Discover the HighScope Way

HighScope® grew out of the Perry Preschool Project in Ypsilanti, Michigan (1962–1967), led by psychologist David P. Weikart. In this landmark randomized study, 123 preschoolers from low-income families participated in a high-quality early learning program with regular home visits—an approach that became the foundation of HighScope.

To carry the work forward, Weikart established the HighScope Educational Research Foundation in 1970, also in Ypsilanti. Since then, HighScope has grown from a single research project into a global nonprofit that supports curricula, professional learning, and continuous improvement in early education.

HighScope centers on active participatory learning—children plan, carry out, and review their own activities with supportive adults—within a consistent daily routine and well-organized learning areas. The well-known plan–do–review cycle, warm adult–child interactions, and clearly defined interest areas are core to classroom practice.

Decades of follow-up on Perry Preschool participants show lasting gains, including higher educational attainment and earnings and reduced involvement with the justice system. Multiple cost–benefit analyses estimate a return of roughly $7–$12 to society for every $1 invested, with age-40 summaries documenting broad life-course effects.

HighScope also grounds daily teaching in clear learning content and assessment. Key Developmental Indicators (KDIs) outline essential early skills, and COR Advantage provides observation-based assessment aligned to those KDIs for infants through kindergarten.

Core Philosophy

The HighScope approach goes beyond traditional academics—it builds independent, reflective, and collaborative learners. Grounded in four core pillars, it turns everyday choices and routines into powerful moments of growth.

1. Active Learning
Children learn best when they are actively involved in choosing and doing activities that interest them. In practice, this means open-ended materials, real-world tasks, and time to explore—so children take ownership, ask questions, and persist through challenges.

2. Plan–Do–Review

A key component of HighScope where children plan an activity, carry it out, and reflect on their learning experience. This simple daily cycle strengthens executive function—goal setting, focus, flexibility—and helps children “learn how to learn.”

3. Teacher as Facilitator

Teachers observe, guide, and support rather than direct, ensuring children are developing key cognitive and social skills. Adults join play at the child’s level, use rich language and open-ended questions, and scaffold next steps without taking over.

4. Developmentally Appropriate Practices

HighScope aligns with children’s developmental stages, offering structure through routines but allowing flexibility for individual learning. Predictable schedules, intentional learning areas, and responsive interactions create a secure base where every child can progress at their own pace.

Curriculum Breakdown

1. Age Bands & Goals

• Infants & Toddlers (0–36 months): Secure attachments, exploration with all senses, early communication, self-help routines (feeding, toileting, dressing).
• Preschool (3–5): Independence, problem-solving, language and early literacy, early math/science thinking, cooperative play.
• Kindergarten/Primary Extensions: Deeper inquiry, early reading/writing, number/operations, community awareness, self-management.

2. Learning Content: Key Developmental Areas (KDIs)

• Approaches to Learning: initiative, planning, engagement, problem-solving, reflection.
• Social & Emotional: relationships, empathy, self-regulation, conflict resolution.
• Physical Development: fine/gross motor, health/safety habits.
• Language, Literacy & Communication: vocabulary, conversations, storytelling, symbols, print awareness.
• Mathematics: classification, seriation, number, measurement, geometry, patterns.
• Science & Technology: observation, inquiry, cause–effect, tools/technology use.
• Creative Arts: music, movement, drama, visual arts, imaginative play.
• Social Studies: self/family/community, maps/locations, roles, rules, culture.

3. Daily Routine (Preschool 3–5 baseline; adjust for your program)

• Arrival & Greetings (10–15 min): sign-in, visual schedule check, warm welcomes.
• Planning Time (5–10 min): brief small-group chats—children state intentions (“I’ll build a bridge”).
• Work Time / “Do” (45–60 min): uninterrupted active learning across interest areas.
• Cleanup & Transition (10–15 min): shared responsibility with visual labels.
• Review Time (10–15 min): children reflect; use photos, drawings, dictations.
• Small-Group (10–15 min): targeted materials for math/literacy/science.
• Large-Group (10–15 min): music, movement, games, shared stories.
• Outdoor Time (30+ min): gross motor play, nature inquiry.
• Meals/Snack & Self-Care (20–30 min): routines for independence.
• Rest/Quiet Choices (as needed): books, soft materials, calm music.

4. Environment & Materials (Intentional Interest Areas)

• Blocks/Construction: unit blocks, tubes, ramps, measuring tapes.
• Art/Creation: crayons, collage, paint, clay, loose parts.
• Dramatic Play: costumes, kitchenware, phones, baby dolls, cultural props.
• Math/Manipulatives: counters, shapes, balance scales, pattern blocks.
• Science/Sensory: magnets, magnifiers, plants, water/sand tables.
• Library/Writing: diverse books, name cards, clipboards, alphabet charts.
• Music/Movement: instruments, scarves, beanbags.
• Outdoors: bikes, balls, climbing, gardening tools, natural materials.
  All materials labeled with words/pictures and stored at child height to promote choice and responsibility.

5. Teaching Practices (Teacher as Facilitator)

• Observe → Join → Extend: get at the child’s level; narrate actions; add vocabulary.
• Open-Ended Questions: “What’s your plan?” “What else could you try?”
• Scaffold Gently: offer a tool, model a strategy, or invite a peer—don’t take over.
• Positive Conflict Resolution: acknowledge feelings → gather info → restate problem → brainstorm solutions → agree on a plan → follow up.

6. Assessment & Documentation

• Ongoing Observation: anecdotal notes tied to KDIs during everyday play.
• Work Samples & Photos: add child dictation for language growth.
• Reflection & Planning: use observations to plan small-group materials and individualized supports.
• Family Conferences: share strengths, next steps, and ways to support at home.
  (Programs often use observation-based tools aligned to KDIs, such as COR Advantage.)

7. Family & Community Partnerships

• Regular updates with photos/notes, simple at-home extensions, family skill shares, community walks/visits, and culturally responsive materials and celebrations.

8. Inclusion & Support

• Universal Design: multiple ways to engage, represent, and express learning.
• Individualization: visual supports, first/then cards, alternative seating, fine-motor tools.
• Collaborations: coordinate goals with specialists and families.

9. Sample Week (Theme: “Ramps & Motion”)

• Small-Group: day 1—explore slopes with wood ramps; day 2—measure distance with tape; day 3—compare surfaces (rough/smooth); day 4—add weight/size variables; day 5—graph “Which rolled farthest?”
• Work Time Invitations: create a “car clinic,” design signs, build parking garages, make “speed posters.”
• Large-Group: ramp-relay, “fast/slow” movement game, song with tempo changes.
• Literacy Tie-ins: children dictate captions for ramp photos; label garage areas.
• Plan–Do–Review Language: “What’s your ramp plan?” → “Show me what happened.” → “What will you try tomorrow?”

10. Materials Starter List

Unit blocks, boards/ramps, cars/balls, tubes/gutters, timers, measuring tapes, clipboards/pencils, picture labels, magnifiers, sensory bins, multicultural pretend-play props, musical instruments, outdoor loose parts (planks, crates, logs).