The HIGH/SCOPE Approach

The Day Nursery follows the High/Scope approach. - www.highscope.org

The High/Scope approach to Early Years Education was developed in America during the 1960’s. Since then, this approach has spread to over twenty countries.

In using the High/Scope approach, staff encourage children to become decision-makers and problem-solvers who:

¨        can plan, initiate and reflect on work chosen by themselves

¨        can work independently and also with other children

¨        are developing skills and attitudes which enable them to be successful in later educational and life experiences.

Room Arrangement

The  High/Scope approach places a strong emphasis on planning the layout of the room. Adults organise play space into specific interest areas; each area contains easily accessible materials children can choose and use to carry out their ideas for play. Materials are stored using low shelves, labelled boxes and trays, so children can learn to find, use and return their equipment independently.

Daily Routine

Adults plan a consistent but flexible daily routine. As children become familiar with this, they can anticipate what happens next and feel in control over what happens to them. The routine includes  the plan Plan-Do-Review process, in which they plan their activities, carry them out, and then recall what they have done. It also includes “small group time”, in which children carry out an activity planned by the adults (teachers), and whole-class activities such as times for stories and songs. It is considered important that children have the opportunity to work outside as well as inside.

Assessment

As staff work with children, they will listen to what they say and observe their play and interactions with others. They will use this information to assess children’s understanding and stages of development, and to plan activities which will enable children to make progress. Parents can be part of this process by providing information about their child’s play at home. We use the Portfolio to document children’s development and progress. This is created in the course of the year by your child’s teachers who will share it with the children and with parents during parent teacher evenings.

The Day Nursery  Curriculum

The Day Nursery  Curriculum is divided into six “areas of learning”:

¨        personal and social development

¨        language and literacy

¨        mathematics

¨        knowledge and understanding of the world

¨        physical development

¨        creative development

The High/Scope approach promotes “Key experiences” which take place repeatedly over and extended period of time. The Key Experiences are compatible with the “areas  of learning”  listed above.

Key Experiences :

Exploration and early logic

Exploring Objects

1.         Child looks at or listens to an object

2.         Child reaches for and grasps an object

3.         Child performs an action on an object

4.         Child uses two objects together, one in each hand

5.         Child uses an object as a tool to complete a task

Exploring categories

1.         Child exhibits preference for a familiar voice or face

2.         From a variety of objects, child selects an object to taste, touch, or smell

3.         Child uses a sound to name an object

4.         Child uses the same word to name more than one object

5.         Child gathers two or more similar objects from a variety of objects

Developing number understanding

1.         Child touches or handles an object

2.         Child participates in peekaboo

3.         Child points to a body part or a specific object

4.         Child uses a word or phrase to ask for more of something

5.         Child says one standard or non-standard number name while pointing to each of several objects

Exploring space

1.         Child tracks an object

2.         Child moves one object to gain access to another object

3.         Child fills a container

4.         Child retrieves an object not seen for a while

5.         Child makes an enclosure

Exploring time

1.         Child engages in a voluntary action

2.         Child repeats an action to make something happen again

3.         Child’s actions show anticipation of an immediate event

4.         Child indicates the end of an event with words

5.         Child uses a word or words to indicate a past event

Communication and language

Listening and responding

1.         Child turns head toward a voice

2.         Child establishes eye contact and smiles in response to a persons voice

3.         Child looks around when own name is spoken

4.         Child acts on a direct request or statement

5.         Child acts on an indirect (overheard) request or statement, or responds to an event

Communicating interest nonverbally

1.         Child watches a person, animal, or object

2.         Child points to or initiates contact with a person, animal or object

3.         Child seeks out and plays with a person, animal or object

4.         Child shows or guides a person to an object, a place, or another person

5.         Child initiates and engages in an activity for a sustained period of time and returns to it at a later time

Participating in give-and-take communication

1.         Child looks directly a another person’s face and coos or smiles

2.         Child takes turns exchanging sounds or gestures with another person

3.         Child, babbling or using a combination of babbling and words, participates in a conversation like exchange with another person

