Child Care in Practice

Vol. 11, No. 4, October 2005, pp. 433 /456

‘‘High/Scope Supporting the Child, the

Family, the Community’’: A Report of
the Proceedings of the High/Scope
Ireland Third Annual Conference,
12th October 2004, Newry,
Northern Ireland
Lynne Peyton, Conference Rapporteur

The third annual High/Scope Ireland Conference provided a forum for speakers
workshop leaders and delegates from across Ireland, the UK, USA, Europe and South
Africa to share their experiences of High/Scope in action. Research demonstrates that
long term benefits for High/Scope participants include increased literacy rates, school
success and employability as well as decreased levels of substance misuse, delinquent &
criminal activity and teenage pregnancy. The Plan-Do-Review approach intrinsic to the
High/Scope Daily Routine has application in a wide range of settings which transcend
community, cultural, national and international boundaries.

Introduction: High/Scope Ireland *

/ Origins and Current Situation
High/Scope is an approach to early learning that enables children to become
independent thinkers and problem-solvers. Beginning in 1962, in Ypsilanti,
Michigan, USA, the High/Scope approach has been researched and developed over
40 years. The High/Scope Ireland Institute was established in 1999 and is
representative of the voluntary, statutory, independent and community sectors
throughout Ireland, who want to enhance the quality of early childhood care and
education. High/Scope Ireland works to empower children and adults through shared
control in active learning situations.

Lynne Peyton is an independent Child Care Consultant. Correspondence to: Lynne Peyton, Child Care
Consultant, Beechlyn Court, 14 Ballynorthland Park, Dungannon BT71 6DY, UK. Email: lpeyton@
repeyton.demon.co.uk

ISSN 1357-5279 print/1476-489X online/05/040433-24 # 2005 The Child Care in Practice Group
DOI: 10.1080/13575270500340093
434 L. Peyton

High/Scope training is promoted and delivered by a team of High/Scope endorsed

trainers employed by High/Scope Ireland and a panel of independent endorsed
trainers throughout Ireland. Research has demonstrated family benefits through both
improved success in school and in the general quality of children’s lives as well as
societal benefits through reduced costs of delinquency, crime and economic
dependence.

Goals of High/Scope

. To develop children’s ability to take the initiative and make decisions about what
they are going to do, and how.
. To develop children’s self-discipline and their ability to identify personal goals and
complete self-chosen tasks.
. To develop children’s ability to work with other children and adults, so that work
done is a result of group planning, cooperative effort and shared leadership.
. To develop children’s ability for self-expression, so that they can use language,
pictures, movement and writing to share their experiences with others.
. To develop children’s ability to apply their reasoning in a wide range of situations,
using a variety of materials.
. To develop children’s creativity, spirit of enquiry and openness to knowledge and
other people’s points of view.

Opening Remarks
Jimmy Kearney, Conference Chair and Chair of the High/Scope Ireland Institute
In his opening remarks the Chair indicated that as children’s rights were central to the
conference agenda, it was fitting that the Ombudsman for Children in the Republic of
Ireland and the Deputy Children’s Commissioner for Northern Ireland should open
the proceedings. He particularly welcomed keynote speaker Clay Shouse, Vice-
President of the High/Scope Educational Research Federation, in Michigan, USA, and
all the colleagues from the High/Scope Federation, High/Scope Ireland and High/
Scope UK. The Chair acknowledged participants who had travelled from South Africa
and the strong delegation from The Netherlands, and extended a special welcome to
Paul Geddis of Office of the First Minister and Deputy First Minister (OFMDFM),
whose department’s financial contribution was important to the running of the
Conference.
Special mention was made of a group of participants who have been described as
‘‘outward and forward practitioners’’. These are the 19 practitioners and seven staff
members who were able to benefit from a project funded under the European Union
Peace and Reconciliation Programme measure for Outward and Forward Looking
Regions. This included the opportunity to attend the High/Scope Foundation’s
United States Registry Conference in Ypsilanti, Michigan.
 Child Care in Practice 435

The key purpose of the Conference is to promote the importance of early years’
education and High/Scope’s key role in helping children learn to play their part in the
fair, tolerant and inclusive society that we want for them and that they deserve.
The Chair reported on a number of positive developments during the year
including:
. The success of the ‘‘Outward and Forward Looking Project’’, which through the
professional and personal growth of the participants will undoubtedly benefit
children throughout Ireland for many years to come.
. Three more accredited groups in Northern Ireland and increased commitment to
High/Scope by the Southern Education and Library Board and the Southern
Health and Social Services Board.
. A successful partnership in High/Scope training with the Northern Ireland
Childminding Association.
. Involvement as a partner in South Armagh Sure Start Programme, and evidence of
the role of High/Scope in support of children and their families in the community
setting.
. Completion of the first stage of the Foster Care Training Project undertaken in
Roscommon by the Western Health Board and High/Scope Ireland,

In concluding, the Chair described a long-sought and much welcome policy

initiative* the appointment of a Children’s Commissioner for Northern Ireland*
/ /

and invited Barney McEneaney, Deputy Commissioner to jointly open the High/
Scope Ireland Third Annual International Conference.

Barney McEneaney, Deputy Children’s Commissioner, Northern Ireland

In his opening remarks Barney McEneaney publicly recognised the work of High/
Scope Ireland in pre-school and primary school settings, helping to support children,
young people and their families. He also expressed delight in sharing the platform
with his colleague Emily Logan, presenting an all-Ireland view of the work of their
offices. Such collaboration is becoming a regular occurrence.
Everyone at the Office of the Northern Ireland Commissioner for Children and
Young People (NICCY) is interested in innovative ways to support the child and the
family, and in so doing, to support and enhance the community * the aims of the
/

conference. The challenging task of giving young children the best chance as early as
possible in life is undoubtedly best practice, and conferences such as this one spread
and reinforce this message. The Office of the Commissioner for Children and Young
People, as the name suggests, is about promoting and safeguarding children’s rights.
The principal aim is to promote and safeguard the rights and best interests of
children and young people through three core activities:
. Firstly, dealing with complaints from individual children and young people on
issues where their rights and best interests are not being properly served.
436 L. Peyton

. Secondly, undertaking research and reviewing services for children and young
people.
. Thirdly, finding new ways to involve children and young people in decisions that
affect their lives and in promoting their rights to wider society.

