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  • they observe think imagine and feel through movement Pretend play Children express and represent what they observe think imagine and feel through pretend play Appreciating the arts Children appreciate the creative arts Art In HighScope classrooms children s sequenced experiences with art materials are built on a knowledge of the developmental stages in making and appreciating art Art activities are also used to promote and enhance children s learning in literacy e g writing and illustrating stories labeling pictures mathematics e g sequences and patterns and other cognitive and social areas Music Music experiences center on moving to music exploring and identifying sounds exploring the singing voice developing melody singing songs and playing simple instruments Opportunities to integrate movement and music with literacy math and other content domains are included throughout the daily routine Movement Movement experiences focus on purposeful activity involving both movement and music Systematic instruction help young children build capacity and an awareness of the body s potential to move and create sound Using sequenced activities in movement teachers work with children as they learn to express creativity in movement For more information on HighScope s Education Through Movement Curriculum see the Movement and Music section of

    Original URL path: http://highscope.org/print.asp?ContentId=295&version=-1 (2016-02-14)
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  • the preschool scientific method because they are the early forms of abilities adult scientists use These abilities are also highlighted in the preschool key developmental indicators KDIs for science and technology see below in the HighScope Curriculum KDIs in Science and Technology Observing Children observe the materials and processes in their environment Classifying Children classify materials actions people and events Experimenting Children experiment to test their ideas Predicting Children predict what they expect will happen Drawing conclusions Children draw conclusions based on their experiences and observations Communicating ideas Children communicate their ideas about the characteristics of things and how they work Natural and physical world Children gather knowledge about the natural and physical world Tools and technology Children explore and use tools and technology Preschoolers use the emerging abilities identified in the KDIs to explore their world and share their discoveries As they observe living and nonliving things in the natural and physical world they ask and answer questions about how things work and what causes change Preschoolers resolve discrepancies between what they expect to happen and what they actually observe and they solve problems by using and transforming materials Adults support these processes by providing hands on materials and

    Original URL path: http://highscope.org/print.asp?ContentId=623&version=-1 (2016-02-14)
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  • key dimensions of learning in this content area are captured in the six preschool key developmental indicators KDIs in social studies see below KDIs in Social Studies Diversity Children understand that people have diverse characteristics interests and abilities Community roles Children recognize that people have different roles and functions in the community Decision making Children participate in making classroom decisions Geography Children recognize and interpret features and locations in their environment History Children understand past present and future Ecology Children understand the importance of taking care of their environment Because young children are concrete thinkers age appropriate social studies experiences start with children s own lives and help them relate new learning to what is familiar After their family the classroom is the first society that young children belong to For them early social studies learning grows from their interactions with the people and materials in the preschool setting For example children learn about human diversity by interacting with adults and classmates trying on different roles during pretend play reading books exploring the arts and going on field trips Similarly participating in the classroom community is a scaled down version of the decision making process in society at large Children

    Original URL path: http://highscope.org/print.asp?ContentId=718&version=-1 (2016-02-14)
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  • Large-Group-Time Submission Form
    and Security Map and Directions HighScope Publications Links of Interest International Institutes Demonstration Preschool Job Opportunities Membership Contact Us Store Shortcut To OnlineCOR OnlinePQA Letter links Online Training Forums Video Clips ReSource Catalog Mailing List Membership Print Large Group Time Submission Form GOT A GREAT ACTIVITY FOR LARGE GROUPS Directions Please fill out the following form and submit it by clicking the Submit button at the end You can also print out the form complete it and fax 734 485 5210 it or mail it to Nancy Goings HighScope Educational Research Foundation 600 North River Street Ypsilanti MI 48198 2898 If your submission is chosen your plan will be posted on the HighScope website and you will receive a 15 00 gift certificate to the HighScope online store If you have questions please contact Nancy Goings at email protected or 734 485 2000 Ext 205 SUBMISSION FORM Your name E mail address Phone number with area code Name and address of center program or school Title of activity Short description summarizing the activity including what sparked your idea Materials needed Content areas Opener how you start with an easy to join activity Activity Transition how you end the activity and

