ReSource for Educators spring 2015 web2

5 The Challenge of China

9 Opting Out in South Africa

13 A Dream Denied in Canada?

ReSourceSpring 2015F O R E D U C A T O R S

2 ReSource Spring 2015 highscope.org

Letter from the President

Sue BredekampEarly Childhood Education Consultant and Author, Cheverly, MD

Gloria Corral-Terrazas Assistant Executive Director, First 5 San Diego, Chula Vista, CA

Ben EmdinRetired Director, Great Start Collaborative, Heart of West Michigan United Way, Grand Rapids, MI

Bonnie Lash FreemanSenior Training Specialist, National Center for Families Learning, Louisville, KY

Cynthia L. GardnerSenior Vice President, Regional Manager, PNC Bank, Ann Arbor, MI

Amy Goerl Early Childhood Education/Special Education Consultant, Highlands, NJ

Elizabeth Meyers Hyde Director, Department of Early Learning, State of Washington, Lacey, WA

THE HIGHSCOPE FOUNDATION is an independent, nonprofit organization founded by the late David Weikart in Ypsilanti, Michigan. HighScope’s mission is to lift lives through education by engaging in curriculum development, research, training, and publishing and communication.

Michael L. LópezAbt Associates, Bethesda, MD

Jana MartellaCo-Director, Center on Enhancing Early Learning Outcomes, Education Development Center, Inc., Washington, DC

Kristen McDonaldVice President, Program and Policy, Skillman Foundation, Detroit, MI

Terry MurphyAnn Arbor, MI

Deborah J. StipekDean, Graduate School of Education, Stanford University, Stanford, CA

Marianne Udow-PhillipsDirector, Center for Healthcare Research and Transformation, Ann Arbor, MI

highscoPe Board of directors

What is highscope? i’m not asking you as a parent or principal — what i mean is something different. What does highscope — what do we — stand for?

from the beginning, the work of highscope has demonstrated a commit-ment to bringing what we know works best to our day-to-day practice with children and their families.

highscope has stayed true in its original intent, even as the highscope curriculum has evolved. every day we’re learning more about how best to prepare children for a lifetime of suc-cess. But no matter what the research tells us, no matter what innovation is in store, be assured that highscope is, and always will be, about children and families first.

in highscope, there is both the power of idealism, and the purpose of pragmatism.

We can be, i believe, both idealistic and pragmatic. We can seek to achieve the highest standards in the health, development, learning, and school suc-cess of our children, all the while seeing

in the unconventional a chance to make a difference in the lives of the individual.

in this issue of ReSource, we’ll hear about the specific challenges of imple-menting highscope outside of the Us. in these accounts, we will encounter challenges endemic to specific localities, and we may find ourselves comparing institutions in china or south africa or canada to ones that are more familiar to us. We may wonder, is this highscope? the answer to that question is, most assuredly, yes.

i recently toured several preschools associated with our training centers in china, and let me be clear, this is highscope. now, some might say that certain practices i witnessed do not fit the highscope approach. is a class of 40 children too big for highscope? What if these 40 children are in rural china? Would you turn away even one child, knowing that the alternative for him might be no access to early education at all? though we may have different standards, dictated by different circum-stances, what unites the highscope community and a chinese kindergarten is our deep commitment to providing early learning opportunities to all chil-dren. surely that bond is stronger than any one ideal.

Just as it is imperative for caregivers to meet children and families where they

are in their lives, so too it is the challenge of highscope to meet those caregivers where they are in their work — especial-ly in places across the globe where that shared commitment to early childhood education has advanced so rapidly.

so too it is the challenge to examine the particular features of that work. Will the practices that are successful in a south african preschool achieve the same success in a kindergarten in ontario?

my recent visit to china confirmed that china is ready for highscope, and i was inspired by this, because i see it as an opportunity to make a real difference in local communities in china. and i believe the experiences of those chinese kindergartners, south african teachers, and canadian families, will push our thinking beyond the scope of any one-size-fits-all system.

What unites us is, indeed, greater than what divides us. i hope you all will embrace this vision of our work, and i wish you the best as you confront the many challenges — and rejoice in the many triumphs — to come.

sincerely,

cheryl PolkPresident

http://www.highscope.org/

highscope.org ReSource Spring 2015 3

featuresHighScope Takes Root in China . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5as china embraces preschool education reform, the question is not so much why to implement the highscope approach, as how. highscope President cheryl Polk and center directors in the north and the south are working to respond to the many challenges of implementing active learning in china. Adam Robson

An Accreditation Dilemma at Khululeka . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9for years, the Khululeka community education development centre in south africa struggled with the issue of seeking official accreditation for its highscope training of teachers (tot) program. the decision to forego accreditation was a surprise to some, but has begun to pay the expected dividends. Fioni Murray

Pay Now or Pay Later . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13ontario began implementing full-day kindergarten (fdK) in the fall of 2010. following closely on the heels of its many benefits has been a slew of unanticipated challenges. as the provincial government faces mounting pressure, can full-day kindergarten survive? Moya Fewson

departmentsLetter From the President . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2from cheryl Polk, Phd, highscope President

What’s New @ HighScope? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4news on the foundation’s latest products and projects.

Reflections From the Boardroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18as her tenure as Board chair comes to a close, marianne Udow-Phillips reflects on the career decisions that led her to highscope and the many dedicated people she has met along the way. Marianne Udow-Phillips

Products & services for educatorsProfessional Learning @ HighScope . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20Ordering Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Product Catalog . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

highscoPe resoUrceReSource is a guide to the activities, products,

and services of the HighScope Foundation. It is published twice each year by

HighScope Press, a division of the Foundation. HighScope is a registered trademark and

service mark of the HighScope Foundation.

Director of Publications Nancy Altman Brickman

[email protected]

Editors Adam Robson (Magazine Editor)

Jennifer Burd

Director of Sales and MarketingCarrie Hernandez

Assistant Marketing ManagersKatie Bruckner, Ingrid Justice

Marketing Assistant Julie Kalinowski

Product Services SpecialistTania Leiter

Design Wagner Design

Graphic Production Kazuko Sacks, Profit Makers

Order Fulfillment Sherry Barker

HighScope Press HighScope Educational Research Foundation

600 North River Street Ypsilanti, MI 48198-2898

734.485.2000, Fax 734.485.0704 Website: highscope.org

© 2015 HighScope Foundation. Permission to reprint ReSource articles must be obtained from the publisher.

To download individual articles, go to News & Information on our website.

contentsVolume 34, No. 1/Spring 2015 ISSN 0897-2007

5 The Challenge of China

9 Opting Out in South Africa

13 A Dream Denied in Canada?

ReSourceSpring 2015F O R E D U C A T O R S


mailto:[email protected]


http://www.highscope.org/Content.asp?ContentId=138


What’s new News on the Foundation’s latest projects and products

@HighScope?

Music & Literacy Kit Released in Partnership With Discount School Supply

our partnership continues to grow with discount school supply and we’re excited to announce our newest materials kit that correlates to high-scope’s Making Connections: Movement, Music, & Literacy. this supplement kit includes Making Connections and the accompany-ing cd, musical instruments, seven classic children’s story books, and other manipulatives that will keep your preschoolers or early elementary children moving and singing as they develop literacy skills. see page 23 for a full description.

Corral-Terrazas and Hyde Appointed to HighScope’s 2015 Board of Directors

We’re excited to welcome gloria corral-terrazas and Bette hyde to the 2015 highscope board of directors.

Gloria Corral-Terrazas serves as assistant executive director at first 5 san diego, where she oversees san diego county’s Quality early Learning efforts for the first 5 san diego com-mission, along with other initiatives for children five and under and their fami-lies. she has been working in early learning for the past 14 years in policy,

ronment of many preschool class-rooms — their own included — inad-vertently puts boys at a disadvantage. their research led to some surprising discoveries, and after years of speaking to packed

houses about how to accommodate the needs of boys, their much-anticipated book, Make Room for Boys! Helping Boys Thrive in Preschool, is finally here! this newest installment in the teachers’ idea series provides the answers to questions like Why do boys need to move around so much? and How come boys like to turn everything into a gun? above all, Make Room for Boys! is full of strategies and activities that help teachers create an environment that is conducive to active learning for all children, boys and girls. Look for it in spring 2015.

May Conferencethe 2015 highscope international

conference will be held may 6–8, with preconference sessions may 4–5. this year’s conference theme is “Bringing cultures together in early Learning.” alicia Lieberman (right), director of the early trauma treatment network (ettn), will speak at the opening address.

for information on preconference, sessions, and events (including a silent auction and scheduled visits to the highscope demonstration Preschool), visit highscope.org/2015conference. Look for registration to open in march.

program, and advocacy. her back-ground in K–12 and higher education spans almost 20 years and includes work at the Us department of edu-cation and both houses of congress.

she holds an undergraduate degree from University of california, san diego and a master’s degree from Uni-

versity of california, Berkeley.

Dr. Bette Hyde has served as the governor-appointed director of the

department of early Learning (deL) for the state of Washington since 2009. Bette’s focus is on creating one statewide early

learning system that prepares all children for school and life. she strongly believes that school readiness means ready schools, ready children, ready families, and ready communities. dr. hyde’s career includes working as a school psychologist, assistant superin-tendent, and superintendent in ohio and Washington. she earned her Phd from the University of minnesota and completed a post-doctorate administra-tive certification from the University of Washington.

read more about what’s been hap-pening with the highscope Board of directors in reflections from the Boardroom on pages 18–19.

Coming in 2015 From HighScope Press — Make Room for Boys! Helping Boys Thrive in Preschool

a few years ago, gerin martin and sandy slack set out to discover what made the boys in their preschool class-room tick. they knew that the needs and interests of boys often differ from those of girls, and they learned that the envi-


http://highscope.org/content.asp?contentid=870

http://highscope.org/Content.asp?ContentId=108

www.highscope.org/2015conference


highscope takes root in china

by Adam Robson

In 2012, HighScope partnered with the Ameson Foundation and the American China Education Institute to promote cultural exchange and educa-tional cooperation.

imPLementing highscoPe: china

Bo-lu-o,” says Rene Chen, holding up a make-believe object as she offers an elementary lesson in

Chinese pronunciation. Ms. Chen is relating how concepts like “play-based” and “active learning” are often “lost in translation” when speaking to Chinese parents and teachers. “What’s in your brain when I say boluo? What does a boluo taste like? What does it smell like?” she asks me. She sits back, tilting her head and winking at me. “Nothing, right?”

a moment passes with me fumbling over the word, mistakenly pronouncing it poluo, poluo, and wondering when she’s going to tell me what it is i’m repeating. she smiles. “But what if it’s right there, this boluo, this pineapple?” she asks, emphasizing this last word. i return her smile now that i can relax a bit. “see?” she says. “You can taste it, smell it.”

chen, the director of the china north highscope teacher education center, takes a moment and then motions with her hands. “that’s how we do it. When we say active learning,

that’s it — no response. But when they see it...” here, she trails off with a warm smile, her hands dancing like children busy at play in a chinese kindergarten.

active learning has flourished in the Us for over 40 years, but only recently has there been widespread interest in applying it in china. it’s still an abstraction, this boluo, and as chen and her colleagues in the highscope chinese teacher education centers are confirming, active learning is a concept best experienced through the process of active learning itself.

How to grow a pineapplenow, you might think growing a

pineapple bush is simple. cut the crown from a ripe fruit and stick it in the ground — it’s that easy. it will adapt to

almost any soil, doesn’t need much water, and doesn’t even have a strong preference for sun or shade. But as any careful gardener knows, the vitality of any crop depends foremost on local conditions.

so goes active learning in china. too young to produce fruit just yet, its success will be a product of local condi-tions and how it’s cared for. in other words, the survival of active learning in chinese kindergartens depends on how highscope responds to one question: can the highscope curriculum adapt to the climate of china?

cheryl Polk, highscope President, knows that it can. she recently paid a visit to five kindergartens (classes of 4- and 5-year-olds, roughly equivalent to american preschools) in four cities in china, in addition to organizing two training sessions for early childhood educators, administrators, and research-ers. “Wherever we are in the world — whether it’s in the Us, or china, or ireland, or mexico — wherever we are, culture matters. and if we want to be multicultural, then we have to not only

‘‘



accept but embrace local cultures. and that’s about being very good citizens and listening to these local cultures.”

Listen she did on her two-week tour of south china, and Polk found that the people she spoke with had a lot to say. she heard about the successes and the

struggles of adapting the highscope approach to the chinese context — how much has already been accomplished, but also how much work lies ahead, and the formidable challenges educators and families face in a china that has spent the last 30 years slowly incorporating Western ideas into its brand of early childhood education.

the ministry of education’s commit-ment to this transformation was made clear in 2012 with the release of the Guidebook of Learning and Develop-ment for 3 to 6, calling for specific reform and development goals over the next decade. “these guidelines signifi-cantly upped the ante on pre-primary education, calling for learning targets and a systematic assessment to track progress, as well as the budget to pro-vide resources for kindergartens where they are needed most, particularly in rural areas,” said Polk.

she was also pleased to report the reaction of her audience at two lectures she gave for researchers and educators

in nanjing and changchun. “i’m very supportive of the idea of co-creating, and the people i talked to were very enthusi-astic about increasing opportunities for highscope training, and for working with the government to develop facilities and a curriculum that’s right for china.”

sean Zhang, director of the china south teacher education center, has been doing just that, spending the past two years studying how to adapt the highscope curriculum to chinese culture. the soil is certainly fertile, with the government promoting child-centered, progressive early education in place of the centuries-old tradition of teacher-directed instruction. this trend toward more progressive education is welcomed in china, perhaps in spite of its Western origin, because reformers like Zhang, instead of using a heavy-handed, didactic approach, are demon-strating how active learning works.

at the forefront of educational reform, Zhang is creating “a high-profile pres-ence for highscope in china.” that

The survival of active learning in Chinese kindergartens depends on how HighScope and its teacher education centers respond to one question: Can the HighScope Curriculum adapt to the climate of China?


The North China Center works to demonstrate the benefits of active learning to parents and teachers who are accustomed to traditional preschool education.



kind of approach is definitely needed, says Polk, who endorses the expansion of highscope’s partnership with a wide representation of master teachers, prin-cipals, researchers, and government officials. she stresses, though, that edu-cational reform is open-ended, and there are many avenues to pursue. “We have to figure out a way to have a consistent, ongoing relationship,” she says. “it can’t be the standard Pcc [Preschool cur-riculum course], tot [training of teachers], once-a-week routine. it can’t just be the [highscope] international conference. it has to be something that provides more continuity.”

