Educating Young Children

by Hohmann, Mary; Weikart, David P.; High; Scope Educational Research Foundation

• ISBN13: 9781573791045
• ISBN10: 1573791040
• Edition: 2nd
• Format: Paperback
• Copyright: 2002-01-02
• Publisher: High/Scope Foundation

Summary

The updated chapters include information on phonemic awareness and preschool reading, additional references, the latest Perry Preschool research results, recent research relating to brain development, and a complete description of a consistent approach to problem solving. Written for early childhood practitioners and students, this manual presents essential strategies adults can use to make active learning a reality in their programs. Describes key components of the adultà ;'s role: planning the physical setting and establishing a consistent daily routine; creating a positive social climate; and using High/Scopeà ;'s 58 à ;"key experiencesà ;" in child development to understand and support young children. Other topics include family involvement, daily team planning, interest areas, appropriate materials, the plan-do-review process, small- and large-group times. Offers numerous anecdotes, photographs, illustrations, real-life scenarios, and practical suggestions for adults. Reflects High/Scopeà ;'s current research findings and over 30 years of experience.

Table of Contents

Acknowledgments	xiii
Introduction - The High/Scope Approach to Preschool Education	3	(1)
Origin of the High/Scope Preschool Curriculum	3	(2)
The Central Principles of the High/Scope Preschool Curriculum	5	(2)
Active Learning	5	(1)
Adult-Child Interaction	6	(1)
Learning Environment	6	(1)
Daily Routine	7	(1)
Assessment	7	(1)
High/Scope Preschool Program Effectiveness	7	(3)
Effects of the High/Scope Perry Preschool Program	8	(1)
Consequences of Three Preschool Curriculum Models	8	(1)
Child Outcomes in the High/Scope Training of Trainers Evaluation	9	(1)
Why the High/Scope Preschool Approach Works	9	(1)
References	10	(1)
Related Reading	10	(3)
PART 1: THE ACTIVE LEARNING APPROACH	13	(96)
Active Learning: The Way Children Construct Knowledge	15	(28)
Human Development as a Framework for Education	15	(9)
Learning as Developmental Change	16	(1)
Active Learning - A Complex Physical and Mental Process	16	(4)
Adults as Supporters of Active Learners	20	(3)
The High/Scope Key Experiences - A Framework for Understanding Active Learning	23	(1)
What Happens in an Active Learning Setting	24	(13)
What Children do in the Active Learning Setting	24	(5)
What Adults do in the Active Learning Setting	29	(6)
How Adults and Children Interact in the Active Learning Setting	35	(1)
The Effects of Active Learning	36	(1)
The Practical Ingredients of Active Learning	37	(4)
Using the Ingredients of Active Learning	38	(1)
An Active Learning Experience: Observing and Supporting Callie	39	(1)
Active Learning: The Foundation of the High/Scope Curriculum	40	(1)
References	41	(1)
Related Reading	41	(2)
Establishing a Supportive Climate: The Basics of Positive Adult-Child Interactions	43	(26)
Understanding Supportive Climates	43	(9)
The Child's Sense of Self: Development Through Interaction	43	(1)
Building Blocks of Human Relationships	44	(3)
Who Is in Control? Contrasting Social Climates for Children	47	(3)
The Effects of a Supportive Climate	50	(2)
Strategies for Creating Supportive Climates: Five Key Elements	52	(15)
Sharing of Control between Adults and Children	52	(3)
Focusing on Children's Strengths	55	(2)
Forming Authentic Relationships with Children	57	(2)
Making a Commitment to Supporting Children's Play	59	(2)
Adopting a Problem-Solving Approach to Social Conflict	61	(3)
Using the Elements of Support: Moving a Group of Children From Place to Place	64	(1)
How the Elements of Support Relate to the Rest of the Curriculum	65	(2)
References	67	(1)
Related Reading	67	(2)
Involving families in Active Learning Settings	69	(20)
Family as a Frame for Understanding Children	69	(6)
Active Learning in Support of Family Involvement	70	(2)
