February 3, 2015

Using Technology Appropriately

in the Preschool Classroom
By Ann S. Epstein, Senior Director of Curriculum Development at HighScope

At work time in the house area, Carol and Simone want printed menus for their restaurant. At the computer, Carol sits in
front of the screen and Simone sits beside her. They decide to serve macaroni and soup. Simone instructs Carol to type
“M” for macaroni and “S” for soup “like in my name.” They print “M” and “S” pages and open their restaurant for business.

Introduction
As technology1 for young children proliferates,
educators and parents wonder if, when, and
how to use it appropriately to support early
development. Professional organizations
concerned with children’s well-being feel
pressured to issue position papers. For example,
the policy statement of the American Academy
of Pediatrics (AAP) Council on Communications
and Media (2011) states unequivocally that
children under age two should not be exposed to
any screen media and emphasizes the value of
unstructured play for the young child’s developing
brain. At the same time, AAP recognizes that high-
quality interactive media can have educational
Technology is playing an increasing role in society today,
benefits for children above age two, improving prompting us to ask if, when, and how to use it appropriately
“social skills, language skills, and even school with young children.

readiness” (p. 1041). A joint position statement

of the National Association for the Education of
Young Children (NAEYC) and the Fred Rogers Center for Early Learning and Children’s Media (2012) goes further

See the sidebar on page 3 for a definition of terms used in this article.
1

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Using Technology Appropriately in the Preschool Classroom, continued

in green-lighting technology. While cautioning against its passive (non-interactive)

use, the statement says that “technology and interactive media are here to stay” (p. 2)
“The data are
and that, appropriately used, with the support of knowledgeable adults, they “can be
converging on the fact
harnessed for [early] learning and development” (p. 2).
that passive media can Popular media have also weighed in on the issue. Columnist Steve Almond, in The
contribute to language New York Times (June 21, 2013), expressed the ambivalence of many parents when

delays, obesity, social he both lamented the obsession of his young children (ages 4 and 6) with their digital
devices and admired their determination to use them, including for “educational”
withdrawal, attention
purposes such as reading. Reporter Ruth Konigsberg acknowledged that in “the debate
problems, and even about wired children ... people have strongly held beliefs about something that can’t
irregular sleep patterns. yet be proven conclusively one way or another” (Time, August 12, 2013, para. 8). Press
coverage on the topic alternates between concerns about the loss of children’s creativity
and social skills versus claims about the speed at which the children learn to process
information. Studies, scarce as they are, are cited to buttress the reporter’s point of
view.
Indeed, research has a
hard time keeping up with
the latest digital inventions
and how children use them.
Studies on young children,
particularly before they reach
school age, are infrequent.
Nevertheless, the data
(summarized below) are
converging on the fact that
passive media can contribute
Best practices to language delays, obesity,

Strategies social withdrawal, attention

Guidelines based on research and practice can help early
problems, and even irregular childhood professionals make thoughtful decisions about how
Activities sleep patterns. A few studies much and what types of technology to use with young children.

point to the potential benefits

Policy updates of the limited use of technology if it respects the hands-on way young children learn.
Brain research However, it is too soon to predict technology’s long-term effects on the acquisition of
knowledge and skills across all domains of development.
highscope.org/membership Like everyone committed to promoting high-quality early education, and making
it accessible to young children of all backgrounds, HighScope confronts these same

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questions and dilemmas about technology. In this article, we therefore present a

Terms Used HighScope position statement on young children and technology, based on the tenets