Can it grow?continuity, as Polk sees it, is an

opportunity to support and grow a con-cept like play-based learning, which, although it lacks a historical precedent in chinese preschools, seems to have gained cultural acceptance in the pres-ent. “china is distancing itself from its ‘made in china’ past,” says chen. instead, it’s cultivating a new mentality and a new future “based on the idea of ‘created in china.’” it is striving to replicate the results enjoyed by high-quality early childhood education else-where — the lifelong learning, the return on investment, the creative children who become creative adults — but is still struggling with the question of how to achieve those results.

to help answer that question, high-scope partnered with the ameson foundation and the american china education institute (acei) in april of 2012. authorized to establish the china south teacher education center, the ameson foundation is “very conscious of the need to adapt the program in ways that take into account chinese culture,” says deborah stipek, dean of stanford University’s school of education and current ameson board member. acei performs a similar function in northern china. “highscope is not at all a rigid program,” says stipek. “there is a lot of room for any teacher to adapt it to the needs of her students.”

that kind of adaptation was the theme of the training Polk attended, along with over 100 educators and researchers, in nanjing. the workshop was concluded with a call to action for

chinese educators: adopt and adapt. first, the chinese educational commu-nity must adopt, or learn and deeply understand, highscope. then it must adapt the practice to chinese culture and regional communities.

Polk, for her part, doesn’t expect to transplant the highscope approach wholesale in china. “it’s a process, not an event,” she says. Just as in the Us, highscope is an approach, and when a school or individual adopts that approach — even if the particulars are less familiar to highscope practi-tioners in the West — that, says Polk, is a victory.

“it’s not going to be 100% every-where we go,” she says. “We have to ask ourselves: What are the ingredients of highscope? Plan-do-review? active learning?” she pauses, as if considering all of the elements that make up high-

[China] is striving to replicate the results enjoyed by high- quality early childhood education elsewhere — the lifelong learning, the return on investment, the creative children who become creative adults — but is still struggling with the question of how to achieve those results.

President Cheryl Polk visited kindergartens in southern China in late September, 2014, in addition to organizing training sessions for early childhood educators.

Looking for ideas for your small-group time? The activities in the Small-Group Times to Scaffold Early Learning quick card set include step-by-step instructions and a chart to help recognize and support preschoolers’ learning of specific concepts and skills at early, middle, and later developmental levels. See page 33 for details.



scope as we in the West know it. “and then we have to ask ourselves: how does it look, say, in china? We start small and we ask ourselves: can it grow?”

Starting from seedone of the biggest challenges is the

size of the average chinese kindergar-ten class. small class size would seem to be fundamental to the highscope approach, and it certainly is in Us preschools, with teacher/student ratios envied by the chinese. of course, it’s not that the chinese don’t understand the advantage of small class sizes; with the population of children under the age of six numbering over 100 million, the

First, the Chinese educational community must adopt, or learn and deeply understand, HighScope. Then they must adapt the practice to Chinese culture and regional communities.


reality is that emulating this particular element of the highscope approach is impossible. chinese parents routinely line up overnight to get kindergarten application forms, and school attendance by children under the age of three is discouraged in an effort to make the most of limited resources.

“We have 40 kids in a classroom,” says chen. “if we want to gain support from the chinese government, we need to work with them to customize high-scope to a curriculum that fits a chinese kindergarten.”

Polk agrees. “We need to speak more about these challenges,” she says. “Because these are real families and real teachers, and they’re facing real challenges.” With far more kindergart-ners than its infrastructure can possibly serve, the ministry of education has pledged to develop more facilities in the coming decade, especially in poorer, rural areas. Until then, teachers and students make do — they divide the class into two groups for some parts of the daily routine as a partial solution to the challenge of making active learning work for a group of 40 children.

“What does highscope have to say about that?” asks Polk. “these are the kinds of conversations we need to be having. and we need to acknowledge these challenges they’re facing instead of saying, ‘that’s not highscope, that’s not highscope.’”

Many ways to grow a pineapplePolk emphasizes that she wants to

celebrate the successes, and use those successes as a way to confront the many challenges facing the active learning model in chinese kindergartens. When she visited the brand new Bao Lun Kin-dergarten in chengzhou, administered by highscope south, Polk saw children initiating their own activities, with time-ly teacher intervention and scaffolding. she saw a daily routine and an inten-tional environment. most of all, she saw an opportunity to collaborate with local parents, teachers, and policy makers to localize the highscope curriculum so that Bao Lun can serve as a model for other kindergartens in the region. Bao Lun, says Polk, is an exemplary chinese kindergarten in which educators “asked about highscope, learned about high-scope, and modeled their program on the highscope approach — and it’s truly a marvel to see!”

this is one of the approaches being used at the south china center, where Zhang is identifying and selecting exemplary highscope kindergartens in various chinese territories. “the model highscope kindergartens also serve as observation and practice centers for highscope training of teachers, and get high appraisal and support from provincial and municipal education authorities,” says Zhang.

chen, too, is a strong proponent of creating demonstration kindergartens in china. “chinese parents don’t yet know highscope,” she says. “first, we have to win over the kindergarten. the kinder-garten has to educate the parents. once the kindergarten is on board, then we can do that. that’s how parents get to know highscope.”

Zhang confesses that his approach at the south china center differs from

Interest in HighScope’s active learning approach was sparked in part by the release of preschool education reform guidelines by the Ministry of Education in 2012.

continued on page 22



imPLementing highscoPe: soUth africa

e ntering the classroom at Bokang Early Childhood Development Centre, located deep in the

heart of the rural mountainous regions around Phuthaditjhaba in the QwaQwa region of South Africa, we find the children and their teacher, Ntswaki, a warm, motherly woman, engaged in small-group time. The children are contently focused and happily engaged with the materials they have been given to work with — a variety of leaves, straw, a few twigs, glue, and paper.

ntswaki unhurriedly provides one-on-one support by encouraging (“thato, i see that you are building with the sticks — what are you making?”) and acknowledging (“Lebo, you completed your rondavel — where would you like it to be kept in the classroom?”). she copies a little girl who is attaching a large leaf to one end of a stick and hold-ing it above her head like an umbrella.

though this may be a typical day in a highscope preschool, it is by no means typical for the average child in south africa. there are more than five million

children aged 0–4 years who do not currently have access to the education system at any level; 57,000 early child-hood development (ecd) practitioners would be needed to accommodate them (martin et al., 2014, pp. 41-42). about half of these children are living in pover-ty, and of these, only 20% will actually spend time in an early childhood educa-tional setting (p. 45).

the plight of these five million chil-dren is indicative of the desperate need for access to quality education in south africa. Yet ecd funding continues to reflect the vast inequalities and contin-ued inadequacies of the broader south african context, in which the formal certification of every ecd practitioner and caregiver is just not practically pos-sible. But the children still need to be

reached. so for now, this cohort of chil-dren, if reached at all, is served in some form of non-center-based setting, by a practitioner who does not qualify to enroll in an accredited training program.

The accreditation dilemmaat first glance, it would seem that

becoming accredited should be the goal of any ecd program. still, when the accreditation of early childhood training programs first came to the fore in south africa in the early 2000s, Khululeka community education development centre grappled with the issue intensive-ly. it was important to make an informed decision. on the one hand, we wanted to promote the highscope training of trainers (tot) program; on the other, seeking accreditation could potentially destroy the uniqueness of what we had to offer the rest of the country.

the ecd sector in south africa is still fragmented and the notion of what constitutes quality varies greatly. a common misconception is that any program that is accredited must be a quality program. this is a dangerous

These children are playing handmade musical instru-ments at outside time, wearing school uniforms fashioned by a group of parents.

by Fioni Murray

an accreditation dilemma at Khululeka



assumption, as in reality, the standards for determining accreditation are only as high as the standards of the people who set them.

there is no denying that accreditation is important for ecd practitioners in terms of their professional development and career path. But all too often the child, on whom these efforts should be focused, is lost in the picture. in addition, many of those already working with (or who aspire to work with) young children do not have the academic qualifications required to meet the entry criteria for a Level 4 certificate in ecd. this two-year training program accredited by the south african Qualifications authority requires that participants have at least a

grade 9 formal education to be eligible for enrollment.

over the years we have come to realize that highscope works at depth, and with its comprehensive attention to detail and rigor, supports full transfor-mation in the understanding, attitudes, and abilities of each course participant — which in turn enables them to share the same quality with those classroom practitioners they train. this has been true even when both the trainer and trainees lack the formal education required for ecd certification. We clearly understand that the teacher, her approach to the children in her care, and her understanding of what and how children need to develop and learn opti-

mally is the critical factor in any child’s early learning experiences.

Sacrificing accreditation, retaining value

in 2013, an external evaluation of the Khululeka highscope tot program was commissioned, and the question of accreditation for the program once again surfaced. this evaluation noted the strong arguments in favor of accrediting ecd training as part of formalizing, professionalizing, and improving the standards in ecd as a whole. for one, accredited training is often more desir-able to trainees. having an accredited program could potentially attract a pool of dedicated applicants drawn to the opportunity for formal training and career mobility. in addition, as any regional training organization (rto) is aware, accreditation provides access to government subsidies — money that is sorely needed by most ecd programs.

increasing the quantity and quality of trainees and accessing the funding to support their training are noble and worthwhile goals, and that would seem to make accreditation the priority of any program. But accreditation would also require Khululeka to sacrifice objectives that are at least equally important, and unique in the south african context.

for one, according to this same external evaluation, “the accreditation system makes it difficult to train in practice-oriented approaches, tending to favor theory and paper-based approach-es to learning” (soal, 2013, p. 26).

On the one hand, we wanted to promote the HighScope Training of Trainers (TOT) program; on the other, seeking accreditation could potentially destroy the uniqueness of what we had to offer the rest of the country.

Because they lack the formal education required for certification, many would be disqualified from teaching in preschool classrooms were programs using HighScope to become accredited in South Africa.


something from nothingThis book focuses on open-ended play materials that you can find in your everyday environment, materials that are often free or available at low cost. Inspired by a HighScope program in Queenstown, South Africa, it includes pictorial step-by-step directions for making some of the materials and 20 activity plans for using them with children. See page 43 for more details.



highscope is proudly and definitively in the former category; in this regard, its greatest strength might be considered a weakness in south africa’s accreditation system. among its adherents, however, there is a strong sense that the tot’s lack of formal accreditation allows it to remain unadulterated and therefore “retain its value and essential contribu-tion” (p. 27).

additionally, the argument can be made that accreditation would close off highscope training to a substantial number of potential ecd practitioners who, because of their “educational deprivation,” would not be qualified to access the ecd training system. in other words, accreditation might dam the pool of human resources on which training programs depend. many of our trainees lack formal education. rather than erect obstacles to their entry, we believe that these valuable potential trainees would benefit most from the practical quality offered by highscope training.

The HighScope vision in South Africa

Back in the preschool classroom, the children are putting away their small-group materials and getting ready for planning time. ntswaki helps them tidy the area as they make the transition from one activity to another. “this course changed the standard in my school for-ever and renewed my love of the job,” she says, her face lighting up. “it made me professional too. highscope is the answer — and for me, planning was the

cherry on top. i now specialize in daily planning and writing anecdotal notes on the children.”

Yet, for teachers like ntswaki, this newfound hope would not be possible were they required to have a Level 4 certificate. Like many south africans, ntswaki lacks the formal education required for entry into an accredited ecd training program. With many community-based ecd practitioners not eligible for this training, the children in their care are doomed to spend their early years in classroom settings devoid of rich learning experiences — that is, if they see the inside of a classroom at all.

“our school,” says ntswaki, sweep-ing her arm expansively around the room, “has been equipped in a cost-effective manner. not a cent was spent.” she laughs and adds, “i can no longer walk past anything recyclable without examining it and thinking how i can use it in my classroom.” she is grateful for the opportunity that highscope training provided her. “this course boosted my spirit and renewed my energy. Without it, i would not be

here today, knowing very well what to do with the children to help them devel-op.” after a moment, she adds thought-fully, “i wish everyone could do it.”

What ntswaki has achieved is typi-cal of students in the highscope tot program. one is immediately struck by the depth of her understanding of what young children need for optimal devel-

opment — a respectful environment, a teacher who is aware of their

There is no denying that accreditation is important for ECD practitioners in terms of their professional development and career path. But all too often, the child, on whom these efforts should be focused, is lost in the picture.

Though the materials and classrooms are different in many ways, Khululeka shares a commitment to active learning with its US counterparts.



needs and prepared to scaffold their learning, and a wide variety of materi-als with which to work.

here at Khululeka, we were faced with a difficult decision. many contrib-utors to the evaluation sought accredita-tion for the tot to justify further use of it, and to spread highscope more broadly. if even a portion of the tot was accredited, they reasoned, it would allow them to integrate the highscope approach into their practice. in the end though, the question was resolved by those contributors who suggested that

qualified practitioners could enroll in the highscope tot as a form of continuing education — a vehicle for professional enrichment and specialization.

having ten years firsthand experience of just how highscope initially trans-forms the trainers and then, through them, the practitioners and the learning environments and experiences they bring to the classroom, the decision was made by Khululeka to not tamper with this unique and transformative process so desperately needed, and still so rare, in south africa.

Tough decisions, bright future for Khululeka

Khululeka believes that the high-scope program has a unique and important role to play — one in which its unaccredited status enables and facilitates the optimal use of available resources. Year after year, tot trainers from all corners of south africa have quietly been taking the highscope approach and methodology into the ecd sites where they work, and making a dramatic impact on the quality of the teaching and learning that happens there. Visitors to these sites are astounded by

the rich learning taking place, despite the bleak surroundings and the paucity of available resources. slowly over the last 10 years, the impact of the highscope difference has spread, as more and more people become convinced of its applica-bility within all contexts.

the outcome of this cost-effective, grassroots transformation did not pass unnoticed by those influential within ecd circles, with the concomitant result that Khululeka has witnessed an ever-increasing interest in its highscope tot program. this has resulted in an invita-tion to bring highscope to the table in a national initiative to create an ecd Playgroup program, where it is currently being investigated as the most credible and applicable approach for taking an ecd playgroup model to scale.

for Khululeka, this is the culmina-tion of a long and steadfast vision that highscope is the approach and method-ology that will truly bring about the educational transformation so keenly desired in south africa, practitioner by practitioner.

Fioni Murray discovered High-Scope in 1991 at a presentation deliv-ered by Clay Shouse. As a certified HighScope trainer and practitioner, she established and taught in the Khululeka HighScope Demonstration Preschool, which she continues to manage as the Director of Research and Evaluation.

References:martin, P., Berry, L., Bierstaker, L.,

desmond, c., harrison, d., naicker, s., richter, L., salojee, h., & slem-ming, W. (2014). The Early Child-hood Development National ECD Policy. retrieved from itec website: http://www.itec.org.za/ecd-forum/ecd-documents/

soal, s. (2013). Outcome of an evalua-tion of the Khululeka HighScope training of trainers (TOT) pro-gramme. retrieved from http://www.educationinnovations.org/sites/default/files/Khululeka%20evalua-tion%20report%20June%202013.pdf


There are currently over five million children, infants to 4-year-olds, who do not have access to the education sys-tem in South Africa.

Many of our trainees lack formal education. Rather than erect obstacles to their entry, we believe that these valuable potential trainees would benefit most from the practical quality offered by HighScope training.



