By Nicky Holt
Have you ever questioned what High/Scope is, the place it got here from, and the way it may be used with youngsters on your surroundings? This publication will solution all of your questions and extra. It includes:
- details concerning the High/Scope Wheel of Learning
- an clarification of lively studying, together with fabrics, manipulation, selection, language and support
- Plan-Do-Review activities
- planning and overview methods.
Read or Download Bringing the High Scope Approach to your Early Years Practice PDF
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Extra resources for Bringing the High Scope Approach to your Early Years Practice
The setting is advantageous to children’s active learning and fosters their interests and ideas. Materials available to the children support their learning but also extend their thinking and experiences. They are appropriately stored and accessible to both children and adults. The High/Scope routine is consistent, giving children a sense of security and control in the knowledge of what happens next. At the same time it is flexible, allowing for unplanned-for events to be included and enjoyed. 3050 DF High-Scope Early Years 32 29/11/06 3:43 pm Page 32 Bringing the High/Scope Approach to your Early Years Practice In a High/Scope early childhood setting adults create a child-centered environment.
High/Scope practitioners acknowledge children’s work with specific comments; this can be done as they interact with children in play so it becomes a natural part of what they do. These comments are nonjudgemental responses to children who seek out an adult’s approval or acknowledgement. For example, they may say, ‘you’ve built a tall tower with the blue and yellow bricks’ rather than ‘good tower, Joe’, or ‘I see you have painted some blue and yellow lines down your paper’. When practitioners have used/been using praise with children for a long 3050 DF High-Scope Early Years 29/11/06 3:43 pm Page 49 Resources 49 time it is difficult, strange even, to try to use encouragement.
Nearby will always be suitable aprons, dustpans and brushes to aid sweeping the sand and mops for the water. In High/Scope settings you may also find alternatives to sand and water in these areas, for example wood shavings, snow, gravel, leaves and even shaving foam. For example, practitioners in a High/Scope nursery had spent time making ice cubes for the children and one morning had put them in the water tray. On discovery of the ice cubes the children spent a long time exploring them, finding out what happened when they were held and how cold they were.