in This Article and practices of the HighScope Curriculum and the research available to date. Our
intention is to inform early childhood educators today as they make programmatic
Note: The following definitions
decisions, and to provide guidelines for evaluating the technology of the future.
are a composite of those offered
by the American Academy of
Pediatrics (2011), National What the Research Says
Association for the Education
of Young Children and Fred One researcher states that “Media culture influences how children behave and treat one
Rogers Center for Early Learning another. It also shapes how they learn, what they learn, [and] what they want to learn
and Children’s Media (2012),
[author’s italics]” (Levin 2013, p. 1). As noted above, however, research on the use of
Levin (2013), and others.They
are meant purely to describe, technology by and with young children is scarce. Moreover, while some studies have
not to prescribe (recommend) or been conducted by academics, others have been done by groups with an interest in (if
proscribe (criticize) their use.
not explicit ties to) media producers and distributors. That said, here is what is known
Technology – The tools, digital about young children’s use of digital technology at the time of writing this article:
devices, and other electronic
machines or equipment that
The amount of technology used by children. Young children today spend a
deliver media. These currently
great deal of time in front of screens. This encompasses both foreground media (meant
include, but are not limited to,
televisions, computers, smart- for children) and background media (meant for other family members but which young
phones, tablets, videogame children see and/or hear). For example:
consoles, DVD and music play- • Children spend an average of seven hours a day using screen media, including one
ers, web-based programming,
to two hours a day for those under age two. Ninety percent of parents report that
and eReaders.
children below age two watch some form of electronic media.
Screen media – Technology
• While some studies report children aged two to four average two hours a day of
that delivers visual and auditory
screen time (Rideout, 2011), other research finds children aged two to five years
content to users via a screen.
spend more than 32 hours a week in front of a screen (McDonough, 2009). “For
Interactive media – Technology many children, this is more time than they spend in any other activity except sleep-
that allows users to control ing” (Levin, 2013, p. 13).
the content that the device
delivers. Choices made by • Fifty-two percent of children aged birth to eight have access to a smart phone, tablet,

the user (input) affect the or similar electronic device (Guernsey, 2012).
information provided by the
technology (output). How technology is used by children. Educators agree that literacy today means
developing digital literacy (technology-handling skills), much as it meant concepts
about print (book-handling skills) in the past (National Institute for Literacy, 2008).
However, the way that digital education takes place has important implications for its
effectiveness.

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Using Technology Appropriately in the Preschool Classroom, continued

Studies show that

“Most research • Most parents admit to using screen time as a distraction, peace keeper, or babysitter

has documented the while adults do household chores (AAP, 2011).

negative effects of • Educational content matters at least as much as format (Wainwright & Linebarger,
2006). For example, interactive literacy programs appear to foster early reading
media use by young
skills while those that use drill-and-practice techniques do not (Corporation for
children; however, Public Broadcasting, 2011).
a few studies suggest • Technology is only effective when teachers mediate its use with the same develop-
its potential benefits, mentally appropriate practices they apply to any other type of learning experience
provided the format, (Plowman & Stephen, 2005; 2007).

content, and use

The effects of technology use by children. Most research has documented
of the technology the negative effects of media use by young children; however, a few studies suggest
is developmentally its potential benefits, provided the format, content, and use of the technology is
appropriate.” developmentally appropriate. Here are examples of both the negatives and the
positives:

• For children below age two, media exposure has been associated with language
delays (Linebarger & Walker, 2005).

• For preschool and school-aged children, media use has been associated with physi-
cal, behavioral, and mental health problems, including obesity, poor sleep habits,
aggressive behavior, and attention disorders (Nunez-Smith, Wolf, Huang, Emanuel,
& Gross, 2008).

• Children in households with heavy media use (that is, where the television is on all
or most of the time) are read to less often (25 percent less for three- to four-year-
olds and 38 percent less for five- to six-year-olds) than in other households with low
or moderate media use (Rideout & Hamel, 2006).

• The more time children under age five spend with media, the less they interact
with others (siblings, parents, peers) and the less creative their play (Vandewater,
Bickham, & Lee, 2006).
Videos of the
• For children aged one to three, background televison reduces the amount of time
HighScope they play and diminishes their focused attention when they do play (Schmidt, Pem-
Approach in pek, Kirkorian, Lund, & Anderson, 2008).
Action • “Active, appropriate use of technology and media can support and extend tradition-

highscope.org/membership al materials in valuable ways ... both cognitive and social” (NAEYC & The Fred Rog-
ers Center, 2012, p. 7). For example, computers allow young children to manipulate

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Using Technology Appropriately in the Preschool Classroom, continued

shapes (mathematics) with greater dexterity than they can manage by hand and

“Children spend often promote collaborative (social) problem solving (Clements, 2002).

an average of • “Additional research is needed to confirm the positive outcomes of technology tools
on children’s lan-
seven hours a day
guage and vocabu-
using screen media.... lary development,
Ninety percent of logical-mathemati-

parents report that cal understanding,

problem-solving
children below age
skills, self-regu-
two watch some form lation, and social
of electronic media.” skills develop-
ment” (NAEYC-
While most research documents the negative effects of media on
Fred Rogers Cen- young children, some studies point to its potential social and
cognitive benefits when used appropriately.
ter, 2012, p. 7).