Pay now or Pay Later

by Moya Fewson

In 2010, Ontario initiated the now province-wide policy of universal full-day kindergarten.

imPLementing highscoPe: canada

i s there such thing as a “perfect place” for children and their families? What does this perfect

place look like when you envision it? Whom does it serve? What is its focus? Where is it located? Whose needs does it take into account? Is it even possible to achieve?

many early childhood educators in ontario have such a vision. in their perfect place, centers provide support prenatally, during infancy, early child-hood, and through the school years, and focus on health, nutrition, and out-door experiences. at-home parents have access to drop-in centers and play-groups. Working parents can send all of their children to one place and feel secure that they are well cared for and well educated with an inquiry-driven curriculum. in this perfect place, pro-grams have a focus on problem solving, self-regulation, and social and emotion-al development. centers are located in neighborhood schools and are paid for by tax dollars. all children go to school, perhaps even beginning at age two, and are placed in developmentally appropri-

ate, play-based programs with degreed teachers (Bas) and early childhood educators (eces) with diplomas (asso-ciate degrees) working in partnership. children are cared for before and after traditional school hours in a school building converted for just this purpose, and school boards are responsible for this care.

Our best future in his comprehensive plan of action

for implementing early childhood edu-cation in ontario, With Our Best Future in Mind, charles Pascal referenced the Perry Preschool Project, demonstrating how early intervention, especially for children in low-income households, improved school performance and life

experiences (Pascal, 2009). he put faith in the findings that showed children in high-quality early education programs had a greater chance of graduating high school, going to college, avoiding arrests and jail time, and having mean-ingful employment. Pascal believed that dollars invested in the early years would provide a solid economic return through a reduction in future social service costs.

the vision of family centers with a seamless day, caring for children from before birth through elementary school, morphed into a program for four- and five-year-olds in ontario. full-day Kindergarten (fdK) was born. the Provincial government was slated to fund this program with a $900 million budget. offered in high-needs areas beginning in the fall of 2010, fdK is now fully implemented across the prov-ince at all socioeconomic levels.

how successful has this program been? it depends on whom you ask. it seemed like a good idea at the time, but not everyone involved with the program shares Pascal’s commitment to this

FUll-DAy KINDErGArTEN IN ONTArIO



vision of a perfect place for children and their families.

For schools, a mixed blessingsome communities, to be sure, are

delighted with fdK. the infusion of four- and five-year-olds has kept schools with declining enrollment from closing. teachers and their unions are also happy: Jobs have been maintained and created. capital funding has been pro-vided to schools to upgrade playgrounds and make classrooms more suitable for younger children.

other schools are less pleased with the results. the influx of these young children means fewer classrooms in fully-enrolled schools are available to older children. some of these young-sters have to be bused to schools outside of their community, increasing busing

costs, and some teachers stress that increased funding for fdK has dimin-ished resources for other important programs. other staff worry that little emphasis has been given to curriculum and pedagogy in the early years.

the “ideal partnership” anticipated between teachers and eces, it turns out, is often not so ideal. although some teaching teams work very well, they’re always hierarchal. early childhood edu-cators, many of whom are well trained and have a solid background in the developmental needs of the children in their care, find themselves in an assis-tant role. those who used to plan group activities and implement the cor now clean tables and fill paint pots. “i have a lot of training in child development. i am an endorsed highscope teacher

and i truly understand programming for four-year-olds — better than the teach-er,” said one.

the contracts of eces don’t include additional planning time, so they cannot contribute to the programming for the day, and they aren’t part of the evalua-tion process. Unlike teachers, whose contracts are permanent, eces have renewed contracts and are laid off dur-ing the summer. Perhaps most discour-aging of all, there is no career ladder for early childhood educators. in child care centers, they could be promoted all the way up to director. But once in the school system as an ece in the fdKs, without further education, that’s where they top out.

The vision of Family Centers with a seamless day, caring for children from before birth through elementary school, morphed into a program for four- and five-year-olds in Ontario. Full-Day Kindergarten (FDK) was born.

Proponents of Pascal’s plan believe strongly that early intervention improves school performance and life experiences.


Funding has been provided by the provincial government to make existing infrastructure more suitable for 4- and 5-year-olds.



Many questions unanswered for parents

many parents, of course, are delighted with fdK. they can drop off their children (except for infants and toddlers) in one spot and pick them up in the same place. community child cares have moved in to fill the need for before- and after-school care (“wrap-around care” — paid for by parents) in the school buildings, which makes life easier for working parents. and all parents are pleased that day care fees have been reduced.

But some have expressed concern about children so young being away from home. their children are exhaust-ed, these parents say, and overworked. they worry that overworked staff can’t always attend to individual children’s needs. of great concern for both parents and teachers is that there is no cap on numbers for fdK. four- and five-year-olds are in the same group, which may be considerable in size — perhaps 40 children — often in a small space. this leaves many teachers frustrated, and with this many children in one space, parents wonder whether the curriculum can be implemented properly. given that there is no effective assessment tool, and principals don’t have time to routinely observe every classroom, how do they know that the program really is play-based?

Here and now: taxpayers lament high cost of FDK

even if parents are generally happy with the fdK program, as taxpayers, they are not. the $1.3 billion price tag

far exceeds the proposed budget. don drummond, an advisor brought in by the mcginty government to fix the increasing provincial debt, recommend-ed cancellation of the fdK program. in response to ontario’s budgetary woes, other provinces have delayed implementation of their own programs.

But the most important questions is, has this program supported children? has it, as charles Pascal envisioned, “changed lives”? a recent government study has found that children who attended fdK are indeed stronger in reading and communication at the beginning of first grade (ministry of education, 2013). children did, in fact, do better on academic testing in read-ing, writing, and math. however, that data is based on children in full-day kindergarten compared to half-day programs, and doesn’t consider whether children have gone to high-quality early education programs or not.

that said, the benefits of fdK seem to diminish over time, and according

to the study, there appears to be no academic advantage to fdK past first grade (ministry of education, 2013). the program is too new to evaluate whether children will regain any advantage as they progress through school, or what the long-term effects in areas other than academics may be. in 2014, third graders from the original cohort in fdK took the standardized academic achievement test for the first time. the results of this one test could be viewed by some as an indicator of the success or failure of the fdK program.

But it’s not just academic perfor-mance that has failed to meet expecta-tions. although its original focus was to be on social and emotional development and self-regulation, it’s unclear whether children in fdK are better prepared to make decisions, reflect on those deci-sions, negotiate, compromise, or problem-solve. Perhaps that’s because there is no assessment in place to determine if the program really is “inquiry driven.”

Given that there is no effective assessment tool, and principals don’t have time to routinely observe every classroom, how do they know that the program really is play-based? The cost of implementation has far exceeded the proposed budget, leading some to call for an end to full-day

kindergarten in Ontario.



it will be more interesting to take a look 50 years from now and ask if this experience made a real difference in the lives of these children. Was there an economic return? did more complete high school and own their own homes? did fewer go to jail? did the fdK pro-gram replicate the outstanding results of the Perry Preschool study? We can’t answer those questions now. so what to make of all these contrasting opinions?

certainly the idea, and the ideal, of a program for children that supports families is a wonderful thing. With one of the highest percentages of women in the workforce of any country, it is unlikely that many women (or men) in canada will leave the workplace to stay home with their children (oecd, 2013). clearly, child care is a need for many. the ideal child care solution would likely include some, if not all, of the elements in Pascal’s original vision.

The vision and the realityfdK as implemented in ontario has

not yet matched the original vision of family centers. although there are excellent teachers doing wonderful things with and for children, not all

educators have the training required to implement a truly enriched program. children are not always engaged in inquiry learning and play-based experi-ences, as teachers often fall back on traditional, teacher-directed programs. all too often, these teacher-directed programs require children to sit still, use work sheets, and answer in rote — tasks we know are inappropriate for little chil-dren. time-out is still common, leaving little opportunity for learning problem-solving skills and self-regulation. Plan-ning is seldom a part of the daily routine. children spend much more time being quiet — and at such a sensitive time for learning language — than they would in a true active-learning environment. and they continue to be educated for jobs that no longer exist. in many ways, our billions of dollars haven’t changed much at all.

But perhaps instead of fretting over the cost of an ideal program, we should consider it an investment, and instead of cutting costs, perhaps we should pay more to get the quality that advocates like charles Pascal intended. With a

pay-now approach, we can provide par-enting centers, enlist school boards to run wrap-around care, and provide the training to create truly appropriate, inquiry-based learning that is evaluated and assessed.

this is not likely to be a popular option with tax payers, unfortunately. Both the conservative Party and the new democratic Party have stated that

With results forthcoming, the original full-day cohort took the standardized academic achievement test for the first time, in 2014.

Some worry that 4- and 5-year-olds are too young to spend a full day at school, while working parents especially are thrilled with the ease of service and fee reductions.

With a pay-now approach, we can provide parenting centers, enlist school boards to run wrap-around care, and provide the training to create truly appropriate, inquiry-based learning that is evaluated and assessed.




they will dismantle fdK if elected. People continue to scrimp today (lower taxes, save money) rather than taking the longer view of what will happen tomorrow with higher social service costs and a less equitable society. either we pay now, or we pay later.

Perhaps there is a middle road. canada, like the Us, does not have a national child care policy. it needs one. a national policy modeled on Quebec’s, for instance, could fund programs that are licensed and regulated at a reason-able cost. Quebec runs highly effective, parent-friendly early childhood centers. some use highscope certified teachers and trainers implementing the high-scope curriculum. although not uni-versal as originally planned, child care centers offer early education to all chil-dren, not just those in economic need, at $7 per day. of course, this program too is being investigated — not because it hasn’t been effective, but because it costs money. as an engrained part of Quebec’s culture, though, this program seems like it’s here to stay — unlike our own in ontario.

even if we don’t choose to follow Quebec’s model, we in ontario will need to make a decision soon. the failure of fdK to meet ideal standards in just four years is no reason to scrap that model altogether. it’s far from perfect, but if we are able to bring fdK in line with Pascal’s vision, ontario itself could soon possess an early education model worthy of national emulation.

The benefit of paying nowas highscope practitioners, we cele-

brate the original vision. We celebrate children. Jobs and wages and tax bur-

If we are able to bring FDK in line with Pascal’s vision, Ontario...could soon possess an early education model worthy of national emulation.

A willingness to spend more today could save money in the future with a reduction in social service costs.

dens all have to be part of the equation, to be sure. But the real purpose here is to provide an equitable foundation for all canadians, starting at birth. that won’t be cheap, but it’s worth it.

highscope conducted the seminal research on the effects of quality early intervention for at-risk children in the Perry Preschool Project. We are thank-ful to have champions like charles Pascal, who believe early education is so important that it’s worth paying for. in 50 years, we as a society hope to reap the benefits of early education, both academically and economically. more importantly, and what is certain, individuals and their families, with our support, can begin reaping those bene-fits now.

Moya Fewson was formerly the coordinator of the Early Childhood Education program at Sheridan College in Ontario. She is a certified HighScope trainer who co-authored Lesson Plans for the First Thirty Days with Beth Marshall and Shannon Lockhart. Moya received the David Weikart Award in 2008. Upon retir-ing from Sheridan, she began the HighScope Teacher Education Centre in Canada.

References:government of ontario, ministry of

education. (2013). A meta-perspective on the evaluation of full-day kinder-garten during the first two years of implementation. retrieved from http://www.edu.gov.on.ca/kindergar-ten/fdKreport2013.pdf

organization for economic cooperation and development. (2013). Employ-ment rate of women % of female population (15-64). doi: 10.1787/20752342-table5

Pascal, c. e. (2009). With our best future in mind: implementing early learning in Ontario. retrieved from YWca canada website: http://ywcacanada.ca/data/research_docs/00000001.pdf

center for early education evaluationThe Center for Early Education Evaluation (CEEE) is the research and evaluation arm

of HighScope. The CEEE provides rigorous impact evaluations, instrument validity research, and comprehensive evaluation consultations to states and provider agencies. Visit highscope.org/ceee to learn more.




m uch has changed since I had the privilege of joining the HighScope Board of

Directors in 2009 and serving as Board Chair since 2011. HighScope President Larry Schweinhart retired. Our next president, Cheryl Polk, was hired. Cities, states, and the country have embraced the importance of early childhood education and devel-opment, putting more money into programs and services for children from birth through age eight.

But there have also been many con-stants throughout my tenure. i have served with a remarkable set of high-scope directors and dedicated staff, all of whom shared a commitment to improving the lives of young children and their families in the Us and abroad.

Syncing up with HighScopemy path to the highscope board

began with my volunteer work on early childhood issues — a passion that can be traced to my appointment to the board

of michigan’s children in the early 1990s. michigan’s children, a statewide child advocacy organization, was found-ed and funded by key organizations in michigan that believed that children needed strong advocates to advance child-focused public policy. at the time,

i was a senior leader at a large health plan in michigan and interested in increasing opportunity and improving the quality of education for all children in the state.

michigan business leaders have long recognized the integral connection between economic vitality and our edu-cational system, but it wasn’t until the late 1990s that they began to understand research that showed how closely the two are intertwined. as research was disseminated showing that 85% of a child’s brain is developed by the age of five, many in the business world became interested in what we could do to improve and expand the breadth and quality of early childhood education. as a result, i joined a number of colleagues from the business and media community to launch ready to succeed, an effort to advance public and private investment in early childhood education. dave Weikart was a member of that group and spoke eloquently about what the research showed in the Perry Preschool study.

in 2003, then-michigan governor Jennifer granholm asked me to join her cabinet as director of the department of human services (dhs), largely because of her knowledge of my work with ready to succeed. her goal: increase access to quality early childhood care and devel-opment for all children in the state.

In 2014, Marianne Udow-Phillips completed her term as Chair of the HighScope Board of Directors.

I have served with a remarkable set of HighScope directors and dedicated staff, all of whom shared a commitment to improving the lives of young children and their families in the US and abroad.

XXX

reflections from the Boardroomby Marianne Udow-Phillips

edUcationaL PoLicY

Udow-Phillips is seen here attending a retirement event for Larry Schweinhart in 2012.



to help achieve this goal, i worked with Kristen mcdonald, who at the time led early childhood programs at michigan dhs and is also now a high-scope Board member. together, we cre-ated an early childhood incubator in the state similar to the michigan economic development corporation, an incubator for small businesses. the state/local partnership initiative we created, called the early childhood investment corpo-ration (ecic), continues to help com-munities across the state with technical assistance, state support, and research on early childhood. ecic was another opportunity for me to work with high-scope, as Larry schweinhart joined ecic’s executive committee.

it was Larry who asked if i would join the highscope Board. i was hon-ored; since my first exposure to early childhood issues, i saw highscope as the gold standard for research and programming based on what we know about early childhood development and how we can improve outcomes for kids. and when i joined the Board, it became even clearer how much highscope’s work both contributes to the field and to the lives of so many children in the Us and around the world.