A Supportive Climate for Family Involvement	72	(1)
The Effects of Valuing Families	73	(2)
Strategies for Supporting Family Involvement: Four Key Elements	75	(12)
Knowing Yourself, and Your Family's Roots, Beliefs, and Attitudes	75	(1)
Learning From Children and Families about Their Styles and Traditions	76	(6)
Creating Positive Relationships between Yourself and others	82	(1)
Anticipating Excellence From Each Child	83	(1)
Using the Elements of Family Support: Two Examples	84	(1)
The Elements of Family Support and the Rest of the Curriculum	85	(2)
References	87	(1)
Related Reading	87	(2)
Working in Teams: Adult Collaboration to Promote Active Learning	89	(20)
Understanding Teamwork	89	(4)
Teamwork: An Interactive Process	89	(1)
The Effects of Teamwork	90	(1)
Forming the Team	91	(2)
Strategies for Daily Teamwork: Four Key Elements	93	(14)
Establishing Supportive Relationships Among Adults	93	(2)
Gathering Accurate Information About Children	95	(4)
Making Group Decisions About Children: Interpreting Observations and Planning What to Do Next	99	(3)
Making Group Decisions About Teamwork	102	(1)
Using the Elements of Daily Teamwork: Involving a New Team Member	103	(2)
Looking Ahead: The Relationship of Adult Teamwork to the Rest of the High/Scope curriculum	105	(2)
References	107	(1)
Related Reading	107	(2)
PART 2: THE ACTIVE LEARNING ENVIRONMENT	109	(186)
Arranging and Equipping Spaces for Active Learners	111	(40)
Ideas That Shape Settings for Active Learning	111	(13)
Environments for Children and the Active Learning Ingredients	111	(1)
General Guidelines for Organizing Space and Materials	112	(11)
The Effects of Arranging and Equipping Space According to High/Scope Guidelines	123	(1)
Strategies for Arranging Active Learning Settings	124	(24)
Arranging and Equipping Specific Interest Areas	124	(22)
The Relationship to the Rest of the Curriculum of Arranging and Equipping Space	146	(2)
References	148	(1)
Related Reading	148	(1)
Related Media	149	(2)
The High/Scope Daily Routine - A Framework for Active Learning	151	(16)
Understanding the Daily Routine	151	(3)
The Daily Routine Supports Child Initiative	151	(1)
The Daily Routine Provides a Social Framework	152	(1)
The Daily Routine Provides a Flexible Structure	153	(1)
The Daily Routine Supports Curriculum Values	153	(1)
General Guidelines for Organizing a Daily Routine	154	(11)
A Variety of Active Learning Periods Provide Children with a Range of Experiences and Interactions	154	(4)
Active Learning Periods Occur in a Reasonable, Predictable Sequence That Meets the Particular Needs of the Setting	158	(2)
Experiences Take Place in an Appropriate Physical Setting	160	(1)
Each Period Involves Children in Active Learning Experiences Within a of Supportive Climate	161	(1)
The Daily Routine Provides a Range of Learning Experiences	162	(1)
The Daily Routine Flows Smoothly From One Interesting Experience to the Next	163	(2)
References	165	(1)
Related Reading	165	(1)
Related High/Scope Media	165	(2)
The High/Scope Plan-Do-Review Process	167	(78)
Understanding Planning Time	167	(11)
What Is Planning?	168	(2)
Why Is Planning Important?	170	(2)
What Children Do as They Plan	172	(6)
How Adults Support Children's Planning	178	(18)
Adults Examine Their Beliefs About Child Planning and Their Personal Interaction Styles	179	(1)
Adults Plan With Children in an Intimate Setting	180	(1)
Adults Provide Materials and Experiences to Maintain Children's Interest at Planning Time	181	(1)
Adults Converse With Individual Children About Their Plans	181	(11)
Adults Anticipate Changes in Children's Planning Over Time	192	(4)
Understanding Work Time	196	(7)
What Is Work Time and Why Is It Important?	197	(2)
What Children Do at Work Time	199	(4)
How Adults Support Children at Work Time	203	(22)
Adults Examine Their Beliefs About How Children Learn at Work Time	203	(1)
Adults Provide Work Places for Children	204	(1)
Adults Scan the Interest Areas to Find Out What Children Are Doing	204	(2)
Adults Choose Children to Observe, Gain Children's Perspectives, and Form On-the-Spot Interaction Plans	206	(2)
