High Scope and Reggio Emilia Curriculum Methods - Essay Example

High/Scope and Reggio Emilia Based on scientific research and behavioural studies, early care on children must involve hands-on care, concrete materials and activities, oral language development, positive interaction between and among children and adults, and topics of study and activities that are based on real life experiences. Fun and play had recently been added as an essential part in the learning process of early childhood learning. Such activities may include play-enhancing props and materials, outdoor play activities, and child choice from a wide selection of materials wisely chosen to enhance physical, cognitive, language, social, and emotional development. (Puckett & Diffily, p. 23) Philosophers, educators, and human growth development experts generally agree that for young children to have their best chances to succeed in the important tasks of growing up, early experiences must be whole-child oriented, nurturing, supportive, and positive. (Puckett & Diffily, p. 23) Many children have their first learning experiences in a daycare setting. Daycares are where a child develops their learning habits and often these early years set the tone for future educational success. Although there are many different approaches, daycares follow when setting the curriculum and defining their philosophy, two popular curriculum methods are High/Scope and Reggio Emilia. This paper will examine the key points of each approach, their similarities and differences, the best aspects of each and will conclude which approach is more effective according to the research gathered. The first model examined is High/Scope, which was developed in the 1960s by David Weikart and was based on Piaget's theory (Gestwicki & Bertrand, p.35). High/Scope is an active learning educational approach meaning the students have direct hands-on experience with people, objects and ideas (Epstein, p.1). The first step in the learning process is to have the child make choices and following through on their plans and decisions. Children are taught to plan their own daily activities and execute their plans. Teachers support their plan and review their progress at the end in small group discussions. This is one unique feature of High/Scope that differentiates it from other early childhood programs- the daily plan-do-review sequence (Epstein, p. 3). Here the children are responsible to plan the activity, to choose the material needed and to choose with whom to work in small groups. Although most of the activities are left in the hands of the children, themselves, this approach has planned experiences in reading, mathematics and science. There are also areas in the curriculum where large group work is involved such as movement, music, storytelling activities etc. Teachers are taught how to support the children with this type of curriculum method and are given assessment tools to measure the children's progress. Active learning is the key to this approach, whether it involves activities initiated by the children or planned by the teachers (Epstein, p.3). The second feature is the 58 High/Scope preschool key experiences, which define the curriculum (Gestwicki & Bertrand, p.36). These key experiences are organized into ten content areas - reading, social development, visual and performing arts, math, science etc. The key experiences are central to the curriculum and teachers use them to organize the environment where the children interact. The goals of this type of curriculum is to have the child learn through active involvement, to encourage independence and have the child gain knowledge through active and social play. With its principles involving the best practice and optimized learning environment, High/Scope programs based on its curriculum integrates a real-life environment for the early child learning. The unique arrangement of materials and furniture that is implemented in High/Scope program promotes an active space or environment that allows the children to fully manipulate their environment. The division and organization of the various areas within the classroom give them the freedom to choose the materials or the categories which they are most interested in. In this situation, the children start to recognize their liberty in personally choosing the things that they seem would be appropriate for them in which they find to be fun. Children are also taught of the value of being independent particularly in this kind of environment. Furthermore, children are at the same time taught of awareness in their environment. Examples of these principles include such practices like cleaning up their surroundings after an activity. This way, children are taught how to take care of their environment as well as the sense of responsibility in his surroundings. Such practices imply As young generation in the society, children must be taught of their responsibilities as one of its members. Similarly, early on in their development, they should be taught of the various duties concerning his family and his community. Interaction either in a small or large group encourages them and teaches them how to work and cooperate within a group. The role of the caregiver as a facilitator poses an image of a mediator that is an integral part in the community. This provides them the principle of self-discipline in order not to be given a punishment or sanction. Due to this various activities in the classroom, the children may learn the value of trust and respect that deemed essential especially in dealing with a group. Along with the role-plays and the children's active participation, High/Scope establishes the children's role in a real life situation as members of the society. Art and music's integration as part of the program's practice is a bright way of encouraging children to appreciate as well as practice creativity. Not only do the children become responsible for their actions, but they will also be able to develop strategies and techniques of expressing their thoughts and emotions in an artistic and innovative manner. The children's ability to express their thoughts through the various activities with enough discipline such that involves planning and creativity in the classroom setting allows them the chance to determine their roles and responsibilities as young members of the community - which is one value in the best practice of early child education. It has been found that programs using High/Scope help improve children's school success, later socioeconomic success, and social responsibility (Epstein, p. 2). Considering the various principles and practices in the learning process of the children involving the teacher as facilitators and the environment, there is no wonder High/Scope has gained as many positive recognitions and feedbacks as one of the appropriate best practice in early childhood education. It is an interesting approach to preschool curriculum, much like Reggio Emilia. The