The Commissioner’s office is not alone in this very important work. Organisations
such as High/Scope are working hard to promote the best interests of children and
parents, providing them with high-quality services and developing their abilities and
their creativity and assisting them in being better able to be involved in decisions that
affect their lives.
Just over a year ago, NICCY had commissioned Queen’s University Belfast to
undertake a major piece of research comparing how Northern Ireland fared in
the implementation of the United Nations Convention on the Rights of the Child.
The findings of that research are about to be published and the key concerns,
which emerged during the research, in respect of pre-school provision, were as
follows:
. The fact that places are not always in the locations or in the type of pre-school
programme that parents want.
. There is no flexibility once the places are allocated.
. The fact that there are different adult/child ratios for nurseries and pre-school. The
ratio in day nurseries is 1:8 while the ratio in nursery schools is 1:13.
. The surplus of places in some areas/units has meant that they are offered to
children in the year before pre-school, with the result that many two year olds are
in a pre-school programme that might not be appropriate for their needs.
. The need for more full-time places. Some places are funded for 2.5 hours while
others are funded for 4.5 hours. The latter are preferred by parents and seen to be
important in terms of the children’s development.
. The funding difficulties faced by many voluntary sector providers.
. The quality of buildings and facilities in some units.
. The capacity of some programmes to make provision for children with special
educational needs.

This and the wider research have helped to focus NICCY’s priorities and these
will be published together with the draft corporate plan, followed by a 10-
week consultation period. NICCY believes that given the Office’s broad sweep of
responsibilities, trying to do everything in the first three years will result in doing
nothing properly and hence not make a real difference to the lives of children and
young people in Northern Ireland. Well funded provision based on best practice
initiatives such as High/Scope will support much of the work on NICCY’s priority
areas for action, from bullying, across the spectrum to young people’s mental health
needs.
Most importantly, NICCY will be guided in this process by the views and wishes of
children and young people, and will be working with NIPPA The Early Years
/
 Child Care in Practice 437

Organisation on consulting with the under fives and getting their views on the work
of their Commissioner. NICCY supports the work of High/Scope and will continue to
do so by lobbying for support for providers of early interventions that makes a real
difference to the lives of children and parents.

Emily Logan, Ombudsman for Children, Republic of Ireland

In her address the Ombudsman reflected on the range of contributors and the many
important issues being explored in the various sessions and workshops.
She reflected on the recent thematic research project on early childhood education
and commented on the weak level of provision in the South of Ireland, when
compared with the standards elsewhere in Europe. Access to provision is unequal and
some of the most disenfranchised and vulnerable groups are not able to access
services. High/Scope and NIPPA were commended on their efforts to implement the
UN Convention stressing that children’s participation and, in particular participation
in education, are among the most enabling provisions of the Convention.
The Ombudsman acknowledged that adults who work with children can feel
slightly threatened by the idea of children’s rights, but building confidence in children
and families is imperative. She applauded the emphasis on play, the value of which is
under-estimated, and, referring to her own work in Great Ormond Street, reflected
that play was the single best way to aid recovery in children. An emphasis on
academic achievement can mean many children feel ‘‘left out’’ of the system. On
consultation, the task is twofold as there is a need to both develop young people’s
capacity to express their views while developing adults’ abilities to listen.
The Ombudsman concluded by indicating that High/Scope should be part of the
normal environment in which children develop and pledged her ongoing support for
High/Scope Ireland.

Keynote address: ‘‘One Take on One Way it Works for Society’’

Clay Shouse, Vice President, High/Scope USA
Clay indicated he was delighted to be speaking at the High/Scope Conference in
Northern Ireland, and had participated in the High/Scope Board meeting in Ireland
yesterday. While it is impossible to explain High/Scope in a few sentences, the results
speak for themselves and he was excited that the Institute is shortly going to
announce the 40-year results of the Perry Preschool study, making this one of the
most significant longitudinal research works. In order to try and explain the long-
term benefits of High/Scope, Clay related the approach to work in the area of drug
prevention.
The key elements of High/Scope can be summarised through reference to the High/
Scope Wheel (Figure 1).
Before the end of 2004, results from the 40-year sample will confirm the findings to
date of the Perry Preschool Study, which looked at three different ways of working
438 L. Peyton

Assessment Adult -Child

Teamwork Interaction
Daily Anecdotal Notes Interaction Strategies
Daily Planning Encouragement
Child Assessment Problem -Solving
Active Learning Approach to Conflict
Initiative
Key Experiences

Daily Routine
Plan -Do-Review Learning
Small -Group Time Environment
Large -Group Time Areas
Materials
Storage

Figure 1 The High/Scope Wheel.

with young children. These included High/Scope, nursery school and a didactic
approach. The study found that:
. the High/Scope Perry Preschool Study shows reduced criminal behaviour among
participants who had a high quality preschool experience, at ages 19, 27 and 40;
and
. the High/Scope Curriculum Comparison Study shows similar findings at ages 15
and 23 for participants in the High/Scope sample.

Clay indicated that there is still tremendous pressure in the United States to teach
key skills and children who were pushed to achieve these were actually more likely to
be involved in criminal behaviours.
There is a clear relationship between substance abuse* manufacture, consumption
/

and/or distribution* and criminal behaviour. Children often start taking drugs and
/

become involved in crime to support their habit, but it can work the other way
around. So how does the High/Scope Preschool approach affect this relationship in a
constructive manner? The answer may lie in the High/Scope Daily Routine and
specifically in the Plan Do Review element. There are four key benefits that may
/ /

have an impact on young people’s decision-making around drug misuse.

