This approach, based on the cognitive development theory of Jean Piaget, was developed under the leadership of David Weikart. It was initially designed for preschool children during the 1960’s when there was a social concern for the welfare of impoverished children. The basic premise of this approach is that children are active learners who are in the process of constructing their knowledge through meaningful experiences.
This High scope model provides a way for teachers to extend cognitive development of children through the eight key concepts.
Key concepts:
Active learning: Employs use of all senses and allows the child to select activities and materials for learning.
Using language: Through talking, writing ideas (self or teacher) and playing with language.
Representing experiences and ideas: Through art, writing, role playing and use of senses.
Classification: Using a variety of materials to group and classify.
Seriation: Develops the ability to order, compare and match objects.
Number concepts: Provides foundation for mathematical understanding and computation as children count, add, subtract etc.
Spatial relationships: Helps to assemble puzzles, explore the environment with their own bodies, describe the location, position and the distance of objects in their environment.
Time concept: involves understanding units of time (hour, day, month, year) and sequence of time.
The role of the teacher in this approach is critical to effective development. The teacher must master the art of questioning so children’s thinking is extended.
Adoption and modification of the cognitively oriented approach is currently experiencing popularity and is being used in primary grades as a frame work for self directed learning.
Participants