HighScope Position Statement on Young Children and Technology

The prevalence of technology in the world today impels us to question if, when, and
how digital media can be used appropriately in early childhood settings. As such,
HighScope presents here a position statement (pp. 6-7) on young children and
technology. The statement is not intended to replace those cited above (AAP and
NAEYC-Fred Rogers Center), but to briefly lay out the “big picture” issues that adults
should consider in evaluating the use of technology with young children.

Rationale for statement. Our position was developed with three overarching
guidelines to reflect HighScope’s commitment to good early childhood practice. The
statement therefore:

1. Takes the available research into account.

2. Is based on the HighScope tenets of active participatory learning (Epstein, 2014;

Epstein & Hohmann, 2012).

3. Acknowledges the crucial role of adults (and their associated professional devel-
opment) to mediate the appropriate use of technology and balance it with other
venues for early learning.

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Using Technology Appropriately in the Preschool Classroom, continued

Content of statement. The content of the statement reflects four underlying

dimensions:
“Additional research
is needed to confirm 1. We begin with choice, recognizing that not all programs have the resources, access,
or cultural inclination to include technology in the classroom. At the same time, we
the positive outcomes
should be mindful that inequalities in exposure may have implications for children’s
of technology tools on subsequent school readiness.
children’s language and 2. The statement then sets forth guidelines to determine what, when, and how to
vocabulary development, use technology appropriately with young children, considering all aspects of their

logical-mathematical development.

understanding, 3. The position states in simple terms the role and responsibility of adults in support-
ing young children’s use of technology.
problem-solving skills,
4. Our position acknowledges the rapidly changing world in which the statement is
self-regulation, and
issued. We avoid mentioning specific digital devices because the statement could
social skills development”
quickly become obsolete.
(NAEYC-Fred Rogers
Center, 2012, p. 7).

HighScope Position Statement on

Young Children and Technology

HighScope believes technology, when appropriately designed

for young children over age two and used with the guidance of
supportive adults, can promote early learning and development.
To use technology as one of many effective teaching tools, apply
the following principles and ideas:

1. Incorporating technology in the classroom is a choice, not a

necessity. While familiarity with technology is important in
today’s world, and access to technology is an equity issue,
E-newsletter early learning primarily occurs through interactions with other
for teachers materials, people, events, and ideas.

highscope.org/membership
Continued next page

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Using Technology Appropriately in the Preschool Classroom, continued

HighScope Position Statement on

Young Children and Technology,
“The overriding continued
message is that
2. Technology is one of many tools that young children can use to
computers and other
carry out their play ideas, acquire knowledge and skills, and
electronic equipment solve problems. Using technology is an interesting end in itself
should take a (discovering how it works), as well as a means to an end
back seat to children's (extending role play, solving problems).
hands-on learning with
3. Technology should be used in moderation to supplement, not
manipulatives and replace, hands-on learning with real materials that provide a full
direct social interaction… range of physical, sensory, intellectual, and social experiences.
That said, incorporating
4. Technology should be interactive and open-ended, and it should
technology in the
promote discovery learning, not emphasize drill and practice.
classroom can provide
Software should encourage creativity, problem solving,
an important experience and reflection.
for all children,
5. Technology should serve as a catalyst for social interaction.
particularly those whose
It should allow children to use equipment and programs togeth-
family income or other
er, share observations and discoveries, and assist one another.
factors limit access.”
6. Adults should act as partners when children choose to use
technology, just as they partner and interact with children during
other types of play.

7. Choose hardware that is safe and sturdy enough for children to

use independently. If concerns about equipment costs or damag-
es are overriding, it will restrict children’s use of the technology
and limit the potential benefits.