. Personality traits developed through the High/Scope Approach.
. Outcomes for High/Scope programme participants.
. Attributes of the resilient child.
. Resiliency factors.

The High/Scope Daily Routine is dependent on children being initiators and on

adults being able to both initiate and respond.
 Child Care in Practice 439

. Initiation and Shared Control* implicit in the High/Scope model. It creates

/

opportunities for children to work on their own with support as well as taking a
lead from adults.
. Stating Intentions* Plan for the day and explain the plan to adults. Explanations
/

vary in terms of detail and sophistication and depend on the stage of development.
Explanations can be verbal or through signing. In a group of 20 there could be 20
different intentions.
. Acting on Intentions* Do: children have the opportunity to work independently,
/

in small groups, with adults, in large groups to achieve their plan.

. Reflecting on Experiences/Activities* Review : this stage provides opportunity
/

for adults to help children reflect on their experiences. Explanations can be

simple or detailed. What worked well and what were the limitations and
drawbacks?

Personality traits developed through the Daily Routine include:

. Responsibility, Initiative, Curiosity* Plan. Children accept responsibility, show
/

initiative and learn to be nosy and find out what others are doing.
. Responsibility, Successfulness, Creativity, Self-Confidence, Divergent Thinking,
Independence, Cooperation* Do. Children experience success, try different app-
/

roaches and materials and learn to work both independently and collaboratively.
. Trust, Self-Confidence, Divergent Thinking* Review. Children develop confi-
/

dence when reviewing and this compares favourably to evaluation, which can be
judgmental and undermine confidence. This confidence can help young people
make good choices in the face of peer pressure to become involved in
inappropriate behaviours.

Outcomes for High/Scope Program participants as demonstrated by data at ages

19, 27 and 40 years include:
. Increased
 Literacy rates
/

 Postsecondary Education
/

 Employability
/

. Decreased
 Special Education Referrals
/

 Drop-Out Rates
/

 Reliance on Welfare
/

 Teen Pregnancies
/

 Delinquent & Criminal Activity

/

 In-Family Offences
/

 Substance Abuse
/

The attributes of the resilient child are similarly linked to the Plan Do Review
/ /

approach and include:

440 L. Peyton

. Social Competence, Autonomy, Sense of Purpose/Future* Plan. /

. Social Competence, Problem Solving Skills, Autonomy, Sense of Purpose and

Future* Do.
/

. Autonomy, Social Competence, Sense of Purpose and Future* Review. /

Resiliency Factors identified in High/Scope graduates include many of the same

factors identified by the drug prevention research world, including:
. Within the Individual
 Good Verbal Skills
/

 Internal Focus of Control

/

 High Self-Esteem
/

 Responsibility
/

 Sense of Well-Being
/

. Within the Individual’s Interaction with the Environment

 Good Sense of Skills
/

 Achievement via Independence

/

 Good Coping Skills

/

 Good Communication Skills

/

 Good Assertiveness Skills

/

 Independent Thinking
/

 Strong School Bonds

/

Clay concluded that the High/Scope Daily Routine helps young people to develop
personality traits that in turn lead to success factors in terms of education and
employability and reduce the likelihood of involvement in criminal or delinquent
behaviours or drug misuse. The attributes and resiliency factors demonstrated by
High/Scope children and young people further decrease the likelihood of such
involvement. High/Scope children are more confident responsible and focused and
enjoy a greater sense of well-being.

The Workshops
Presenters from around the world shared their experiences of High/Scope approaches
in a range of settings and cultures, demonstrating the huge potential and adaptability
of the approach.

IEA Pre-Primary Longitudinal Findings* What’s Happening in Early Childhood

/

Settings around the World

Shannon Lockhart, US High/Scope Foundation
Dr Noirin Hayes, Dublin Institute of Technology

Shannon Lockhart is an early childhood specialist and research associate at the High/
Scope Educational Research Foundation. She develops early childhood curriculum
 Child Care in Practice 441

and training materials, oversees the infant/toddler curriculum training, and works on
numerous research projects, including the IEA Pre-primary Project examining the
quality of life for four year olds in 15 countries. She conducts High/Scope infant,
toddler and preschool training (TOT, PCC, ATC) around the country and abroad.

Noirin Hayes, PhD, is a developmental psychologist and Head of Learning

development at the DTI where she is also Director of the Centre for Social and
Educational research. She is particularly interested in social economic and policy
factors affecting the development of young children and is National Coordinator of
the IEA Pre-primary project in Ireland. Noirin is the author of a number of reports
articles and books on early childhood care and education.

Workshop objectives
Participants will:
. Discuss typical adult behaviours that occur in classrooms.
. Present the adult behaviour findings from the IEA Pre-Primary Project.
. Discuss adult behaviours that best support children’s development.

The workshop commenced with an activity to encourage participants to think

about typical teachers and their verbal and non-verbal behaviours and then to reflect
on behaviours observed in early years settings. Given the importance of adult child
/

interactions in early childhood settings, the leaders discussed some of the findings of
the IEA/Pre-Primary Project research in 15 countries.
The IEA Pre-Primary Project is a multi national study of pre-school children aimed
at identifying the settings in which young children spend their time, assessing the
quality of life within these settings and determining how these settings affect
children’s intellectual, social and academic achievements at age seven.
In an interactive exercise, the workshop explored the idea of participation by adults
and defined this as meaning full engagement in what the child has chosen to do. The
group considered adult-centred versus child-centred approaches and discussed styles
of teaching and their consequences.
When adults are engaged in children’s play, they learn more about children and
their interests, gain knowledge of their development and can plan around this
knowledge. Research on the behaviours that support children’s development was
discussed and participants related the workshop to their own settings, identifying
how they would each identify and implement adult behaviours that are supportive of
children’s development.

