High Scope Model in Early Childhood Education

Year 2009, Volume: 26 Issue: 26, 31 - 41, 01.02.2009

Hüseyin Kotaman

Abstract

Purpose of this study is to examine High Scope early childhood education system which was developed in USA. Accordingly historical reasons underlied the development of High Scope, systems’ educational theory, its’ curriculum and daily program routine, teachers’ characteristics and their responsibilities and High Scope’s evaluation system are defined. High Scope system base on Piaget’s constructivist theory. In this liberal educational system child learn through invent and construct the knowledge through the interaction with objects surrounding him while he is communicating about his interaction with other people around him. High Scope also aim to educate children who are coming from economically disadvantage families and to develop their school readiness for elementary school. Thus they can start elementary school as ready as their middle and upper class peers. Possible implications of High Scope for Turkish early childhood education system were discussed.

Keywords

High Scope, disadvantage children, early childhood education.

Okul Öncesi Eğitimde High Scope Modeli

Abstract

Bu çalışma da okul öncesi eğitim alanında Amerika Birleşik Devletleri’nde geliştirilmiş bir sistem olan High Scope incelenmiştir. Bu doğrultuda High Scope’un ortaya çıkış koşulları,eğitim anlayışı, uygulanan müfredat ve günlük program, öğretmenlerinin sahip olması gereken özellikler ve yerine getirmeleri gereken sorumlulukları ve High Scope’un değerlendirme sistemi açıklanmıştır. High Scope Piaget’in yapısalcı kuramı temelinde çocuğun etrafındaki nesneler ve insanlarla kendi ilgileri doğrultusunda ilişkiye girerek bilgiyi yapılandırmasını amaçlamaktadır. High Scope’un bir başka önemli hedefi de olumsuz sosyo-ekonomik koşullardan gelen çocukları anahtar deneyimler doğrultusunda yetiştirerek onların ilköğretime kendilerinden daha avantajlı koullarda yaşayan yaştaşlarıyla eşit koşullarda başlamalarını sağlamaktır. Çalışmada High Scope’un ülkemiz okul öncesi sistemi dahilinde değerlendirilmesine de yer verilmiştir.

Keywords

High Scope, olumsuz koşullardan gelen çocuklar, okul öncesi eğitimi.

References

• Bilaloğlu, G. R. (2004). Okul öncesi eğitimde High Scope yaklaşımı. Çukurova Üniver- sitesi Sosyal Bilimler Enstitüsü Dergisi, 13, 41-56.
• Charlesworth, R. (1993) Review of professio- nal literarure. The High Scope assesment tool, aids education and classroom dis- cipline. Dimensions of early childhood, 21, 36-38.
• Hohman, M. (2002). The High Scope prescho- ol key experiences; essential elements of young children’s learning. The journal of at risk issues; a joint publication of Natio- nal Dropout Preventation Center and Net- work, 8, 9-11.
• Morgan, G. ve diğerleri. (1985). Quality in early childhood programs: Four perspecti- ves. High Scope early childhood policy pa- pers No 3. (ERIC Document Reproduction Service No. ED264944).
• Saurino, D. R. ve Saurino, P. L. (1996). Colla- borative action research: The High Sco- pe curriculum for Georgia public prescho- ol. (ERIC Document Reproduction Servi- ce No. ED396818).
• Samuelsson, P. I., Sheridan, S. ve Williams, P. (2006). Five preschool curricula compa- rative perspective. International Journal of Early Childhood, 38, 11-30.
• Schwienhart, L. J. (1985). The preschool chal- lenge. High Scope early childhood policy papers, No 4. (ERIC Document Reproduc- tion Service No. ED262903).
• Schweinhart, L. J. (1993). What the High Scope Perry Preschool study reveals about deve- lopmental transitions and contextual chal- lenges of ethnic males. (ERIC Document Reproduction Service No. ED371257).
• Schwienhart, L. (2000). The High Scope Perry Preschool study: A case study in random assignment. Evaluation & Research in Education, 14, 136-147.
• Schweinhart, L. (2002). The High Scope preschool curriculum: What is it? Why use it? The journal of at risk issues; a joint publication of National Dropout Preventa- tion Center and Network, 8, 13-16.
• Schweinhart, J. L. ve Weikart, P. D. (1997). The High Scope preschool curriculum com- parison study through age 23. Eary Child- hood Research Quarterly, 12, 117-143.
• Schweinkart, L. ve Weikart, P. D. (1999). The advantages of High Scope: Helping children lead successfull lives. Educatio- nal Leadership, 76-78.
• Schweinkart, L. ve Weikart, P. D. (1999). Why curriculum matters in early childhood education. Educational Leadership, 57-60.
• Stellar, A. (2002). Effective dropout preven- tion strategies developed by the High Scope Educational Research Foundation. The journal of at risk issues; a joint publi- cation of National Dropout Preventation Center and Network, 8, 1-4.
• Roopnarine, L. J. ve Jonhson, E. J. (1993). Approaches to early childhood education. New Jersey: Printice Hall.
• Weikart, P. D. (1988). A perspective in High Scope’s early education research. Early Childhood Development and Care, 33, 1-4.
• Weikart, D. P. ve Hohmann, C. F. (1973). Clas- sification in the High Scope cognitive cur- riculum. (ERIC Document Reproduction Service No. ED081483).