Shaping HighScope’s futurethe importance of curriculum for

children and the strength of the curric-ulum offered by highscope has been a constant theme in my tenure on the board, as has the quality of teachers and their understanding of how best to work with young children. highscope’s track record in research continues to inform this work as well.

early in my tenure, the Board held a congressional briefing on early childhood in Washington, dc. i found the experi-ence uplifting: the room was full and the audience fully engaged — something you don’t always find on capitol hill. staffers wanted to hear what Larry and highscope knew about early childhood care and education, and what should be funded. it was clear that on the hill, highscope’s reputation for independent, authoritative research on early childhood carries tremendous weight.

this past year was one of change and transition. in 2012, Larry announced his retirement plans and the Board embarked on a search for highscope’s next leader. selecting not just a new leader, but the right leader is one of the board’s most important tasks.

We are incredibly fortunate that cheryl Polk agreed to leave a terrific leadership role (not to mention the warmer climes of san francisco) to move to michigan in late 2013. and despite 2014 turning out to be one of the worst winters in our state’s history, cheryl saw what highscope means to the world. she has the vision to both continue highscope’s longstanding commitment to quality and to innovate for the future. cheryl’s passion, insights, breadth of knowledge, and wise under-standing of human systems makes her an ideal leader for our future.

i am convinced that we are on the cusp of even more significant invest-ments in early childhood education. in 2013 and 2014, michigan had one of the

country’s largest early childhood fund-ing expansions. this would not have happened without highscope’s research convincing state legislators and our gov-ernor to invest. and despite some rather dysfunctional issues in Washington, dc, there remains bi-partisan support for quality early childhood education.

countries around the world continue to look to highscope to lead and learn from.

highscope remains at the forefront of this most exciting field. as i com-plete my term as the Board chair, i can only look forward to where cheryl, the board, the talented highscope staff, and our many partners will lead this organization on behalf of children worldwide.

Marianne Udow-Phillips is director of the Center for Healthcare Research & Transformation (CHRT) at the University of Michigan. She holds a Master’s degree in Health Services Administration from the U-M School of Public Health, where she is also a lecturer. From 2004 through 2007, Marianne was director of the Michi-gan Department of Human Services, appointed by Governor Jennifer M. Granholm.

Countries around the world continue to look to HighScope to lead and learn from.

Udow-Phillips helped to establish the Early Childhood Investment Corporation, supporting communities with tech-nical assistance and early childhood research.


PROFESSIONAL LEARNING

Bringing Cultures Together

Early Learningin

at the

INTERNATIONAL CONFERENCE

2015

COMPREHENSIVE COURSESLocation: Ypsilanti, Michigan

Infant-Toddler Curriculum Course (ITCC)Appropriate for caregivers, teachers, and teacher-trainers, this comprehensive course is designed to improve both staff skills and overall program quality. Topics covered in this course include active learning for infants and toddlers in child care settings, supportive adult-child interaction with infants and toddlers, and daily schedules and caregiving routines.

Tuition: $2,250/person

Week 1 — July 27–31, 2015 Week 2 — August 3–7, 2015 Week 3 — Summer 2016 Week 4 — Summer 2016

Preschool Curriculum Course (PCC)Designed for both teachers and administrators, this four-week course prepares participants to implement the HighScope Curriculum in their own early childhood programs. Features of the course include comprehensive coverage of the five components of the HighScope Wheel of Learning, active participation, and study to engage participants in the learning process. It also satisfies the prerequisite for the HighScope Training of Trainers (TOT) course.


Week 1 — July 27–31, 2015 Week 2 — August 3–7, 2015 Week 3 — Summer 2016 Week 4 — Summer 2016

The ITCC and PCC each provide 120 hours of training or 12 Continuing Education Units (CEUs).

Preschool Training of Trainers (TOT) CourseThe three-week Training of Trainers course is designed for those who have already completed extensive training in the HighScope Curriculum and wish to extend their skills to training adults in the educational approach. The prerequisite is the Preschool Curriculum Course. Those successfully completing the course earn certification as HighScope Trainers with an endorse-ment in the HighScope Preschool Curriculum.


Week 1 — July 27–31, 2015 Week 2 — August 3–7, 2015 Week 3 — Summer 2016

For more professional learning options, including customized on-site training, e-mail [email protected].

Ann Arbor Marriott Ypsilanti at Eagle Crest1275 South Huron Street Ypsilanti, MI

Preconference Workshops: May 4–5, 2015

Conference: May 6–8, 2015 Conference Fee: $425/person before April 3, 2015

($475/person after April 3, 2015)

REGISTRATION OPENS IN MARCH 2015 Watch highscope.org/2015conference for details.

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Promoting Key Developmental Indicators (KDIs) During Small-Group TimeIn constructivist programs, children are provided with opportunities to have input into the learning process by making choices during all parts of the day. During group times, teachers often introduce concepts in mathematics, language arts, science, and social studies. In this workshop, we’ll address how to plan small-group time using HighScope’s key developmental indicators (KDIs), common resources available in the classroom, and more.

July 6–9, 2015 $480/person

Introduction to the HighScope Curriculum for Infants and ToddlersThis week-long workshop is designed to provide teachers with an overview of the successful HighScope Infant-Toddler Curriculum. This is a perfect opportunity for anyone working with infants and toddlers, including Early Head Start teachers, Head Start teachers, and program administrators.

July 13–17, 2015 $600/person

Introduction to the HighScope Curriculum for Preschool Teachers: Basic Principles and StrategiesThis workshop provides teachers with a one-week overview of the components of the HighScope Preschool Curriculum. Discussions will focus on curriculum content areas, valid and reliable assessment, the HighScope daily routine, team building, effective adult-child interaction strategies, and more.

July 20–24, 2015 $600/person

COR Advantage (with online component)This workshop provides hands-on experience in observing, recording, and reporting on children’s growth and development using COR Advantage. Participants will learn to look for and record objective anecdotes and score them on the COR Advantage developmental scale. As part of the course, participants will also take part in a two-week online component that will further help them to compile scores, use information for planning, and share the results with parents.

July 27, 2015 $230/person

Preschool Program Quality Assessment (PQA)In this workshop, participants learn how to observe and rate aspects of program quality using HighScope’s Preschool Program Quality Assessment (PQA). The PQA is a comprehensive tool that measures a program’s effectiveness in terms of learning environment, daily routine, adult-child interaction, curriculum planning and assessment, parent involvement and family services, staff qualifications and development, and program management.

July 28, 2015 $120/person

NEW “I Want All the Turns!” Tools for Conflict Resolution and Bullying PreventionAttend this two-day workshop to learn about the new materials and activities HighScope has developed to help teachers use its renowned six-step conflict resolution process. In this workshop, you’ll learn about problem solving using the strategies presented in the new DVD “I Want All the Turns!” Supporting Children in Resolving Problems and Conflicts and the book You’re Not My Friend Anymore! Illustrated Answers to Questions About Young Children’s Challenging Behaviors. During the first day, you’ll learn how to create a problem-solving environment using the interaction strategies of the HighScope Curriculum as well as the six steps of problem solving. The workshop’s second day includes using strategies to prevent bullying, set positive limits, and plan related support activities.

August 3–4, 2015 $260/person

NEW Best Practices for Coaching TeachersHighScope has been studying effective ways to coach teachers. In this workshop, we will explore our preliminary work in this area, including the coaching process, specific coaching activities, and the interplay between teachers’ motivation and understanding. We will discuss how coaching and the observation-feedback process work hand in hand.

August 5, 2015 $140/person

SUMMER WORKSHOPSLocation: Ypsilanti, Michigan

HighScope offers interactive, web-based course work in which participants join an e-learning community, take part in group discussions, and receive individual attention from the instructor. Course work can be accessed and completed anywhere, anytime — and students maintain close contact with their instructor and classmates.

Below is a sampling of our online offerings. View full course descriptions and register by visiting the Online Store at highscope.org.

Online Trainings COR Advantage $220/person

Using the Program Quality Assessment (PQA) $200/person

PQA Reliability Test $60/person

Large-Group Time $140/person

Small-Group Time $140/person

Lesson Planning $75/person

Work Time $75/person

Planning and Recall Times $140/person

Numbers Plus Preschool Mathematics Curriculum $250/person

Physical Development: Gross- and Fine-Motor Skills $140/person

Online Trainer CoursesHighScope is excited to announce the addition of two online courses specifically for trainers. These online courses are perfect for experienced trainers who want a refresher, and are also appropriate for new trainers who want to add to their training skills and techniques. Like all of HighScope’s online courses, each section is facilitated by either a HighScope Early Childhood staff member or an experienced HighScope Field Consultant.

Presenting and Facilitating Workshops $200/person

Making Your Workshops Active and Engaging $200/person

Register at our Online Store at highscope.org; call 800.587.5639, Ext. 237; or fax 800.442.4329.

21

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Order Toll-Free

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800.442.4faXOr mail orders and/or payments to:HighScope Press 600 North river Street ypsilanti, MI 48198-2898

Toll-free phone and fax numbers for HighScope Press orders only

For HighScope customer service, call 800.40.PRESS

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For international orders, fax: 734.482.6757

Visit our website: highscope.org

important ordering informationPhone, Mail, and Fax OrdersTerms for purchase orders are 30 days net. Hard copy of PO must be provided before items will ship. We do not offer a cash discount. Payment must be in US funds. Prices are subject to change without notice.

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Charges: 8% of total on prepaid orders (also $3 handling fee). Actual shipping (also $3 handling fee) charged on billed orders. Shipping charges will vary according to location.

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20% restocking fee charged on all returns without shrinkwrap and/or original packaging (box mailers). This policy does not apply to stores and distributors.

Please note: DVD and software sales are final.

Please mail return merchandise only to: HighScope Press C/O TGI Direct 1225 rosewood Ann Arbor, MI 48104

continued from page 8 education officials who showed great enthusiasm for highscope,” said Zhang. “Working with directors of kindergar-tens has always proved to be efficient, while governmental support is vital due to china’s big government structure.”

Whether working with government officials and experts to influence early education policy, or transforming the mindset of chinese parents with high-scope demonstration schools, the lesson is that educational change happens slowly, and there are many varieties of pineapple. most important, says chen, is the intrinsic motivation for change. that goes for government officials as well as pupils, parents as well as teachers. “We conduct many workshops with teachers,” she says. “We show them hands-on activities. We give the parents active learning opportunities. We want them to know that highscope is a better way.”

she wants, she emphasizes, to show them the boluo.

Adam Robson is an editor for HighScope Press.

chen’s because of the strong commit-ment already being made in cities like shanghai, where local officials have embraced the highscope approach and have cooperated actively with the south center to reform the preschool

curriculum and promote highscope through seminars and work with kin-dergarten directors. “We recently con-ducted two seminars, attended by over 250 kindergarten directors and local

The HighScope Curriculum has proven to be very adaptable to the educational reform and culture of China.

Polk emphasizes that she wants to celebrate the successes, and use those successes as a way to confront the many challenges facing the active learning model in Chinese kindergartens.


http://highscope.org/

http://highscope.org/

Order online: highscope.org

New ResourcesMaking Connections: Movement, Music, & Literacy Curriculum Supplement KitThe latest kit, developed with our partner Discount School Supply, contains the materials you need to keep your preschoolers or early elementary children moving and singing as they develop literacy skills. This kit includes HighScope’s book Making Connections: Movement, Music, & Literacy, with 60 activities planned around curriculum concepts in movement, music, and literacy that help make connections between children’s natural abilities and the skills they need for success.

Kit Includes:•Barnyard Banter, paperback•Commotion in the Ocean, paperback•Oh No, Gotta Go, hardcover•Sheep in a Jeep, paperback• In the Small, Small Pond, paperback•In the Tall, Tall Grass, paperback•Tumble Bumble, paperback•HighScopeExcellerations® Trace and Write Letters — Set of 52•HighScopeExcellerations® Trace and Write Numbers — Set of 20•PictureStoryNewsprint,9"x12",500sheets•Excellerations®SandBlocks—Setof2,5"L•Excellerations®JingleWrap—Setof4,8"L•EggShakers—Pair•Excellerations® Hand Tom-Tom•WoodenRhythmSticks—Pair•HandleCastanets,8"L•Tambourine,6"diameter•Triangle•PlasticMaracas—2pairs,9"L•Excellerations®ColoredBeanbags—Setof12•Excellerations®GuiroToneBlock,7½"L•HandCastanets—Setof4,2½"indiameter•WoodenClaves—2Pairs•BlueMaskingTape•LargePlasticFarmAnimals—Setof6•SensoryBalls4"—Setof4•Excellerations®WhimsyPlaygroundBalls—Setof4,5"diameter•Excellerations®WoodenPatternBlocks—250Pieces•UnruledChartTablet—50Sheets,27"x34"

M2500SET $299.99

HighScope Colorations® Shape Makers — Set of 24Childrenlearntoidentifyeightbasicgeometricshapesinthreesizesastheycut modelingdoughortracetheshapes—acreative,hands-onwaytoexploreattributes, shape combinations, and mathematical relationships. These 24 durable, easy-to-wash plasticpiecesmeasure2½"to5½".

P3018 $16.99

We combined talents to design, develop,andexclusivelydistribute quality products to benefit teachers and children.

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Professional LearningHighScope offers a comprehensive system of professional learning. Its flexible, in-person and online training options — ranging from one-day to multi-week courses — are suitable for caregivers, teachers, teacher-trainers, and administrators.

DiversityThe HighScope Infant-Toddler Curriculum accommodates children from diverse backgrounds, including English language learners and those with special needs. It is aligned with state early learning standards and Early Head Start, and is used nationally and internationally in a wide variety of programs such as family child care, child care centers, Early Head Start, and home visiting programs.

Active LearningPlay is at the heart of the active learning curriculum. Children engage in active learning when they construct knowledge through interactions with materials, people, events, and ideas. Nurturing caregivers encourage infants and toddlers to explore and discover the world around them, helping to build executive functions such as memory and self-regulation.

Family EngagementHighScope works with families as partners to support children’s learning. Whether it’s through parent meetings, learning activities to do at home, or using the Family Network, our online parent portal which shares regular information about the child’s activities at school, HighScope has the tools to help you build strong connections with your families.

OVERVIEW

Infant-Toddler CurriculumA comprehensive approach to sensory-motor learningThe HighScope Infant-Toddler Curriculum is grounded in over 50 years of research, including the most up-to-date information on brain development. HighScope’s child-centered approach supports active exploration of the physical environment and provides a routine that is consistent enough to create a warm, reassuring setting, and flexible enough to respond to children’s individual needs and interests.

ObservationAdult-Child Interactions

Learning Environment

Schedules and Routines

A C T I V E L E A R N I N G

24

A Framework for Early Learning and DevelopmentThe Key Developmental Indicators (KDIs) form the curriculum content for infants and toddlers.

All together they provide a composite picture of what very young children do and what knowledge and

abilities emerge from their actions.

HighScope’s KDIs work seamlessly with COR Advantage — an observation-based tool for assessing child development at all stages from birth to kindergarten, with distinct and well-defined criteria that are easy to apply. COR Advantage is available in both English and Spanish versions. See pages 46–47 for more information on COR Advantage.

