The HighScope curriculum / approach is based on a consistent daily routine that supports active learning and builds on children’s interests. Through active learning children construct knowledge through immediate hands-on experiences that are supported by adults. The classroom environment supports children’s development no matter where they are. The classroom space is divided into well-defined interest areas to encourage distinctive types of play and promote development in all areas. These areas are flexible to accommodate practical considerations and children’s changing interests.

The HighScope pre-school daily routine includes the plan-do-review process, which enables children to express their intentions, carry them out, and reflect on what they have done. Planning in the HighScope approach is a process in which internal goals shape anticipated actions. As young children plan, they may start with a personal intention. These intentions may be expressed through actions, gestures, or words. After planning children carry out their plans during work time. Work time provides an opportunity for children to carry out self-initiated plans through a variety of different types of play. Work time promotes children’s innate desire and need to explore, experiment, invent, construct, and pretend. Play is the work of the child. Recall time helps children make sense of their actions during work time. During recall children remember and reflect upon their experiences by talking with both children and adults. Also included in the daily routine are a small group time, large group time, and an outside time. During small group time children are encouraged to explore and experiment with new or familiar materials adults have selected based on their daily observations of children’s interests, curriculum goals, and the key experiences. During large group time both children and adults initiate music and movement activities, sharing, discussion, classroom communication and stories. Adults set each large group time in motion around a plan they make relating to the children’s current interests and developmental abilities. During outside time children engage in a variety of large motor activities. Adults using the HighScope pre-school approach use adult-child interaction strategies as they converse and play with children throughout the day. Adults practice positive interaction strategies-sharing control with children; they focus on children’s strengths and form authentic relationships with children. Teaching staff strive to support children’s play and adopt a problem-solving approach to social conflict. The HighScope curriculum supports observing children and authentic assessment. Through observation and interaction, adults get to know children. They watch and listen closely to children as they work and play with them to find out what interests them, what holds their attention, and what they understand about their world. This information serves as a basis for assessment and planning for classroom strategies and activities.

Hohmann M. & Weikart, D. P. (2000) Educating Young Children. HighScope Press: Ypsilanti, MI