According to Blandford & Knowles (2012) "Underpinned by a philosophy of ‘shared control’ (child and adult) and the idea of ‘encouraging’ rather than ‘praising’ children (Holt 2007), the high/scope curriculum acknowledges the impact of assessment on children’s motivation and self-esteem" (p.489). Based on my experience in high/scope, I believe the idea of encouraging rather than praising is very important in the assessment.
To improve children’s confidence, they are encouraged based on their effort, so educators don’t praise them. The idea behind this behavior is that praise may lose its influence after a while; on the other hand, personal satisfaction will remain with the children forever. For example, instead of saying “Good Job!” which is a common phrase for every situation, they would say “You picked up lots of blocks today” which is specific to that activity. “Indeed, an impressive body of scientific research has shown that the more we reward people for doing something, the more they tend to lose interest in whatever they had to do to get the reward” (Kohn, 2001, p.3). Moreover, "Praising children may lead to one or more of these unintended results: children become addicted to praise, children learn that adult praise is insincere and is used to manipulate them, or children learn to fear failure and avoid challenges" (Gainsley, 2014).
Furthermore, in high/scope children are able to discuss about their activities through "plan-do-review". Educators get to know about children's explorations, and have the benefit of questioning and provoking children's mind to improve their knowledge during the day. "Its particular focus on "active learning" through plan-do-review activities (child-initiated), small group time and and large group time provide opportunity for children to discuss their learning with adults." (p.489)
To improve children’s confidence, they are encouraged based on their effort, so educators don’t praise them. The idea behind this behavior is that praise may lose its influence after a while; on the other hand, personal satisfaction will remain with the children forever. For example, instead of saying “Good Job!” which is a common phrase for every situation, they would say “You picked up lots of blocks today” which is specific to that activity. “Indeed, an impressive body of scientific research has shown that the more we reward people for doing something, the more they tend to lose interest in whatever they had to do to get the reward” (Kohn, 2001, p.3). Moreover, "Praising children may lead to one or more of these unintended results: children become addicted to praise, children learn that adult praise is insincere and is used to manipulate them, or children learn to fear failure and avoid challenges" (Gainsley, 2014).
Furthermore, in high/scope children are able to discuss about their activities through "plan-do-review". Educators get to know about children's explorations, and have the benefit of questioning and provoking children's mind to improve their knowledge during the day. "Its particular focus on "active learning" through plan-do-review activities (child-initiated), small group time and and large group time provide opportunity for children to discuss their learning with adults." (p.489)
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