HIGH/SCOPE VERSUS REGGIO EMILIA APPROACH

High/Scope versus Reggio Emilia Approach

Sharon D. Davis

Ivy Tech Community College

ECED-260

October 31, 2015

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My research paper is on the High/Scope versus Reggio Emilia approach. I will begin with

the High/Scope Approach. The High/Scope approach was created by Davis P. Weikart from the

Perry Preschool Project. In 1970 he established the High Scope Educational Foundation. This

approach was founded for children that were considered at-risk from some of the poorest areas of

Michigan. It was created so that the children would have somewhere to go where they felt safe

and they could show their productivity. This approach believed that youth workers job was to

make a place where a young persons needs could be met. This space would be child-friendly

and the children would flourish and develop.

Weikart is an American Psychologist and the founder and a school psychologist for the

public schools in Ypsilanti, Michigan area. He founded the High Scope Curriculum and Early

Childhood program. His creation of the Perry Preschool Project was created to find why the

children from these poor environments were under-performing in school. (Hohman, Epstein

(2008).

This program was formed for 3 and 4 year olds in order to ensure their success while in

elementary school and their school life. The focal point of this Preschool program was to

improve and support the childs intellectual maturity level. It was done through active learning

and studied the lasting effect from babyhood throughout their adolescence. This program

contributed positively to childrens school success, financial income, decreased teen pregnancy

and it prevented them failing in high school, which lead to an increase of high school

graduations.

The major component of this approach is a Plan-Do-Review plan. Plan- The area is

planned it has materials and methods that will work for this type of play. Do- Children actually

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play with the items in these areas. Review-talks with the class about what they are doing.

(www.highscope.org/content.asp?contentId=1719)

The High/Scope approach is in all types of preschools, childcare programs and it includes

children with special needs. Children in this approach explore, ask and answer questions, solve

problems and they interact with their peers and adults. (www.perpetualpreschool.com). Children

connect to activities that further help them to develop their vital skills and abilities. The 58

key experiences include:

1.) Creative representation.

2.) Classification.

3.) Language and literacy.

4.) Seriation.

5.) Initiative and Social Relations.

6.) Numbers.

7.) Movement.

8.) Space.

9.) Music.

10.) Time.

The selected spaces are arranged around specific kinds of play. The areas are

block, art, housekeeping, small toys, computers, books, writing materials, sand and water

play. Children playing in these areas learn to clean-up and are taught how to put away the

items into the correct area. These classrooms have a consistent routine that is followed,

which helps children to understand what event will happen next. This also gives children

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more power over what they do in the classroom. Each learning area is labeled to help

them with their organization skills.

The developmental domain in the cognitive area is promoted by having activities where

children play in areas that are print-rich. These materials help develop a childs large language

vocabulary, this may be an area for reading or writing. Children ask and answer questions.

Teachers ask open-ended questions that allow children to share what they think. This is how

language and literacy is promoted. For children with special needs who may not be able to

communicate they can point, gesture or say a single word to show teachers they understand what

is being said.

Math and science is promoted in the different learning areas. Teachers help children to

learn how to count, they compare number and do science activities in the classroom. Music, art

and social studies are taught when children use the different play areas.

The developmental domain of social/emotional is promoted by giving children the

chances to talking and interacting with their peers, teachers and other adults. Talking with a child

gives them an opportunity to tell how they feel.

The physical domain is promoted by giving children space to develop their muscles in the

gym area and during outside playtime. This could also include activities in the classroom where

children can jump, dance or march.

The High/Scope approach is an inclusive one that teaches children of all races, ethnicities

abilities and or disabilities. It focuses on a childs ability and not on any deficit areas.

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The teachers role is to share their thought with the children, problem resolution as

conflicts arise, observe and record what children do during the day, provide children with

opportunities that are developmentally appropriate for childrens levels. They also provide

children with tools and materials to use to develop their different skills. One of the most

important things is to have 1-on-1 correspondence with children.