A. Approaches to Learning

1. Initiative 2. Problem solving 3. Self-help

B. Social and Emotional Development

4. Distinguishing self and 6. Relationships with adults 9. Empathy

others 7. Relationships with peers 10. Playing with others

5. Attachment 8. Emotions 11. Group participation

C. Physical Development and Health

12. Moving parts of the body 14. Moving with objects 15. Steady beat

13. Moving the whole body

D. Communication, Language, and Literacy

16. Listening and responding 18. Two-way communication 20. Exploring print

17. Nonverbal communication 19. Speaking 21. Enjoying language

E. Cognitive Development

22. Exploring objects 27. Number 32. Anticipating events

23. Object permanence 28. Locating objects 33. Time intervals

24. Exploring same and 29. Filling and emptying 34. Speed

different 30. Taking apart and putting 35. Cause and effect

25. Exploring more together

26. One-to-one 31. Seeing from different

correspondence viewpoints

F. Creative Arts

36. Imitating and pretending 39. Listening to music 41. Sounds

37. Exploring art materials 40. Responding to music 42. Vocal pitch

38. Identifying visual images

25

www.coradvantage.org

To order, phone: 800.40.PRESS or fax: 800.442.4FAX

Infant-Toddler CurriculumTender Care and Early Learning: Supporting Infants and Toddlers in Child Care Settings, 2nd Ed.This second edition of Tender Care and Early Learning describes HighScope’s active learning approach for very young children who are in the sensory-motor stage of development — the stage when children learn with their whole body and all their senses, and when they rely on trusted adults to support their learning adventures. Incorporatingthelatestresearchoninfantandtoddlerdevelopment,thisextensivelyrevisedandexpandedmanualprovidesbotharationaleandspecificstrategiesforeachpartoftheInfant-ToddlerCurriculum.

F1086 $44.95 J.Post,M.Hohmann,&A.S.Epstein.Softcover,photos,428pages.978-1-57379-583-8

Infant-Toddler Key Developmental IndicatorsReflectingcurrentinfant-toddlerresearch,theseclassroomresourceswillprovideahandy reference to the HighScope infant-toddler key developmental indicators (KDIs). The42KDIsdescribingwhatinfantsandtoddlersdoandlearnareorganizedintosixcontentareas:ApproachestoLearning;SocialandEmotionalDevelopment;PhysicalDevelopmentandHealth;Communication,Language,andLiteracy;CognitiveDevelop-ment;andCreativeArts.

Infant-Toddler Key Developmental Indicators Desk-Size PostersF1089 $14.95 Setof6full-colorposters,each8½"x11".978-1-57379-646-0

Infant-Toddler Wheel of Learning/Key Developmental Indicators CardF1087 $3.95 8½"x11".978-1-57379-547-0

Key Developmental Indicators Wall ChartF1088 $6.95 Two-color,glossy,22"x34".978-1-57379-549-4

Infant-Toddler Program Quality Assessment (PQA): Starter PakTheInfant-ToddlerProgramQualityAssessment(PQA)isaresearch-validatedtoolthat provides an accurate and authentic picture of a program’s strengths and needs for improvement, in a form that caregivers can understand and use.

F1260SET $30.00IncludesFormA:ObservationItems,FormB:AgencyItemsforInfant-ToddlerPrograms,andAdministrationManual.978-1-57379-625-5

Component items sold separately. See page 45 for details.

Building a HighScope Program: Infant-Toddler ProgramsCaregiversininfant-toddlerprogramsmustaccommodatetheindividualeating,sleeping, and bodily care schedules of the children in their program while working with active babies and toddlers! In this book, find out how caregivers use the child-centered HighScope approach to meet individual children’s needs in a flexibledailyroutine.

P1284 $12.95 T.S.Kruse.Softcover,illustrated,84pages.978-1-57379-266-0




Infant-Toddler Curriculum

Active LearningInfants and toddlers are naturally active learners who rely on caregivers to support their curiosity andneedtoexplorewithalltheirsenses.Learnabout the ingredients that go into an active learn-ing program and how to plan developmentally appropriate activities.

DVD: F1084 $34.9535minutes,EnglishandSpanishsubtitles,viewerguideincluded.978-1-57379-548-7

Supportive Adult-Child InteractionsWithin the security of trusting relationships, infants and toddlers develop curiosity, initiative, asenseofself,andadesiretoexploretheirworld.Part1ofthisDVDshowsyouhowtocreateaclimate of trust for infants and toddlers, form partnerships with children, and support their intentions.Part2providesinformationonestab-lishing program policies that promote continuity ofcare.Part3includesunnarratedscenesfromHighScope programs illustrating strategies for developing supportive adult-child interactions.


MaterialsHighScope Excellerations™ Soft Crocheted Balls — Set of 10Thesoft,crochetedtextureoftheseballsiswelcomingtothetouch.Childrenofallagescanplaysafelyandwithconfidence!Machinewashable.Setof10hastwoeachoffivevibrantcolors.Clothstoragebagincluded.Eachballmeasuresapproximately3¼"diameter.

P3010 $24.95

Infant Curriculum Supplement KitLayasolidfoundationforlifelonglearningwiththisflexible,com-prehensive curriculum kit. The products support the HighScope CurriculumforinfantsandcanbeusedinconjunctionwiththeHighScope book Tender Care and Early Learning and HighScope’s activelearningphilosophy.Ages18monthsandup.

F2001SET $299.99

Toddler Curriculum Supplement KitBuild school readiness skills with these wide-ranging products that supporttheHighScopeCurriculumfortoddlers.Theseproductssupport the HighScope book Tender Care and Early Learning and HighScope’sactivelearningphilosophy.Ages24monthsandup.

F2002SET $279.99

Daily Schedules and Caregiving RoutinesWhencaregiversprovideconsistentbutflexibledaily schedules and caregiving support, they let children know their needs will be met, freeing the children to investigate their world. This DVDprovidesyouwithanoverviewofaninfant-toddler daily schedule, strategies for creatingaschedulethatisstableyetflexibleenough to meet young children’s needs, and a peek at typical infant-toddler routines.


It’s Mine! Responding to Problems and ConflictsThisDVDshowsstrategiescaregiverscanuseto respond sensitively and positively to infants’ and toddlers’ social conflicts. Included are strategies for problem prevention, positive limit-setting, and conflict resolution.

DVD: F1078 $36.9540minutes,viewerguideincluded.978-1-57379-248-6

The Tender Care Infant-Toddler Series DVDs





Preschool CurriculumThe HighScope Preschool Curriculum SetTogether, these nine books are an invaluable reference for early childhood professionals interested in creating a high-quality early childhood program that reflects the best practices of the early childhood field. The HighScope Preschool Curriculumisadetailedmanualthatexploreshowtocreateasup-portive setting for young children built around the principles of active learning. Teachers learn how to choose interest areas and materials for the learning envi-ronment and to establish a consistent daily routine that includes HighScope’s signature plan-do-review sequence and small- and large-group times.

The manual also guides teachers in implementing proven practices for adult-childinteraction;familyinvolvement;dailyteamplanning;andobservation-based, authentic child and program assessment.

Eachoftheeightcontentareasisrepresentedinitsownbookcoveringthe keydevelopmentalindicators(KDIs)bookinthatarea.EachKDIincludesadevelopmental scaffolding chart to help adults support children’s learning at different levels.

P1415SET $189.95 Manualand8KDIbooks.978-1-57379-659-0

Individual books are available for purchase. Visit our online store at highscope.org for more information.

Key Developmental Indicator (KDI) Scaffolding ChartsThesechartsprovidepracticalexamplestohelpadultsscaffoldearlylearningastheyimplementtheHighScopePreschoolCurriculum.Thetermscaffolding describes how adults support children at their current developmental level and gentlyextendtheirthinkingandreasoningtothenextlevelwhenthechildrenare ready.

AdaptedfromthescaffoldingchartsinThe HighScope Preschool Curriculum, the58chartsinthisset,oneforeachKDI,areorganizedbyeightcontentareas.Eachchartcontainsexamplesofwhatyoungchildrenatthreedevelopmentallevels might do and say as they engage with each KDI, with corresponding examplesofhowadultscansupportandgentlyextendlearningastheyplayand interact with children throughout the program day. This set also includes a short description of each content area.

P1422 $64.95 A.S.Epstein,S.Gainsley,andB.Marshall.68(8½"x11")cards,including58scaffoldingchartsand8contentareacards(color-codedbycontentarea),plus9(9"x11")dividers,allthree-holedrilled.978-1-57379-661-3

Essentials of Active Learning in Preschool: Getting to Know the HighScope Curriculum, 2nd Ed.The second edition of this practical guide presents a comprehensive and user-friendlyintroductiontotheHighScopePreschoolCurriculum,coveringthemost up-to-date research on child development, effective teaching practices, the daily routine, professional learning, curriculum content areas, and completely revised information on HighScope’s key developmental indicators (KDIs).

Alsoincludedisnewinformationonhowadultscanscaffoldchildren’slearn-ing throughout the program day, additional suggestions on how to promote learningforchildrenwithspecialneeds,andexpandeddiscussiononthe benefits of parent involvement and connecting with families.

P1423 $30.00 A.S.Epstein.Softcover,photos,260pages.978-1-57379-701-6



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Curriculum Resources Numbers Plus Preschool Mathematics CurriculumThe Numbers Plus® Preschool Mathematics Curriculum is a comprehensive set ofplansforsmall-andlarge-groupactivities,withideasforextendingmathematicslearning throughout the program day.

AlignedwiththestandardsoftheNationalCouncilofTeachersofMathematics, the120activitiesinNumbers Plus are divided into five content areas.

What’s in Numbers Plus?Eachkitcontainsthefollowingitems:•120 Activity Cards for small and large groups that include materials lists, step-

by-step plans for carrying out the activities, developmental charts that show how teachers can scaffold learning for children at different developmental and ability levels, and follow-up suggestions.

•Teacher’s Manualthatexplainsearlymathematicsdevelopmentandprovidesstrategies adults can use to help children build skills and construct mathematical knowledge.

•25 English-Spanish Parent Booklets (also available separately) that support parentswithideasonhowtoextendmathlearningathome.

P1377SET $274.95 A.S.Epstein.978-1-57379-412-1

Helping Your Young Child Learn About MathematicsTheseEnglish-Spanishparentbooklets,soldinsetsof25,provideactivitiesparentscan use at home to give their children the math skills to succeed in school and in life.

P1379 $39.95 A.S.Epstein.5½"x8½",selfcover,40pages,25inaset.978-1-57379-419-0

Materials

Numbers Plus Math Materials KitThe items in this incredible kit are aligned with the Numbers Plus Preschool Mathematics CurriculumandincludeobjectssuchasCuisenaire®rods,Unifix® cubes, counters, measurement tools, felt shapes, beads, rhythm sticks, and so much more!

P3014 $399.99

HighScope Colorations® Shape Makers — Set of 24Childrenlearntoidentifyeightbasicgeometricshapesinthreesizesasthey cut modeling dough or trace the shapes — a creative, hands-on way toexploreattributes,shapecombinations,andmathematicalrelation-ships.These24durable,easy-to-washplasticpiecesmeasure2½"to5½".

P3018 $16.99

HighScope Excellerations™ Trace and Write Numbers — Set of 20Getyourhandsonthesenumbers!Childrencanfreelyexploreandtrace the shapes of the wooden numbers while practicing forming them by writing directly on the dry-erase numbers. This set includes 10eachofwoodenanddry-erasenumbers,plusacanvasstoragebagand activity guide.

P3011 $9.99

NEW!





Curriculum Resources Preschool Curriculum DVDs Visithighscope.orgforprogramdescriptions.

Engaging Young Learners With Special NeedsDVD: P1424 $95.0098minutes(2DVDs),Spanishsubtitles,viewerguideincluded.978-1-57379-702-3

“I Want All the Turns!” Supporting Children in Resolving Problems and ConflictsDVD: P1421 $95.00 90minutes(2DVDs),Spanishsubtitles,viewerguideincluded.978-1-57379-679-8

Watch Us Learn! Scenes From HighScope PreschoolsDVD: P1404 $59.95 5hoursand15minutes(3DVDs),viewerguideincluded.978-1-57379-642-2

The Daily RoutineDVD: P1341 $39.95 40minutes,viewerguideincluded.978-1-57379-317-9

Adult-Child Interaction: Communicating to Support LearningDVD: P1381 $39.95 48minutes,viewerguideincluded.978-1-57379-446-6

Plan-Do-Review in ActionDVD: P1385 $39.95 40minutes,viewerguideincluded.978-1-57379-451-0

The Indoor and Outdoor Learning Environment DVD: P1359 $39.95 40minutes,viewerguideincluded.978-1-57379-358-2

Small-Group Times for Active LearnersDVD: P1339 $39.95 42minutes,viewerguideincluded.978-1-57379-315-5

Large-Group Times for Active LearnersDVD: P1308 $39.95 53minutes,viewerguideincluded.978-1-57379-281-3

Moving Past Praise: Supporting Children With Encouragement DVD: P1361 $29.95 25minutes,viewerguideincluded.978-1-57379-360-5

Outside Time for Active LearnersDVD: P1363 $24.95 18minutes,viewerguideincluded.978-1-57379-351-3



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Receive Play as an Intervention — a series of four articles written by HighScope Educational Consultants

and Early Education Specialists — when you e-mail [email protected] with the subject line Special Needs.

Play as an Intervention How to Engage Young Children With Special Needs

Purposeful play is the foundation of ALL children’s learning. Building on young children’s strengths and abilities, the HighScope Curriculum applies the principles of active learning through play and positive interactions with adults and peers to help all children acquire knowledge and skills, whether they are developing typically or non-typically.

Research consistently shows that with environmental support and the appropriate level of scaffolding from adults, children with disabilities demonstrate higher levels of engagement, which in turn leads to improved learning, classroom participation, emotional adjustment, and social relationships.

By creating an atmosphere that helps children with special needs learn effectively through play, HighScope helps teachers improve learning for all children in an inclusive classroom. Rather than having to plan and carry out separate sets of activities, teachers can use HighScope resources to include all children in every activity, based on their unique developmental and ability levels.

Engaging Young Learners With Special NeedsThis two-part DVD describes how HighScope’s active learning model provides individualized learning experiences for children with and without disabilities, allowing children at all levels to succeed. Watch a preview in the online store!P1424 $95.00 A. Goerl. 98 minutes (2 DVDs), Spanish subtitles, viewer guide included. 978-1-57379-702-3

I Belong: Active Learning for Children With Special NeedsI Belong includes practical strategies and real-life examples of the

authors’ applications and adaptations of the HighScope Curriculum in a variety of preschool settings serving children with special needs.