Adults Offer Children Comfort and Contact	208	(2)
Adults Participate in Children's Play	210	(3)
Adults Converse With Children	213	(5)
Adults Encourage Children's Problem Solving	218	(3)
Adults Examine Their Interactions with Children as They Occur	221	(1)
Adults Record Their Child Observations	221	(1)
Adults Bring Work Time to an End	221	(4)
Understanding Recall Time	225	(6)
What Is Recall and Why is it Important?	225	(3)
What Children Do as They Recall	228	(3)
How Adults Support Children at Recall Time	231	(11)
Adults Examine Their Beliefs About How Children Learn at Recall Time	232	(1)
Adults Recall with Children in a Calm, Cozy Setting	232	(2)
Adults Provide Materials and Experiences to Maintain Children's Interest at Recall Time	234	(1)
Adults Converse With Children About Their Work-Time Experiences	234	(6)
Adults Anticipate Changes in the Way Children Recall Over Time	240	(2)
References	242	(1)
Related Reading	242	(1)
Related High/Scope Media	243	(2)
Group Times, Outside Times, Transition Times	245	(50)
Special Features of Group Times	245	(1)
Understanding Small-Group Time	246	(7)
What Is Small-Group Time?	248	(1)
Why Is Small-Group Time Important?	248	(3)
Where Small Groups Meet	251	(1)
What Children Do at Small-Group Time	251	(2)
Low Adults Support Children at Small-Group Time	253	(12)
Adults Examine Their Beliefs about How Children Learn at Small Group Time	253	(3)
Adults Form Well-Balanced Small Groups	256	(1)
Adults Plan Small-Group Experiences Ahead of Time	256	(4)
Adults Prepare for Small Groups before Children Arrive	260	(1)
Adults Set Small Groups in Motion: The Beginning	260	(1)
Adults Support Children's Ideas and Use of Materials: The Middle	261	(2)
Adults Bring Small-Group Time to a Close: The End	263	(2)
Understanding Large-Group Time	265	(6)
What Is Large-Group Time?	267	(1)
Why Is Large-Group Time Important?	268	(1)
Where Large Groups Meet	269	(1)
What Children Do at Large-Group Time	269	(2)
How Adults Support Children at Large-Group Time	271	(11)
Adults Examine Their Beliefs about How Children Learn at Large-Group Time	271	(1)
Adults Plan Large-Group Experiences Ahead of Time	271	(7)
Adults Prepare for Large-Group Time before Children Arrive	278	(1)
Adults Set Large-Group Time in Motion: The Beginning	279	(1)
Adults Support Children's Ideas and Initiatives: The Middle	279	(1)
Adults Bring Large-Group Time to a Close: The End	280	(2)
Understanding Outside Time	282	(3)
What is Outside Time?	282	(1)
Why is Outside Time Important?	282	(1)
Where Children Play Outside	283	(1)
What Children Do at Outside Time	284	(1)
How Adults Support Children at Outside Time	285	(3)
Adults Examine Their Beliefs About How Children Learn at Outside Time	285	(1)
Adults Help Children Obtain the Materials They Need	285	(1)
Adults Use Work-Time Support Strategies	285	(2)
Adults Observe Nature with Children	287	(1)
Adults Bring Outside Time to a Close	288	(1)
How Adults Support Children at Transition Times	288	(5)
Adults Adjust Transition Times to Suit Children's Developmental Needs	289	(1)
Adults Plan for Transitions with Individual Children in Mind	289	(1)
Adults Plan for Cleanup, the Longest Transition	290	(3)
References	293	(1)
Related Reading	293	(1)
Related Media	293	(2)
PART 3: KEY EXPERIENCES IN EARLY CHILDHOOD DEVELOPMENT	295	(230)
Introduction to the High/Scope Key Experiences	297	(14)
The Key Experiences: Guideposts for Child Development	297	(1)
The Evolution of the High/Scope Key Experiences	298	(4)
Starting With Levels and Content Areas	298	(1)
Moving to Goal Sequences	298	(2)
Discovering ``Key Experiences''	300	(1)
Expanding and Revising the Key Experiences	300	(2)
The Significance of the Key Experiences	302	(2)
Using the Key Experiences to Support Teaching and Learning	304	(5)
References	309	(1)
Related Reading	309	(1)
Related Materials	309	(2)
Creative Representation	311	(32)
Young Children as Symbol-Makers	311	(3)
Opening Up New Worlds of Art and Make-Believe	312	(1)