Teachers record a childs development. They talk to parents and communicate with them

about their childrens development and allow parents to give their input. Teachers get to know

the childs strengths, needs and how to help a child to develop in areas where improvement is

needed.

The HIGH/Scope approach fosters self-esteem and encourages confidence by praising

children when they accomplish tasks. Independence and self-discipline is developed by teaching

children how to perform tasks on their own and how to self-regulate their emotions. Sound health

and nutritional practices are taught before, during, and after meals. Children are taught how to

practice good hand-washing. Nutritional practices are followed and practiced according to the

guidelines of the state.

The Reggio/Emilia approach was started in Reggio Emilia, Italy by Loris Malaguzzi to

improve the lives of the poor children in that community. The approach is that children have

rights and should be given the opportunity to develop their potentials. Children are taught to

share what they think and their ideas. They learn through moving, touching, listening and

observing their environment. It says children have 100 languages or more.

In the Reggio/Emilia classroom there are 2 teachers and the environment is said to be the

3rd teacher. There are 2 teachers per classroom. There is an artelierista (art teacher), nutritionist,

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cook and administrator. Its participants are the teachers, parents and the community. Children

use painting, sculpting and drama in their classroom work. They work in studios and laboratories

where they use pen, paper, pencils, beads, shells and natural materials to create projects. They

collect information as they observe photography, video, conversations and art materials. These

ways are used to identify their strengths. Music and art is usually done in small-group activities.

The classroom has lots of plants, lights and doors from their classrooms into outdoor

spaces, the halls are informal meeting places for staff, children and parents. Childrens art is

displayed everywhere.

In these classrooms children are given control of how they learn and what activities they

do in the classroom. Their classroom looks more like the outside natural environment. The

cognitive developmental domain is promoted by asking and answering questions that children

may have or ask. They learn through print, art, construction, drama, music and shadow play.

They also go on field trip and they may create a project based off of what they observed during

the trip.

The cognitive domain is promoted as children ask and answer questions, reading, writing

and talking with and to their teacher and peers. The social/emotional developmental domain is

promoted by interaction with their peers, parents, teachers and other adults. They learn to

cooperate, learn to self-regulate their behavior under the guidance of their teacher. They

compromise as they work and talk with their peers. They work in groups where they share

information and talk to each other.

The physical developmental domain is promoted during large group time and by moving,

drama and using puppetry. They also walk outside and look at nature. Science is done by

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observing and using materials that pertain to science. Math and reading are promoted in the

classroom during small group time.

The approach includes diversity by including all children, even those with special needs,

usually the older children help them with their assignments. Teachers roles are to work as

partner, to guide, nurture, and they help to solve problems. They discuss, compare and observe

children, they exchange theories and communicate with parents and community members.

Children in this approach are taught to be confident of themselves and their self-esteem is

bolstered by the teacher encouraging them. Children are encouraged to work independently and

have a strong self-discipline.

The Reggio/Emilia approach promotes sound health and nutritional practices by having

their own cook and nutritionist that prepare the meals for the children. Children follow

guidelines that are set forth by their schools.

(www.innovativeteacherproject.org/reggiovalues,php)

In comparison both of these schools are based on the Constructivist theory, parents,

teachers, community and children are included in the childs education. Teachers observe and

collect information about the childs development, the activities children do and have a positive

relationship with the parents. Both of these approaches listen to what children are saying and

allow them to ask questions.

In contrast High/Scope approach the activities are child-directed and in Reggio/Emilia it

is teacher-directed. HIGH/Scope approach has designated learning centers and Reggio/Emilia

does not. The classroom for High/Scope allows children to easily access all of the learning

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centers of their own choice, but Reggio/Emilia classroom is in classes, hallways and outdoors in

the natural environment. (www.earlychildhoodnews.com).

In conclusion my choice for an approach is the High/Scope approach because I have seen

this work for me, my children and family. This approach is used in Head Start programs and in

the field experiences I have had in this Early Childhood Education program at Ivy Tech

Community College.