Exploring Dual Language Issues through Story Reading with Children

Mary Hohmann, US High/Scope Foundation

Mary Hohmann, Senior Early Childhood Specialist, has been a member of the High/
Scope Foundation since 1970. She has served as a High/Scope preschool teacher,
442 L. Peyton

trainer, curriculum developer and writer, and educational consultant in the United
States, Norway, Finland, and Portugal. She is the principal author of High/Scope’s
preschool curriculum manual, Educating Young Children. She is also one of the
developers of the High/Scope Child Observation Record and Infant Toddler Child
/

Observation Record. Currently, she is working on the Growing Readers Early Literacy
Curriculum.

Workshop objectives
. Discuss the development of dual language learning.
. Identify the elements of interactive story reading.
. Identify ways to use interactive story reading to support dual language learners.

The workshop explored a number of dual language issues and acknowledged

the extent of students who speak minority languages. Many schools in the United
States are experiencing significant increases in minority-language student popula-
tions. In one large suburban school district in south eastern United States, a recent
report revealed over 70 languages other than English being spoken by the school
children.

Key concepts in dual-language development

. Over 70% of the world’s population speaks more than one language.
. Some young children learn two or more languages simultaneously.
. Some children learn their home or heritage language first and then begin to learn a
second language (successive or sequential acquisition). Children’s heritage
languages are part of their developing identity and connect them to their culture
and families.
. In a truly bilingual setting, both languages are used equally.
. Children learn language as a whole.
. Children use the words they know to communicate.
. Learning a language takes years.
. Vocabulary size makes a difference. Book reading in any language helps.

Interactive story reading strategies promote children’s language development

. Choose a comfortable space for reading where children are close to and in control
of the book.
. Proceed at a leisurely pace.
. Begin with picture examination and discussion.
. Encourage conversation, children talking not just listening.
. Make comments and observations to invite child language.

Adult/Child Interaction
Monica Wiltshire, UK Institution
 Child Care in Practice 443

Monica Wiltshire has worked in the field of early years care and education for over
30 years. Her experience includes 10 years as head of a Children’s Centre and 10 years
as an inspector in London. She holds a childcare and education and a social work
qualification. Between 1997 and 2000 she led the High/Scope in Family Day Care
Settings project and since then has been employed by High/Scope UK as a staff
development worker and currently as a staff consultant. Monica developed and
coordinates the High/Scope UK Quality Assurance Scheme and has just completed
her fourth Training of Trainers Course, with participants from Italy, Sweden, Korea
and the United Kingdom.

Workshop objectives
Participants will be able to:
. Review why adult child interaction has a high status in High/Scope settings.
. Revisit practical strategies that achieve this.
. Carry out a self assessment using material from the High/Scope Quality Assurance
document.
. Create a personal implementation plan.

The workshop highlighted why emotional intelligence matters more than IQ. IQ
represents only 20% of what is required for success. Emotional intelligence includes
self-awareness and impulse control, persistence, zeal and motivation, empathy and
social deftness. These are qualities that mark people who excel, whose relationships
flourish and who are stars in the workplace. If children experience positive interaction
with adults as the norm, we are consistently giving them the most valuable life skill,
which positively affects their relationships, their success and their physical and mental
health. It also better prepares them to handle the risks and challenges that lie ahead.
Monica introduced the ‘‘Interaction Tool Box’’, and through role-plays participants
were able to focus on effective communication and good listening techniques.

Community Development
Rene King, Khululeka Community Education Development Centre, South Africa

Rene King was born in Queenstown, Eastern Cape, South Africa. Rene has a Bachelor
of Arts Degree, Education Diploma (University of Cape Town) and teaching
experience (1982 1984). Rene was Project Director of the Khululeka Community
/

Education Development Centre (1989 2004), which is a non-government organisa-

/

tion established in 1989 for the purposes of promoting the establishment of

programmes, facilities, training, support and resources for the provision of high-
quality early childhood services.
The Community Education Development Centre of South Africa has used its
existing network to develop pre-school education based on the High/Scope approach.
444 L. Peyton

While there is no High/Scope Institute in South Africa, the foundations have been
laid in the Teacher Training Centre.
Rene’s presentation described a journey through the challenges of developing the
High/Scope Model in South Africa, within a context of resource deficiency and staff
turnover that is unthinkable for colleagues in Ireland and Europe. In describing how
dependent groups are on the use of waste material for both indoor and outdoor play
facilities, Rene reminded us all of the potential for recycling and for using the
available natural resources. The creativity and resourcefulness of staff, families and
children was clearly evident, and the ownership and responsibility for the playgroup
is shared by the whole community. Delegates were stunned by the consequences of
AIDS for staffing groups and by the awesome loss of life to this disease.
The photographs of children, of equipment and playgroup settings and of training
events enabled delegates to gain an insight into the centre’s work. ‘‘Children are
children and regardless of culture their needs are the same.’’ While there is very little
State interest in early years work there is a complete value shift from pre-school to
formal education, and the Education Sector is perceived as rigid and harsh and is
feared by both parents and children.
One delegate commented, ‘‘in an enlightening and humbling workshop partici-
pants were able to gain real insight into the realities of trying to provide pre-school
provision in a climate which is devoid of resources and characterised by the human
tragedy of AIDS’’.

An Introduction to the High/Scope Approach

Margaret Caul, Child Care Bureau, Dublin

Margaret Caul is an experienced High/Scope Trainer. She works as a Senior

Development Officer with the Childcare Bureau, supporting the development of
Childcare Services in North East Dublin.

Workshop objectives
Participants will have a thorough understanding of:
. The origins of the High/Scope approach.
. The underpinning philosophy and goals of High/Scope.
. Research validation.
. The nature of active learning and its application to their own setting.