P1348 $25.95 J. Dowling & T. Mitchell. Soft cover, photos, 152 pages. 978-1-57379-322-3

61. Be intentional about play.

2. Interact, don’t interrupt.

3. Be genuine when you play with children.

4. Help parents and coworkers understand how learning happens through play.

5. Become an expert observer of children so you can support their development.

6. Partner with families.

Strategies for Using Play Effectively

Request

a free

copy

31




Curriculum Resources Setting Up the Preschool ClassroomThis book is designed to help preschool teachers arrange and equip their classroom or center, including the outdoor play space. It provides helpful strategies, detailed lists of equipment and materials, and sample classroom layouts to guide teachers in designing an entirely new learning environmentorinmakingimprovementstoanexistingspace.Thebookincludeschaptersonart, block, house, toy, reading and writing, computer, music and movement, sand and water, woodworking,andoutdoorareas.Alsoincludedintheinterest-areachaptersaresuggestions for environments that include children with special needs or that serve seniors along with young children.

P1383 $25.95 N.Vogel.Softcover,photos,illustrations,156pages.978-1-57379-447-3

From Message to Meaning: Using a Daily Message Board in the Preschool ClassroomThis book describes the benefits of using a daily message board at greeting time, guides teachers through the process of creating messages, and offers strategies for making the message board anengagingandinteractiveexperienceforchildren.Thisbookalsoincludesstrategiesforincorporating a daily message board into your own early childhood program, guidelines for “writing”messages,andaDVDshowingmessageboardtimeinanactualclassroom.

P1355 $19.95 S.Gainsley.Softcover,photosandillustrations,56pages,includesDVD.978-1-57379-355-1

Lesson Plans for the First 30 Days, 2nd Ed.Thisguideputs30daysofready-to-useHighScopelessonplansrightatyourfingertips!ForteachersnewtoHighScope,thisbookwillhelpyougetstartedbyprovidingsixweeksofuser-friendlyplans.TeachersexperiencedwithHighScopewillfindthebookareadysourceofnewideas.EachlessonplanlistsrelatedKDIsandincludesactivitiesforgreetingtime,plan-do-review,andsmall-andlarge-grouptimes.ThebookalsoincludesamusicCD,adult-child interaction strategies, and reproducible lesson planning sheets.

P1418 $34.95 B.MarshallwithS.Lockhart&M.Fewson.Softcover,184pages,includesmusicCD.978-1-57379-323-0

Building a HighScope Program SeriesThebooksinthisseriesaredesignedtohelpyouadapttheHighScopeCurriculumtoavarietyofearlychildhoodsettings.Eachbookgivesyoutipstoplanyourprogram,answersfrequentlyaskedquestions,andprovidesstrategiesandpracticalexamplesfromactualproviderstohelpyoudealwiththespecificchallengesthatariseineachtypeofsetting.Alsoincludedareabrief overview of the active learning approach, sample daily routines, and a guide for getting started with HighScope.

Visit our online store at highscope.org for detailed book descriptions.

Head Start Preschool ProgramsP1352 $15.95 K.RushwithT.S.Kruse.Softcover,photos,116pages.978-1-57379-268-4

Multicultural ProgramsP1319 $15.95 T.S.KrusewithP.Neill.Softcover,photos,100pages.978-1-57379-267-7

Full-Day Preschool ProgramsP1282 $12.95 T.S.Kruse.Softcover,illustrated,68pages.978-1-57379-264-6

Family Child Care ProgramsP1283 $12.95 T.S.Kruse.Softcover,illustrated,76pages.978-1-57379-265-3

Infant-Toddler ProgramsP1284 $12.95 T.S.Kruse.Softcover,illustrated,84pages.978-1-57379-266-0

With DVD

With Music

CD



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Curriculum ResourcesExplore and Learn Quick Cards Series

This series contains many of the ideas found in The Teachers’ Idea Book Series in an easy-to-use format.Thesedurablecardsareconvenientlysizedto store in hanging files and three-hole drilled for those who prefer to store them in a binder.

Small-Group Times to Scaffold Early Learning This set of colorful cards presents 52 small-group activitiesorganizedinfivecurriculumcontentareas:language,literacy,andcommunication;mathematics;scienceandtechnology;creativearts;andphysicaldevelopmentandhealth.Eachactivity includes step-by-step instructions and a charttohelpteachersrecognizeandsupportpre-schoolers’ learning of specific concepts and skills at early, middle, and later developmental levels.

P1403 $49.95 HighScopeEarlyChildhoodStaff.Photos,61cards, 6dividers.978-1-57379-362-9

80 Activities for Small GroupsThese handy cards contain practical suggestions and detailed descriptions to help teachers create active learning small-group activities.

P1337 $39.95 M.Graves.Photos,80cards,6dividers. 978-1-57379-311-7

50 Activities for Large GroupsEachofthesecardscontainsalarge-group activityplanthatdescribestheoriginatingidea;thematerialsneeded;thecurriculumcontentareas;andtheprocessforconductingtheactivity,including an opener, the main part of the activity, thetransitiontothenextactivity,variations, follow-up suggestions, and accommodations for children with special needs.

P1353 $37.95 C.Boisvert&S.Gainsley.Photos,60cards,7dividers.978-1-57379-349-0

Materials

HighScope Excellerations™ Sand and Water Play StationExpandthepotentialofyoursandandwatercenter!

•Incorporatestubes,funnels,andpipesintoyourexistingtableortubsforexcitingsand,sensory,andwaterexploration

•Usewithsand,water,andsensorymaterials•Inspirescreativeplayandcooperationwithspaceformanychildren•Pipesandtubingcanbeassembledinavarietyofconfigurations•Playsurfaceadjuststo10differentheights,accommodatingchildrenofallsizes

and needs•Wheelchairaccessible•3predrilledholesineave/trellisforpulleyplay(pulleysnotincluded)•Madeofdurablebirchplywoodwithawater-resistantlacquerfinish•Simpleadultassemblyrequired•Measures69"Lx28½"Wx66¼"Hoverall

Adultsupervisionisrecommendedduringsandandwateractivities.

P3008 $299.99

HighScope Colorations® Heavy-Duty Activity ApronThisheavy-dutyvinylmaterialwon'triportear.Easytocleanwithadampcloth,itwill stay looking like new for years to come! The apron easily slips over the head for fasttransitionsbetweenactivitiesandisdesignedtofitchildrenofallsizes.(6"diame-terneckopening.16"Wx15¼"Lfromneckdown.)

P3013 $5.49





Curriculum Resources The Teachers’ Idea Series

Bringing Active Learning Home: Workshops for Preschool ParentsParentworkshopscanhelpparentsbringactivelearninghometotheirchildren!The27workshops contained in this book, a part of the Teachers’ Idea Series, help family members learnaboutandappreciatetheimportanceofactivelearningbyexperiencingitthewaytheirchildren do. The workshops, designed for preschool parent meetings, give parents hands-on experiencesinlarge-andsmall-groupactivitiesthatarefunandeasytodo,andwhichteachpractical strategies for interacting with children in everyday situations outside the classroom. Eachworkshopincludesobjectives,anopeningactivity,centralideasfordiscussion,anapplication activity, and follow-up ideas for practicing strategies at home. This book is packagedwithaCDcontainingPowerPointslidesandhandoutsforeachworkshop.

P1425 $30.00 S.Gainsley.Softcover,photos;124pages.978-1-57379-728-3

Meaningful Math in Preschool: Making Math Count Throughout the DayIfyouarelookingforawayforyourpreschoolers—andyou—toenjoymath,thisbookisforyou!ApartoftheTeachers’IdeaSeries,Meaningful Math in Preschool shows you how to provide a learning environment that is rich with opportunities for children to explore,discover,andexpandonvariousmathconcepts.

The book begins with an overview of the latest research in early mathematics and intro-duces you to HighScope’s approach to math and its math key developmental indicators (KDIs). This is followed by sections on how to identify math in your daily routine, create a “math-rich” classroom, and support “math talk” among your preschoolers. The rest ofthebook,organizedaroundthepartsofthedailyroutine,offersdemonstrationsof how math occurs in the classroom (with anecdotes that illustrate the math KDIs), real examplesofhowteacherssupportthesemathexperiences,andhands-onstrategiesyoucanusetoencouragemathlearning.AlsoincludedisabookmarkthatlistsHighScope’smathKDIstouseasahandyreferencewhenreadingtheanecdotesandexamples.

P1420 $30.00 P.NeillwithS.Gainsley.Softcover,photos.Approximately168pages, includesbookmark.978-1-57379-678-1

Materials

Math Curriculum Supplement KitTeaching math has never been so easy or so much fun! This starter kit is based on and includes the HighScope book “I’m Older Than You. I’m Five!” Math In the Preschool Classroom, 2nd Edition. You’ll find easy-to-follow activities that build on children’s natural interests that you can usethroughouttheday.Anamazingvaluewithover950pieces,includ-ingcountingbears,Unifix®cubes&stairs,woodengeometricsizeandstackingpuzzles,patternblocks,sandtimers,over6,000sortingpieceswithbowlsandtrays,measuringtools,blankjournals,andcharttablets.

P3004SET $299.99

Science Curriculum Supplement KitLike adult scientists, preschoolers wonder how things work and what makes things happen. We’ve made it easy and put this hands-on science kit together for you! The curriculum supplements support the included HighScope book Real Science in Preschool.

P3005SET $219.99

Includes CD




Curriculum Resources

50 Large-Group Activities for Active LearnersThis book presents 50 engaging large-group activ-ities that stimulate children’s creativity, help them learn skills and concepts, and introduce them to a wide range of new and thought-provoking experiences.Thisbookcontainsvaluableideasfor action songs, group storytelling, movement activities,andcooperativegamesandprojects.

P1316 $25.95C.Boisvert&S.Gainsley.Softcover,photos,139pages.978-1-57379-282-0

“I Know What’s Next!” Preschool Transitions Without Tears or TurmoilThis book provides guidelines that help teachers understand transitions from the child’s point of view, along with strategies, songs, and games that are useful for particular transitions. Included are ideas for dropoff and pickup times, the times between parts of the daily routine, and the tran-sitiontokindergarten.Alsoofferedareparenthandouts, real-life transition scenarios, and illus-trations with adult-child dialogues depicting con-trasting approaches to transitions.

P1336 $19.95 B.Evans.Softcover,photosandillustrations,116pages.978-1-57379-297-4

Small-Group Times to Scaffold Early LearningThis book presents 52 small-group activities based on five curriculum content areas: language, litera-cy,andcommunication;mathematics;scienceandtechnology;thecreativearts;andphysicaldevelopment and health. It includes step-by-step instructions for each activity, suggestions for how to adapt the activity and materials for chil-dren with special needs, and content-area sum-maries describing how children master concepts anddevelopskillsineachdomain.Easy-to-readscaffoldingchartsoutlineexamplesofwhatchil-dren at different developmental levels may say and do during activities, with suggestions for how adults can support children at each of these levels.

P1370 $25.95HighScopeEarlyChildhoodStaff.Softcover,photos, 162pages.978-1-57379-410-7

The Teachers’ Idea Series (continued)

Making the Most of Plan-Do-ReviewThis book includes support strategies for the plan-do-review process, including practical tips and suggestions, answers to frequently asked questions, real-lifeexamples,andplanningandrecallsheetsto use with children.

P1152 $25.95 N.Vogel.Softcover,photos,250pages.978-1-57379-086-4

Story Starters for Group Times Story starters are brief narratives teachers use to introducesmall-orlarge-groupactivities.Orga-nizedaroundsevencontentareas,the84storystarters and accompanying activities in this book include materials lists, suggestions for scaffolding children’s learning, vocabulary words, and follow-up ideas.

P1395 $25.95A.S.Epstein.Softcover,photos,188pages. 978-1-57379-474-9

“I’m Older Than You. I’m Five!” Math in the Preschool Classroom, 2nd Ed.This book presents 50 early math activities that meettheneedsofpreschoolers.AlignedwiththeearlychildhoodstandardsoftheNationalCouncilofTeachersofMathematics(NCTM)andorga-nizedaccordingtoHighScope’sNumbers Plus content areas, the activities will help children gain competence in number sense and operations, geom-etry, measurement, algebra, and data analysis.

P1391 $25.95 A.S.Epstein&S.Gainsley.Softcover,photos,144pages.978-1-57379-462-6

Real Science in Preschool: Here, There, and Everywhere Wondering how to “do science” with preschoolers? This book shows you how authentic, hands-on science learning takes place every day throughout the classroom as well as outdoors. You’ll learn to recognizeandsupportthesixbehaviorsthatmakeup the preschool scientific method that you’ll see in all types of children’s play.

P1366 $25.95 P.Neill.Softcover,photos,166pages.978-1-57379-364-3





Curriculum Resources Recommended for Leaders

The Intentional Teacher: Choosing the Best Strategies for Young Children’s Learning, Revised Ed.This revised edition of The Intentional Teacherexploresstrategiesforbalancingbothchild-guidedandadult-guidedlearningexperiencesthatbuildonchildren’sinterests and focus on what they need to learn to be successful in school and in life.

Co-publishedbytheNationalAssociationfortheEducationofYoungChildren(NAEYC)andHighScopePress,thiseditionoffersnewchaptersonscience,socialstudies,andapproachestolearning.Alsoincludedisupdated,expandedinformationon social and emotional development, physical development and health, language and literacy, mathematics, and the creative arts. In each chapter are many practical teaching strategies that are illustrated with classroom-based anecdotes.

P1426 $30.00A.S.Epstein.Softcover,photos,262pages.978-1-938113-06-2

The Three Rs of LeadershipIn The Three Rs of Leadership,JulieK.Biddle,PhD,redefinestheconceptof leadership in early childhood education, proposing a model of shared responsibility among school stakeholders. In this revised perspective, leadership is not tied to a singleleaderbutisinsteadaqualityoforganizationsthatcanbeexertedbyanyone.When educators enter into supportive relationshipswitheachother;engageinreciprocal learningwithstudents,parents,andcolleagues;andreflect on their practice, they contribute to the evolution of leadership thinking and leadership action.

P1402 $19.95 J.K.Biddle.Softcover,100pages.978-1-57379-361-2

Me, You, Us: Social-Emotional Learning in PreschoolSocial-emotional learning is key to every child’s ability to manage feelings and tointeractsuccessfullywithothers.Earlychildhoodeducatorssaythisskillsetisas essential to school readiness as the academic learning areas. This book covers 11separatetopicsofsocial-emotionallearning—fromdevelopingapositiveself-identity to creating and participating in a democracy — and offers numerous teaching strategies and suggestions for professional development. Through a com-prehensiveapproachthatdrawsonextensiveresearchanddiscussionfromtheearly childhood field, this book helps the thoughtful educator chart a path for young children to develop the social-emotional skills they need to succeed in school and in life.

P1372 $25.95 A.S.Epstein.Softcover,photos,190pages.978-1-57379-425-1

Check out opportunities for web-based training, face-to-face training, and technical training at coradvantage.org/training. Contact us for pricing and location options — 800.587.5639, Ext. 224 or 237, or e-mail [email protected].



http://coradvantage.org/training/



Curriculum Resources Problem Solving

“I Want All the Turns!” Supporting Children in Resolving Problems and Conflicts DVDIn all early childhood programs, children have conflicts over space, materials, and friendships. Learning how to find solutions that work for everyone is an important educationalopportunityforyoungchildren.Thisthree-partDVDincludesaspecialsection on preventing bullying. Watch a preview in the online store!

