A comparison of the High Scope Curriculum and alternative curricula used to prepare pre-kindergarten students for kindergarten

Disturbed by the state's low test scores, teachers in Georgia are concerned that the use of the High Scope Curriculum in public pre-kindergarten does not prepare children with the necessary reading and math skills for success in kindergarten. The purpose of this quasi-experimental study with archival data was to explore the relationship between the High Scope Curriculum and students' readiness for kindergarten. Based on the constructivist theories and perspectives of Piaget's key ideas, the High Scope Curriculum emphasizes active learning in an environment where teachers support learners in planning their own activities and creating meaning from their own experiences. The research questions used to guide this study included how the use of the High Scope Curriculum and alternative curricula relates to students' achievement on the Georgia Kindergarten Assessment Program (GKAP). The convenience sample included 63 kindergarten students categorized into two groups. The first group included 29 students taught with the High Scope Curriculum and the second group included 34 students taught with alternative curricula. The results of the independent t-test indicated that almost 50% of the students who were taught through the use of the High Scope Curriculum were unprepared for mastery of kindergarten skills. Research findings also indicated there were no significant differences in math or language arts scores of students taught with the High Scope Curriculum and alternative curricula. This study supports research advocating the use of early childhood curricula with a focus on both academics and social skill development in order to positively influence student achievement and social change.