4.         Child uses two or more words to make a request or ask a statement

5.         Child sustains a verbal interchange with another person by taking two or more turns

Speaking

1.         Child makes cooing sounds

2.         Child babbles

3.         Child uses a single word to refer to a person, animal, object or action

4.         Child uses a two or three word phrase to refer to a person, animal, object, or action

5.         Child uses a sentence of four or more words

Exploring picture books

1.         Child gazes at a picture in a book

2.         Child touches, grasps or mouths a book

3.         Child turns pages of a book

4.         Child points to or names a person, animal, or object pictured in a book

5.         Child uses a phrase or a sentence to talk about a person, animal, or object pictured in a book

Showing interest in stories, rhymes, and songs

1.         Child stills or brightens upon hearing a story, rhyme, or song

2.         Child vocalizes, bounces, or sways upon hearing a song or rhyme

3.         Child participates in a pat-a-cake or a similar word game or fingerplay

4.         Child sings or joins in on a story, rhyme, or song

5.         Child asks to hear a specific story, rhyme, or song

Movement

Moving parts of the body

1.         Child, lying on back, turns head, waves arms, or kicks legs

2.         Child passes an object from one hand to the other

3.         Child throws a ball toward a person or an object

4.         Child kicks a ball

5.         Child uses small objects in activities requiring precise coordination

Moving the whole body

1.         Child rolls from side to back

2.         Child sits unassisted, crawls, creeps, or scoots

3.         Child walks unassisted

4.         Child jumps down a climber or runs

5.         Child jumps

Moving with objects

1.         Child sets an object in motion by kicking or batting

2.         Child shakes, bangs, drops, or rolls an object along

3.         Walking unassisted, child carries, pushes, or pulls an object

4.         Child propels self on a wheeled riding toy

5.         Child pedals or attempts to pedal

Moving to music

1.         Child turns head toward music

2.         Child sways or bounces in response to music

3.         Standing unassisted, child moves body to music

4.         Standing unassisted, child moves from one foot to the other in response to music

5.         Child walks, turns, or jumps to music

Social Relations

Forming an attachment to a primary caregiver

1.         Child snuggles or cuddles in the primary caregiver’s arms

2.         Child looks at, smiles at, vocalizes, or makes faces at the primary caregiver

3.         Child seeks physical contact with the primary caregiver

4.         Child initiates playful give-and-take with the primary caregiver

5.         Child seeks out primary caregiver to communicate needs and desires in words

Relating to unfamiliar adults

1.Child looks away from an unfamiliar

2. In the presence of a primary caregiver, child responds to the sounds or gestures of an unfamiliar adult

3. Child initiates contact with an unfamiliar adult

4. Child brings an object to an unfamiliar adult

5. Child converses with an unfamiliar adult

Relating to another child

1.         Child watches another child

2.         Child babbles or gestures to another child

3.         Child spontaneously brings an object or shows affection to another child

4.         Child uses another child’s name

5.         Child makes a comment to another child

Expressing emotion

1.         Child’s faces and body express an emotion

2.         Child laughs aloud

3.         Child uses physical contact to express an emotion

4.         Child shows pleasure upon completing an activity

5.         Child names an emotion

Responding to the feelings of others

1.         Child’s face and body reflect the emotion of the caregiver

2.         Child cries upon seeing or hearing another child cry

3.         Child responds to another’s distress by seeking comfort for self

4.         Child spontaneously brings a comfort item to someone who is in distress

5.         Child uses words or phrases to talk bout an emotion displayed by another child

Playing with others

1. Child watches another child at play

2. Child shows pleasure in peekaboo “This little piggy” or other simple games

3. Child seeks the company of another child and plays alongside

4. Child hides an object for another person to find or runs away from another person in order to be caught

5.Child watches and tries out some of the actions of a child nearby

Sense of Self

Expressing initiative

1.         Child turns toward or away from a peron or object

2.         Child initiates or avoids contact with a person or object

3.         Child moves with persistence until reaching a chosen person or object

4.         Child says “No!”

5.         Child expresses a choice or intention in words

Distinguishing self from others

1.         Child outs own finger or thumb in mouth

2.         Child smiles at self in mirror

3.         Child recognizes own body parts

4.         Child says an object is “mine”

5.         Child spontaneously identifies self in a mirror or photograph

Solving problems

1.          Child moves eyes, head, or hand toward desired object or person

2.          Child repeats an action to make something happen again

3.          Child moves self or object (orperson) that has dissappeared from sight

4.          Child makes varied attempts to solve a problem

5.          Child verbally identifies a problem before attempting to solve it

Developing self-help skills

1.         Child cries to express an need

2.         Child assists in own feeding, diapering, or dressing by holding an object

3.         Child feeds self finger foods or drinks from a cup

4.         Child attempts a simple self-help task alone, such as putting an arm in a sleeve, opening a door or turning on a faucet

5.         Child accomplishes some or all parts of a complex self-help task. Such as hand washing, using the toilet or potty, or dressing

Wherever possible children will encounter the “Key Experiences” through play, talk and practical activity.