Highreach

HighReach Learning is a philosophy of teaching in early childhood education.
Children learn in the real world, with real things and real people. HighReach Learning's curriculum programs are based on a whole-child philosophy. By teaching to the whole child through social interaction, play, and family involvement, and opportunities to experiment and explore, children become competent learners: ready, eager, and able. We create materials that address all aspects of development: social, emotional, cognitive, and physical. Concept Webs are used to outline one central topic and four main topics, providing an idea for avenues of exploration and becoming a starting place for thinking about what children may already know or are interested in learning. Every year our curriculum programs are rewritten to meet the changing needs of children, and to keep the material fresh and up-to-date and taking into account state and national early childhood learning standards. HighReach Learning is a curriculum for early childhood education that foster children's natural curiosities and builds their knowledge through problem-solving experiences using this all-encompassing curriculum model. By teaching to the whole child through social interaction, play, family involvement, and opportunities to experiment and explore, children become competent learners: ready, eager, and able. Reach for optimal development by relating to and facing the challenges in the early childhood classroom.
A team of highly qualified and dedicated early childhood educators develop all HighReach Learning products. Each member of the development team holds at least a bachelor’s degree in early childhood and/or related field. Several members of the team hold master’s degrees as well. Equally important, all members of the product development team have real world classroom experience working with young children. Approximately 2100 hours annually are pun into the planning and development of each curriculum program and teaching resources.

HighReach Learning, 2008 Reaching and Relating: A Guide for Early Learning Programs.
Bredekamp, S. (Ed.). 1987. Developmentally Appropriate Practice In Early Childhood Programs Serving Children From Birth Through Age 8. Washington, D.C.: National Association for the Education of Young Children.
Dunn, L. & Kontos, S. 1997. “Research in Review: What Have We Learned about Developmentally Appropriate Practice?” Young Children 52 (5): 4-13.
NAEYC Position Statement Adopted July 1996. 1997. National Association for the Education of Young Children, sec. 1.

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