8. Because new technologies are being developed all the time,

their appropriateness for young children’s physical, cognitive,
and social development must be evaluated on an ongoing
basis.

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Using Technology Appropriately in the Preschool Classroom, continued

Teaching Strategies to Support the Appropriate Use of

Technology in the Classroom
“Programs need not
The overriding message is that computers and other electronic equipment should
give children working
take a back seat to children’s hands-on learning with manipulatives and direct social
digital or mobile interaction. It is noteworthy that, in reviewing anecdotes from the Child Observation
devices (disabled ones Record (COR) and COR Advantage (HighScope & Red-e Set Grow, 2013) to illustrate
this article, using classrooms in which technology was readily available to children,
with batteries removed
the author found very
are okay.) After all, we
few in which children
did not put working push- used it in their play.
button phones in class- Whether this reflects

rooms ten years ago, preschoolers' choices

about what to play with
nor would we ever put a
and/or teacher choices
working stove in about what to record, it
the house area because suggests that children

children pretend to cook.” and adults gravitate

Choose technology that is interactive and open-ended, and
toward real, hands-on
introduce a program or application to a few children at a time.
materials.
That said, incorporating technology in the classroom can provide an important
experience for all children, particularly those whose family income or other factors
limit access (Lee & Burkham, 2002). At the same time, be aware that even those with
wide exposure at home happily use other objects to represent such devices during play;
for example, a block may stand for a smart phone:

At work time in the house area, Fernando swipes his hand across a small wooden
block and tells Allegra, “I’m calling the pizza guy. Do you want mushrooms or hot
peppers?”

Programs need not give children working digital or mobile devices (disabled ones with
batteries removed are okay). After all, we did not put working push button phones in
classrooms ten years ago, nor would we ever put a working stove in the house area

ReSource because children pretend to cook. Young children enjoy using facsimiles of the real
thing in ways that imitate actual adult use:
for Educators
During planning time, Leila uses a battery-less camera to “take a picture” of the “art
highscope.org/membership area.” When asked what she will do there, Leila answers, “Make something with the
play dough.”

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Using Technology Appropriately in the Preschool Classroom, continued

Finally, note that the strategies listed below refer to how teachers can support the
Teaching children’s use of technology. This is a different issue than how adults themselves might

Strategies for Using use electronic devices to promote early learning, much as they might have used a
camera in the past. For example, a teacher may take photos on a mobile device during
Technology With
work time and use them to facilitate recall by holding the device while children swipe
Young Children the screen to look “backwards” and “forwards” at the sequence they followed to carry
out a project. Or video recordings made by a teacher could be shared with students
• Model safe and care- after a field trip, to help the children recall and build on their experiences. These and
ful use of technology. other ideas allow adults to take advantage of technology and familiarize children
with it at the same time, while not expecting children to use it in developmentally
• Choose child-friendly inappropriate or unrealistic ways.

hardware.
Teaching Strategies
To choose appropriate technology and mediate its use by young children, try the
• Select appropriate
strategies listed below. (For further details and more ideas see Epstein, 2012, and
programs or Epstein & Hohmann, 2012):
applications.
• Model safe and careful use of technology. Help children learn to use tech-
• Locate classroom nology in ways that will neither hurt them nor damage equipment — the same care

technology to facilitate they take with other classroom materials.

social exchanges. At work time in the block area, while exploring (battery-less) cameras, Mateo
shakes one in frustration. “How does the lens open?” he asks. His teacher
suggests he push different buttons to see what happens. He does and then says
• Encourage children excitedly, “Watch! When I press this, it opens!”
to verbalize their
• Choose child-friendly hardware. Innovations make technology increasingly
thinking as they solve
easier for young children to use. Choose devices that are appropriate for young chil-
technology problems. dren’s perceptual and physical capabilities. Encourage children who already know
how to use the equipment to help their peers.

At work time in the book area, George uses the computer. He looks at Sue [his
teacher] and says, “Help.” When Sue comes over, he points to the screen. The
program he wants to use is not open. Maria, who is at the other computer, says to
George, “You have to click it.” She reaches over and opens the program for him.
Later, Maria shows him how to click the “X” to close the program. Then George
himself clicks on the next program he wants to play.

