High Scope Curriculum

High Scope Curriculum is based on the principle that children learn best through direct, hands-on experiences with people, objects, events, and ideas.

Over 40 years of research shows that High Scope programs advance the development of children and improve their chance of living a better life through adulthood. National research with children from different backgrounds has shown that those who attend High Scope programs score higher on measures of development than similar children enrolled in other preschool and child care programs.

During this active learning process, students are encouraged to discover the world around them by exploring and playing. Learning and development are anchored by long-term, trusting relationships with caregivers, who are close at hand to support the children as they play. Trained adults who understand child development and how to scaffold the important areas of learning in the preschool years offer guidance and support.

High Scope teachers give preschoolers a sense of control over the events of the day by planning a consistent daily routine that enables the children to anticipate what happens next. Central elements of the preschool daily routine include the plan-do-review sequence, small- and large-group times, greeting time, and outside time.

Adult-child interaction is the process of working alongside children and communicating with them both verbally and nonverbally to encourage learning. One of the most important High Scope’s strategies for adult-child interaction is sharing control with children: creating a balanced climate where adults and children are partners in the learning process. Additional strategies include focusing on children's strengths, forming authentic relationships with children, supporting children's play, using encouragement instead of praise, and taking a problem-solving approach to conflict. During High Scope training, teachers and caregivers learn a host of specific techniques for carrying out each of these strategies.

In addition, the High Scope approach offers a unique role and experience for parents. In High Scope programs, adults are as active in the learning process as children. A mutual give-and-take relationship exists in which both groups participate as leaders and followers, speakers and listeners. Adults interact with children by sharing control with them; focusing on their strengths, forming genuine relationships with them, supporting their play ideas, and helping them resolve conflicts. Adults participate as partners in children’s activities rather than as supervisors or managers. They respect children and their choices, and encourage initiative, independence, and creativity. Our teachers provide materials and plan experiences that children need to grow and learn. Our parents learn through their work in the class room and through monthly child development classes.

Toddler Development

The education content is built around 41 "Key Experiences" that identifies an observable behavior reflecting knowledge and skills in areas such as communication and language, social relations, exploring objects and movement.

Sense of self

  • Expressing initiative
  • Distinguishing self from others
  • Solving problems encountered in exploration and play
  • Doing things for one's self

Social relations

  • Forming an attachment to a primary caregiver
  • Building relationships with other adults
  • Building relationships with pears
  • Expressing emotions
  • Showing empathy toward feelings and needs of others
  • Playing with others

Creative representation

  • Imitating and pretending
  • Exploring building and art materials
  • Responding to and identifying pictures and photographs


  • Feeling and experiencing steady beat
  • Movement coordination


  • Listening to music
  • Responding to music
  • Exploring and imitation sounds
  • Exploring vocal pitch sounds

Communication and language

  • Listening and responding
  • Communicating nonverbally
  • Participating in two way communication
  • Speaking
  • Exploring picture books and magazines
  • Enjoying stories, rhymes and songs

Exploring objects

  • Exploring objects with one’s hands, feet, mouth, eyes, ears and nose
  • Discovering objects permanence
  • Exploring and noticing how things are the same or different

Early quantity and number

  • Experiencing "more"
  • Experiencing one to one correspondence
  • Experiencing the number of things


  • Exploring and noticing the location of objects
  • Observing people and things from various perspectives
  • Filling and emptying, putting in and taking out
  • Taking things apart and fitting them together


  • Anticipating familiar events
  • Noticing the beginning and ending of time intervals
  • Experiencing "fast" and "slow"

Repeating an action to make something happen again; experiencing cause and effect.

Preschool Development

High Scope curriculum addresses all areas of development (a comprehensive curriculum model).

Each Child is a statement that identifies an observable child behavior reflecting knowledge and skills in areas such as language and literacy, math, creative arts, and physical development.

High Scope Curriculum divides the program into eight content areas that parallel the dimensions by National Education Goals Panel.

