LANGUAGE DEVELOPMENT and the High/Scope approach to preschool education

‘One of man’s most distinctive characteristics is his ability to use language. It permits him to behave more intelligently by tying together the past, present, and future. It captures concepts which are useful in solving problems.’ (Bernard1965:161

The consideration of the relationship between the development of language and the development of thinking and reasoning also embrace issues of communication, generalisation and socialization:-

• Wellbeing – attitudes, feelings, and interests
• Maturation and experience – readiness (emotional, social and physical) and levels of appreciation
• Motivation – willingness, ideas and desires, interests.
  ‘Language not only provides a vehicle for communication, but it aids in the acquisition and preservation of new ideas.’ (Bernard1965:148)
• Language skills- vocabulary, grammar and semantics.
  ’Learning oral language depends on good models, having something to communicate, and emphasis on the positive. (Bernard1965:161)
• Social cooperation and social communication- cultural influences, principles and generalisations.
  ‘Social organization is formed through communication, and its stability depends on facility in communication. ‘(Bernard1965:148)
  ‘Each function in the child’s cultural development appears twice: first, on the social level, and later, on the individual level; first, between people, and then inside the child.’ (Cited in Nelson,1996:19)
• Interpretation – analyses and synthesis
  ‘All of reasoning depends on information as well as on brain power necessary to utilise that information.’
• Sensory perception, habits and skills – mastery
  (Bernard,1965:65)

‘Language plays a major role in the individual’s adjustment to his environment. ….conflicts between abilities, desires, and social demands are normal, and inconsistency of behaviour is normal. The fact remains, however, that the tendency toward integration is a fundamental aspect of growth.’ (Bernard1965:147,187)

One might consider at this point whether the ability to articulate is directed by thought processes or whether the thought processes are themselves directed by the level of language competence.

Hartland cites Sapir and Whorf who maintained that ‘our language must determine how we think’,(Hartland, 1991:28) and Slobin who proposed that ‘our language must influence our thinking although it does not determine it.’ (Hartland, 1991:30)

Hohmann introduces the High/Scope approach as one that recognizes:-

• That ‘learning comes from within’
• The child’s ‘personal initiative ‘ directs the child’s active learning
• The adults and children ‘share control’. (Hohmann, 2002:3)

In agreement with this approach R. Pinney presents that ‘the power to learn resides in the child’ (Pinney,1992:3-5) and she presents that:-

‘In Learner-Directed-Learning the learner decides what, when, how much and in what manner he wants to learn……. He is learning at his own pace at his own selection and in his own way…..’ (Pinney,1992:12&13)

The High/Scope approach also suggests that it is important that the teacher does not dominate, direct or overpower the child’s choices of activity and emergent style of learning.

Pinney (1992) directs the teacher to under answer questions and play for time when a child asks a question ‘because very often the learner does not actually want an answer’ – he may be thinking aloud or if given some extra time he may explore answers of his own and feel more satisfied and encouraged by ‘the fertile environment of the teacher’s presence.’ And the social support of an attentive adult that ‘allows the learner total freedom to make his own associations.’(Pinney,1992:13)

The High/Scope curriculum evolved as:

• practical interpretation of Piaget interrelated with
• detailed observations of children and
• some traditional nursery school practices.

Piaget describes the young child’s language as egocentric an outward expression of the child’s inner perspective. (Piaget,1956:244&273)

Egocentric: only seeing how everything affects oneself and from one’s own point of view. The conscious concern with one’s own good. (Longman Modern English Dictionary.(2nd Ed.) Ed. Watson, 1976.)

If the child’s egocentric perspective does direct the child’s learning and use of language’ then the High/Scope role of the adult can understandably be established as supporter rather than director, and facilitator rather than initiator.

Within the High/Scope classroom :-

• young children share their play with the adults
• and clearly direct how they wish the adult to participate within games.
  The adult may illustrate their companionship and attention with:-
• passive listening
• Reflecting or active participation through parallel or co-operative modes of interactive play.

