DIVERSE AND INCLUSIVE CLASSROOM - High/Scope Educational ...

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HIgHLY EffECTIvE PROgRAmS carry out, and reflect on (Hohmann, Weikart, Epstein, 2009). The Abecedarian program presented the Learninggames child development activities (Sparling & Lewis, 1981) to children up to age three and used several standard preschool curricula focusing on communication skills after age three. The Child-Parent Centers used a literacy curriculum and a specific learning model in other subject areas. The Centers focused on a variety of activities, including individualized and interactive learning, smallgroup activities, and frequent teacher feedback. Teachers. Perry Preschool and Child-Parent Centers teachers were state-certified teachers, while Abecedarian teaching staff had a range of educational backgrounds. Perry Preschool teachers were state-certified in elementary and special education. Child-Parent Centers were staffed by early childhood-certified teachers and aides. Abecedarian project teaching staff had professional backgrounds ranging from paraprofessional to graduate degrees in early childhood education, all with extensive experience working with young children. Outreach to Parents. Perry and Chicago engaged in extensive outreach to parents, and Abecedarian engaged parents in child care. The Qualified and well-trained teachers who have extensive experience working with children are essential to a program's effectiveness. Perry program involved parents as partners with teachers through weekly home visits to discuss their children’s developmental progress, and occasional group activities. The Chicago Child- Parent Centers required parent participation that involved volunteering in the program a half-day each week. The Abecedarian project required parents to support their children in full-day, full-year child care throughout early childhood. Scrutiny of the highly effective programs that have identified longterm effects and return on investment offers guidance on how early childhood programs can achieve these higher standards. Assessment. All three highly effective programs included extensive assessment of children’s development. While they did not engage in systematic data collection on pro- Introducing the New HighScope Key Developmental Indicators (KDIs) by Ann S. Epstein, PhD HighScope has always been a leader in early childhood education. In this tradition, we are excited to announce the latest update in the HighScope Preschool Key Developmental Indicators (KDIs), the content component of our curriculum. The new KDIs are based on the latest information about child development and how adults can support early learning in all domains. They can be easily aligned with state standards and other program requirements. what’s the same? what’s new? HighScope’s validated educational approach — active learning, adult-child interaction, the learning environment, the daily routine, child observation, and program planning — remains the same. The adult scaffolding strategies to support children’s learning are also valid, and teachers can continue to use them with confidence. The eight content areas for organizing the curriculum are unchanged as well, and reflect our continued commitment to comprehensive and meaningful learning. However, the new KDIs within each area will help adults broaden their child development focus and be more intentional in their teaching. There is much continuity with the former KDIs, but with enhanced attention to the content young children need to succeed in school and in life. Moreover, the new KDIs are more consistent with the in-depth materials HighScope has developed in specific content areas such as literacy, mathematics, science, social-emotional development, physical development, and the creative arts. The new HighScope Preschool KDIs (opposite) fall into eight content areas: Approaches to Learning; Social and Emotional Development; Physical Development and Health; Language, Literacy, and Communication; Mathematics; Creative Arts; Science and Technology; and Social Studies. As always, HighScope will continue to develop materials and offer training to support practitioners as they implement the curriculum’s teaching practices and educational content. For more information, visit our website: www.highscope.org Ann S. Epstein, PhD, is HighScope’s Senior Director of Curriculum Development. 6 ReSource Winter 2010–2011 highscope.org
HighScope Preschool Curriculum Content — Key Developmental Indicators (KDIs) A. Approaches to learning 1. Initiative: Children demonstrate initiative as they explore their world. 2. Planning: Children make plans and follow through on their intentions. 3. Engagement: Children focus on activities that interest them. 4. Problem solving: Children solve problems encountered in play. 5. Use of resources: Children gather information and formulate ideas about their world. 6. reflection: Children reflect on their experiences. B. Social and Emotional Development 7. Self-identity: Children have a positive self-identity. 8. Sense of competence: Children feel they are competent. 9. Emotions: Children recognize, label, and regulate their feelings. 10. Empathy: Children demonstrate empathy toward others. 11. Community: Children participate in the community of the classroom. 12. Building relationships: Children build relationships with other children and adults. 13. Cooperative play: Children engage in cooperative play. 14. Moral development: Children develop an internal sense of right and wrong. 15. Conflict resolution: Children resolve social conflicts. C. Physical Development and Health 16. Gross-motor skills: Children demonstrate strength, flexibility, balance, and timing in using their large muscles. 17. Fine-motor skills: Children demonstrate dexterity and hand-eye coordination in using their small muscles. 18. Body awareness: Children know about their bodies and how to navigate them in space. 19. Personal care: Children carry out personal care routines on their own. 20. Healthy behavior: Children engage in healthy practices. D. language, literacy, and Communication 1 21. Comprehension: Children understand language. 22. Speaking: Children express themselves using language. 23. Vocabulary: Children understand and use a variety of words and phrases. 24. Phonological awareness: Children identify distinct sounds in spoken language. 25. Alphabetic knowledge: Children identify letter names and their sounds. 26. reading: Children read for pleasure and information. 27. Concepts about print: Children demonstrate knowledge about environmental print. 28. Book knowledge: Children demonstrate knowledge about books. 29. writing: Children write for many different purposes. 30. Ell/Dual language acquisition: (If applicable) Children use English and their home language(s) (including sign language). E. Mathematics 31. Number words and symbols: Children recognize and use number words and symbols. 32. Counting: Children count things. 33. Part-whole relationships: Children combine and separate quantities of objects. 34. Shapes: Children identify, name, and describe shapes. 35. Spatial awareness: Children recognize spatial relationships among people and objects. 36. Measuring: Children measure to describe, compare, and order things. 37. Unit: Children understand and use the concept of unit. 38. Patterns: Children identify, describe, copy, complete, and create patterns. 39. Data analysis: Children use information about quantity to draw conclusions, make decisions, and solve problems. F. Creative Arts 40. Art: Children express and represent what they observe, think, imagine, and feel through two- and three-dimensional art. 41. Music: Children express and represent what they observe, think, imagine, and feel through music. 42. Movement: Children express and represent what they observe, think, imagine, and feel through movement. 43. Pretend play: Children express and represent what they observe, think, imagine, and feel through pretend play. 44. Appreciating the arts: Children appreciate the creative arts. G. Science and Technology 45. Observing: Children observe the materials and processes in their environment. 46. Classifying: Children classify materials, actions, people, and events. 47. Experimenting: Children experiment to test their ideas. 48. Predicting: Children predict what they expect will happen. 49. Drawing conclusions: Children draw conclusions based on their experiences and observations. 50. Communicating ideas: Children communicate their ideas about the characteristics of things and how they work. 51. Natural and physical world: Children gather knowledge about the natural and physical world. 52. Tools and technology: Children explore and use tools and technology. H. Social Studies 53. Diversity: Children understand that people have diverse characteristics, interests, and abilities. 54. Community roles: Children recognize that people have different roles and functions in the community. 55. Decision making: Children participate in making classroom decisions. 56. Geography: Children recognize and interpret features and locations in their environment. 57. History: Children understand past, present, and future. 58. Ecology: Children understand the importance of taking care of their environment. 1 Language, Literacy, and Communication KDIs 21–29 may be used for the child’s home language(s) as well as English. KDI 30 refers specifically to ELL/Dual language acquisition. highscope.org ReSource Winter 2010–2011 7
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