From Objects to Abstractions, From Simple Forms to Complex Images	312	(2)
Supporting Creative Representation	314	(26)
Key Experience: Recognizing Objects by Sight, Sound, Touch, Taste, and Smell	314	(2)
Suggestions for Adults	316	(1)
Key Experience: Imitating Actions and Sounds	317	(1)
Suggestions for Adults	318	(2)
Key Experience: Relating Models, Photographs, and Pictures to Real Places and Things	320	(1)
Suggestions for Adults	320	(3)
Key Experience: Pretending and Role Playing	323	(1)
Suggestions for Adults	324	(6)
Key Experience: Making Models Out of Clay, Blocks, and Other Materials	330	(1)
Suggestions for Adults	331	(3)
Key Experience: Drawing and Painting	334	(1)
Suggestions for Adults	335	(5)
References	340	(1)
Related Reading	341	(2)
Language and Literacy	343	(32)
Basic Beliefs about Language and Literacy	343	(2)
Supporting Language and Literacy	345	(26)
Key Experience: Talking With Others about Personally Meaningful Experiences	346	(1)
Suggestions for Adults	347	(6)
Key Experience: Describing Objects, Events, and Relations	353	(1)
Suggestions for Adults	354	(2)
Key Experience: Having Fun With Language: Listening to Stories and Poems, Making Up Stories and Rhymes	356	(1)
Suggestions for Adults	357	(3)
Key Experience: Writing in Various Ways: Drawing, Scribbling, Letter like Forms, Invented Spelling, Conventional Forms	360	(1)
Suggestions for Adults	361	(4)
Key Experience: Reading in Various Ways: Reading Storybooks, Signs and Symbols, One's Own Writing	365	(1)
Suggestions for Adults	366	(4)
Key Experience: Dictating Stories	370	(1)
Suggestions for Adults	370	(1)
References	371	(1)
Related Reading	372	(3)
Initiative and Social Relations	375	(36)
Characteristics of Preschoolers' Initiative and Social Relations	375	(1)
The Construction of Social Understanding	376	(1)
Supporting Children's Initiative and Social Relations	377	(31)
Key Experience: Making and Expressing Choices, Plans, and Decisions	378	(1)
Suggestions for Adults	379	(2)
Key Experience: Solving Problems Encountered in Play	381	(1)
Suggestions for Adults	382	(1)
Key Experience; Taking Care of One's Own Needs	383	(1)
Suggestions for Adults	384	(1)
Key Experience: Expressing Feelings in Words	385	(1)
Suggestions for Adults	386	(3)
Key Experience: Participating in Group Routines	389	(1)
Suggestions for Adults	390	(1)
Key Experience: Being Sensitive to the Feelings, Interests, and Needs of Others	391	(1)
Suggestions for Adults	392	(2)
Key Experience: Building Relationships with Children and Adults	394	(1)
Suggestions for Adults	395	(4)
Key Experience: Creating and Experiencing Collaborative Play	399	(1)
Suggestions for Adults	400	(3)
Key Experience: Dealing With Social Conflict	403	(1)
Suggestions for Adults	403	(5)
References	408	(1)
Related Reading	408	(3)
Movement	411	(22)
Freedom to Move, Freedom to Learn	411	(1)
Supporting Movement	411	(20)
Key Experience: Moving in Nonlocomotor Ways (Anchored Movement: Bending, Twisting, Rocking, Swinging One's Arms)	412	(1)
Suggestions for Adults	412	(3)
Key Experience: Moving in Locomotor Ways (Nonanchored Movement: Running, Jumping, Hopping, Skipping, Marching, Climbing)	415	(1)
Suggestions for Adults	415	(3)
Key Experience: Moving With Objects	418	(1)
Suggestions for Adults	418	(2)
Key Experience: Expressing Creativity in Movement	420	(1)
Suggestions for Adults	421	(1)
Key Experience: Describing Movement	422	(1)
Suggestions for Adults	422	(2)
Key Experience: Acting Upon Movement Directions	424	(1)
Suggestions for Adults	425	(1)
Key Experience: Feeling and Expressing Steady Beat	425	(1)
Suggestions for Adults	426	(2)
Key Experience: Moving in Sequences to a Common Beat	428	(1)
Suggestions for Adults	428	(3)
References	431	(1)
Related Reading	431	(2)
Music	433	(14)
Music: An Important Ingredient in Early Childhood	433	(1)
Supporting Children as Music-Makers	434	(11)
Key Experience: Moving to Music	434	(1)
Suggestions for Adults	434	(1)
Key Experience: Exploring and Identifying Sounds	435	(1)
Suggestions for Adults	436	(1)
Key Experience: Exploring the Singing Voice	437	(1)