Rachel Pinney (1992:3) suggests that ‘to be heard and appreciated is essential to a child’s growth.’ She describes the adult skills related to ‘special times for listening to children’ as listening and recapping/reflection.(Pinney,1992)

Vygotsky proposes that ‘specifically human forms of psychological communication are possible because man’s reflection of reality is carried out in generalized concepts’ (Vygotsky,1986:8)

Listening

Giving total attention to the child, consciously ‘switching off’ one’s own views, thoughts, desires and opinions, allows the adult’s full attention to be singularly focused on listening to the child.

’Listening is a principal source of learning throughout life…… The need for developing listening skills may in part be illustrated by personal reflection….. (Bernard1965:157)

Reflecting

This level of listening requires that the adult’s verbal responses, tone of voice, facial expression, gestures and body language directly relate to the child’s activity and harmoniously flow alongside the child’s activity and chosen modes of personal expression.

Extending

The adult role is also to observe the child’s play and support with the provision and organisation of environmental materials and subsequent provision of enriching follow-up activities.

The role of the adult within the High/Scope setting involves:-

• Focused attention on the child’s activity and communications
• Reflective participation
• Presenting occasional activity related questions.

This approach recognises the importance of the egocentric perspective within child initiated play and the potential for the adult to support the child extending into what Vygotsky describes as the child’s Zone of Proximal Development.(Vygotsky, 1986)

1.Enriching Language Content

The adult’s reflective language may present to the child:-

Vocabulary and descriptive language that is beyond what the child may have been able to present on their own within the play experience.

2. Supporting Additional Levels of Consciousness

Auditory reflection of what the child is doing may encourage the child to engage in an ongoing process of spontaneous recall and review initiated by the adult’s verbal feedback.

Vygotsky (Cited in Hartland,1991:27; Vygotsky,1986:30) also describes how, when faced with a task that challenges them, children will often engage in a verbal conversation with themselves.

This personal conversation, talking to himself, may illustrate what Piaget describes as an ego-centric monologue. (Piaget, 1956:8-9; Vygotsky,1986:18-19-227)

The Open Ended Questions

The adult occasionally invites the child to consider questions related to their present activity, this provides:-
Opportunity to verbally describe and share their own perspective of what they are doing and what is happening and encourages:-

Extended Thinking and Evaluation – Creative thinking

An invitation to verbally communicate their thoughts, ideas and thinking processes.

Development of Expressive Language – Creative language as an invitation to consider consequences in relation to past present and future an opportunity to express related past experiences and /or relating ideas and wishes.

Engaging with Memory Skills and Imagination – Inventive thinking

The following is a summary of the six steps presented by the video Supporting Children in Resolving Conflict, High/Scope Press.

1. Approach quickly and calmly move quickly and calmly down onto the children’s level, interrupt any hurtful behaviour and use the physical body to block any aggressive actions and prevent any further antisocial action. Receive and initiate eye contact in a natural and appropriate manner with each individual child. (Give focused attention,)
2. Acknowledge the children’s situation using simple statements reflect the spontaneous speech of the child, give comments and present insightful questions.(Reflecting)
3. Gather information listening very carefully to what the children say, give each child plenty of time to communicate successfully.(Listening)
4. Restate the problem using as much of the children’s language as possible and rephrasing anything that could be hurtful or negatively judgmental. Help each individual child to clarify his own feelings and perspective on the problem. (Recapping)
5. Ask for ideas for solutions and support the children in coming to an agreement on a chosen solution and specify the practical steps to implement this solution. (Listening)
6. Be prepared to give follow-up support. Review what happened and if the problem has not been successfully resolved return to the point of the procedure that remains unresolved. (listen, recap, reflect)

The above approach to conflict resolution also presents a highly commendable approach to successful communication and listening techniques.