The Wheel of Learning – Part 1: Adults – Children Interaction
A parent once asked: “What’s so great about HighScope?!” That question inspired me to create a series addressing common questions about HighScope, starting with the Wheel of Learning. This visual model illustrates the comprehensive approach of the HighScope Early Childhood Education Program.
At the center of the Wheel is the Active Learning approach and the Key Developmental Indicators (KDIs). Research in modern psychology and education consistently shows that learning is most effective when learners—whether children or adults—are actively engaged. Teachers, through careful observation, link children’s “learning through play” activities with the KDIs to assess individual strengths and create personalized support plans. For this educational approach to be successful, four key factors must work together: (1) how teachers/adults interact with and support children, (2) the learning environment, (3) the daily routine and classroom organization, and (4) assessment tools (evaluating children’s abilities, teachers’ competencies, and the school’s educational quality). In this first article, let’s dive into the most crucial element of Active Learning: Adult-Child Interaction. This approach, when applied at home, can be equally effective for children!
HighScope places great emphasis on the way adults interact with children, which is the first key factor in the Wheel of Learning. Adults, including parents and teachers, often see children as subjects to be taught, overlooking the fact that children are born with an invaluable gift—curiosity and a love for exploration—that tends to fade as they grow older. For example, if we hand a child an apple and say, “This is an apple. It’s red. You eat it,” we create a fixed perception of the apple in their mind. However, if we simply give the child the apple and observe patiently, we’ll see that their natural curiosity drives them to engage with the apple using all their senses—they’ll taste, smell, look at, and touch it. They might roll it like a ball, use it as a wheel, or even turn it into an imaginary friend by drawing eyes and a mouth on it. In this moment, the child is not just discovering the apple as a fruit with certain characteristics but also exploring its creative possibilities. Later, they might use the apple as a tool for problem-solving, satisfying their need for play and creativity.
HighScope places great emphasis on the way adults interact with children, which is the first key factor in the Wheel of Learning. Adults, including parents and teachers, often see children as subjects to be taught, overlooking the fact that children are born with an invaluable gift—curiosity and a love for exploration—that tends to fade as they grow older. For example, if we hand a child an apple and say, “This is an apple. It’s red. You eat it,” we create a fixed perception of the apple in their mind. However, if we simply give the child the apple and observe patiently, we’ll see that their natural curiosity drives them to engage with the apple using all their senses—they’ll taste, smell, look at, and touch it. They might roll it like a ball, use it as a wheel, or even turn it into an imaginary friend by drawing eyes and a mouth on it. In this moment, the child is not just discovering the apple as a fruit with certain characteristics but also exploring its creative possibilities. Later, they might use the apple as a tool for problem-solving, satisfying their need for play and creativity.
In the HighScope program, for each Key Developmental Indicator, teachers assess children’s skills and determine appropriate support strategies. For instance, when teaching early math skills, children who show a basic understanding of numbers need Level 1 interaction strategies to solidify their knowledge and build confidence before progressing. If a teacher impatiently pushes a child to meet an academic milestone too early, the child may struggle and lose confidence. On the other hand, if a teacher underestimates a child’s abilities and doesn’t offer enough challenge, the child may become discouraged or even develop overconfidence and disregard their peers. In every lesson, HighScope teachers ensure that children are not limited by adult-imposed frameworks but are encouraged to explore and be creative within the lesson’s objectives, allowing them to express their individuality. A child’s mindset and personality are shaped by their earliest learning experiences—through both the opportunities and challenges presented by their teachers and the learning environment during these formative years.
In the HighScope program, for each Key Developmental Indicator, teachers assess children’s skills and determine appropriate support strategies. For instance, when teaching early math skills, children who show a basic understanding of numbers need Level 1 interaction strategies to solidify their knowledge and build confidence before progressing. If a teacher impatiently pushes a child to meet an academic milestone too early, the child may struggle and lose confidence. On the other hand, if a teacher underestimates a child’s abilities and doesn’t offer enough challenge, the child may become discouraged or even develop overconfidence and disregard their peers. In every lesson, HighScope teachers ensure that children are not limited by adult-imposed frameworks but are encouraged to explore and be creative within the lesson’s objectives, allowing them to express their individuality. A child’s mindset and personality are shaped by their earliest learning experiences—through both the opportunities and challenges presented by their teachers and the learning environment during these formative years.