    Original URL path: http://highscope.org/Content.asp?ContentId=555 (2016-02-14)
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  • HighScope ideas from the field submission form for small groups
    of Interest International Institutes Demonstration Preschool Job Opportunities Membership Contact Us Store Shortcut To OnlineCOR OnlinePQA Letter links Online Training Forums Video Clips ReSource Catalog Mailing List Membership Print Small Group Time Submission Form GOT A GREAT ACTIVITY FOR SMALL GROUPS Directions Please fill out the following form and submit it by clicking the Submit button at the end You can also print out the form complete it and fax 734 485 5210 it or mail it to Nancy Goings HighScope Educational Research Foundation 600 North River Street Ypsilanti MI 48198 2898 If your submission is chosen your plan will be posted on the HighScope website and you will receive a 15 00 gift certificate to the HighScope online store If you have questions please contact Nancy Goings at email protected or 734 485 2000 Ext 205 SUBMISSION FORM Your name E mail address Phone number with area code Name and address of center program or school Title of activity Short description summarizing the activity including what sparked your idea Materials needed for each child Back up materials Key developmental indicators KDIs or COR items Beginning how you introduce the activity Middle how you support and extend children s learning

    Original URL path: http://highscope.org/Content.asp?ContentId=536 (2016-02-14)
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  • from your colleagues You will also receive a 15 00 gift certificate to HighScope s online store It s easy to submit your innovative ideas with HighScope Simply complete the appropriate form and then submit it via e mail Large group time form Small group time form You can also print out the form complete it and fax it 734 485 4467 or mail it send it to Nancy Goings

    Original URL path: http://highscope.org/print.asp?ContentId=411&version=-1 (2016-02-14)
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  • it to Ask the children to put on their smocks and then give each child a squish bag and a piece of paper Say I wonder if you ll notice anything magical about these squish bags Middle how you support and extend each child s learning Observe how the children are using the squish bags and listen to what they are saying Imitate children s actions with your squish bag repeat their comments and ask open ended questions as appropriate You might say for example I noticed that when you started you had two colors and now you have one color Where did the other color go If children open up their squish bags encourage them to use the white paper as their canvas Offer children other squish bags with other colors End how you end the activity and transition to the next part of the routine Tell the children they have 5 more minutes to explore their squish bags After 5 minutes ask the children to place their squish bags in a pile or put them in their cubbies to take home One child wanted to hang his squish bag on the window creating a sun catcher like Mommy s at home so I gave him tape so he could display it on the window in a place of his choosing This caused several other children to follow suit using tape to secure their sun catchers to the window To transition to the next part of the daily routine play a color game For example hold up a color and say If this is the color that you made say something that is the same color and then get your coat for outside time Repeat until all the children have transitioned Ideas for follow up or related activities Put

    Original URL path: http://highscope.org/print.asp?ContentId=748&version=-1 (2016-02-14)
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  • eat make noise grasp or mouth or drop things and be messy from time to time HighScope caregivers are trained to stock the setting with a wide variety of materials that infants and toddlers can reach explore and play with in their own way at their own pace Materials appeal to children s senses and have varied properties including wood metal and textured materials found materials natural materials The storage of materials is consistent personalized and accessible so that infants and toddlers can reach or get to the materials they see and want to explore Play and Care Areas Eating food preparation Sleeping napping Bodily care Infant indoor play Toddler movement Toddler sand water Toddler book Toddler art Toddler block Toddler house Outdoor play T he space and materials are organized into play and care areas that serve the needs of infants and toddlers For example the toddler block area includes a good supply of small and large blocks for satisfying stacking and balancing experiences The care and play areas are distinct and organized with children s activities in mind It is recommended that specialized areas with fixed purposes such as the diapering block eating and napping areas are organized

    Original URL path: http://highscope.org/print.asp?ContentId=298&version=-1 (2016-02-14)
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