DVD: P1421 $95.0090minutes(2DVDs),Spanishsubtitles,viewerguideincluded.978-1-57379-679-8

You’re Not My Friend Anymore! Illustrated Answers to Questions About Young Children’s Challenging BehaviorsIn an accessible pictorial format, You’re Not My Friend Anymore!explorestypicalWhat if…? questions about children’s challenging behaviors, each answered by two illustratedstories:onedepictsa“typical”adultresponsetotheproblemsituation; theotherdetailsa“problem-solving”approachtothesamesituation.Accompanyingtextexploresthedifferencesbetweenthetwoapproachesandoffersstrategiesforeffective problem solving.

P1389 $15.95 B.Evans.IllustratedbyJ.Wilcox.Softcover,104pages.978-1-57379-455-8

You Can’t Come to My Birthday Party! Conflict Resolution With Young ChildrenThisbookpresentsasix-stepmediationprocessadultscanusetohelpyoungchildrenresolvedisputes.Morethan50scenariosofconflictresolutioninactionareincluded.

P1171 $34.95 B.Evans.Softcover,photos,432pages.978-1-57379-159-5

It’s Mine! Responding to Problems and Conflicts DVDThisDVDforadultsworkingininfantandtoddlersettingsshowsmanystrategiescaregivers can use to respond sensitively and positively to children’s social conflicts. Included are strategies for problem prevention, positive limit-setting, and resolving conflicts.

DVD: F1078 $36.95 40minutes,viewerguideincluded.978-1-57379-248-6

Steps in Resolving Conflicts Small-Size Poster, English-Spanish Conflictsinevitablyarisebetweenchildrenintheclassroom,andthesesituations provideexcellentlearningopportunities.Hangthesepostersinyourclassroomtohelpyourememberthesixstepstoconflictresolution.

P1365 $11.95 Setof2posters,two-color,glossy,8½"x11".978-1-57379-408-4

Steps in Resolving Conflicts Wall-Size Poster, English only Thislarge-sizeposterofthesixconflictresolutionstepshelpsyouandotherskeepthe steps in mind when working with children.

P1134 $6.95 Two-color,glossy,20"x30".978-1-57379-075-8

DVD

DVD



https://secure.highscope.org/ProductCart/pc/viewPrd.asp?idproduct=1866&idcategory=0



Curriculum Resources

Materials

HighScope Excellerations™ Photo Unit BlocksPersonalizeyourblocksetusingrecognizablephotosfromthechildren’sowncommunity. These blocks can be filled with images of your community, as well as picturesofyourstudentsandtheirfamilies.Setincludes20blocksinthreesizes.

P3015 $54.99 Setof20includes5largesquares,11⁄3"Wx51⁄5"Lx5"H;5rectangles,11⁄3"Wx51⁄5"Lx2"H;and10smallsquares,11⁄3"Wx2"Lx2"H.

HighScope Excellerations™ Wooden Geometric SolidsLargegeometricshapestosortandcompare!Childrengainhands-on,concreteunderstandingof3-Dshapeswiththesemanipulativesmadefromhigh-qualitysolidbirchwoodwithasmoothfinish.Foureachoffiveshapes:cone,cube, cylinder,pyramid,andsphere.Activityguideandstoragebagincluded.

P3016 $28.99 Setof20,2"Heach.

HighScope Excellerations™ Wooden Steering Wheels — Set of 3Thesewoodenwheelshaveagiant12"diameter,yetarelightweightenoughforyoungchildrentorotatefreely.Playingwiththewheelsgiveschildrenachance topretendtodo“grown-up”thingsandexpandtheirimaginationsthroughroleplay. Set includes a boat steering wheel, a racecar steering wheel, and an airplane steering wheel.

P3009 $39.99

Making Connections: Movement, Music, & Literacy Curriculum Supplement KitDeveloped with Discount School Supply, this kit contains the materials you need to keep your pre-schoolers or early elementary children moving and singing as they develop literacy skills, including musical instruments, seven classic classroom books, trace and write letters and numbers, beanbags, play-ground balls, and much more.

This kit includes HighScope’s book Making Con-nections: Movement, Music, & Literacy that has 60 activities planned around curriculum concepts in movement, music, and literacy. Making Connections provides you with activities that help make these connections between children’s natural abilities and theskillstheyneedforsuccess.Seepage23foracomplete list of components included in this kit.

M2500SET $299.99

NEW!




Early Literacy

Preschool Classroom Library Set of 50 Hardcover BooksPHB55 List Price: $877.46 Our Price: $745.78

Multicultural Hardcover Books Set of 8 Hardcover BooksPMHB13 List Price: $140.88 Our Price: $122.43

Special Needs Set of 8 Hardcover BooksPHB07 List Price: $134.76 Our Price: $126.51

Early Math Set of 8 Hardcover BooksPHB65 List Price: $141.92 Our Price: $120.62

Our Families Set of 8 Hardcover BooksPHB90 List Price: $135.92 Our Price: $115.52

Tender Topics Set of 8 Hardcover BooksPHB25 List Price: $131.85 Our Price: $119.41

My Feelings Set of 8 Hardcover BooksPHB06 List Price: $131.92 Our Price: $116.92

Infant-Toddler Board Book Library Set of 50 Board BooksFHSB50 List Price: $349.46 Our Price: $298.47

Preschool Board Book Classroom/Take-Home Library — Set 1 Set of 40 Board BooksPBT60 List Price: $298.20 Our Price: $253.45

Preschool Board Book Classroom/Take-Home Library — Set 2 Set of 50 Board BooksPBT70 List Price: $371.18 Our Price: $317.54

Multicultural Board Books Setof10BoardBooksPMB08 List Price: $72.78 Our Price: $64.10

Paperback Classroom/Take-Home Library — Set 1 Setof40PaperbackBooksPBL50 List Price: $286.55 Our Price: $243.53

Paperback Classroom/Take-Home Library — Set 2 Setof50PaperbackBooksPBL60 List Price: $354.46 Our Price: $301.24

Big Books — Set 1 Setof10BigBooksLB03 List Price: $266.86 Our Price: $226.82

Big Books — Set 2 Setof10BigBooksLB04 List Price: $266.70 Our Price: $226.70

Bilingual Favorites Board Books Setof16BoardBooksBBB10 List Price: $119.73 Our Price: $102.80

The HighScope Children’s Storybook CollectionsEarlyliteracyandreadingtochildrenhavealwaysbeenimportantpartsoftheHighScopeCurriculum.Thefollowingbooksetshave been selected by HighScope educational consultants for their high-quality content, illustrations, and suitability for use in any preschool or child care setting. Allbooksaresubjecttopublisheravailability.Ifaspecificbookinasetisnotavailablefromthepublisher,wewillsubstituteanappropriatetitle.

Please note: Since we are already offering discounted prices on our children’s storybooks, no additional discounts will apply.

A full list of titles in each set is available in our online store at highscope.org.




http://secure.highscope.org/productcart/pc/showsearchresults.asp?incSale=0&IDSale=0&ProdSort=&PageStyle=m&customfield=0&SearchValues=&exact=0&keyword=storybook&priceFrom=0&priceUntil=9999999&idCategory=231&IdSupplier=&withStock=&IDBrand=0&SKU=&order=1


Early LiteracyLet’s Talk Literacy: Practical Readings for Preschool TeachersThisbook—acollectionofarticlesbyexpertteachersandeducators—givespractitionersthe tools they need to enhance implementation of an effective early literacy curriculum in their preschool classrooms. With an overview of the four essential components of early lit-eracy — comprehension, phonological awareness, alphabet knowledge, and concepts about print — this book addresses topics such as interactive story reading, storytelling, early vocabulary learning, the ways preschoolers read and write, and literacy for second language learners,amongmanyothers.Practicalstrategiesforsupportingchildren’slanguageand literacy learning are included in every chapter.

P1344 $24.95 M.Hohmann&J.Tangorra,Eds.Softcover,photos,152pages.978-1-57379-318-6

Storybook Talk: Conversations for Comprehension Storybook Talkshowsyouhowtomakereadingandrereadingabelovedbookenjoyable for both children and adults while improving children’s comprehension. The book gives guidanceonstorybookselectionandanalysisandoffers63strategiesforinvitingchildtalkduring story reading. These strategies build children’s vocabulary as well as their ability to connectwithstories,retellthem,andpredictwhathappensnext.

P1354 $19.95 M.Hohmann&K.Adams.Softcover,photos,66pages.978-1-57379-353-7

Preschool Readers and Writers: Early Literacy Strategies for TeachersThis book presents research-based, classroom-tested practices for bringing the magic andjoyofreadingtoyoungchildren.Itexplainshowchildren’sreadingandwritingskillsdevelop in the preschool years and what adults can do to encourage these processes. Topics include oral language, phonemic awareness, alphabet learning, concepts about print, and more.

P1224 $34.95 L.W.Ranweiler.Softcover,illustrated,232pages.978-1-57379-186-1

Fee, Fie, Phonemic Awareness: 130 Prereading Activities for Preschoolers Thisbookfocusesonphonemicawareness—theabilitytorecognizethesmallestsoundunitsthatmakeupwords—identifiedbyreadingexpertsasanessentialskillthatprepareschildrenforreading.The130phonemicawarenessactivitiesarebasedonscientificevi-dence about what children need to become confident and successful readers and writers. The book offers more than enough activities to meet the standard of 20 hours of phonemic awarenesspracticerecommendedforallpreschoolchildrenbytheNationalReadingPanelandendorsedbytheUSDepartmentofEducation.

P1190 $25.95 M.Hohmann.Softcover,photos,80pages.978-1-57379-128-1

Materials

Language Curriculum Supplement KitCurriculumlanguageitemssupportandincludeHighScope’sbookFee, Fie, Phonemic Awareness.Usingthesuppliesinthekit,plusasmall number of others typically found in the classroom, you’ll be abletodo130pre-readingactivities.Thiskitisanamazingvaluewith more than 750 pieces, including musical instruments, puppets, a stamppad,alphabetstampingsticks,jumbotracingletters,multiplealphabets,blankjournals,dry-eraseboards,markers,pencils,erasers,Scrabble and Brain Noodles™, plus seven classic classroom books.

P3006SET $279.99




Early LiteracyMaking Connections: Movement, Music, & Literacy — Learning on the Move, Preschool–Grade 2This book provides you with 60 activities planned around curriculum concepts in movement, music,andliteracy.CDincluded.Materialskitisnowavailable!Seepage23formoredetails.

M1030 $27.95L.Haraksin-Probst,J.Hutson-Brandhagen,&P.S.Weikart.Softcover,photos,166pages,includesmusicCD.978-1-57379-319-3

Letter Links OnlineThisonlineprogramcomplementstheEnglishandSpanishLetter Links books, enabling you to create a nametag for each child in your group, select a letter-linked picture, and print these out invarioussizesquicklyandeasily.Usersmayselectletter-linkedpicturesforwordsinEnglishor Spanish. The program also enables teachers to save, store, and print group lists of letter links. Each2-yearlicensesubscriptionisforoneclassroom’suse.Siteadministratorscannowgainaccess to, transfer, delete, or update user accounts for sites with multiple licenses — e-mail [email protected] to learn more.

License Subscription P1373 $29.95 978-1-57379-442-8

License Renewal P1382 $29.95 978-1-57379-578-4

License Subscription With Letter Links book (English) P1374SET $44.95 978-1-57379-443-5

License Subscription With Letter Links book (Spanish) P1375SET $44.95 978-1-57379-444-2

Letter Links: Alphabet Learning With Children’s Names Letter Links takes children’s natural interest in learning to write their own name as an entryway toteachingthemletter-recognitionskills,letter-soundcorrespondence,andletter/wordwritingby using nametags and letter-linked images. It outlines the research behind this learning system andprovidesexamplesofletter-linkedimagesfor64initiallettersounds,whichintroducesthebook’s more than 25 fun-filled activities that support children’s development in the following categories: the alphabetic principle, phonological awareness, sense of word, and vocabulary.

English P1204 $25.95 A.DeBruin-Parecki&M.Hohmann.Softcover,illustrated,112pages.978-1-57379-143-4

Spanish P1327 $25.95 978-1-57379-296-7

Tasty Talk: 40 Mealtime Conversation Starters You can make snacktime and mealtimes important learning times for preschool children! Tasty Talk putsideasforconversationandsimplegamesonattractive4"x5"cardssoyoucangetchildrenthinking,talking,reflecting,andsharingonavarietyofsubjectswhileenjoyingasnack or meal. In addition to helping boost children’s literacy and social skills, these ideas can help children engage with other key curriculum content through playful talk with adults and other children.

P1357 $14.95 B.Marshall.434"x5"2-colorcards.978-1-57379-356-8

HighScope Excellerations™ Trace and Write Letters — Set of 52InpartnershipwithExcellerations™,HighScopebringsyouthesedurablewoodenletterstohelpchildrenbuildexperienceswiththealphabeticprinciple.Preschoolchildrenwillbeabletofeel,trace,andbecreativewiththesesolid,4"letters.Setincludes:26woodenletters(A–Z),26(A–Z)writeandwipeletters,handystoragebag,andteacher’sactivityguide.Ages3yearsandup.

P3012 $19.99

With Music

CD






Classroom ResourcesClassroom Area SignsThissetof10colorfulsignsfeatureseasy-to-see,simplepicturesandareanamesthatidentifyeachpartorinterestareaoftheclassroom.Organizing the classroom into clear work-and-play areas helps children find materials they need and to return them after use.

Thelarge-sizeareasignsarebigenoughforeachareatobeseenfromallaroundtheclassroom,whilethesmall-sizeareasignsarelaminatedandgreatto use during plan-do-review to help the children identify which area they will (or did) work in.

English Large-Size Sign Set PC1000 $29.95 Setof10cards,plusblankcards,19½"x21".978-1-57379-302-5

English Small-Size Sign Set PC1004 $15.95 2setsof10cardsperpackage,laminated,5"x5½".978-1-57379-306-3

English-Spanish, Large- and Small-Size Sign Set Bundle PC1006SET $48.00Setof10largecards,plusblankcards,19½"x21",and2setsof10smallcardsperpack-age,laminated,5"x5½".978-1-57379-705-4

English-Spanish, Small-Size Sign Set PC1007 $15.95 2setsof10cardsperpackage,laminated,5"x5½".978-1-57379-704-7

Daily Routine CardsTheDailyRoutineCardsareasetof21easy-to-readpictureswithtime-of-daynamesthatidentifythepartsofatypicalpreschoolclassroomday.UseofthesecardsallowschildrentoeasilyreadtheDailyRoutineCardsequenceandanticipatewhathappensnext.

Thecardsinthesetaresizedinproportiontotheamountoftimedevotedtothatsegmentofthedayandcanbedisplayedverticallyorhorizontally.

