Statement of the problem 3, Purpose of the study...

The High-Scope: A constructivist approach to promote the active learning with kindergarten children.

Statement of the problem:

Nowadays the use of English has become essential for personal communication, so learning English is very important in the educational life, especially with children, because they are able to acquire better the language while they assimilate new information. In addition, there are methods and approaches which can be implemented in the children`s learning. The most important aspect is to achieve the active learning with children. According to Hohmann & P. Weikart, (1995), “active learning is fundamental to the full development of human potential and that active learning occurs most effectively in settings that provide developmentally appropriate learning opportunities”.

However, in real life, many teachers use behaviorism inside classrooms, consequently children can not construct their own learning. For this reason, it is important to take into account the implementation of constructivism to achieve a meaningful learning and making children active learners as the main purpose. Therefore, there is a constructivist approach which leads with autonomy, self-confidence, self-construction of knowledge etc. So, children are supposed to do things by themselves in order to become independent.

Purpose of the study:

This research will have a great impact in how High-Scope as a constructivist approach, influences and promotes the active learning with children, making them creators of their own knowledge while implementing dynamic activities. Also, how children are going to be able to improve by themselves in order to become active learners.

Research questions:

1.      How constructivism modify the active learning with kindergarten children?

2.     What is the importance to implement a constructivist approach in the early childhood in order to promote the active learning?

3.      How the High-Scope approach affects the children active learning?

Definition of concepts:

High-Scope: (Foundation, 2004) claims “is a comprehensive and complete system of child instruction, staff development and accountability assessment”. Also is an approach, that takes into account the own learning that children acquire and how enhance by themselves, in order to become active learners in social experiences.

Approach: “The level at which assumptions and beliefs about language and language learning are specified” (Anthony 1963, cited in Richards & Rodgers).

Method: “The level at which theory is put into practice and at which choices are made about the particular skills to be taught, the content to be taught, and the order in which the content will be presented” (Anthony 1963, cited in Richards & Rodgers).

Active Learning: A term which leads with independence of the child, implementing a variety of materials that will be useful for children to improve by themselves.

“is a learning in which the child, by acting on objects and interacting with people, ideas and events, constructs new understanding” (Hohmann & P. Weikart, 1995).

Theoretical Framework:

The High/Scope is extensively concentrated on the cognitive-developmental work of Jean Piaget and his colleagues, as well as the progressive educational philosophy of John Dewey. These theorists believed that the human development occurs gradually through a series of ordered and sequential stages (Hohmann & P. Weikart, 1995).

The High-Scope approach was designed by David Weikart and colleagues, beginning in 1962, “in response to the persistent failures of high school students from Ypsilanti’s poorest neighborhoods” (Hohmann & Weikart 1995, cited in French, G. (2011, October). "Weikart was a director of special services in Ypsilanti Public Schools, Michigan. He believed that the low scores of some students on academic and intelligence tests were due to a lack of educational opportunities and inadequate school preparation rather than a lack of innate intelligence" (French, The High-Scope Approach to Early Learning, 2011).

References:

Foundation, H.-S. E. (2004). The High/Scope Preschool Educational Approach A Prospectus for Pre-kindergarten Programs. Retrieved Septiembre 28, 2015, from The High/Scope Preschool Educational Approach A Prospectus for Pre-kindergarten Programs: http://www.highscope.org/file/EducationalPrograms/EarlyChildhood/UPKFullReport.pdf

Richards, J. C., & Rodgers S., T. (1986). Approaches and Methods in Language Teaching. United Kingdom: Cambridge University Press.

Hohmann, M., & P. Weikart, D. (1995). Early Childhood Counts: Programming Resources for Early Childhood Care and Development. Recuperado el 27 de Septiembre de 2015, de Educating Young Children: Active Learning Practices for Preschool and Child Care Programs: http://trinitypreschoolsc.org/wp-content/uploads/Active_Learning_The_Way_Children_Construct_Knowledge-1.pdf

French, G. (2011, Octubre). The HighScope Approach to Early Learning. Retrieved Septiembre 29, 2015, from Setting the context: History, Research and Theory: http://arrow.dit.ie/cgi/viewcontent.cgi?article=1010&context=aaschsslbk

The High-Scope: A constructivist approach to promote the active learning with kindergarten children.

Statement of the problem:

Nowadays the use of English has become essential for personal communication, so learning English is very important in the educational life, especially with children, because they are able to acquire better the language while they assimilate new information. In addition, there are methods and approaches which can be implemented in the children`s learning. The most important aspect is to achieve the active learning with children. According to Hohmann & P. Weikart, (1995), “active learning is fundamental to the full development of human potential and that active leaning occurs most effectively in settings that provide developmentally appropriate learning opportunities”.

However, in the real world, many teachers use behaviorism inside classrooms, consequently children cannot construct their own learning. For this reason, it is important to take into a consideration implementing constructivism to achieve a meaningful learning, making children active learners as the main purpose. Therefore, there is a constructivist approach with leads with the autonomy, self-confidence, self-construction of knowledge and etc.; so, children are supposed to do things by themselves in order to become independent.

