ABSTRACT

This chapter explains the use of time in a HighScope setting and the rationale behind it. It describes the components of a HighScope daily routine and what a typical day might look like. It then examines in more depth how the daily routine provides a flexible framework for active learning and achieves a balance between child- and adult-initiated activities. HighScope’s essential and unique element, plan-do-review, is discussed, as are the adult-initiated periods: greeting time, large group time and small group time. The chapter considers outside time as both open access and a discrete time period and transitions between the key components of the daily routine to ensure the day has balance, flow and momentum. Finally, it explains how children learn the daily routine and describes a morning in the lives of 2-year-old Henrik and 4-year-old Anna, who attend HighScope settings.