High Scope

The High/Scope Approach

Since we believe that children learn best by pursuing their personal interests and goals, children are encouraged to make choices about materials and activities throughout the day. As they pursue their choices and plans, children explore, ask and answer questions, solve problems, and interact with classmates and adults. In this kind of environment, children naturally engage in key experiences; these experiences include opportunities in creative representation, language and literacy, initiative and social relations, movement, music, classification, seriation, number, space, and time.

What does a High/Scope preschool setting look like?
The space and materials are carefully selected and arranged to promote active learning. Each classroom is divided into "interest areas" organized around specific kinds of play. For example, a classroom might include separate areas for block play, art activities, house play, small toys, books and writing materials, and sand and water play.

In each area materials are organized so children can get them out easily and put them away independently. Teachers give children a sense of control over the events of the day by planning a consistent routine that enables children to anticipate what happens next. A central element of the day is the "plan-do-review sequence," in which children make a plan, carry it out, and then reflect on the results. The daily routine also includes times for small- and large-group experiences and time for outside play.

Teachers and caregivers are trained to participate as partners in children's activities rather than relate to children primarily as managers or supervisors. Training emphasizes positive interaction strategies: sharing control with children, focusing on children's strengths, forming authentic relationships with children, supporting children's play ideas, and adopting a problem-solving approach to social conflict.

How does a High/Scope program teach math and reading skills?
Adults provide experiences and materials that help children develop the broad language and logical abilities that are the foundation for later academic learning. For example, to encourage children's beginning reading and writing skills, teachers create a print-rich environment and provide opportunities throughout the day for children to listen to stories, explore books and other print materials, and work with writing tools and materials.

To promote math abilities they provide materials that enable children to use beginning skills in counting, comparing numbers, and one-to-one correspondence.

Are art and music important parts of High/Scope programs?
Art and music are part of every day's activities in High/Scope programs. Art and music materials are available for children to use freely at work time in most classrooms. Many of the small-group experiences planned by teachers involve art materials; large-group experiences usually involve music.

How do teachers address conflicts and behavioral problems?
When behavior problems arise, teachers avoid isolating the child. Teachers encourage the child to discuss the problem with the adult or with others involved. This problem-solving approach helps children develop social skills and become more aware of the impact of their actions on others.

Significant portions of this page have been adapted from the High/Scope Foundation's website. For more information on the High/Scope approach to learning, and for research related information regarding High/Scope, visit the High/Scope foundation website at www.highscope.org