Final Version May 5 07

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According to the study, the traditional nursery school model employs a childcentred
approach in which children initiate activities and the teachers respond. The
teachers create classroom themes from everyday events, encouraging children to actively
engage in play. The research findings suggest that the direct instruction method did not
fare well in comparison to child-initiated activities which helped children develop social
responsibility. The High/Scope curriculum and nursery school curriculum groups did not
differ significantly on any outcome variable. The researchers suggest that because of the
extensive documentation of actual practice, validated teacher training, and a well
developed program, that the High/Scope approach is a better alternative to the nursery
school approach since it was a unique product of the teachers, although not necessarily
applicable to other settings (Weikart & Schweinhart, 2000).
In Quebec, the first and only Canadian province to date to institute universal early
childhood education at a nominal charge for parents, High/Scope has been recommended
as the official curriculum. However, there are concerns expressed about transferring an
American-made curriculum to a French-Canadian setting. Without extensive teacher
training the fear is that it may be implemented in a haphazard way (Howe et al., 2000).
Mesher and Amoriggi (2001) recommend the adapting of the Reggio Emilia approach in
Quebec:
Pedagogical documentation, as carried out in Reggio Emilia schools,
supports the social-constructivist philosophy advocated by the Quebec
reform. Through reflection on and dialogue about this documentation,
educators can develop a deeper understanding of how children learn. The
image of the child as being competent must be the first step. We believe
preschool is the place to start and the Reggio Emilia approach can help to
chart the path. (p. 248)