In the workshop, Margaret demonstrated the High/Scope approach in action by

simulating a working environment where active learning is facilitated.
Through a tour of the High/Scope wheel of learning, participants gained insight
into the importance and inter-connection of the following:
. Learning Environment* Clearly defined interest areas that enable children to
/

find and use materials they need to learn about their world.
 Child Care in Practice 445

. Daily Routine* Consistent in sequence, but flexible in content. Plan Do Review
/ / /

sequence allows children to plan, carry out and review activities, which they
themselves initiated.
. Adult Child Interactions* High/Scope advocates a supportive social environ-
/ /

ment in which children and adults share control over the teaching/learning process.
. Assessment and Planning* Daily observation, planning and evaluation of
/

sessions allows adults to provide a balance and to generate strategies to challenge

children’s emerging abilities. It also facilitates assessment of individual children’s
development.
. Active Learning, the Core Principle of High/Scope* Learning in which the child
/

by interacting with people, ideas and events, constructs new understanding and
knowledge of life.

Participants were enabled to experience active learning through a practical exercise

and encouraged to apply learning from the workshop in their ongoing work with
young children.

‘‘Ramadan Meets Christmas’’: Supporting Children’s Family Culture in a High/Scope

Setting
Beth Marshall, US High/Scope Foundation

Beth Marshall is Senior School Consultant with the High/Scope Educational

Research Foundation. Since joining the staff she has had a number of roles including
teacher in the demonstration school and pre-school, and Senior Early Childhood
Specialist. In her current work she has conducted training projects throughout the
United States, which have attracted many international participants. Internationally
she has conducted training projects in Mexico, Canada and South Africa, and was
co-trainer for High/Scope Ireland’s first ‘‘Training the Trainers’’ Course.

Workshop objectives
Participants will be able to:
. State the elements that make up a person’s family culture.
. Identify ways to learn about a child’s family culture.
. Support children’s family cultures in their classroom.

An interactive workshop encouraging participants to explore the elements that

make up their family culture* activities, food, celebrations, stories and identifying
/

with what makes up a child’s ‘‘family culture’’. The creation of a family crest provided
a vehicle for capturing the unique aspects of each family. The workshop explored
practical ways of:
. Learning about children’s family cultures through:
 Home visits
/

 Family questionnaire
/
446 L. Peyton

 Speaking to parents
/

 Observing the community

/

 The child’s play

/

. Involving children’s families and inviting families to share with the children, in
order to:
 Strengthen positive impressions children have about their culture
/

 Help them see linkages between their home, and their school
/

 Broaden children’s cultural experiences, helping them learn about other cultures
/

that are both similar to and different from their own

Beth stressed the need for all children to feel included. One practical example
involved the acknowledgement of holiday celebrations. At all of the holiday
celebrations, Hanaker, Id and Christmas, all of the children get a gift, and families
from minority religions feel their tradition is acknowledged and valued.
Participants discussed ways of actively involving families in sharing aspects of their
culture with children in the group. Beth concluded by recognising that ‘‘culture is a
treasure for us and for our children’’. She rejected the old description of the USA as a
‘‘melting pot’’ in favour of the idea of a ‘‘tossed salad’’ wherein all of the ingredients
retain their special characteristics and difference.

Education Through Movement: A Walk Through The High/Scope Music Key Experiences
Margaret Fullerton, High/Scope Ireland
Lyn Campbell, Hickory Dickory Dock
Tyga Gebler, Erne Family Centre
Liz McCaw, Portrush Playgroup

Margaret Fullerton is an endorsed High/Scope Trainer working as a Development

Worker with High/Scope Ireland. She provides support and advice for settings in the
community and statutory sector who implement High/Scope and training in the
High/Scope Curriculum (i.e. Curriculum Implementation Courses and ongoing
Cluster Group training). She has completed the three-year Music and Movement
programme with the High/Scope Educational Research Foundation of America and,
having achieved Endorsed Trainer status in Music and Movement, is working to
disseminate this approach throughout NI and ROI.

Workshop objectives
At the end of the workshop participants will be able to:
. List the music key experiences.
. Plan appropriate music activities for two of the key experiences.

Another very enjoyable experimental workshop, which built confidence among

participants and provided the key tools for introducing High/Scope music key
 Child Care in Practice 447

experiences. All of the music used was international folk dance music and was mostly
instrumental so that children can really focus on the music itself, rather than be
distracted by the words.
Music strategies included:
. Moving to music.
. Exploring and identifying sounds.
. Exploring the singing voice.
. Developing melody.
. Singing songs.
. Playing simple musical instruments.

Participants watched and then copied a range of movements to music while

standing in one place, and reflected on the patterns and ways of using their hands and
various body parts in the process.
Margaret identified benefits for children’s reading, numeracy, speech and
concentration. Participants considered opportunities for introducing music experi-
ences into parenting classes, mother and toddler groups and childminder groups as
well as direct work with young children.

Supporting Foster Carers and Children using the High/Scope Approach

Kathy Ewing, High/Scope Ireland
Natalie Hanley Ballaghdereen Child Care Centre

Kathy Ewing was a primary school teacher and then head of the nursery department
in a primary school in England. After moving to Roscommon, she worked as a pre-
school teacher with Social Services while obtaining a Diploma in Adult Education.
She then delivered modules in Early Childhood Education for NCVA level 11. As
Early Years Support Worker for Roscommon she participated in the High/Scope
‘‘Trainer of Trainers’’ Course and subsequently obtained a position as Development
Worker with High/Scope Ireland. Kathy is piloting a training programme for foster
carers and will be providing curriculum support through cluster group and site visits.

Natalie Hanley is the Team Leader of Ballaghdereen Child Care Centre, a pre-school
facility in Roscommon and she is also a foster carer.

Workshop objectives
Participants will be able to:
. Understand the long-term goals of the High/Scope Approach.
. Link the National Standards for Foster Care to the High/Scope Wheel.
. Experience part of the training.

