The High-Scope Educational Framework has been implemented in the Full Day Preschool Classroom since 1990. Begun over 30 years ago, it is used in Head Start and state-run preschools across California. Several components make up a High-Scope classroom, some of which are shared by other developmentally appropriate curriculums and some of which are unique to High-Scope. The various components are discussed below:
ACTIVE LEARNING - Children are free to actively explore their environment, make choices, manipulate materials, discover, and interact with adults and peers in a supportive, nurturing environment based upon the interactive theories of Jean Piaget.
LANGUAGE - A High-Scope classroom is saturated with language whenever and wherever possible. Reading books, modeling appropriate language, encouraging children to use their words, writing down stories dictated by the children, and the like are used to accomplish this goal.
ROOM ARRANGEMENT - All High-Scope classrooms have four basic areas: Art Area, Block Area, House Area, and Quiet Area. Other areas that may be included are Sand & Water Area, Construction Area, Computer Area, Nature & Science Area, and Music & Movement Area. All materials to be used by the children are available to them on low, open shelves.
LABELS - Almost everything in the classroom is clearly labeled to facilitate cognitive processes such as matching, one-to-one correspondence, color and shape recognition, seriation by size, and classification. Labeling also ensures that order can be restored in the classroom during clean-up time.
SYMBOLS - Proponents of the High-Scope philosophy believe that it is inappropriate to expect all 3- and 4-year olds to be able to recognize and read their written name. Therefore, in a High-Scope classroom each child selects a symbol to clearly label nametags, cubbies, coat hooks, toothbrushes, etc. Children and adults also use the child's symbol to label projects and other items the child creates. Children quickly develop the ability to identify their own materials, as well as the creations and belongings of others. Providing children with personal symbols that they can "read" puts them in control of many daily events and fosters independence.
DAILY ROUTINE - The Daily Routine in a High-Scope classroom consists of the following components:
Large Group Time - children participate in songs, stories, flannel board, and movement activities.
Small Group Time - in small groups, children actively participate in teacher-introduced activities that may include cooking, art, movement, motor, or cognitive skills.
Planning - children choose an activity in one of the areas of the classroom to participate in during Choice Time.
Choice Time - children carry out their plans by building, painting, counting, dressing-up, etc. Teachers act as facilitators by becoming part of the child's play and enhancing and extending the child's skills through play, exploration, and language.
Clean-up Time - children restore order to the classroom by returning items to their proper places, using labels as guides.
Recall - children actively review what they have done during Choice Time.