High Scope Labeling

High Scope Labeling
Careful labeling in High Scope classrooms helps children learn important concepts while they play and complete routines like cleanup. Visual labels that use both a diagram and word also help to make connections between objects and printed letters.

Outlines of a fork, knife, plate, glass, spoon and drawn onto a placement. Each outline is labeled with the name of the object.

Daily Routine

The daily routine emphasizes intentional teaching through routines, transitions, and a predictable order of events. The Plan-Do-Review sequence (PDR) in particular is a great example of a concept that represents both a strategy and an intended outcome. Before the time of the day when children are free to choose center activities, teachers guide them to plan what they will do. This provides teachers with information they can use during center time to facilitate play and learning. Afterwards, teachers debrief children and encourage them to reflect on and share their work. So PDR serves to organize movement and activities and also to promote intentional thinking, focus, and “thinking about thinking,” or metacognition.

A teacher helps three students mix playdough.Michelle Del Guercio / Getty Images

Making play dough in the cooking center is one activity children enjoy as part of the Creative Curriculum.

Assessment

The High Scope curriculum was one of the first to provide a comprehensive integrated assessment system using the Child Observation Record (COR), which relies heavily on teacher observation and anecdotal record keeping and skills assessments of various kinds. Specific tools focus on emergent literacy (Early Literacy Skills Assessment, ELSA) and program quality in Infant/Toddler, Preschool, and Elementary classrooms.

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