Kathy and Natalie discussed how they had been able to use High/Scope principles
and methods in training for foster carers, as a consequence of Natalie’s own experiences
448 L. Peyton

of using the High/Scope approach with foster children in her care. Careful planning and
preparation involving all interested parties was needed to support the implementation
of a training programme for foster carers in County Roscommon. This was based on
High/Scope principles, which built on current training for foster carers and the
National Standards for Foster Carers. The key areas the High/Scope programme looked
at were conflict resolution, social skills, self-respect and shared control.
As an illustrative activity, the workshop participants were asked to close their eyes
and imagine they had landed on a new planet where everything was unfamiliar and
strange. They were given a guide who would only communicate in a cross-sounding
voice when they said or did something unsafe or inappropriate. Participants were
asked to reflect on:
. How they would feel.
. How they would have preferred their guide to act.
. How this reflects the experiences of children and young people.

Participants reflected that underlying most conflict situations is the need for
control. They were able to practice expressing feelings calmly in a range of common
everyday conflict scenarios such as untidy rooms, breaking toys and throwing food
around. As well as stating what they wanted, participants also rehearsed how to give
the child some control and choice in the situation.

The Road To Accreditation

Elaine Sterritt, High/Scope Ireland
Dette O’Neill, Lavey Community Playgroup
Lisa McLaughlin, Anne Street Playgroup
Mairead McGill, Lavey Community Playgroup
Anne Carmichael, Orchard Playgroup
Tara Del Cooper, Greysteel Playgroup

Elaine Sterritt has been involved in the field of early years for over 20 years and
became a High/Scope Endorsed Trainer in 1997. She is employed by High/Scope
Ireland to disseminate the High/Scope approach in Donegal, Derry and Antrim, and
provides curriculum support and training using the High/Scope approach with
Curriculum Implementation Courses, ongoing cluster workshop training and site
visits. She is also piloting the Tender Care and Early Learning Course for those
working with children under three.

Workshop objectives
At the end of the workshop participants will have:
. An awareness of the High/Scope Accreditation process.
. An overview of the current accredited centres.
 Child Care in Practice 449

The workshop was greatly enhanced by the involvement of practitioners who had
experience of the accreditation process and an assessor, all of whom helped Elaine to
bring the process to life. Following an illustration of the location of the current
accredited groups in Northern Ireland, participants were able to view slides of the
Orchard playgroup in Ballykelly as an example of a high-quality setting. Elaine then
set out the various steps on the road to accreditation.
. Step 1 * Groups express an interest in the High/Scope approach and participate in
/

the 10-month High/Scope Curriculum Implementation Course.

. Step 2 * Ongoing site support, cluster training and development between the
/

High/Scope development worker and practitioners.

. Step 3 * Working towards accreditation after a period of High/Scope implementa-
/

tion. This process involves:

 Registration with High/Scope Ireland for support and accreditation informa-
/

tion pack.
 Ongoing work between High/Scope development worker and staff.
/

 Application for accreditation assessment.

/

 Submission of evidences portfolio.

/

. Step 4 * Assessment Process, a two-day visit by a High/Scope Assessor using the

/

Programme Quality Assessment (PQA) to cover the following areas: learning

environment, daily routine, adult child interactions, curriculum planning and
/

assessment, parent involvement and family services, staff qualifications and

development, setting management.
. The assessor’s findings are taken to an accreditation panel meeting, which
hopefully results in the award of accreditation.

Elaine concluded by emphasising the ongoing support and development offered by

the High/Scope team throughout Ireland North and South.

Purposeful Movement Outdoors: ‘‘A Breath of Fresh Air’’

Imelda Madigan, High/Scope Ireland
Paula Burke, Dungiven Playgroup
Mary McGlade, Ardmonagh Family Centre

Imelda Madigan is an Endorsed High/Scope Trainer employed by High/Scope

Ireland. She is a Trainer and Development Worker of the High/Scope Approach in
Cork, Kerry and Limerick. At present, Imelda is running High/Scope cluster group
support in Cork/Kerry.

Workshop objectives
By the end of the workshop participants will have:
. Discussed the role of purposeful movement in the development of children.
450 L. Peyton

. Understand the differences between and goals of both locomotor (non-anchored)

and non-locomotor (anchored) movement.
. Confirmed why purposeful movement needs to be outdoors.
. Identified opportunities for applying the learning in their own work setting.

This was a fun-filled experiential workshop illustrating how High/Scope approach

works in encouraging children’s engagement in purposeful movement. By teaching
the class a simple square dance, Imelda demonstrated the High/Scope plan, do,
review approach to learning. She explained how children can be engaged in planning,
doing and reviewing processes from a very early age. Movement is something that
children experience from the time they are babies* however, movements and
/

learning need to be purposeful.

Participants crawled (honestly), walked, tip-toed, jumped and hopped to music
while analysing which limbs and muscle groups were being utilised. Delegates
confessed that this workshop not only wakened them up physically, it also wakened
them up to the need to get down on the ground beside children in order to create
rapport and an appropriate learning environment.
Imelda demonstrated the differences between locomotor (non-anchored) move-
ment and non-locomotor (anchored) movements and explained the goals of each.
Finally, the workshop emphasised the reasons for taking purposeful movement
outdoors and enabling children (and staff) to enjoy the sense of space and the
environment.

Conflict Resolution
Mel Duffy, High/Scope Ireland

Mel Duffy has worked in the Early Childhood Care and Education Sector for the past
13 years, in direct provision, early intervention, parent education and support and
training and assessment of Early Years Practitioners. Mel completed High/Scope
Ireland’s first Trainer of Trainers course and became an Endorsed High/Scope trainer
in 2000. She is currently employed with High/Scope Ireland on a Cross Border Project
delivering Curriculum Implementation Courses, Cluster Group Training and Conflict
Resolution Training in Counties Louth and Monaghan.

