High Scope: A Constructivist Approach (continued)

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Many early childhood programs for children with special needs incorporate the High/Scope approach. For example, the Regional Early Childhood Center at Rockburn Elementary School in Elkridge, Maryland, operates a full-day multiple-intense-needs class for children with disabilities and typically developing peers and uses the High/Scope approach. The daily routine includes greeting time, small groups (e.g., art, sensory, preacademics), planning time (i.e., picking a center), work time at the centers, cleanup time, recall (i.e., discussing where they “worked”), snacks, circle time with stories, movement and music, and outside time (Regional Early Childhood Center, 2007).

Further Thoughts

The High/Scope approach represents one approach to educating young children. Whereas Montessori, Reggio Emilia, and Waldorf are European based in philosophy and context, High/Scope puts into practice the learning-by-doing American philosophy. It builds on Dewey’s ideas of active learning and teaching in the context of children’s interests.

High/Scope is widely used in Head Start and early childhood programs across the United States; High/Scope research has demonstrated that its approach is compatible with Head Start guidelines and performance standards.

There are number of advantages to implementing the High/Scope approach:

• It offers a method for implementing a constructivist-based program that has its roots in Dewey’s philosophy and Piagetian cognitive theory.
• It is widely popular and has been extensively researched and tested.
• There is a vast network of teacher training and support provided by the High/Scope Foundation.
• It is research based and it works.

As a result, the High/Scope approach is viewed by early childhood practitioners as one that implements many of the best practices embraced by the profession.