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Infant-Toddler
Curriculum

What We Teach

Curriculum Framework

The HighScope Infant-Toddler Curriculum is evidence-based and grounded in current child development theory, research, and practice. The content of the HighScope Infant-Toddler Curriculum is organized around six areas that frame the timely and appropriate experiences that promote learning in all domains of development. Our Infant-Toddler Key Developmental Indicators (KDIs) align with national and state early learning guidelines and the Head Start Early Learning Outcomes Framework.

“Using HighScope’s approach shows what can be done when teachers work with children as partners in the active learning process.”

- David P. Weikart

Learning is focused on six content areas:
approaches-icon

Learning is focused on six content areas:

approaches-icon

Learning is focused on six content areas:

Social & Emotional Development

Social & Emotional Development

Social & Emotional Development

Social & Emotional Development

physical development

Physical Development & Health

physical development

Physical Development & Health

communication, language

Communication, Language & Literacy

communication, language

Communication, Language & Literacy

Cognitive Development

Cognitive Development

creative Arts

Creative Arts

creative Arts

Creative Arts

learning

Approaches to Learning

learning

Approaches to Learning

What We Teach

Curriculum Content

Early learning and development in these six content areas are guided by 42 key developmental indicators (KDIs) — the skills and behaviors at each stage of development that pave the way for school and adult success. Each KDI is connected to and reinforced by scaffolding strategies to help teachers appropriately support and gently extend children’s learning.
The HighScope Infant-Toddler Key Developmental Indicators provide a composite picture of what very young children do and what knowledge and abilities emerge from their actions. Teachers and caregivers can best know, understand, and support each child in their care through close attention, observation, and both physical and verbal interaction. The KDIs guide adults in this effort by broadly defining the actions and learning of sensory-motor children as they build an understanding of their world through direct experiences with people, objects, and daily routines.

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How We Teach

Curriculum Delivery

In a HighScope child care setting, it is important to have teachers and caregivers who lovingly, consistently, and creatively support children’s natural desire to be active learners. Creating an active learning environment for infants and toddlers means consciously considering all their needs. An understanding of HighScope’s active learning approach guides the decisions infant-toddler caregivers make about every major aspect of their work — observing and planning for children, interacting with children and families, arranging and equipping the learning environment, establishing schedules and routines, and assessing early development and program quality.

Active learning is at the center of the HighScope Curriculum. It’s the foundation where young children gain knowledge through their natural play and interactions with the environment, events, and other people.

The Infant-Toddler Wheel of Learning

The Active Learning Model

Adult-Child Interaction

Teachers act as partners, working alongside children and communicating with them both verbally and nonverbally to encourage learning. Key strategies for adult-child interactions are sharing control with children, communicating as a partner with children, scaffolding children’s play, using encouragement instead of praise, and taking a problem-solving approach to supporting children in resolving conflicts.

Learning Environment

To create a predictable and active learning environment, teachers arrange and equip the classroom with diverse, open-ended materials that reflect children’s home, culture, and language. The room is organized and labeled to promote independence and encourage children to carry out their intentions.

Daily Routine

A consistent framework for the day provides a balanced variety of experiences and learning opportunities. Children engage in both individual and social play, participate in small- and large-group activities, assist with cleanup, socialize during meals, develop self-care skills, and exercise their small and large muscles. The most important segment of the daily routine is the plan-do-review sequence, in which children make decisions about what they will do, carry out their ideas, and reflect upon their activities with adults and other children. These higher-level thinking skills are linked to the development of executive functions, which are needed to be successful in school and life.

Assessment

Ongoing child assessment is also an underlying component of the HighScope Curriculum. Objective anecdotal observations of children collected throughout children’s natural play allow teachers to assess child progress and plan meaningful learning experiences.

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