Outline

2. Outline • Saliha- Theoritical & Historical Background • Azize & Songül- High Scope Circle • Jale- Different Activities • Münteha- Teaching Methods Used in High Scope Classrooms

3. HISTORICAL BACKGROUND OF HIGH SCOPE • The High/Scope curriculum provides teachers with an open framework of educational ideas and practices based on the natural development of young children. • The approach was created by David P. Weikart and his colleagues in the 1960s for use with the High/Scope Perry Preschool program, a program for 3 & 4 years olds in Michigan.

4. Thousands of early childhood programs throughout the United States and in other countries now use the High/Scope curriculum.

5. THEoreticalBacground of HighScopeApproach Based on: • John Dewey: Constructivism • Jean Piaget: Active Learning “Children are active learners and constructors of their knowledge.”

6. HIGH SCOPE CIRCLE ClassroomArrangement DailyRoutine ActiveLearning Content Assessment

7. CLASSROOM ARRANGEMENT

8. 3 orMoreDefinedAreas • block play, • art activities, • house play, • toy area (small toys), • computers, • books and writing materials, • music and movement, • woodworking, • sand and water play, • outdoor area.

9. Materials • Practical Everyday Objects Pots and pans, eggbeaters, food grinders, mail, hammers, nails, staplers,pieces of wood, sheets, tires, boxes, books, paper • Natural and Found Materials Stones, shells, leaves, sand, carpet scraps, paper-towel tubes, envelopes • Tools Brooms, dustpans, mops, buckets, sponges; hammers, saws, hand drills, vices,nails, screws; staplers, hole punches, scissors, paper clips; car jacks, bicyclepumps; shovels, hoes, trowels, wheelbarrows, hoses, watering cans

10. Messy Materials Water, soap bubbles, paste, dough, glue, paint • Heavy, Large Materials Boxes, tree stumps, wagons, shovels, piles of dirt, wooden planks, climbing structures, large blocks • Easy-to-Handle Materials Blocks, beads, buttons, dry beans or pasta, toy cars, stuffed animals

11. Daily Routine To Support Active Learning • Planning Time A time when children plan and articulate their ideas, choices, and decisions about what they will do • Work Time The period of time when children carry out their plans and are engaged in a project or activity

12. Clean up Time Children return materials and equipment to their labeled places and store their incomplete project, restoring order to the classroom. • Recall Time The time in which children form mental pictures of their work-time experiences and discuss them with their teachers

13. Small-Group Time The time in which children gain the chance to explore materials and objects, use their bodies and senses and work with adults and other children • Large-Group Time This time provides an opportunity for each child to participate in a large group, share and demonstrate ideas and initiate the ideas of others

14. A Half-Day Program (2-5 years) (High/Scope)

15. CONTENT

16. Key Experiences Activities that foster developmentally important skills and abilities; • Creative representation • Language and literacy • Initiative and social relations • Classification • Seriation • Number • Space • Time

17. ASSESMENT

18. Portfolio • COR(Child Observation Record) The teacher writes brief notes over several months describing episodes of young children’s behavior in six domains of development • initiative, • social relations, • creative representation, • music and movement, • language and literacy, • logic and mathematics.

19. ACTIVE LEARNING

20. Involvement of the child with materials, activities, and projects in order to learn concepts, knowledge, and skills.

21. TEACHER ROLE • Thinker • Supporter • Active Listener • Facilitator • Model • Guide

22. TEACHING METHODS inHIGH SCOPE CLASSROOM

23. PLAN

24. DO

25. ACTIVITY TIME Key Experiences Teaching Methods Questioning Scaffolding Positioning People Grouping Listening Feedback • Language and literacy • Initiative and social relations • Classification • Space

26. ACTIVITY TIME Key Experiences Teaching Methods Problem solving Philosophising Empowering Community Building • Creative representation • Language and literacy • Initiative and social relations • Classification • Number • Space • Time

27. REview

28. Problem Solving: As active learners, children find solutions to contradictions and difficulties they face with during work time • Philosophising: To make rational investigation of being in plan-do-review sessions

29. Empowering: Through active learning children are given the power or ability to do activities , plan and decision. • Community Building: Gaining the sense of belongingness of a group in do session.

30. Questioning: In all of the sessions “plan-do-review”, questioning is the basic element • Scaffolding: In High/Scope teacher provides guidance and support to children verbally or non-verbally.

31. Positioning People: Used in all sessions to provide children’s active participation • Grouping: Used in small and large group time

32. Listening: Both teacher and children actively listen to each other especially in plan and review time. • Feedback: Used in either during the activity or right after the activity. • Recalling: Especially used in review part

33. Documenting:

34. References: • Doran, V. (n. d.). The daily routine. Retrieved May, 21, 2009, from http://www.trconline.org/trcweb/trc/downloads/Newsletters/Jan-Mar(2002).pdf • Epstein, (2009). All about High Scope-FAQs. Retrieved May, 21, 2009, from http://www.highscope.org/Content.asp?ContentId=291 • High/Scope Educational Research Foundation.(1995).Educating Young Children: Active learning practices for preschool and child care programs. (Available from High/Scope Press600 North River StreetYpsilanti, MI 48198-2898USA) • Mayesky, M. (2009). Creative Activities for Young Children. pp, 200-231. • Morrison, G. S. (2007). Early Childhood Education Today. (10th ed.). pp, 150-158. New Jersey: Pearson Prentice Hall. • Roopnarine, J. L. (2005). Approaches to Early Childhood Education (4th ed.). pp, 235-250. New Jersey: Pearson Prentice Hall.