• Select appropriate programs or applications. Emphasize interactive, open-

ended learning, not drill and practice. Introduce a program or application to a few

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Using Technology Appropriately in the Preschool Classroom, continued

children at a time, as a small-group activity, before making it available at work time.

For example, the following was observed the day after children explored drawing
“…We should not
materials and a computer drawing program at small-group time:
forget the enduring truth
At work time at the computer, Leila uses the coloring program to create a flower
that young children
and butterfly picture and print it out. She says, “My flower. My happy.”
learn best through
direct interaction • Locate classroom technology to facilitate social exchanges. Allow space
for children, as well as the adults playing with them, to use devices together. Class-
with people and
room technology should be visible from other areas of the classroom so children can
materials, in activities wander over and join in, as happens in this example:
they choose and shape
At work time in the book area, Angel and Ellie sing along with the ABC song on
themselves, and which the computer. When they play it again, Asa and Rufus come over and sing and
dance too.
spur them to reflect
on what they are
doing and learning.”

Children’s use of technology is often social. Provide enough space and chairs for
children and adults to use technology together.

• Encourage children to verbalize their thinking as they solve technol-

ogy problems. Help children reflect on their solutions (e.g., How do I make it
louder? How can I turn the puzzle piece to fit?). Be available so they do not get frus-
trated or discouraged when something is not working. Acknowledge their attempts
highscope.org/2015conference to solve problems (including with humor), as in this example:

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Using Technology Appropriately in the Preschool Classroom, continued

At work time in the book area, when the computer program stops working, Avalon
calls to Christine [her teacher] for help and says, “Maybe we can put a curse on
“Technology is one, it.” She waves her hands over the computer and laughs. Christine laughs with her
but only one, piece and observes, “That doesn’t seem to be working.” Avalon says, “Maybe if I turn it
off and on again.” Christine encourages her to try her idea. Avalon does and when
of the early childhood the program re-boots, Avalon says “That did it!!” Christine responds, “You solved
the problem.”
curriculum. Use it with
balance and with The use of technology with young children offers many opportunities for early learning,
creativity.” but we must proceed with caution as a slowly growing body of research helps us to
make wise choices. Even as we discover the types of emerging interactive media and
teaching strategies that work well in preschool and beyond, we should not forget the
enduring truth that young children learn best through direct interaction with people
and materials, in activities they choose and shape themselves, and which spur them to
reflect on what they are doing and learning. Technology is one, but only one, piece of
the early childhood curriculum. Use it with balance and with creativity.

References

Almond, S. (2013, June 21). My kids are obsessed with technology, and it’s all my fault. The New York
Times. Retrieved from http://www.nytimes.com/2013/06/23/magazine/
my-kids-are-obsessed-with-technology-and-its-all-my-fault.html?pagewanted=all

American Academy of Pediatrics Council on Communications and Media. (2011). Policy statement: Media
use by children younger than 2 years. Pediatrics, 128(5), 1040–1045. doi: 10.1542/peds.2011-1753.

Clements, D. H. (2002). Computers in early childhood mathematics. Contemporary Issues in Early

Childhood, 3(2), 160–181. doi:10.2304/ciec.2002.3.2.2

Corporation for Public Broadcasting. (2011). Findings from Ready to Learn 2005–2010. Washington, DC:
Author. Retrieved from www.cpb.org/rtl/FindingsFromReadyToLearn2005-2010.pdf

Epstein, A. S. (2012). The HighScope Preschool Curriculum: Science and technology. Ypsilanti, MI:
HighScope Press.

Epstein, A. S., & Hohmann, M. (2012). The HighScope Preschool Curriculum. Ypsilanti, MI: HighScope
Press.

Epstein, A. S. (2014, in press). Essentials of active learning in preschool: Getting to know the HighScope
Curriculum (2nd edition). Ypsilanti, MI: HighScope Press.

Guernsey, L. (2012). Screen time: How electronic media – from baby videos to educational software – affects
your young child. New York, NY: Basic Books.

