What is The HighScope Approach in Early Years?

The HighScope Approach is a method of early childhood education that focuses on active learning. It is based on the belief that children learn best through direct experience with people, objects, events, and ideas. Active learning means that children are mentally and physically engaged in their own education, making choices and following their interests while being guided by adults. The approach places children at the centre of their own learning process, giving them opportunities to make decisions and plan their activities, rather than simply following adult direction.

The HighScope philosophy was developed in the 1960s by David Weikart and his team, who carried out research showing that quality early education could have lasting benefits on children’s later life outcomes. This evidence-based method continues to be used internationally and focuses on creating an environment where children develop skills through purposeful play, guided discovery, and consistent daily routines.

What are the Core Principles of the HighScope Approach?

HighScope is built on several key principles, which guide how settings plan learning and interact with children.

• Children learn best through active involvement and hands-on play.
• Adults are partners in learning, supporting rather than leading every step.
• The physical environment is carefully arranged to encourage independence.
• Daily routines provide structure but allow flexibility for children’s choices.
• Observation and assessment are ongoing, informing how practitioners respond to each child.
• Problem-solving and conflict resolution are taught through everyday experiences.

These principles aim to help children develop not just academic skills, but also social confidence, independence, and the ability to work with others.

Active Learning in Practice

Active learning is the heart of HighScope. Children are encouraged to explore ideas, test out solutions, and work on activities that interest them. Rather than being passive receivers of information, they are actively involved in thinking, questioning, and decision-making.

In practice, active learning means:

• Children choose activities based on their own interests.
• They handle real materials, like blocks, art supplies, natural objects, and tools.
• Adults interact with children during activities, asking open-ended questions or helping them think through problems.
• Mistakes and trial-and-error are viewed as valuable parts of the learning process.

Adults listen carefully to what children are saying, respond to their ideas, and support their development by gently extending their thinking. The aim is for children to understand concepts through their own discoveries, which makes learning more memorable.

The Role of Adults

In the HighScope Approach, adults are not instructors delivering fixed lessons from the front. Instead, they are active partners who work alongside children. This role requires observation, listening, and responding to children’s needs and interests.

Adults in HighScope settings:

• Observe children’s play and interactions to understand their stage of development.
• Join in activities at the child’s level, following their lead.
• Introduce new vocabulary and concepts naturally during play.
• Provide encouragement and acknowledge children’s efforts.
• Help children resolve disagreements using a step-by-step conflict resolution process.
• Offer gentle guidance rather than controlling the activity.

By adopting this role, adults help children develop independence and confidence, rather than relying on constant adult direction.

The Daily Routine

A consistent daily routine is a core feature of HighScope. This routine provides security and predictability, helping children feel comfortable and ready to explore. HighScope’s daily routine includes periods for planning, doing, and reviewing, known as the “Plan-Do-Review” process.

Typical parts of the daily routine include:

• Arrival and Greeting Time: Opportunities to settle in and connect with peers and adults.
• Planning Time: Children decide what they want to do during the active learning time. They might share their ideas verbally or through drawing.
• Work Time: Children carry out their planned activities, making choices and engaging in active learning.
• Review Time: Children reflect on what they did, talking about their experiences, successes, and any challenges.
• Small Group Time: Focused sessions where adults introduce new ideas or skills in a playful way.
• Large Group Time: Activities involving the whole group, like singing, stories, or movement games.
• Outside Time: Play and exploration in the outdoor environment.
• Transition Times: Gentle, well-planned changes between parts of the day.

This structure balances child-led exploration with adult support. The predictability of the routine gives children confidence to try new things.

Plan-Do-Review Process

The Plan-Do-Review process is one of the most distinctive parts of HighScope. It encourages children to think ahead, follow through on their decisions, and reflect afterwards on what happened.

• Plan: Children talk about what they want to do, where they will play, and which materials they might use. This may involve conversation, drawing, or looking through materials.
• Do: Children carry out their plan, with adults observing and supporting. They are free to change their plan if they wish, learning flexibility through experience.
• Review: Children discuss their activity afterwards, recalling what they did and considering what they might do next time. Adults help by asking questions and prompting reflection.

This process builds thinking skills, independence, and language development.

The Learning Environment

HighScope emphasises the importance of the environment. Spaces are carefully organised into distinct areas like construction, art, reading, sand and water play, and role play. Each area offers open-ended materials that children can use in creative ways.

Features of the HighScope environment:

• Materials are stored on low shelves so children can access them independently.
• Areas are labelled with words and pictures to help children learn organisation skills.
• Spaces are physically arranged to allow movement and small group interaction.
• There is a balance between quiet and more energetic areas.

The environment is seen as a “third teacher” – alongside adults and peers, it supports learning by offering opportunities for discovery and problem-solving.

Curriculum Content Areas

HighScope has a defined curriculum that covers key areas of child development. These are designed to work together, giving children a broad foundation for learning.

Areas include:

• Approaches to Learning – curiosity, initiative, and persistence
• Language, Literacy, and Communication – vocabulary, listening, speaking, and early reading and writing
• Social and Emotional Development – relationships, self-awareness, and conflict resolution
• Physical Development – gross and fine motor skills, health habits
• Mathematics – number concepts, shapes, measurement, and patterns
• Creative Arts – music, movement, and visual expression
• Science and Technology – exploring the natural world, making predictions, and testing ideas
• Social Studies – understanding people, communities, and cultural diversity

Rather than teaching these areas through formal lessons, HighScope integrates them naturally into play and daily activities.

Assessment in HighScope

Assessment in this approach is based on careful, ongoing observation. Practitioners use a tool called the Child Observation Record (COR) to track children’s development over time. This involves watching children during everyday activities, making notes about what they do and say.

The aim is not to test children in a formal sense, but to build a picture of each child’s strengths, interests, and areas for growth. This information helps practitioners support the next steps in learning.

Conflict Resolution

HighScope has a clear process for conflict resolution that helps children learn how to solve disagreements constructively. Adults guide children through a series of steps:

1. Approach calmly and stop any hurtful behaviour.
2. Acknowledge each child’s feelings.
3. Gather information about what happened.
4. Restate the problem using neutral language.
5. Ask for ideas from the children to solve the problem.
6. Support the children in agreeing on a solution.

By using this process consistently, children learn to manage their emotions, listen to others, and come up with solutions that work for everyone.

Benefits for Children

HighScope offers many benefits for young children:

• Greater independence and confidence in making choices.
• Stronger social skills through cooperative play and conflict resolution.
• Better communication skills from planning and reviewing activities.
• Improved problem-solving and thinking abilities.
• A positive attitude towards learning through self-directed activity.
• Well-developed fine and gross motor skills from varied play experiences.

The approach supports development across all areas, preparing children well for future education.

Role of Families

Families play an important part in HighScope settings. Practitioners work closely with parents and carers to share observations, celebrate achievements, and support learning at home. Families are encouraged to continue some of the principles of active learning, such as offering choices, asking open questions, and involving children in everyday problem-solving.

Final Thoughts

The HighScope Approach places children at the centre of their own education, giving them the tools and confidence to be active learners right from the start. With its structured daily routine, supportive adult role, and well-planned environment, it offers a rich foundation for growth. Children are encouraged to make choices, solve problems, and reflect on their experiences. This creates a learning atmosphere where curiosity and creativity can thrive and where each child is valued as an individual with their own interests and potential.