Adult-Child Interaction | Learning Environment
Daily Routine | Assessment

Active learners have direct, hands-on experiences with people, objects, and events that encourage them to think, imagine, and problem-solve. In a climate of trust they construct an understanding of the world and the people around them. They are permitted to make choices based on their desire to explore the environment with all their senses while teachers, caregivers, and parents offer physical, emotional, and intellectual support.

Adult-Child Interaction

Teachers support children’s choices of activities, play with them on their level, focus on their strengths, and encourage them to find solutions to their own problems, instead of punishing or isolating. Thus conflicts are viewed as opportunities that help children develop social skills and become more aware of the effects of their actions on others.

Learning Environment

Children have a natural desire to understand the world with all their senses. Our settings enable spontaneous discovery through a previous preparation of the learning environment. Activity rooms are organized in interest areas providing activities such as block play, art, role play, books and writing. Materials are stored at point of use, in clear containers labeled with easily understood symbols, and stored within reach so children can take and return materials independently.

Daily Routine

Children need consistency. This need is supported not only in the organization of the high/scope environment, but also through a daily routine that helps children anticipate what comes next. Having a sequence of events that is the same every day helps children feel in control.

The daily routine includes always a decision-making process, in pre-school we call it the “Plan-do-review” process, implemented throughout the day. That is, children are given time to plan their activities, execute them, and then give feedback on what they have done.

During review time teachers reflect choices and experiences back to children, building the children’s confidence in their own decision-making abilities, and giving them a sense of control in important life choices later. Outdoor time and large and small group experiences are also part of the daily routine.


Teamwork and cooperative interaction is the key of the assessment process. Teachers regularly take anecdotal notes on children’s daily activities. This documentation is used to create plans to extend the children’s learning, as well as to involve parents in providing continuity between home and school. From the daily notes a record is generated to assess children’s long-term progress.

Adult-Child Interaction | Learning Environment
Daily Routine | Assessment

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