HighScope Educational Research Foundation & Red-e Set Grow. (2013). COR Advantage [Computerized
assessment system]. Online at http://www.coradvantage.org

Konigsberg, R. D. (2013, August 12). Parents are digital hypocrites: Adults think they’re setting limits but
inadvertently teach kids to overuse gadgets. Time. Retrieved from, http://ideas.time.com/contributor/
ruth-davis-konigsberg/

Lee, V. E., & Burkam, D. T. (2002). Inequality at the starting gate: Social background differences in
achievement as children begin school. Washington, DC: Economic Policy Institute.

Levin, D. E. (2013). Beyond remote-controlled childhood: Teaching young children in the media age.
Washington, D.C.: National Association for the Education of Young Children.

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Linebarger, D. L., & Walker, D. (2005). Infants and toddlers’ television viewing and language outcomes.
American Behavioral Science, 48(5), 624–645.

McDonough, P. (2009). TV viewing among kids at an eight-year high. Nielsen, October 26. Retrieved from
www.nielsen.com/us/en/newswire/2009/tv-vewing-among-kids-at-an-eight-year-high.html.

National Association for the Education of Young Children and Fred Rogers Center for Early Learning and
Children’s Media. (2012). Technology and interactive media as tools in early childhood programs serving
children from birth through age 8: A joint position statement. Retrieved from http://www.naeyc.org/files/
naeyc/file/positions/PS_technology_WEB2.pdf

National Institute for Literacy. (2008). Developing early literacy: Report of the National Early Literacy Panel.
A scientific synthesis of early literacy development and implications for intervention. T. Shanahan, Chair.
Louisville, KY: National Center for Family Literacy.

Nunez-Smith, M., Wolf, E., Huang, H. M., Emanuel, D. J., & Gross, C. P. (2008). Media and child and
adolescent health: A systematic review. Washington, DC: Common Sense Media.
Dr. Ann S. Epstein is the Plowman, L., & Stephen, C. (2005). Children, play, and computers in preschool settings. British Journal of
Senior Director of Curriculum Educational Technology, 36(2), 145–157.

Development at HighScope Plowman, L., & Stephen, C. (2007). Guided interaction in preschool settings. Journal of Computer Assisted
Learning, 23(1), 14–26.
Educational Research
Foundation in Ypsilanti, Rideout, V. (2011). Zero to eight: Children’s media use in America. San Francisco, CA: Common Sense
Media. Retrieved from www.commonsensemedia.org/sites/default/files/research/zerotoeightfinal2011.pdf
Michigan, where she has
Rideout, V. J., & Hamel, E. (2006). The media family: Electronic media in the lives of infants, toddlers,
worked since 1975. Her areas preschoolers, and their parents. Menlo Park, CA: Kaiser Family Foundation.
of expertise include
Schmidt, M. E., Pempek, T. A., Kirkorian, H. L., Lund, A. F., & Anderson, D. R. (2008). The effects of
curriculum development, background television on the toy play behavior of very young children. Child Development, 79(4),
1137–1151.
professional development,
research and program Vandewater, E. A., Bickham, D. H., & Lee, J. H. (2006). Time well spent? Relating television use to children’s
free-time activities. Pediatrics, 117(2), 181–191. Retrieved from www.pediatrics/org/cg/content/
evaluation, and instrument full/117/2/e181.
development. Dr. Epstein has Wainwright, D. K., & Linebarger, D. L. (2006). Ready to learn: Literature review, part I: Elements of effective
published numerous books educational TV. Philadelphia, PA: Annenberg School for Communication, University of Pennsylvania,
American Institutes for Research. Retrieved from http://pbskids.ord/read/files/BOB-PARTI-
and articles for professional ElementsofSuccessEdTV.PDF
and practitioner audiences,
including The Intentional
Teacher; The HighScope Pre-
school Curriculum;
Essentials of Active Learning
in Preschool; Tender Care
and Early Learning; Me, You, Free Membership Delivers
Us: Social-Emotional Learning • Extensions e-newsletter for teachers
in Preschool; and Numbers
• ReSource for Educators magazine
Plus Preschool Mathematics
Curriculum. • Web Clips — Videos of the HighScope
approach in action

Join Now! highscope.org/membership

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