Suggestions for Adults	438	(1)
Key Experience: Developing Melody	438	(1)
Suggestions for Adults	439	(1)
Key Experience: Singing Songs	440	(1)
Suggestions for Adults	440	(2)
Key Experience: Playing Simple Musical Instruments	442	(1)
Suggestions for Adults	443	(2)
References	445	(1)
Related Reading	445	(2)
Classification: Recognizing Similarities and Differences	447	(18)
Learning About the Attributes of Things - A Child's View	447	(1)
Supporting Children's Classification Experiences and Discoveries	448	(15)
Key Experience: Exploring and Describing Similarities, Differences, and the Attributes of Things	448	(1)
Suggestions for Adults	449	(2)
Key Experience: Distinguishing and Describing Shapes	451	(1)
Suggestions for Adults	451	(1)
Key Experience: Sorting and Matching	452	(1)
Suggestions for Adults	452	(2)
Key Experience: Using and Describing Something in Several Ways	454	(1)
Suggestions for Adults	455	(1)
Key Experience: Holding More Than One Attribute in Mind at a Time	456	(1)
Suggestions for Adults	456	(2)
Key Experience: Distinguishing Between ``Some'' and ``All''	458	(1)
Suggestions for Adults	459	(1)
Key Experience: Describing Characteristics Something Does Not Possess or the Class it does not belong to	459	(1)
Suggestions for Adults	460	(3)
References	463	(1)
Related Reading	463	(2)
Seriation: Creating Series and Patterns	465	(10)
Children's Creation of Order and Patterns	465	(1)
Supporting Children's Creation of Series and Patterns	466	(7)
Key Experience: Comparing Attributes (Longer/Shorter, Bigger/Smaller)	467	(1)
Suggestions for Adults	467	(1)
Key Experience: Arranging Several Things One After Another in a Series or Pattern and Describing Their Relationships (Big/Bigger/Biggest, Red/Blue/Red/Blue)	468	(1)
Suggestions for Adults	469	(1)
Key Experience: Fitting One Ordered Set of Objects to Another Through Trial and Error (Small Cup-Small Saucer/Medium Cup-Medium Saucer/Big Cup-Big Saucer)	470	(1)
Suggestions for Adults	471	(2)
References	473	(1)
Related Reading	473	(2)
Number	475	(14)
The Development of Number Concepts	475	(1)
Supporting Children's Understanding of Number	476	(11)
Key Experience: Comparing the Number of Things in Two Sets to Determine ``More,'' ``Fewer,'' ``Same Number''	477	(1)
Suggestions for Adults	477	(2)
Key Experience: Arranging Two Sets of Objects in One-to-One Correspondence	479	(1)
Suggestions for Adults	480	(1)
Key Experience: Counting Objects	481	(1)
Suggestions for Adults	482	(5)
References	487	(1)
Related Reading	487	(2)
Space	489	(22)
Building a Basic Understanding of Space	489	(1)
Supporting Children's Understanding of Space	490	(18)
Key Experience: Filling and Emptying	491	(1)
Suggestions for Adults	492	(1)
Key Experience: Fitting Things Together and Taking Them Apart	493	(1)
Suggestions for Adults	494	(2)
Key Experience: Changing the Shape and Arrangement of Objects (Wrapping, Twisting, Stretching, Stacking, Enclosing)	496	(1)
Suggestions for Adults	497	(1)
Key Experience: Observing People, Places, and Things From Different Spatial Viewpoints	498	(1)
Suggestions for Adults	498	(2)
Key Experience: Experiencing and Describing Positions, Directions, and Distances in the Play Space, Building, and Neighborhood	500	(1)
Suggestions for Adults	501	(2)
Key Experience: Interpreting Spatial Relations in Drawings, Pictures, and Photographs	503	(1)
Suggestions for Adults	504	(4)
References	508	(1)
Related Reading	508	(3)
Time	511	(14)
The Development of an Understanding of Time	511	(1)
Supporting Children's Understanding of Time	512	(11)
Key Experience: Stopping and Starting an Action on Signal	512	(1)
Suggestions for Adults	513	(2)
Key Experience: Experiencing and Describing Rates of Movement	515	(1)
Suggestions for Adults	515	(2)
Key Experience: Experiencing and Comparing Time Intervals	517	(1)
Suggestions for Adults	517	(1)
Key Experience: Anticipating, Remembering, and Describing Sequences of Events	518	(1)
Suggestions for Adults	519	(4)
References	523	(1)
Related Reading	523	(2)
Index	525