The difference between the High Scope Curriculum and Creative Curriculum

Introduction

Preschool Curriculum can be defined as the accessible research synthesis the learning process gives to young children concerning academic domains of literacy, oral language, science, and mathematics. To come up with a comprehensive and an excellent curriculum, it is vital for one to have a deep understanding of the differences that exist between the High Scope Curriculum and Creative Curriculum that are used in the education sector today. To be able to understand this topic well, four peer-reviewed articles will be analyzed in this literature review paper, and at the end, there will be a deep understanding on the subject and how the information can be used to develop excellent curriculums that can help pupils and students attain their educational goals and objectives.

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Article One

The first article is titled Distinctions without a difference? Preschool curricula and children’s development by Jade Jenkins and it gives a detailed discussion between the High Scope Curriculum and Creative Curriculum. The primary purpose of this research paper was to determine the main distinction between the various preschool curriculums and their outcomes on children education (Jenkins, 2010). The research was conducted in many schools across the United States where students being taught using different curriculums, had their results at the end of the day measured to determine if different curriculums had different impacts on the performances of the students. Jade Jenkins found out that even though different curriculums in the United States have distinct differences among them, all of them tended to attain the ultimate objective, which is to impact knowledge into children and make them self-reliant (Jenkiks, 2010). In the case of High Scope Curriculum and Creative Curriculum, Jenkins states that even though one seeks to advance the talents of the students while the other is program-oriented where students have to learn all that is in the curriculum, they both tend to educate children on how to be self-reliant in life.

Article two

In the article tilted Critique of the Creative Curriculum for Preschool, Hannah Gullickson does an in-depth analysis of the creative curriculum for preschools. According to Hannah Gullickson, one of the most significant advantages of the Creative Curriculum for Preschool is that children are involved in solving problems. This problem solving helps them in learning different skills that would help them later in life (Gullickson, 2018). For example, children can be presented with a pulley in which they would use to carry water or soil from a pit and bring it to the surface. This seems like a simple task, but it helps children see that they can use tools to solve problems. Children are also taught the importance of working as a team to help solve simple issues they might be facing (Gullickson, 2018). This is important, as it enables children to have a deeper understanding of how teamwork can be used to help advance different courses in life.

Article three

Davies, Newton, and Newton researched creative competency curriculum and documented their results in an article titled Creativity as a twenty-first-century competence: an exploratory study of provision and reality. The main argument is that in the twenty-first century, the stakeholders in the education industry need to ensure they have a curriculum that can be used to empower children to understand the world we are living in today. This is important, as they will be able to use the different skills they learn in school to be able to advance their lives (Davies, Newton, & Newton, 2017). This can only be found through the use of the Creative Curriculum that is based on understanding each student and helping them to know and understand their talents and weaknesses. Such as a child would then be taught how to use their different abilities to advance their lives in society.

Article Four

In the article titled A Case Study: The High/Scope Preschool Curriculum and Kindergarten Readiness in the Pittsgrove Township School District, Loren D. Thomas takes a different approach from the other three articles in discussing his topic. He argues that the types of curriculums are appropriate and it is up to the teachers to decide which system suits their students better. In his argument, he states that the High/Scope Preschool Curriculum is one of the best curriculums, as it enables children to have a deeper understanding of the world surrounding them. Unlike the Creative Curriculum, the High/Scope Preschool Curriculum makes sure that students can understand all aspects that they may encounter in life irrespective of their talents (Thomas, 2010). This is a vital system as it ensures that children are all rounded in terms of their ability to learn and tackle different issues that they might face in life.

Conclusion

From the above discussion, one can state that the two systems have different approaches to how they educate students. The two systems have advantages and disadvantages. Educators need to have a deep understanding of these two systems before they decide the ones to implement in their institutions.

References

Davies, L., Newton, D.,  & Newton, P. (2017). Creativity as a twenty-first-century competence:

an exploratory study of provision and reality. Education 3-13 International Journal of Primary, Elementary and Early Years Education Volume 46, 2018 – Issue 7

Gullickson, H. (2018). Critique of the Creative Curriculum for Preschool. University of Montana

Journal of Early Childhood Scholarship and Innovative Practice. 9(3‚4), 243-268.

Jenkins, J. (2010). Distinctions without a difference? Preschool curricula and children’s

development. Early childhood environment rating scale. New York: Teachers College Press.

Thomas, L. (2010). A Case Study: The High/Scope Preschool Curriculum and KindergartenReadiness in the Pittsgrove Township School District.  Seton Hall University Dissertations and Theses (ETDs). 51.

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