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 kids on your surroundings? This booklet will solution all of your questions and extra. It includes:
- details concerning 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 evaluate methods.
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Extra resources for Bringing the High Scope Approach to your Early Years Practice
The children’s safety is paramount at all times, therefore materials selected would be appropriate for the age of the children in the setting. For example, stones would be larger in a baby room than a pre-school room; wood offcuts used indoors and especially with babies would have sanded edges and be smooth but outside with the older children could be larger and rougher or natural. With natural materials we must always remember their open-ended nature and the play value this has for children. Stones and fir cones can one day be in the home corner being cooked for lunch, on another day in the small-world area representing trees and on another being used to build enclosures for the farm animals.
Throughout work time the practitioner is available to the children, offering comfort if it is needed, joining in with the play, talking with the children and supporting them to resolve conflict. Work time is not seen as a time when the children are busy so the adults can get on with something else; the adults’ role within work time is vital. In supporting children through their work time we give them the message that their plans, thoughts and actions are valuable to us and we enjoy spending time with them.
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.
Bringing the High Scope Approach to your Early Years Practice by Nicky Holt