The Highscope Preschool Curriculum Model

Topic: Curriculums
Words: 1156 Pages: 4

The name of the selected Curriculum is HighScope PreSchool Curriculum, and the type is a preschool curriculum. It takes an approach that emphasizes children’s vigorous participation in the plan-do-review process, learning, the development of children’s dispute perseverance abilities, and adult framework. The Curriculum offers a set of materials to assist instructors in designing learning settings and understandings that reflect the program’s approach. In this paper, I will review the model of the Highscope Preschool Curriculum.

The Curriculum outlines how to help children advance through the progressive evolutions in all preschool areas of the Early Learning Outcomes Framework (ELOF). The Key Developmental Indicators (KPIs) and learning involvements support children at many phases of development, including early, middle, and late childhood. The framework tactics and learning familiarities can be executed in various ways to fit the interests and developmental stages of individual children. Science and Technology; Methodologies to Learning; Mathematics; Literacy, Social and Emotional; Communication and Language; Creative Arts; Social Studies; and Health and Physical Development are the eight content fields specifically identified in this Curriculum (Epstein, & Schweinhart, 2018).

The Curriculum includes a domain-specific book in each content area that classifies children’s evolving advancements and techniques to support children’s expansion and learning. This program is a center-based preschool curriculum for children aged three to five years old. The HighScope Preschool Curriculum Site Kit costs $675 per program, while the Classroom Kit costs $825 per classroom.

It is a research-based curriculum that includes methodologies for learning which offer advice in a classroom setting. Young children approach learning differently, each with their demeanors, attitudes, and partialities to their explorations and interactions. The cornerstone for how children learn in all other curriculum areas is how they approach learning. Children can be given selections, entrenching time for them to recall and reflect on involvements of the day, modeling for and tutoring them on how to show and control emotions (Epstein, & Schweinhart, 2018). The fundamentals of dynamic learning in the Curriculum show how to include research-based teaching strategies to framework children’s communicative and amenable language throughout the day.

Emotional and Social Development and Lesson Plans for the First 30 Days are two of the program’s tools. HighScope explains using research-based teaching techniques to help youngsters form positive, trusting relationships. For instance, responding courteously to children’s interests, asking children inquiries to discern them, and honestly responding to children’s inquiries. It generates a passionately compassionate environment, like adults demonstrating emotional support (Epstein, & Schweinhart, 2018). In addition, the Curriculum emphasizes the numerous formal and informal chances for children to practice social and emotional skills. Children cooperate with peers through block play, producing chances for children to act with responsiveness during work or greeting time and problem-solving methodology to social conflict.

Making Math Count in Preschool and the Numbers Plus Preschool Mathematics Curriculum promotes appropriate arithmetic learning activities as part of the everyday routine. These math materials include a variety of research-based instruction approaches in this subject, such as presenting children with mathematical language, developing conceptual comprehension in youngsters, and offering chances for hands-on examination, problem-solving, and discoveries.

The essentials of active learning include various research-based teaching techniques for engaging children in powerful literacy understandings, such as daily collaborative reading, labeling focus sections, and utilizing the message board (Epstein, & Schweinhart, 2018). The kids offer evidence-based framework policies to enhance detailed literacy information and abilities, such as print concepts, phonological consciousness, reading, alphabetic and book knowledge, and writing.

The Curriculum encourages research-based coaching practices to help children develop their perceptual, gross, and fine motor skills. The Curriculum, for instance, endorses offering tools that inspire the use of hands and fingers that, are shovels, squeeze bottles, writing implements, and major muscle activities like mops, wheeled toys, and large woodblocks. The program also includes undertakings that allow children to rehearse several locomotor abilities and suggestions for instructors on utilizing language to improve children’s physique and maneuvering consciousness (Epstein, & Schweinhart, 2018). This may involve huge group activities of practicing yoga poses or flinging scarves. Nevertheless, there is little instruction in health, safety, and nutrition in the Curriculum.

The program outlines research-based instructional strategies for cultivating children’s curiosity and engaging them in practical, inquiry-based investigations. Technology and science, in particular, include a variety of research-based teaching approaches. It assists children as they watch, investigate, and experiment with peers and grownups throughout the day. The Curriculum viewpoint, which highlights “active participatory learning,” is based on active, hands-on exploration.

The Curriculum contains instructions on how educators should arrange a simple plan that permits children’s investigation, offer open-ended resources for children to investigate, and execute learning understandings that foster dynamic exploration throughout its many volumes (Epstein, & Schweinhart, 2018). Numerous of the program’s tools include advice and instances of how instructors may involve in interactions that foster children’s exploration, communication, and thinking. The KDI Framework Charts, for example, show what coaches may do to help children’s present stages of growth as well as suggestions for extending their learning. Correspondingly, Plan, Do, and Review includes a variety of tactics for supporting and extending children’s learning (for example, presenting new concepts inside the framework of play, and moderately stimulating children’s thinking).

Classroom Coach is a complete assessment of preschool classroom quality that may improve programs, guide teacher training, and improve student outcomes. Classroom Coach has activities for family engagement, literacy, math, and other subjects.

It also comes with a materials checklist to aid in the gathering of information on classroom supplies. Through the help of deliberate instructors who nature and nurture their particular learning involvements, children develop their understanding of the world (Epstein, & Schweinhart, 2018). This illustrates that the Curriculum is linked to the learners. Teachers promote and challenge young children’s learning by creating undertakings founded on what they perceive in the classroom and offering resources and chances that help and push them. It also emphasizes the significance of dependable assessments being effective and consistent and independently, customarily, and linguistically suitable. It promotes platforms to use the Child Observation Record (COR) Benefit from the publisher.

According to the Family and Child Experience Survey (FACES) 2000 research, children in Head Start classrooms who utilized the HighScope Preschool Curriculum had greater fall-spring advances in letter acknowledgment and obliging classroom behaviors. This was in contrast to other children in classrooms that never used this program and creative Curriculum. Children in HighScope Preschool Curriculum classrooms also improved more in real behavior difficulties and agitated delinquent behavior (Epstein, & Schweinhart, 2018). For the FACES 2009 trial, no child aftermath data were conveyed connected to adopting the HighScope Preschool Curriculum.

Finally, The HighScope method seeks to progress children’s life probabilities by providing first-class educational chances, appointments, and platforms founded on the essential principles of daily curriculum preparation and active involvement. Educators spark youngsters’ concentration in learning by generating an environment to discover learning resources and interact with adults and classmates. The teachers also collaborate with children, working alongside them and engaging vocally and nonverbally to promote learning.


Epstein, A. S., & Schweinhart, L. J. (2018). Educational tenets of the HighScope curriculum. In International handbook of early childhood education (pp. 1347-1377). Springer, Dordrecht.

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