HighScope Indonesia implements the 178 Learning Framework, which builds on the philosophy of constructive learning, encouraging children to develop their own knowledge and understanding of the world through their own experience and reflection. This philosophy is enacted on all levels, each with their own level of complexity for different components, from concrete knowledge to abstract reasoning. It is derived from Piaget’s notion that all knowledge is a construction resulting from the child’s actions (Piaget & Inhelder, 2000), and was then applied by David Weikart, the founder of the HighScope Educational Research Foundation. We at HighScope believe that constructivism supports students in connecting learning to real life, in making and reflecting on success and mistakes, and in constructing their own understanding of the world. The HighScope Perry PreSchool Study (Schweinhart, et al., 2005) documents the success of this approach and HighScope teachers see it demonstrated daily in their classrooms.

“We at HighScope believe that constructivism supports students in connecting learning to real life, in making and reflecting on success and mistakes, and in constructing their own understanding of the world."

HighScope aims to develop the "whole child" by focusing on academic matters along with intrapersonal and interpersonal relationships, and physical capacity. In addition to collecting input from experts' perspectives, we also obtained feedback from parents regarding their children's unique strengths and desired learning goals. All roads led to developing 21st century skills, emphasizing confidence, collaboration, critical thinking, problem solving, and communication. The HighScope Indonesia Learner Outcomes stipulate that students should know, understand, practice, and be able to perform these skills at increasingly higher levels beginning in preschool and continuing throughout high school. We strive to empower children to think on their own and engage in meta-level reflection in order to become independent decision-makers.


The specific Learner Outcomes central to the Framework include:

Audience-centered communication
Creativity and innovation
Meta-level Reflection
Expert Thinking
Adaptability & Agility
Synergistic collaboration
Ethical leadership
Empathetic Social Skills
Based on the HighScope Indonesia Learning Framework, we incorporate the following learning components:

Enriching Learning Environment

Student learning experiences are enriched by providing them with opportunities to engage with curriculum content through our learning environment.

Democratic Learning Atmosphere

Students are placed in a demoratic atmosphere, encouraging them to recognize and develop self-regulation.

Rigorous Learning Content

Our carefully designed learning content requires students to focus on conceptual thinking adjusted to each individual's unique pace, leading up to the refinement of 21st century skills.

Impactful Learning Strategies

Our strategies are in line with the way the human brain learns, allowing us to create a program that supports not only the development of essential skills and knowledge, but also executive function.

Orchestrated Learning Activities

Our teachers constantly orchestrate activities that create balanced and harmonious experiences, aiding in social, emotional, academic, and physical development.

Comprehensive Assessment of & for Learning

Ongoing, comprehensive assessments and regular feedback are provided to the students, ensuring their learning effectiveness.

Collaborative Learning Support

Teachers continuously collaborate with parents, school psychologists, extended enrichment and talent programs, along with other after school programs to maximize the development of the child as a whole.


To be the world's innovative leader and the barometer of education in Indonesia.


To help Indonesian children develop totally - Academic, Intrapersonal, Interpersonal and Physical - and be competitive internationally.


In 1962, David Weikart, through his Perry Preschool Project, discovered that in order to increase a child's future success and contribution toward family and society, a high quality preschool program needed to be put into motion. He then went on to become the founder of HighScope.

This program has become increasingly relevant, especially considering the globalization era and rapid development in all sectors. It prepares children by implementing active learning and progressive constructivism.

Commencing in the US, HighScope has since gone global and spread its values and curriculum to other countries:

Indonesia – Ireland – Mexico – The Netherlands – The United Kingdom – Portugal – Canada - China – Chile – Peru – South Africa – Korea


The Indonesian chapter of HighScope started out in 1996 with 8 students in Pondok Indah. Fast forward 17 years and HighScope Indonesia has developed into 11 campuses with over 3000 students in total.


HighScope Indonesia Institute seeks to promote the use of HighScope throughout the country. Several ways we are realizing this are through:

  • Teacher development programs
  • Ensuring quality in training and practice
  • Providing relevant services to individual sites
  • Developing training course materials
  • Developing elementary, middle school and high school curriculum using the HighScope approach

The purpose of HighScope Indonesia's establishment back in 2000 was to facilitate HighScope's highly effective approach nationwide. Its existence also responds to the growth of society's awareness and need for an educational system that puts equal importance on both academics and character. This took place after the success of the first-established preschool program, that at the time exhibited a proven track record to parents that entrusted their children to the program.

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By fostering child creativity, confidence, and independence, we take the learning process beyond traditional academic subjects and prepare children for later schooling and future success in life.