Workshop objectives

. To demonstrate the High/Scope approach to resolving conflict.

. To help participants to see conflict situations as learning opportunities and be able
to use the six problem-solving steps.
. To shift participants views of conflict and see it as natural, healthy and normal part
of learning to become a social being.
. To encourage participants to introduce the approach in their own settings.
 Child Care in Practice 451

Participants were encouraged to consider common situations in which the

potential arises for conflict among young children, such as competition for toys.
There was also reflection on personal childhood conflictual situations and the role of
adults in resolving these.
Different styles of approach were explored including authoritarian resolution,
avoidance and a more participative problem-solving approach, which acknowledges
the ideas of feelings of those involved.
Mel then demonstrated the High/Scope approach to resolving conflict:
. Approach calmly, stopping any hurtful actions.
. Acknowledge children’s feelings.
. Gather information.
. Restate the problem.
. Ask for ideas and choose one together.
. Be prepared to give follow-up support.

Participants were given an opportunity to rethink their approach to a recent

conflict situation, using the six steps, and encouraged to plan for implementation of
the High/Scope Approach.

The Beautiful Colours of Kaleidoscoop

Reike Evegroen, Kaleidoscoop, The Netherlands

Rieke Evegroen is the Programme Manager of Kaleidoscoop, the Dutch adaptation of

High/Scope. She is based at The Netherlands Institute for Care and Welfare in
Utrecht. She undertook her training course in the USA and has been involved with
High/Scope in The Netherlands from its beginning.

Workshop objectives
Participants will gain an understanding of:
. Early childhood policy in The Netherlands.
. How Kaleidoscoop works in the daily practice of the pre-schools and primary
schools.
. Teachers views on the Kaleidoscoop programme.
. Implementing Kaleidoscoop in classrooms.
. Results of using Kaleidoscoop.

The workshop was illustrated by pictures and videotapes of Dutch classes using
Kaleidoscoop.
Kaleidoscoop started eight years ago at five experimental pre-schools and five
primary school groups, involving children aged between 2.5 and six years. Two
universities were involved in the research of this experimental phase and
Kaleidoscoop has been evaluated as an effective programme.
452 L. Peyton

In The Netherlands the Ministry of Education and the Ministry of Welfare are
stimulating early childhood education programmes for children at risk. The Dutch
Government formulated goals for the innovation of early childhood education.
Kaleidoscoop is one of the high-quality programmes that are used in early childhood
education. Now the programme has been implemented in 200 pre-schools and
elementary schools and six daycare centres, involving 8000 children.
The results of the experimental phase demonstrate:
. Positive effects on teachers and pre-school teachers.
. Better learning event with more adult child interaction.
/

. Early identification of problems.

. Closer collaboration between pre-school teachers and primary school teachers.

As regards the children, positive effects on vocabulary, classification and social

/

emotional stability were noted.

The Impact of High/Scope in the Primary Classroom

Maureen McConville, Southern Education and Library Board
Julie McCartney, Saints and Scholars Integrated Primary School

Maureen McConville was initially a primary school teacher and had experience with
teaching all age groups from Primary 1 to Primary 7 as well as children with special
needs. She has been with the Southern Education and Library Board (SELB) for 14
years and is currently Assistant Education Advisory Officer for Literacy. Maureen has
completed High/Scope training and, through the dissemination of good practice
funding, is now actively promoting High/Scope within primary schools in the Board.

Julie McCartney is Vice-Principal in Saints and Scholars Integrated Primary School,

and also completed High/Scope training last year.

Workshop objectives
At the end of the workshop participants will be able to:
. Discuss why High/Scope has been introduced into Primary 1 classrooms in the
SELB.
. Identify elements of High/Scope practice in Primary 1 classrooms in the SELB.
. Describe the impact High/Scope has made in Primary 1 classrooms in the SELB.

The workshop began by encouraging participants to reflect on their own

experiences in Primary 1, what it was like when their child was in Primary 1 and,
for the teachers, their experiences of teaching in Primary 1. Workshop leaders then
described some of the exciting and innovative changes taking place in some Primary 1
classes in schools in the SELB.
 Child Care in Practice 453

Twenty-eight staff including teachers and classroom assistants from 10 schools

within the SELB had embarked on Curriculum Implementation Course (CIC) in
September 2003 with Margaret Fullerton of High/Scope Ireland and introduced the
High/Scope approach to their schools.
Julie outlined the training received and discussed how she had implemented it
in her Primary 1 classroom. This was illustrated by photographs and a short video.
Julie explained how she had matched the High/Scope key experiences with intended
learning outcomes for literacy and numeracy in the Northern Ireland curriculum. She
demonstrated the use of daily routines and prop boxes. Follow-up research
conducted by Julie demonstrated that children’s level of engagement during work
time had increased significantly. Primary 1 teachers commented that children loved
school, brought forward more ideas, were more independent and there was no sense
of failure. Primary 2 teachers who now have the ‘‘High/Scope Children’’ in their
classrooms have made favourable comparisons as compared with children in previous
years who had not been involved in the High/Scope approach.

Key findings
The children in the High/Scope classrooms worked both independently and in
collaboration with others and demonstrated independent decision-making and
problem-solving skills.

Workshop for Parents: Take Time Out for Maths

Aira Oates, High/Scope
Leanne Mullen, Dara Playgroup

Aira Oates is a High/Scope Ireland Trainer and Development Worker. Aira was born
in Finland, studied child development and economics and worked in daycare centres
in Finland, before moving to Northern Ireland. She has been a leader with Dara
Community Playgroup, Armagh for 14 years. Aira introduced High/Scope to the
group with the help and support of Eilis McKay and set up regular workshops with
parents. She completed the High/Scope Ireland Trainer of Trainers Course in 2003
and is currently running two High/Scope Curriculum Implementation courses in
Armagh and Clones, as well as running support groups for those who wish to
implement High/Scope.

