exploration and cognitive growth.
Children Experience and Classroom Organization
Children experience the High/Scope Curriculum through a structured yet flexible daily routine that accommodates both individual and group experiences. The routine typically includes time for planning, where children articulate their intentions; work time, where they engage in self-selected activities; clean-up time; and review time, where they discuss and reflect on their activities and learning.
Classrooms are set up with designated areas for different types of play and learning, such as blocks, art, reading, and science. Materials are accessible to children, and they are encouraged to use them independently and creatively. Teachers act as facilitators, observing and supporting children’s play without directing it, asking open-ended questions, and providing opportunities for children to solve problems and think critically.
Personal Opinion
I chose the High/Scope Approach because I am a strong advocate for child-led learning and the development of independent thought and action in early childhood. The focus on active learning, the opportunity for children to make choices, and the emphasis on reflection align with my educational philosophy (Wiltshire 2019). I appreciate the research-based foundation of the High/Scope Curriculum and its proven long-term benefits, which underscore the value of investing in quality early childhood education.
Reference
Wiltshire, Monica. 2019. Understanding the HighScopeApproach: Early Years Education in Practice. Routledge.