Plan-Do-Review

The Plan-Do-Review process is the heartbeat of the HighScope curriculum, a tradition that has significantly shaped our understanding of early childhood education. Developed by David Weikart and his colleagues, this approach is built upon the five 'ingredients of active learning' (Hohmann, Weikart & Epstein, 2008): materials, manipulation, choice, language, and adult scaffolding. The core of this philosophy is the daily routine, which provides a predictable yet flexible structure for children to exercise their autonomy. According to Hohmann, Weikart, and Epstein (2008), this three-part sequence is not just a schedule, but a way to scaffold intentional choice. When a child plans, they are mentally representing a future action. When they do, they are testing their ideas in the physical world. When they review, they are connecting their experiences to their initial thoughts, which builds the foundation for logical thinking.

The significance of this methodology is backed by decades of rigorous research. The HighScope Perry Preschool Study is one of the most famous longitudinal randomized controlled trials in the field. Schweinhart et al. (2005) followed 123 children from their preschool years through age 40 to see how this specific type of high-quality education affected their lives. The findings were staggering. Children who participated in the HighScope program, which centered on the Plan-Do-Review cycle, showed significantly better outcomes than the control group. They had higher high school graduation rates, higher earnings in adulthood, and were less likely to be involved in the criminal justice system. The study calculated a societal return of approximately $12.90 per dollar invested (Schweinhart et al., 2005), with earlier estimates in the same research program ranging from $7 upward. This research proves that giving three-to-six-year-olds the power to plan their own day is not just a nice classroom idea, it is a life-changing educational strategy.

In a classroom setting, the Plan-Do-Review cycle begins with a small group of children and a teacher. The teacher might use a 'planning prop,' such as a small stone or a picture card, to signify whose turn it is to speak. A child might say, 'I am going to the block area to build a tall tower.' This simple sentence is a major cognitive milestone. It requires the child to visualize a goal and articulate it. The teacher supports this by asking open-ended questions like, 'What kind of blocks will you need for that?' This interaction, described by Hohmann, Weikart, and Epstein (2008), helps the child refine their plan without the teacher taking over the decision-making process.

Once the plans are made, the 'Do' phase begins. This is typically the longest part of the routine, lasting between 45 and 60 minutes. During this time, the classroom is a buzz of activity. Children are busy at work in various interest areas: the art table, the dramatic play corner, the sand tray, or the book nook. The teacher's role here is to be an observant partner using specific HighScope interaction strategies. They engage in 'parallel play' by joining the child's activity at the same physical level and use 'commenting on actions' to narrate what the child is doing without redirecting the play. This is the time for 'active learning,' where children are physically engaged with materials and socially engaged with their peers. If a child encounters a problem, like a tower falling down, the teacher doesn't fix it. Instead, they might say, 'I saw your tower fall. What could you try next?' This keeps the agency with the child.

The final phase is 'Review,' which brings the cycle to a close. This is often the most overlooked part of the day, but it is essential for long-term learning. After tidying up, the children return to the circle to share what they did. This is not a formal presentation, but a warm conversation. A child might hold up a drawing or point to a photo the teacher took of their block tower. By recalling their actions, children begin to see themselves as capable people who can make things happen. As Schweinhart et al. (2005) noted, this sense of self-efficacy and the ability to follow through on intentions are the very traits that lead to success later in life. By practicing Plan-Do-Review every day, we are not just managing a classroom; we are helping children build the executive function and confidence they need to navigate the world.