HighScope Educational Approach

The HighScope Educational Approach is a child-centered early childhood education approach that supports all areas of development and whose effectiveness has been proven through scientific research. It was developed by David Weikart and his team and is based on strong theoretical foundations such as Jean Piaget’s theory of cognitive development and Lev Vygotsky’s sociocultural theory.

Established in 1970, the HighScope Educational Research Foundation is recognized for its comprehensive research in the field of child development. One of the most significant studies demonstrating the effectiveness of the HighScope approach is the Perry Preschool Project. This long-term research, spanning over 40 years, has shown that children supported through the HighScope approach demonstrate higher levels of academic achievement, career success, and a sense of social responsibility.

The HighScope approach is based on the understanding that children build knowledge through direct experience, exploration, and interaction. It allows children to be active participants in shaping their own learning process. At its core is active participatory learning, which is grounded in the active involvement of children in the learning process.

Active learning is a process in which children interact directly with materials, people, and ideas, make choices, and construct meaning through hands-on experiences.

The core features of active learning include:

Children have access to a variety of meaningful materials that are appropriate for their developmental levels.
They are given opportunities to explore, transform, and experience these materials through hands-on activities.

Children are given the right to choose materials and activities based on their interests and needs.
Teachers guide children throughout the learning process by asking open-ended questions that expand their thinking and by creating environments that support learning.
Children are encouraged to express their thoughts and experiences verbally—this approach supports both language and cognitive development.

This process contributes to the development of children’s creativity, independent thinking skills, and problem-solving abilities.
Teachers are just as active and participatory as the children during this process.
They intentionally provide resources, design activities, and engage in interactions with children in ways that support their thinking and promote their development.
Activities are designed to match children’s natural curiosity, as well as their current and emerging abilities, ensuring that they are developmentally appropriate.

Scaffolding and the Role of Adults

Teachers act as guides throughout children’s learning processes.
The scaffolding method is used to support children’s current knowledge and help them reach the next stage of development.
By carefully observing children, teachers provide support appropriate to their Zone of Proximal Development (ZPD) and help move learning forward.

Throughout this process, physical, emotional, and cognitive support is provided to ensure that children feel safe and can actively participate in their learning.