By Nicky Holt
Have you ever puzzled what High/Scope is, the place it got here from, and the way it may be used with childrens on your environment? This booklet will resolution your entire questions and extra. It includes:
- details in regards to the High/Scope Wheel of Learning
- an clarification of energetic studying, together with fabrics, manipulation, selection, language and support
- Plan-Do-Review activities
- planning and review methods.
Read or Download Bringing the High Scope Approach to your Early Years Practice PDF
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Additional resources for Bringing the High Scope Approach to your Early Years Practice
It stimulates and strengthens children’s ongoing development of trust, autonomy, initiative, empathy and self-confidence. (Hohmann and Weikart 2002: 49) 3050 DF High-Scope Early Years 46 29/11/06 3:43 pm Page 46 Bringing the High/Scope Approach to your Early Years Practice High/Scope believes there are five key elements to creating a supportive climate for children’s learning: 1 Shared control between children and adults When adults and children share control they build a relationship that acknowledges mutual trust and respect for each other.
If space can be provided for parents or carers to meet, chat or just watch their child settle into the routine of the setting, this can be very welcomed. This area can also be used for the setting to pass on information via a parents’ and carers’ notice board about the setting’s routines, events, and requests for help with equipment or volunteers. A space for children to be able to sign themselves in and out of the setting is also useful and can be done in many ways, for example, a board of the children’s photos where they find themselves and then bring the photo into the play space and stick onto another board near the large-group time area; this can then double up as a register of the children in the session that day.
This is something that some people find hard to grasp as we live in a society where praise for a job well done or for doing something right is seen as the norm. For example, we have all experienced a ‘well done’ or a ‘good boy/girl’ and probably felt OK about it, but how much better would we have felt if the person saying ‘well done’ had actually said, ‘you worked really hard on that picture’ or ‘your story is really exciting, I like the bit where the dog jumps into the sea’? In that way we understand what it is we have done well as the specific action is acknowledged.