Pre-K / VE Information

We use the High/Scope Preschool Approach with the students at Lake Whitney PreK VE. The following are frequently asked questions and were taken from the High/Scope Website. Please feel free to visit the website at www.highscope.org for more information.

In what kinds of settings is the High/Scope® preschool approach used?

The High/Scope® preschool approach is used in both public and private half- and full-day preschools, nursery schools, Head Start programs, child care centers, home-based child care programs, intergenerational programs, and programs for children with special needs. Originally designed for low-income, "at-risk" children, the High/Scope® approach is now used for the full range of children and has been successfully implemented in both urban and rural settings both in the U.S. and around the world.
As more and more states and local school districts move toward universal or targeted pre-kindergarten programs, they must consider which curriculum model to adopt, how to train staff, and how to measure the program's quality and effectiveness. High/Scope's preschool approach is a comprehensive, research-based system of child instruction, staff development, and accountability assessment that meets the needs of those seeking a proven pre-kindergarten model.

How do children learn in a High/Scope® "active learning" setting?

Since we believe that children learn best by pursuing their personal interests and goals, children in High/Scope® settings are encouraged to make choices about materials and activities throughout the day. As they pursue their choices and plans, children explore, ask and answer questions, solve problems, and interact with classmates and adults. In this kind of environment, children naturally engage in "key experiences"—activities that foster developmentally important skills and abilities. High/Scope® has identified 58 key experiences in child development for the preschool years and a wide range of practical strategies for promoting these key experiences. The key experiences are grouped into 10 categories: creative representation, language and literacy, initiative and social relations, movement, music, classification, seriation, number, space, and time.

What does a High/Scope® preschool setting look like?

The space and materials in a High/Scope® setting are carefully selected and arranged to promote active learning. The center is divided into "interest areas" organized around specific kinds of play. For example, a center might include separate areas for block play, art activities, house play, small toys, computers, books and writing materials, and sand and water play. In each area materials are organized so children can get them out easily and put them away independently. High/Scope® does not recommend or endorse specific preschool equipment or materials, but instead provides general guidelines for selection.

How is the day organized in a High/Scope® preschool?

High/Scope® teachers give children a sense of control over the events of the day by planning a consistent routine that enables children to anticipate what happens next. A central element of the day is the "plan-do-review sequence," in which children make a plan, carry it out, and then reflect on the results. The daily routine also includes times for small- and large-group experiences and time for outside play.

How does a High/Scope® preschool program teach math and reading skills?

High/Scope® preschool teachers do not teach math, reading, writing and other academic skills through sequenced activities, drills, workbooks, or other "school-like" activities. Instead, adults provide experiences and materials that help children develop the broad language and logical abilities that are the foundation for later academic learning. For example, to encourage children's beginning reading and writing skills, teachers create a print-rich environment and provide opportunities throughout the day for children to listen to stories, explore books and other print materials, and work with writing tools and materials. To promote math abilities they provide materials that enable children to use beginning skills in counting, comparing numbers, and one-to-one correspondence. Teachers use the High/Scope® key experiences in language and literacy and number to help them recognize and support the learning opportunities in these important pre-academic areas.

What about children with special needs?

The High/Scope® approach is used with special needs children in both self-contained and inclusive settings. High/Scope® teachers approach children with special needs by emphasizing the broad cognitive, social, and physical abilities that are important for all children rather than by focusing on the child's deficits. High/Scope® teachers identify where the special needs child is developmentally, and then provide a rich range of experiences that would be appropriate for a normally developing child at that level. For example, they would encourage a 4-year-old who is functioning at a 2-year-old's level to express his plans by pointing, gesturing, and saying single words and they would immerse the child in a conversational environment that provides many natural opportunities for using and hearing language.

How do High/Scope® teachers handle discipline?

High/Scope® teachers avoid using punishment and reward as tools for managing children's behavior. When behavior problems arise, they avoid isolating the child, instead encouraging the child to discuss the problem with the adult or with others involved. This problem-solving approach helps children develop social skills and become more aware of the impact of their actions on others. High/Scope's approach to conflict resolution is described in You Can't Come to My Birthday Party! Conflict Resolution With Young Children, Supporting Children in Resolving Conflicts (video), and It's Mine! Responding to Problems and Conflicts (Infant-Toddler Series video).

Are art and music important parts of High/Scope® programs?

Art and music are part of every day's activities in High/Scope® programs. Art and music materials are available for children to use freely at work time in most High/Scope® classrooms. Many of the small-group experiences planned by High/Scope® teachers involve art materials; large-group experiences usually involve music. Adults use High/Scope®'s key experiences in creative representation and music to highlight ways they can support the important abilities children are developing in these areas. See Supporting Young Artists: the Development of the Visual Arts in Young Children for a comprehensive look at the art education in early childhood settings. For information on High/Scope's Supporting Young Artists Professional Development Program for Early Childhood Teachers, sponsored by the National Endowment for the Arts (NEA), click here.