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7 views23 pagesHigh/Scope Curriculum Model Overview
The High/Scope Curriculum Model, initiated by David Weikart in the 1960s, emphasizes active learning through direct experiences and reflection, rooted in theories from Piaget, Dewey, and Erikson. It incorporates a structured daily routine and key areas of content, promoting child-initiated activities and educator support. Longitudinal studies have demonstrated its effectiveness in enhancing cognitive and social development compared to other educational models.
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0% found this document useful (0 votes)
7 views23 pagesHigh/Scope Curriculum Model Overview
The High/Scope Curriculum Model, initiated by David Weikart in the 1960s, emphasizes active learning through direct experiences and reflection, rooted in theories from Piaget, Dewey, and Erikson. It incorporates a structured daily routine and key areas of content, promoting child-initiated activities and educator support. Longitudinal studies have demonstrated its effectiveness in enhancing cognitive and social development compared to other educational models.
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High/Scope Curriculum Model
Origin and Evolution
1960s: David Weikart starts the Perry Preschool Project
Combatting School Failure
Early intervention Investigation
Curricular model selection
1970s: Plan-Do-Check Process; Experiences
Chave; Papel do educador
1980s: Reflection of the educator; Evaluation, Instruments
PIP and COR
THEORETICAL FUNDAMENTALS
J. Piaget
John Dewey
Erick Erikson
...
the child has an active role in the construction of their
knowledge
the construction of knowledge is not static but
is carried out through actions;
the actions of the child should be interpreted as
development of mental structures, through
social interaction.
John Dewey
Learning by Doing
Philosophy of Progressive Education
learning - active change in
thinking patterns through the
living with others and with the environment
through problem solving
Discovery Pedagogy
Constructivism
It argues that knowledge must be
appropriate for a voluntary effort and
the student's effort, that knowledge is something not
given more built, than the imagination, the
creativity, divergence, autonomy, and
the challenge is essential ingredients of
personal development
Social Constructivism
Andaimar: situations supported by adults
in what ways can children extend the
your skills and knowledge present at
higher levels of competence and knowledge
(Wood, Bruner and Ross, 1976)
Psychosocial Theory of Development
Erick Erikson
(1902-1994)
Learning viewed as a social experience
that involves meaningful interactions for the
construction of personal identity
BASIC PRINCIPLES
SPACES and MATERIALS DAILY ROUTINE
Process
To plan
Do/Review
DEVELOPMENT
WITH FAMILIES Learning
by Action
TEAMWORK SUPPORT CLIMATE
POSITIVE
KEY EXPERIENCES
LEARNING BY ACTION
Live direct and immediate experiences and
remove their meaning through reflection
Direct action Motivation
about Intrinsic
the objects
Invention
Reflection Production
about the actions Resolution of
problems
Ingredients of Active Learning
Choice and decision making
Language and thought
Educator 'Scaffolding'
ORGANIZATION
SPACE/MATERIALS
Priority to the planning of the structure
Selection of materials suitable for development
and enough for all children (diversity,
flexibility, variety
Materials that reflect the diversity of family life
Organized, labeled (allow choosing-using-
to fix
Space divided into Areas/Zones of interest
specific
Areas of Interest
Area of the Blocks Area of Art
Area of Mathematics and Science
Games Area
Area of Reading and Writing
House Area
Computer Area
Area of Sand and Water
Carpentry Area
Area of Movement and Music
Foreign Area
CLIMATE OF INTERACTIONS
Positive support climate
Trust in others, Autonomy, Initiative
Empathy and Self-confidence
Centering Relations Support the Approach
our talents authentic Games Resolution
Problems
DAILY ROUTINE
Careful planning
Coherent and consistent
Includes Times/ Spaces/ Activities
diversified in the room and outside to meet
to the development and needs of
children
Includes the Plan-Do-Review Process
Forecast activities of Large Group, Small
Group and Individuals
Methodology
Pedagogy of Discovery
Problem-Based Pedagogy
Pedagogy through Shared Management
CURRICULAR CONTENT
The curriculum is built with activities initiated by the child and the
educator in 5 Areas of Content
Approaches to Learning
Language, Literacy, and Communication
Social and Emotional Development
Physical Development, Health, and Well-Being
Arts and Sciences (mathematics, science and technology; social studies and
arts).
Within these areas, there are 58 key development indicators.
Planning and Evaluation
Of the educator and of the children -
time materialized in the Planer process
Do/ Review
In Team -
the time to plan is daily(20–40 minutes)
Because it is important to plan with
the children?
encourages children to articulate their ideas,
choices and decisions
promotes children's self-confidence and their
sense of control
leads to engagement and concentration in play
supports the development of recreational activities
progressively more complex
EDUCATOR'S ASSESSMENT
It is based on careful observation.
Involves Teamwork
Requires time planning for Observation and
register the data
Use the illustrative notes register in such a way
systematic
Child Observation Record (COR)
to evaluate the development of each child.
Educator Assessment
The High/Scope Foundation published:
Program Implementation Profile (PIP)
to assess the environment;
– Quality Assessment Record of
Program (PQA)
WORK WITH THE FAMILY
Perspective of sharing, living together, respecting
Strategies
Relationships
Open Value Communicate
Understand the To energize the
culture participation
Wrap and
To imply
EFFECTIVENESS
Longitudinal studies tested the validity
of the model and showed superior results
when compared to other models