HighScope Curriculum 🎈

Key Theorist/Origins: The HighScope Curriculum was developed in the 1960s, influenced by the work of psychologist Jerome Bruner.

3 Key Ideas:

1. Active Learning: Children learn best by doing. The curriculum emphasizes hands-on experiences.
2. Plan-Do-Review: A daily routine where children plan their activities, engage in them, and then reflect on what they’ve learned.
3. Adult-Child Partnership: Adults collaborate with children, extending their learning through open-ended questions and discussions.

Role of the Teacher: Teachers are active participants, co-constructing knowledge with children. They support, observe, and interact. The key strategy is scaffolding children’s knowledge and skills; through intentional teaching.

Learning Perspective: Learning is an active process. Children learn by exploring, making choices, and reflecting on their experiences. High-scope is quite a goal-oriented curriculum, which seems to align to the EYLF outcomes quite well.

Unique Quality: The Plan-Do-Review process, which fosters decision-making and reflection.

Challenge: Requires teachers skilled in facilitating active learning experiences. High Scope is not widespread in Australia.

Symbolic Resource: A “Plan-Do-Review” board illustrating children’s daily activities. The plan-do-review sequence is when children make choices about what they will do, carry out their ideas, and reflect on their activities with adults and peers. High Scope educators call these parts of the day planning time, work time, and recall time. This way play is more purposeful.

The Waldorf/ Steiner Approach 🌲

Key Theorist/Origins: Rudolf Steiner, an Austrian philosopher, founded Waldorf education in the early 20th century.

3 Key Ideas:

1. Holistic Education: Focuses on nurturing a child’s physical, emotional, and spiritual development alongside academics. The role of nature is important.
2. Play-Based Learning: Encourages imaginative, open-ended play as a means of learning.

• Delayed Academics: Formal academics are introduced later, with a strong emphasis on creative arts in the early years.

Role of the Teacher: Teachers in Waldorf education provide a warm, home-like environment, guiding children’s activities through storytelling and modelling.

Learning Perspective: Learning is deeply rooted in imaginative play, storytelling, and artistic expression. Some days, children bake; other days – knit.

Unique Quality: A strong emphasis on the role of imagination in learning, rhythms, and mindfulness.

Challenge: Requires a unique understanding of the balance between free play and structured learning.

Symbolic Resource: Felt puppet storytelling or Waldorf dolls – symbolise the importance of imaginative play.

Anji Play Approach 🌟

Key Theorist/Origins: The Anji Play Approach originated in China, developed by Ms. Cheng Xueqin, an early childhood educator.

3 Key Ideas:

1. Child-Centred Exploration: Children are given the freedom to explore their interests, fostering self-initiated learning.
2. Embracing Risk: Encourages controlled risk-taking, where children engage in challenging activities under supervision to build resilience.
3. Deep Reflection: The approach values reflective practices, with children and teachers reviewing their experiences together.

Role of the Teacher: Teachers observe and support children’s play, asking open-ended questions to prompt reflection.

Learning Perspective: Learning is rooted in self-directed exploration and meaningful experiences.

Unique Quality: Emphasis on embracing risk and reflection as integral parts of learning.

Challenge: Requires educators who are comfortable with allowing children to take measured risks.

Symbolic Resource: A specially designed playground symbolises the freedom for exploration and risk-taking. Loose parts, like planks and barrels, large blocks, and ladders, that look dangerous

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Project Approach 🚀

Key Theorist/Origins: The Project Approach has roots in the work of educators Lilian Katz and Sylvia Chard and was further developed by Helm and Katz. I love their book!

3 Key Ideas:

1. In-Depth Exploration: Children engage in extended, hands-on projects that delve deeply into specific topics of interest. It starts with the inquiry, e.g. about insects, cars or whatever inquiry topic is valuable and has potential.
2. Collaboration: Encourages collaboration among children, teachers, and families to plan and execute projects.
3. Documentation: Emphasises the documentation of the project’s progress and findings.

Mind maps are really useful.

Role of the Teacher: Teachers act as guides, helping children plan and execute their projects, and documenting the learning journey. The teacher is a facilitator of inquiry.

Learning Perspective: Learning is inquiry-based, focusing on exploring questions and solving real-world problems through projects.

Unique Quality: Extensive project work with a focus on research and documentation.

Challenge: Requires skilled facilitation to ensure projects are meaningful and aligned with curriculum goals. Understanding inquiry-based learning.

Symbolic Resource: A project display board showcasing the stages and outcomes of a completed project.

Forest Schools/Bush Kinder 🌿

Key Theorist/Origins: The Forest School concept originated in Europe, drawing from Scandinavian and German outdoor education traditions.

3 Key Ideas:

1. Nature Immersion: Children spend significant time outdoors in natural environments, fostering a deep connection with nature
2. Child-Led Learning: Emphasises child-initiated activities and exploration in the natural world.
3. Risk Management: Encourages responsible risk-taking, with children learning to assess and manage risks independently.

Role of the Teacher: Teachers act as facilitators, guiding children’s interactions with nature while prioritising safety.

Learning Perspective: Learning occurs through direct experiences in nature, promoting environmental stewardship. Learning with nature and from nature.

Unique Quality: Strong emphasis on nature immersion and fostering a love for the outdoors.

Challenge: Requires access to natural settings and a commitment to outdoor education, new teaching practices, such as storytelling, open-ended play, inquiry-based learning, place-based pedagogy.

Symbolic Resource: A collection of natural objects, such as leaves, rocks, and feathers, represents the connection to nature. Campfire, too.

Which one is your favourite curriculum model?