Approaches to learning

  • Making and expressing choices, plans, and decisions
  • Solving problems encountered in play

Language, literacy and communication

  • Talking with others about personally meaningful experiences
  • Describing objects, events, and relations
  • Having fun with language: listening to stories and poems, making up stories and rhymes
  • Writing in various ways: drawing, scribbling, letter-like forms, invented spelling, conventional forms
  • Reading in various ways: reading storybooks, signs and symbols, one’s own writing
  • Dictation Stories

Social and emotional development

  • Taking care of one's own needs
  • Expressing feelings in words
  • Building relations with children and adults
  • Creating and experiencing collaborative play
  • Dealing with social conflict

Physical development and health

  • Moving in non-locomotor ways (anchored movement bending, twisting, rocking, swinging one's arm)
  • Moving in locomotor ways (non-anchored movement, running, jumping, hopping, skipping, marching, climbing)
  • Moving with objects
  • Expressing creativity in movement
  • Describing movement
  • Acting upon movement
  • Feeling and expressing steady beat
  • Moving in sequence to a common beat


  • Striation
    • Comparing attributes (long/ short, bigger/ smaller, etc)
    • Arranging several things one after another in a series or pattern and describing the relationships (big/ bigger/ biggest, red/ blue/ red/ blue, etc)
    • Fitting one ordered set of objects to another through trial and error (small cup-small saucer/ medium cup-medium saucer/ large cup-large saucer)
  • Number
    • Comparing the numbers of things in two sets to determine "more", "fewer", "same number"
    • Arranging two sets of objects in one-to one correspondence
    • Counting objects
  • Space
    • Filling and emptying
    • Fitting things together and taking them apart
    • Changing the shape and arrangement of objects (wrapping, twisting, stretching, stacking, enclosing, etc)
    • Observing people, places, and things from different spatial viewpoints
    • Experiencing and describing positions, directions, and distances in the play space, building, and neighborhood
    • Interpreting spatial relations in drawings, pictures, and photographs

Science and technology

  • Classification
    • Recognizing objects by sight, sound, touch, taste, and smell
    • Exploring and describing similarities, differences, and the attributes of things
    • Distinguishing and describing shapes
    • Shorting and matching
    • Using and describing something in several ways
    • Holding more than one attribute in mind at a time
    • Distinguishing between "same" and "all"
    • Describing characteristics something does not possess or what class it does not belong to
  • Time
    • Starting and stopping an action on signal
    • Experience and describing rates of movement
    • Experiencing and comparing time intervals
    • Anticipating, remembering, and describing sequences of events

Social studies

  • Participation in group routines
  • Being sensitive to the feelings, interests, and needs of others

Creative Arts

  • Art
    • Relating models, pictures, and photograph to real places and things
  • Pretend play
    • Imitating actions and sounds
    • Pretending and role playing
  • Music
    • Moving to music
    • Exploring and identifying sounds
    • Exploring the singing voice
    • Developing melody
    • Singing songs
    • Playing simple musical instruments

The Daily Schedule At World Of ABC

Full time and part time students

  • Arrival
  • Large group time including greeting, singing and active play time
  • Circle time (small group time, with age appropriate activities). Students are deciding with the teacher on day's program sequence (Math/ Science, Geography/ Culture, Story telling/ Story writing, Art, Theatre, Music classes, Play time, etc.)
  • Teacher starts to implement the program
  • Snack time
  • Program activities

Full time students

  • Lunch
  • Nap time/ Relaxation time
  • Program activities
  • Outdoor time
  • Snack time
  • Program activities
  • Pick up time

Extended hours students and after hour activities (all extracurricular classes free for children enrolled with the extended program day)

  • Dance classes
  • Pantomime
  • Music
  • Chess
  • Math
  • Theatre
  • Singing
  • Poetry
  • Story telling

Example Of A Day Of Learning At World Of ABC Based On High Scope Curriculum

Example: Autumn... "The changing world around us"

Full time and part time students

  • Arrival time followed by large group, greeting every student with a song and other musical activities combined with plays within every child’s personal space
  • Group separation followed by circle time, the teacher decides with students the sequence of the day’s program and discusses the theme:
  • Circle time - the teacher discusses with students the topic of fall. Change of weather, change of colors in nature, blowing wind, fall fruits and vegetables, autumn appropriate clothing, etc
  • Finger printing - the children will use their hands and fingers to express themselves in an abstract form
  • Sponge printing - children will use different sponges with different textures to convey the same subject
  • Brush printing - the children will use different brushes to paint more accurate representation of the autumn outside of their windows
  • Children are bringing their artwork in to the drying area and the teacher comments involving students in to the conversation and discusses the exercise

Curriculum content for those exercises:

- Science And Technology, Classification:

Distinguishing between some and all.