Reggio Emilia approach was founded by Loris Malaguzzi and named after an Italian city. It has been gaining popularity over the last few decades and has attracted worldwide attention. The Canadian government supports thirty-five Reggio Emilia schools in Canada and the curriculum is used for children from birth to six years of age (brainy-child). Reggio Emilia was "hailed as the best pre-schools in the world by Newsweek magazine in 1991" (Brainy children.com). The program is unique because it emphasizes expression of individual interests and likes, but it still is consistent with best practices and essential program requirements. "The curriculum is not child centered or teacher directed. The curriculum is child originated and teacher framed" (cmu.edu, p.3). Educators often refer to it as "negotiated curriculum" instead of child centered curriculum (cmu.edu, p. 3). The children's interests are expressed and supported, thus promoting energetic learning. In the Reggio Emilia approach, focus is also placed on the environment - that is the classroom. They regard the classroom as the "third teacher" (cmu.edu, p.3). The tone is neutral and natural (brainy-child.com) wherein the children are exposed in an environment that is rich in its aesthetic value, filled not with just any embellishments, but with those that still influence learning the learning process of the children. This includes the arts and projects made by the children that are displayed on the walls for exhibition and for recollection and retention as well. The learned values and principles that the children have obtained from the school activities were documented in order to capture the experience, the feeling and the knowledge that the children have acquired through the activity. Through these documentations these factors were preserved in such a way that children will have the opportunity to recollect their experiences as well as the knowledge gained from it. In addition, projects can emerge from the ideas of the children themselves or from teachers, which is a way of recognizing and respecting the ideas of the children themselves. Teacher's roles promote organized materials in classroom to be aesthetically pleasing and conducive for learning. As such, they involve children in planning activities when necessary. Children express their knowledge through representational work that is guided by teachers or parents. The Reggio Emilia approach has a dialogue about projects that involves parents and teachers and fosters the connection between home, school and community. Most of their projects also involve children planning and problem solving which enhances their learning and development. This program also provides a balanced approach of children development and appropriate experiences (cmu.edu). Reggio Emilia and High/Scope share some similarities. Although, different curriculum approaches, they have some common threads and ideas. Most importantly, both have proven successful in child development and learning. They both encourage child directed activities allowing the child to express interests and ideas. Both place great emphasis on the classroom. The space and materials used is as important as the program itself. Both approaches rely heavily on the child's ideas and interests while the teacher serves as a resource and partner in the child's education. The main focus in each method is problem solving and child initiated activities while remaining consistent with best practices recommended for early childhood education. The active learning approach is unique to both methods and is a critical part of the curriculum. Both approaches focus on non-traditional methods of curriculum and place greater focus on the child themselves compared to traditional forms. However, there are some distinguishing features which differential the two methods drastically. Some not so obvious differences exist between these two approaches. Firstly, Reggio can be implemented for all ages in daycare, while High/Scope is mostly a curriculum designed for preschoolers only. High/Scope is more children directed. The program itself is directed by the children who chose the topics and activities covered in a daily plan. The High/Scope program offers more activities in art and music. Reggio Emilia is child oriented but the teachers have specific curriculum already laid out. Teachers play a greater, more active role in this type of curriculum. In Reggio Emilia, although emergent curriculum is involved and is based on the child's interests, the teachers are active participants along the children and do not use small group project settings such as High/Scope. While both methods have many positive aspects to them, the curriculum which is most appealing to this author is Reggio Emilia. The flexibility in small and large group projects and daily routines are brilliant. They allow creative thinking among the children, promote expression of likes and dislikes, promote team work and build confidence in children. It appears to be an approach that really prepares children for "life". Ideas and thoughts are not forced on children by teachers. The program plan is not made months in advance and implemented without consideration to the interests of the children themselves. The program has been accepted worldwide and is regarded with respect after decades of implementation in actual settings. Reggio Emilia is a nice balance of creative individual thinking on the part of the children and structured activities that promote general knowledge and skills. In conclusion, there is growing popularity in alternative methods of teaching especially at the daycare level. There is more freedom and flexibility to promote nontraditional methods into the curriculum. This paper was a general review of two methods, High/Scope and Reggio Emilia. Both methods offer positive aspects to teaching and both promote individual attention on children. Children are one of the world's greatest resources and often their education first begins at the daycare level. Greater thought and attention to should be placed on developing appropriate approaches to curriculum for daycare programs among educators. Reference: Epstein, A. High/Scope. Retrieved from www.highscope.org/About/allabout.htm on February 18, 2009. Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8. Retrieved from http://www.naeyc.org/about/positions/dap1.asp on February 17, 2009. Getwsicki, C. & Bertrand, J. n.d. Essential of Early Childhood Education. Retrieved from www.cmu.edu/cyert-center/rea.htm on February 17, 2009. Puckett, M. & Diffily, D. 2003. Teaching Young Children: An Introduction to the Early Childhood Profession. Retrieved from http://books.google.com.ph/booksid=4GjHzhvoyJQC&hl=en on February 16, 2009. Reggio Emilia Approach. Retrieved from http://www.brainy-child.com/article/reggioemilia.html on February 19, 2009. What is High/Scope Retrieved from http://www.perpetualpreschool.com/highscope/highscope_info.htm on February 18, 2009. Read More