Purpose of the study:

This research will have a great impact in how High-Scope as a constructivist approach, influences and promotes the active learning with children, making them creators of their own knowledge while implementing dynamic activities. Also, how children are going to be able to improve by themselves in order to become active learners.

Research questions:

1.      How constructivism modify the active learning with kindergarten children?

2.     What is the importance to implement a constructivist approach in the early childhood in order to promote the active learning?

3.      How the High-Scope approach affects the children active learning?

Definition of concepts:

High-Scope: (Foundation, 2004) claims “is a comprehensive and complete system of child instruction, staff development and accountability assessment”. Also is an approach, that takes into account the own learning that children acquire and how enhance by themselves, in order to become active learners in social experiences.

Approach: “The level at which assumptions and beliefs about language and language learning are specified” (Anthony 1963, cited in Richards & Rodgers).

Method: “The level at which theory is put into practice and at which choices are made about the particular skills to be taught, the content to be taught, and the order in which the content will be presented” (Anthony 1963, cited in Richards & Rodgers).

Active Learning: A term which leads with independence of the child, implementing a variety of materials that will be useful for children to improve by themselves.

“is a learning in which the child, by acting on objects and interacting with people, ideas and events, constructs new understanding” (Hohmann & P. Weikart, 1995).

Theoretical Framework:

The High/Scope is extensively concentrated on the cognitive-developmental work of Jean Piaget and his colleagues, as well as the progressive educational philosophy of John Dewey. These theorists believed that the human development occurs gradually through a series of ordered and sequential stages (Hohmann & P. Weikart, 1995).

The High-Scope approach was designed by David Weikart and colleagues, beginning in 1962, “in response to the persistent failures of high school students from Ypsilanti’s poorest neighborhoods” (Hohmann & Weikart 1995, cited in French, G. (2011, October). "Weikart was a director of special services in Ypsilanti Public Schools, Michigan. He believed that the low scores of some students on academic and intelligence tests were due to a lack of educational opportunities and inadequate school preparation rather than a lack of innate intelligence" (French, The High-Scope Approach to Early Learning, 2011).

References:

Foundation, H.-S. E. (2004). The High/Scope Preschool Educational Approach A Prospectus for Pre-kindergarten Programs. Retrieved Septiembre 28, 2015, from The High/Scope Preschool Educational Approach A Prospectus for Pre-kindergarten Programs: http://www.highscope.org/file/EducationalPrograms/EarlyChildhood/UPKFullReport.pdf

Richards, J. C., & Rodgers S., T. (1986). Approaches and Methods in Language Teaching. United Kingdom: Cambridge University Press.

Hohmann, M., & P. Weikart, D. (1995). Early Childhood Counts: Programming Resources for Early Childhood Care and Development. Recuperado el 27 de Septiembre de 2015, de Educating Young Children: Active Learning Practices for Preschool and Child Care Programs: http://trinitypreschoolsc.org/wp-content/uploads/Active_Learning_The_Way_Children_Construct_Knowledge-1.pdf

French, G. (2011, Octubre). The HighScope Approach to Early Learning. Retrieved Septiembre 29, 2015, from Setting the context: History, Research and Theory: http://arrow.dit.ie/cgi/viewcontent.cgi?article=1010&context=aaschsslbk

Purpose of the study and Research Questions.

The High-Scope: A Constructivist Approach to Promote the Active Learning with Kindergarten Children.

Purpose of the study:

This research will have a great impact in how High-Scope as a constructivist approach influences and promotes the active learning with children and how them are able to improve by themselves.

Research Questions:

This study sets out to answer the following research questions:

1.- How constructivism modify the active learning with kindergarten children?

2.- What is the importance to implement a constructivist approach in the early childhood to promote the active learning?

3.- How the High-Scope approach affects the children active learning?.

Statement of the problem

The High-Scope: A Constructivist Approach to Promote the Active Learning with Kindergarten Children.

Nowadays the use of English has become essential for personal communication, so learning English is very important in the educational life, especially with children, because they are able to acquire better the language while they assimilate new information. In addition, there are methods and approaches which can be implemented in the children`s learning. The most important aspect is to achieve the active learning with children. According to Hohmann & P. Weikart, (1995), “active learning is fundamental to the full development of human potential and that active leaning occurs most effectively in settings that provide developmentally appropriate learning opportunities”. However, in the real world, many teachers use behaviorism inside classrooms, consequently children cannot construct their own learning. For this reason, it is important to take into a consideration implementing constructivism to achieve a meaningful learning, making children active learners as the main purpose. Therefore, there is a constructivist approach with leads with the autonomy, self-confidence, self-construction of knowledge and etc; so, children are supposed to do things by themselves in order to become independent.

Bibliography:

Hohmann, M., & P. Weikart, D. (1995). Early Childhood Counts: Programming Resources for Early Childhood Care and Development. Retrieved October 7, 2015, from Educating Young Children: Active Learning Practices for Preschool and Child Care Programs.: http://trinitypreschoolsc.org/wp-content/uploads/Active_Learning_The_Way_Children_Construct_Knowledge-1.pdf