Compare High Scope Essays

Compare High Scope Essays Compare High Scope Essay Compare High Scope Essay Co intents High Scope Method How the curriculum is designed Environmental Set-up The Regis Emilie Approach History Comparison of the two approaches their advantages and disadvantages. Conclusion REFERENCES Compare High scope and Regis Emilie methods of class room settings. Include Merits and Demerits of both methods and which methods as a teacher you will prefer in your class room. Give reason for it. This method of class room setting was established by Dry. David Wackier, a Michigan educator, in 1970. As the name refers to the programmer it is because of its highest purpose of the project and the tourists mission of the project. The academic skill development, social and emotional development is emphasized in the programmer. Some of the learning experiences of this method include putting everything in an order counting and telling time as well as more creative and linguistic activities such as singing and dictating stories. This project as per history was initiated in 1962; some children were also involved (age group of 3 to 4 years old). There were teachers involved with the group of children and they spent few hours of the day at school. The teachers were attended with staff meetings and they were make Inning home visits at the same for the respected children taken for the project (Morris son, 2010). This programmer was an independent not for profit research, includes development, training and public awareness. The main principal Of the organization was to promote the learning and development of children worldwide from infancy through adolescence and to support and train educators and parents as they help children learn (Morrison, 2010). The theory thus believes that we learn by mentally and physically interacting with the environment and with others. Although errors may e made during these interactions, they are considered just another part of the learning process. The main principles of this approach is to: 1. Engaging the children and interaction with people, materials and ideas. 2. Get children involvement in conducting, planning and carrying out the intended activities. 3. Providing a curriculum based on the active learning processes. 4. Providing the children with us port on their personal decisions made. These summarized Key experiences were designed specifically for this approach. The key experiences for preschool children are: Creative representation Classification Language and literacy Serration Initiative and social relation Number Movement Space Music Time Plainview is another major component of the High/Scope framework. Children are encouraged to: plan the area, materials, and methods they are going to work with; do , actually carry out their plan; and 3) revive ewe 2) , articulate with the classroom community what they actually did during work time. The review time helps children bring closure to their work and link their actual work to their plan. Cleanup time is a natural part of philanderers. Environmental Set-Up The High Scope classroom is a materialistic learning environment. Usually, the locations for classroom materials are labeled to help children learn organization Anal skills. Materials are setup so that they are easily accessible at a childs level. This helps facilitate childrens active exploration (Klein, 2008). Teachers set up the classroom areas purposefully for children to explore and build social relationships, often with Hellenized areas for different activities. In 1991, Newsweek magazine noted that the system of 33 infant/toddler schools and reechoes in Regis Emilie were among the ten best school systems in the world. Over the last 35 years, the teachers in the Regis Emilie schools have taken the time to carry out a process of collaborative examination and analysis of teaching and learning about children n ( (Klein, 2008). First, familiarity with the Regis Emilie approach is integral to recent developments in early childhood theory and practice (Klein, 2008). Documentation is the approach by which the environment is used to explain the history of the projects and the school community. Flowcharts are used as an organized system of recording curriculum lancing and assessment based on ongoing collaboration and careful review. Flowcharts enhance the Regis curriculum. A flowchart records information in such a way that one can see the steepest process of how relationships are built; they help the teachers organize and keep in mind the nature and purpose of the curriculum. The purpose of a flowchart is to tell the past (what happened before), the present (what is being discussed now), and the future (what predictions can be made in preparation for what may emerge). Portfolios are a collection of a childs work that demonstrates the h lids efforts, progress, and achievements over time. Regis Emilie schools create homelike environments. In Regis, the homelike atmosphere is designed to help make children feel comfortable and learn practical life issues. Each child is provided a place to keep her own belongings. Documentation is a major part of the environmental setup. Documentation illustrates both the process and the product. In documentation, the child is seen as an individual but also in relation to a group, with various possibilities for the individual. Regis Emilie model is so called collaboration with teachers and staffs. While the High Scope method is about the importance of teaching of the cognitive approach needed to deliver the studies to the children. The teacher closely observes the process in the high scope method. The teacher is able to understand each childs thinking and development. In Regis Emilie method the teacher observe and listen to the children while they work in groups. And the teacher asses by asking questions in a broad manner and get a glimpse of the childrens ideas. Its a repeat process by which all teachers are partners with the children in the research and learning process. They believe that interaction is more important in development of the childrens minds, and the teachers give one to one attention to the child (Klein, 2008). The issue Of identifying the best approach is difficult. Issue in identifying a program good for children is making sure a program has not become too eclectic. Sometimes schools choose from so many different program models, aspects in the classroom contradict each other. For example, a school that follows an approach that wants children to learn actively, yet the program has borrowed the idea of children sitting and just repeating the teacher for most f the day.