- The Arts, Visual Arts:

Relating models, pictures and photographs to real places and things. Learning to create abstract forms and look at the world from different perspective.

  • Snack Time
  • Followed By Program Activities
  • "Autumn Treasures" Prior to this exercise the children collect on a neighbor-hood walk acorn, acorn tops, chestnuts, lives, branches, stones and pebbles, etc. The teacher will provide box with a hole in the middle of the top big enough for child’s hand, magnifying glasses and small bag for each student
  • Each student takes turns, pick an artifact from the special box and before taking the object out describes how its feel
  • After the box is empty the children seat on the floor in a circle and look closely at each object through magnifying glass. The teacher describes the texture, color, shape, smell, size, its origin, purpose in nature, etc. incorporating new vocabulary
  • The teacher encourages children to create different shapes and visual combinations on the floor by using the materials in their bag (a person, house, horse, map, etc) as well as encourages them to explore different sounds the object might make by touching them one to another
  • Following this exercise, the children have to sort off the objects in to designated baskets for each artifact, set on the table. The teacher discusses with the children the volume and quantity of the objects

Curriculum content for those exercises:

- Mathematics, Number:

Arranging two to five sets of objects in one-to-one correspondence
Discussing quantity and concept of more/ less.

- Mathematics, Striation:

Comparing attributes (longer/ shorter, bigger/ smaller, round/ tubular, tridimensional/ flat).

- Science And Technology, Classification:

Recognizing objects by sight, sound, touch, taste, and smell. Exploring and describing similarities, differences and the attributes of things and sorting and matching. Discussing the origin of the objects and its purpose in nature.

- The Arts, Visual Arts:

Relating abstract compositions to real places and things.

Full Time Students

  • Lunch time
  • Nap time
  • Snack time
  • Outdoor time
  • Program activities
  • Let's make a zoo. Materials for each child and a teacher: six apples, chestnuts, stones, color markers and toothpicks
  • Children will create frogs out of stones, horses out of chestnuts and porcupines out of apples. Students will paint stones green to look like a frog, use toothpicks as legs for chestnut horses and insert toothpicks in to apples to make it look like a porcupine

Curriculum content for those exercises:

- Arts And Crafts:

Manual coordination, using imagination and creativity.

- Language:

Teacher uses new vocabulary to describe material they are using.

- Science, Biology, Geography:

Teacher describes animals they are creating (characteristics, environment they are living in, body parts, what they eat, etc).

  • Animal parade. Materials for each child and teacher: six each of three different kinds of counting artifacts (chestnut horses, stones frogs, orange happy faces; try to use materials were children were involved in creating them)
  • Create a pattern of the parade: decide with the students which animal goes first, second and third. Ask them to create second line of animals with the same pattern, then third, fourth, fifth and sixth. Discuss out loud the pattern and repeat the sequence at least three times
  • After this exercise ask each child to create its own pattern. Discuss out loud each pattern and repeat each sequence at least three times
  • Encourage students to create pattern involving more than three animals and proceed with the exercise as above. Additionally copy and extend children’s patterns with your animals. Leave blanks at the end and in the middle, and ask students to help you complete the pattern. Make errors in your patter so that the students can correct you

Curriculum content for those exercises:

- Mathematics, Number:

Arranging two to six sets of objects in one-to-one correspondence.

- Mathematics, Algebra:

Alternating Patterns.

- Mathematics, Vocabulary:

Incorporating new vocabulary like: pattern, repeat, over and over again, same order, arrange in order, twice, three times, align, etc.

  • Literacy learning focus, Story telling time - Autumn... "The changing world around us". Materials: book with illustrations about autumn activities, fruits, vegetables, weather, nature and their characteristics. Autumn vocabulary card
  • The teacher discusses and examines illustrations. Children create a story based on the pictures, and compare them accordingly
  • Follow up with story writing time. Encourage students to write their own story inspired by what was talked about in the class. Materials for one child: A3 piece of paper, crayons, color markers, lives, crazy glue, etc to create title page and three-story book
  • Pick up Time

Extended Hours Students And After Hour Activities

  • After Hours Activities:
  • Drama class
  • Chess class
  • Music class
  • Healthy snack will be provided