PC1001 $24.95 Setof21cards,plusblankcards.978-1-57379-303-2

Wheel of Learning/Key Developmental Indicator Card Handy laminated reference card containing the HighScope key developmental indicators (KDIs) on one side and the wheel of learning on the other.

Preschool P1397 $3.95 8½"x11".978-1-57379-579-1

Infant-Toddler F1087 $3.95 8½"x11".978-1-57379-547-0

Key Developmental Indicators Wall ChartOurpopularwallchartcontainsHighScope’skeydevelopmentalindicators(KDIs).Postthischartinyourclassroomorentryareatoremindyouand parents of the important abilities and concepts in each area of preschool learning or infant-toddler development.

Preschool P1401 $6.95 Two-color,glossy,22"x34".978-1-57379-545-6

Infant-Toddler F1088 $6.95 Two-color,glossy,22"x34".978-1-57379-549-4

Key Developmental Indicators Desk-Size PostersAsetofcolorfulpostersshowingtheHighScopekeydevelopmentalindicators(KDIs) in important content areas. Great for posting in your classroom or on your parent board.

Preschool P1398 $15.95 Setof8full-colorposters,each8½"x11".978-1-57379-594-4

Infant-Toddler F1089 $14.95 Setof6full-colorposters,each8½"x11".978-1-57379-646-0




Classroom ResourcesSomething From Nothing: Using Everyday Materials With PreschoolersThis book focuses on open-ended materials that you can find in your everyday environment, materialsthatareoftenfreeoravailableataverylowcost.Eachchaptercontainsinformationon where to find the materials, where to add them in your classroom, and how to use them. Includes pictorial step-by-step directions for the easy-to-make materials and 20 small- and large-group activities.

P1417 $19.95 E.Thompson.Softcover,photos,8½"x11",200pages.978-1-57379-647-7

Activities for Home Visits: Partnering With Preschool FamiliesThis book includes 40 fun learning activities that teachers and families with young children candotogetherduringregularlyscheduledhomevisits.EachactivityfocusesononeofHigh-Scope’seightpreschoolcurriculumcontentareas.Outlinedwithabeginning,middle,ending,materialslist,andhomeextensionsforparents,theactivitiesareeasytofollowandimple-ment.Alsoincludedinthisbookaretipsforcommunicatingwithparentsduringhomevisitsandideasonhowtoextendhomevisitsintotheclassroom.

P1390 $19.95 S.Gainsley&J.Hoelscher.Softcover,photos,80pages.978-1-57379-456-5

Preschool Activities for Family Child CareSee highscope.org for description.

P1396 $19.95 S.Gainsley&J.Hoelscher.Softcover,photos,80pages.978-1-57379-565-4

Ready, Sign, Go! Using Sign Language to Promote Preschool Learning Ready, Sign, Go! gives preschool teachers and caregivers the information they need to support all their young learners with sign language throughout the daily routine. This book offers spe-cificstrategiesandpracticalexamplesofhowtoincorporateASLintosmall-andlarge-groupactivities, plan-do-review, and other parts of the preschool day.

P1399 $19.95 K.Rush.Softcover,photos,70pages,includesDVD.978-1-57379-449-7

Discovering HighScope: A Teacher’s JournalLearningmoreabouttheHighScopeCurriculumcanbefunandexcitingwhenlearningalongwith someone else! HighScope teacher Becky James describes her first year of implementing theHighScopePreschoolCurriculuminherdailyteachingpracticeandreflectsontopicssuchas praise versus encouragement, conflict resolution, and effective planning and recall times.

P1419 $19.95 R.James.Softcover,photos,207pages.978-1-57379-677-4

The Song BookAllchildrenenjoysongs,andtheyallhavetheirfavorites.The Song Book gives children the opportunity to select from 25 well-known songs or nursery rhymes to be used at large-group time. This valuable resource provides a visual reminder of the children’s favorites in pictures andwordstohelpchildrenmaketheirselection.EachpageofThe Song Book includes a pic-turethatrelatestothesong/rhymetitleaswellasthetitleitselfspelledout(lyricsofthesongsare not included).

PC1005 $24.95 978-1-57379-352-0

Work in Progress SignsThese signs are bright-yellow laminated tent cards with a “do-not-touch” symbol and the words Work in Progress.Childrencanuseoneofthesesigncardstoindicatetheyareinthemiddleofaprojectandwishtocontinueitlater.

PC1003 $6.95 Setof5signs.978-1-57379-305-6

Humpty Dumpty

Row, Row, Row Your Boat





Movement & MusicTeaching Movement & Dance: A Sequential Approach to Rhythmic Movement, 6th Ed.Thiseditionfeatures134step-by-stepdancenotations. This book proves valuable to music and physical education teachers, elementary classroom teachers, curriculum coordinators and supervisors, and persons working with older adults.

M1029 $54.95 P.S.Weikart.Softcover,489pages. 978-1-57379-288-2

Rhythmically Moving CDsThissetofnineCDsfeaturesmusicforstu-dents of all ages and includes suggestions for use with Teaching Movement & Dance: A Sequential Approach to Rhythmic Movement.

Set of 9 CDs M1028SET $125.00 P.S.Weikart,creativedirector;performedby Gemini.CDs.

CDsarealsoavailableseparatelyfor$15.95each.Visitouronlinestoreathighscope.orgfor ordering information.

Movement in Steady Beat — Learning on the Move, Ages 3 to 7, 2nd Ed.Infant-toddler caregivers, as well as preschool and early elementary teachers, will welcome thelearningexperiencesinthisbookthatdevelop children’s basic timing, language, vocabulary, concentration, decision-making, andleadershipabilities.CDincluded.

M1023 $24.95 P.S.Weikart.Softcover,108pages,includesmusicCD.978-1-57379-130-4

Movement Plus Music: Activities for Children Ages 3 to 7, 3rd Ed.ThisbookofactivitiesandaccompanyingCDwill enable you to provide many opportunities forchildrentoexperiencethefunandcreativi-tyofmusic.Whileenjoyingtheseactivities,children will develop key abilities that are foundations both for physical and academic learning.CDincluded.

M1027 $19.95 P.S.Weikart.Softcover,36pages,illustrated,includesmusicCD.978-1-57379-214-1

Movement Plus Rhymes, Songs, & Singing Games, 2nd Ed.These engaging movement activities provide age-appropriatemovementexperiences.Usethem during large-group time, small-group time,ortransitions.CDincluded.

M1025 $29.95 P.S.Weikart.Softcover,100pages,includesmusicCD.978-1-57379-066-6

Making Connections: Movement, Music, & Literacy Curriculum Supplement KitThis kit contains the materials you need to keep your preschoolers or early elementary children moving and singing and it includes HighScope’s book Making Connections: Movement, Music, & Literacy.Seepage23 for a complete list of components included in this kit.

M2500SET $299.99

Moving With Purpose: 54 Activities for Learning, Fitness, and FunThis book shows how you can help children in gradesK–5bepurposefulandcreativeintheirmovements throughout the daily schedule. Usingtheengagingactivitiesfoundinthisbook, adults work as partners with children, encouragingthemtothinkabout,explore,anddiscuss movements that lead to specific skills. CDincluded.

M1032 $29.95 K.SawyerswithE.ColleyandL.Icaza.Softcover,photos,196pages,includesmusicCD. 978-1-57379-473-2

85 Engaging Movement Activities — Learning on the Move, K–6 Classroomteachers,aswellasspecialtyteachers in physical education, music, and recreation, will find this book to be a source ofideasformovementexperiences.Theexpe-riences are planned around key curriculum concepts in movement and music as well as in academicareas.Aneasy-to-followplanisgivenforeachactivity.CDincluded.

E3040 $34.95 P.S.Weikart&E.B.Carlton.Softcover,illustrated,216pages,includesmusicCD.978-1-57379-125-0

With Music & Rhyme

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With Music

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With Music

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With Music

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With Music

CD

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Program AssessmentProgram Quality Assessment (PQA) — Available in Online or Print FormatsHighScope’sPQAfamilyofassessmentinstrumentsincludesthePreschoolPQA,theInfant-ToddlerPQA,andtheFamilyChildCarePQA.Allthreetoolsarevalidatedratinginstrumentsdesignedtomeasurethequalityofearlychildhoodprogramsandidentifystafftrainingneeds.Allareavailableinbothonlineandprintversions.EachPQAgivesanaccurateandauthenticpictureofaprogram’sstrengths and needs for improvement, providing information on a multitude of quality factors in specific terms that teachers and caregivers can understand and use. The instruments may be used by teachers and caregivers as a self-assessment, or by administrators and outside agencies (such as astatewideQualityRatingandImprovementSystem)toevaluateindividualclassroomsorprograms.

PQAassessmentisbasedonstandardsforbestpractices,ratedonafive-pointscale.Allthreetoolsassess factors of the classroom or family child care home that directly impact children, including the learning environment, daily routine, adult-child interactions, and safety considerations. In addition, thePreschoolandInfant-ToddlerPQAslookattheagency-widefactorsthatinfluencewhathappensin the care setting: parent involvement and family services, staff qualifications and staff develop-ment,andprogrammanagement.Eachinstrumenthasanadministrationmanualthatexplainshowthe tool is used and provides results from the validation studies.

OnlinePQAAlthoughthecontentofthePQAinstrumentsis the same in print and online versions, the online versions have automated scoring and reporting features that add convenience and help users understand and apply the data. Licenses are available through an annual sub-scription and provide options to conduct multi-pleassessmentsduringtheprogramyear.Visitonlinepqa.net to view a recorded webinar or toenroll.Forpricingormoredetails,[email protected].

Preschool PQA, 2nd Ed. Preschool PQA Starter Pak P1203SET $27.95 IncludesFormA:ClassroomItems,FormB:AgencyItems,andAdministrationManual.978-1-57379-134-2

Preschool PQA Administration Manual P1199 $13.95 Softcover,27pages.978-1-57379-135-9

Preschool PQA Form A — Classroom Items P1200 $7.95 Softcover,47pages.978-1-57379-136-6

Preschool PQA Form B — Agency Items* P1201 $7.95 Softcover,32pages.978-1-57379-137-3

Infant-Toddler PQAInfant-Toddler PQA Starter PakF1260SET $30.00IncludesFormA:ObservationItems,FormB:AgencyItemsforInfant-ToddlerandPreschoolPrograms,andAdministrationManual.978-1-57379-625-5.

Infant-Toddler PQA Administration ManualF1263 $9.50 Softcover,25pages.978-1-57379-628-6

Infant-Toddler PQA Form A: Observation ItemsF1265 $13.50 Softcover,spiralbinding,74pages.978-1-57379-700-9

PQA Form B: Agency Items for Infant-Toddler and Preschool Programs*

F1262 $9.50 Softcover,spiralbinding,38pages.978-1-57379-627-9

Family Child Care PQAAdministration Manual P1386 $7.95 Softcover,11pages.978-1-57379-452-7

Family Child Care PQA Assessment Form P1387 $21.95 Softcover,spiralbinding,68pages.978-1-57379-453-4

*PreschoolprogramsusingOnlinePQAand/orthosethathaveinfantsandtoddlersintheircentershouldorderPQAFormB:AgencyItemsforInfant-ToddlerandPreschoolPrograms(F1262).






Child Assessment

What’s the Advantage? Authentic assessment to

• Improve child outcomes

• Inform instruction at all developmental levels

• Guide program improvement

Valid and reliable scoring to support teachers using

• The HighScope Infant-Toddler Curriculum

• The HighScope Preschool Curriculum

• Any developmentally appropriate curriculum

Aligns with

• Head Start Child Development and Early Learning Framework

• Common Core State Standards

• State early learning standards

Alignments available at coradvantage.org

“It seems like people at HighScope have really listened to teachers!”

“The direct integration of the concepts in Numbers Plus and Growing

Readers is also a big advantage.”

“[COR Advantage] is a great

assessment tool! It is

comprehensive and clear.”

“Having this tool directly correlate with the KDIs

was a fabulous idea. This will simplify teachers’ observations and enable them to concentrate

their efforts on one set of indicators.”

coradvantage.org 800.587.5639, Ext. 234 or Ext. 206

COR Advantage Online PlansThe Standard Plan offers comprehensive reporting options,

including child and classroom scoring levels; Head Start Child

Development and Early Learning Framework; and other state early

learning standards.

The Limited Plan offers selected features of the Standard Plan

and is available for programs serving fewer than 100 students.

The College Setting Plan offers reduced pricing for college lab

school settings and no charge to college instructors for use in

teaching about child development/assessment.

Call for pricing.

HighScope’s Research-Validated Child Assessment Tool — Available in Online or Print Formats

Download the free app for your tablet!



https://itunes.apple.com/us/app/onlinecor-mobile/id512729573

https://play.google.com/store/apps/details?id=com.redesetgrow.gwt.client.handheld.cor.android


Child AssessmentCOR Advantage 1.5 Print Kit This paper-and-pencil version of COR Advantage offers all the materials needed for one year’s use of the assessment with 24 children. As in the online version, the instrument spans the birth-to-kindergarten age range and has eight distinct scoring levels for 36 items in nine child development content areas. Recommended for individual classrooms, centers with one to three classrooms, programs without Internet access, and family child care programs.

Kit includes• 1 COR Advantage User Guide• 2 COR Advantage 1.5 Scoring Guides• 2 COR Advantage 1.5 Desk References• 24 COR Advantage Anecdote Booklets• 25 COR Advantage Family Booklets• 1 each, reproducible COR Advantage Child Summary and

Class Summary Forms• 3 COR Advantage Sticky Note Pads• 2 COR Advantage Anecdote Pouches• 2 COR Advantage Expandable Files

P2015SET $225.00 978-1-57379-719-1

Refresh Your COR Advantage SuppliesItem Name Item Description Catalog Number Price

User Guide Explains how COR Advantage assessment works P2005 Available forand offers step-by-step instructions on using free download each component at highscope.org

Scoring Guide Explanations for each assessment item and level English P2020 $18.00help teachers score the instrument accurately Spanish P2022

Desk Reference Desk-size laminated fold-out guide provides a English P2019 $18.00/set of 2quick look at the COR Advantage items and levels Spanish P2021

Anecdote Booklet Organized by the 36 COR Advantage items, P2004 $55.00/set of 24 with spaces for recording anecdotes

Family Booklet English-Spanish booklet for family members P2006 $18.00/set of 25$13.75 each/4 ormore sets

Child Summary Reproducible forms on sturdy laminated cards P2008 $18.00/set of 2and ClassSummary Forms

Sticky Note Pads Handy for recording your daily child anecdotes P2014 $3.00/pack of3 pads

Anecdote Pouch Portable pouch holds COR Sticky Note Pad, P2013 $25.00/pack of 5 pen, and other items

Expandable File Portfolio-style folder with 12 expandable P2012 $14.00pockets and elastic closure

content areas. Recommended for individual classrooms, centers with one to three classrooms, programs without Internet access,



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Education

Transcript of ReSource for Educators spring 2015 web2