High Scope Model presentation

1. The High/Scope
Curriculum
A presentation by :
Cassie Woods and Cassie Fenton

2. Theoretical Understanding
The High/Scope model for early childhood education is based on Jean Piaget’s
theories regarding children’s learning preferences. Piaget was fascinated with
the study of children’s learning and patterns of success/failure, and “published
over 35 books and numerous articles on his findings” (Labinowicz, 20).
According to Piaget, a superior learning environment was that in which children
“build understanding through direct experiences with people and objects in the
world around them” (Henninger, 67).
This curriculum gives children the opportunity to learn through “active, hands-on
learning experiences” (Henninger, 68) and helps them to understand the
different relationships between things such as cause-and-effect, common
characteristics, and “spatiotemporal relationships” (up/down, inside/outside,
etc.) (Henninger 68-69).

3. Ages & Stages
Although the High/Scope model was
initially “designed for preschool-age
children, [it] has been successfully
used with infant/toddlers and primary-age
children” (Henninger, 67)
Infant/Toddler Programs
Primary Education Programs

4. Curriculum & Materials
The High/Scope curriculum can be broken down into eight main points that
early childhood educators tend to focus on for their planning. These eight “key
experiences” are as follows:
(all cited from Henninger, 70)
1) Active Learning
2) Using Language
3) Experiencing/Representing
4) Classification
5) Seriation
6) Number Concepts
7) Spatial Relationships
8) Time

5. Structure
The High/Scope curriculum is structured in a way alled the “plan-do-review” sequence
which “encourages children to plan the tasks they want to accomplish [...], engage in
those activities, and spend time [...] reflecting on what they learned” (Henninger, 69).
● Small groups
● Phases throughout the day
○ Half-day programs
○ Full-day programs
The model believes consistency is beneficial to learning, so throughout the day, “children
have a consistent classroom routine” (Henninger, 70).

6. Role of the Professional
● guide the child -- not direct!
● active learners
● observe the children
● prepare stimulating environment
● interact positively with children

7. Learning Preferences
● Very kinesthetic!
● Focus on Active Learning
○ Learning by doing
○ Using all senses to take in information
● With plan-do-review, students can pick activities that suit
them best.

8. Links and Current Research:
● http://highscope.org/
● http://centerforeducation.rice.edu/slc/LS/PPP.html
● “Updating the Economic Impacts of the High/Scope Perry
Preschool Program”
● http://www.ewashtenaw.org/government/departments/environ
mental_health/recycling_home_toxics/3rbd/Partner%20Pages/
Partners%20A%20-%20L/Highscope%20ERF
● http://www.education.com/reference/article/high-scope-constructivist-
approach/

9. Sources for research:
Henninger, Michael L. "The High/Scope Curriculum Model." Teaching Young Children: An Introduction. 5th ed. N.p.:
Pearson Education, 2013. 67-73. Print.
Labinowicz, Ed. The Piaget Primer: Thinking, Learning, Teaching. Menlo Park, CA: Addison-Wesley, 1980. Print