Workshop objectives
. To examine the difference between children’s and adults’ thinking about number
concepts.
. To become familiar with High/Scope Early Maths Key Experiences.
. To explore opportunities for early maths learning at home, outside, and so on.
454 L. Peyton

In the ‘‘Opening Activity’’ participants were taken back to their childhood and
encouraged to remember how they experienced mathematics! Many had negative or
disempowering experiences.
‘‘Central Ideas’’ explains High/Scope Early Maths Key Experiences. The trainer led
participants through early mathematics ‘‘stations’’, in which there was a collection of
real-life materials available for exploration. The key experiences are ‘‘key’’ in so far as
they are essential to children’s construction of knowledge.
. Classification * sorting and matching, the process of grouping things together
/

based on common proportion/attributes.

. Seriation* ordering objects based on their attributes.
/

. Number* counting objects.

/

. Space* understanding spatial relationships.

/

. Time* understanding time, rates of movement.

/

Through the ‘‘Practice Activity’’, participants were encouraged to explore different

materials that can be found in homes, gardens and during shopping trips, and so on.
Leanne, with the help of her colleagues, displayed a selection of photographs taken
outdoors to demonstrate how Early Maths Experiences take place during outdoor
play. Ways of encouraging parents to support their children’s development of key
experiences were discussed.
In this workshop participants experienced mathematics in a fun way in everyday
situations and gained the knowledge to run early mathematics workshops for parents
in their own settings.

Review of Proceedings and Closing Remarks

In their closing remarks, Noreen White of the Southern Health Board and Jimmy
Kearney, conference chair, said it was impossible to do justice to the speakers and
workshop leaders who brought to life the conference themes of empowering children
and helping them through active learning to work towards active citizenship. While
there have been many positive changes in recent years, including advances in
technology and the fact that Northern Ireland is coming out of many years of conflict,
there continue to be many challenges for families and much work will be needed in
the drive for equality of opportunity. Appropriate conflict resolution techniques will
be critical and High/Scope contributions to resilient children were applauded.
The conference demonstrated the benefits of international collaboration, and
Noreen White commented on the lessons to be learned from research findings across
the world, looking at adult interventions and the need to get the balance right. The
buzz at lunchtime was evidence of the level of interest and the huge benefits of
bringing people together to share experiences. A warm welcome was extended next
year to the 4th Annual High/Scope Ireland Conference in Cork, European City of
Culture 2005.
 Child Care in Practice 455

Appendix 1

A High-quality Early Years’ Experience Benefits not only the Child but also the Nation as
a Whole* A Summary of High/Scope 40 Year Results
/

According to a recently published study a nation will benefit sevenfold from investing
in good early years provision for our children. Significantly the academic and social
benefits last well into adulthood and save money in the long term as these children
are less likely to commit crimes, take drugs and be long-term unemployed.
In November 2004 the long-awaited results of the 40-year research by the High/
Scope Educational Research Foundation (USA) was published. This long-term study of
the effects of high-quality early care and education on low income three and four year
olds shows that adults who participate in the programme in their early years have
higher earnings, are more likely to hold a job, have committed fewer crimes and are
more likely to have graduated from high school. Overall the study documented a return
to society of more than $17 for every tax dollar invested in the early care programme.
These results are published shortly after an Organisation for Economic Coopera-
tion and Development report highlighted the weak level of early childhood provision
in the Republic of Ireland and at a time when the UK Government is publishing its
10 Year Childcare Strategy.
This long-term study of adults who received high-quality early childhood care and
education was unique in that children in the study were randomly assigned either to
receive the High/Scope Perry Pre-School programme or to receive no comparable
programme and were then tracked throughout their lives until age 40.
The major findings of the study are as follows.
. Education:
 More of the group who received high-quality early education graduated from high
/

school than the non-programme (65% versus 45%), particularly females (84%
versus 32%).
 Fewer females who received high-quality early education than non-programme
/

females required treatment for mental impairment (8% versus 36%) or had to
repeat a grade (21% versus 41%).
 The group who received high-quality early education on average outperformed the
/

non-programme group on various intellectual and language tests during their early
childhood years, on school achievement tests between ages nine and 14, and on
literacy tests at ages 19 and 27.

. Economic:
 More of the group who received high-quality early education than the non-
/

programme group were employed (76% versus 62%).

 The group who received high-quality early education had higher median annual
/

earnings than the non-programme group ($20,800 versus $15,300).

456 L. Peyton

 More of the group who received high-quality early education owned their own
/

homes.
 More of the group who received high-quality early education has a savings account
/

than the non-programme group (76% versus 50%).

One of the reviewers of the study, Nobel Prize winning economist James
J. Heckman, said: ‘‘This report substantially bolsters the case for early interventions
in disadvantaged populations. More than 35 years after they received an enriched
pre-school programme, the Perry Pre-school participants achieve much greater
success in social and economic life than their counterparts who are randomly denied
treatment.’’
. Crime prevention:
 The group who received high-quality early education has significantly fewer arrests
/

than the non-programme group (36% versus 55% arrested five times or more).
 Significantly fewer members of the group who received high-quality early care than
/

the non-programme group were ever arrested for violent crimes (32% versus 48%),
property crimes (36% versus 58%) or drug crimes (14% versus 34%).

‘‘This study proves that investing in high quality pre-school education can make
every family in America safer from crime and violence. Law enforcement leaders
know that to win the war on crime, we need to be as willing to guarantee our kids
space in a pre-school as we are to guarantee a criminal a prison cell,’’ said Sanford
Newman, president of Fight Crime.
Copies of ‘‘The High/Scope Perry Pre-School Study Through Age 40: Summary,
Conclusions and Frequently Asked Questions’’ are available online (www.highscope.
org/research).