Early Childhood - Connecticut State Department of Education

Decisions About Practice Chapter 3
TIME: SCHEDULING THE DAY
The daily schedule sets the stage for the early childhood
classroom. Balance, consistency and routine are key
to planning a schedule that meets children’s needs.
Effective daily schedules feature learning experiences
for large groups, small groups and individual children.
Parts of the day are group-oriented, teacher-directed and
teacher-supported. Blocks of time allow for exploration
and discovery, and for children to pursue their own
interests and activities. The schedule includes indoor
and outdoor play, opportunities for large-muscle and
small-muscle activities, and time for investigation and
collaboration. A rhythm of active and quiet activities
offers busy, challenging work interspersed with rest,
relaxation and socialization. The daily schedule provides
consistency and an external structure that also allows
children to develop inner control and an ability to plan.
Most importantly, a consistent daily schedule creates an
atmosphere of predictability that fosters trust. Young
children require visible clues and sufficient transition
times between daily events.
Sample Schedule: Full Day
7:30 Arrival. Selected activities for chil-dren to
choose during breakfast and while student
arrivals continue.
9:00 Group meeting or circle time. Morn-ing
routines are conducted with individuals
or small groups, with a quick recap for
the whole group. Plans for the day are
discussed. Children receive information
about planned experiences, including
special activities and open centers.
9:15 Planned curriculum experiences. Children
are encouraged to choose from available
centers. Children may become engaged
in an investigation or project, and are
able to participate in a small-group snack
experience.
10:30 Outdoor activities and curriculum experiences.
Teachers should be prepared to
take some planned activities and projects
outdoors so children can continue their
work in a new setting.
11:15 Transition. Children wash up, use the
bathroom and prepare for lunch.
11:30 Lunch.
12:15 Transition. Children clean up, use the
bathroom and prepare for rest.
12:30 Story. Large- or small-group story time.
1:00 Rest. Children nap or rest. Children may
have quiet toys or books with them while
they rest.
40
2:30 Transition. Children wake up, use the
bathroom and get ready for next activity.
2:45 Small-group and individual ex-periences.
Children chose among activities and may
participate in a small-group snack.
3:45 Transition. Children clean up, use the
bathroom and prepare to go outdoors.
4:00 Outdoor experiences and activities.
4:45 Transition. Children finish activities, prepare
to go indoors and use the bathroom.
5:00 Story.
5:15 Closing circle or group time. Children
prepare to go home.
5:30 End of Day.
Sample Schedule: Half-Day
7:30 Arrival. Selected activities for children to
choose during breakfast and while student
arrivals continue.
9:00 Group meeting or circle time. Morning
routines are conducted with individuals
or small groups, with a quick recap for
the whole group. Plans for the day are
discussed. Children receive information
about planned experiences, including
special activities and open centers.
9:15 Planned curriculum experiences. Children
are encouraged to choose from available
centers. Children may become engaged
in an investigation or project, and are
able to participate in a small-group snack
experience.
10:15 Story. Large- or small-group story time.
10:30 Transition. Children clean up, use the
bathroom and prepare to go outdoors.
10:45 Outdoor activities and curriculum experiences.
Teachers should be prepared to take
some of the planned activities and projects
outdoors so children can continue their
work in a new setting.
11:15 Transition. Children finish activities, prepare
to go indoors and use the bathroom.
11:30 Closing circle/group time. Children prepare
to go home.
11:45 End of day.
BEST PRACTICES: SCHEDULING
Teachers
• Create a schedule with large blocks of time
for children’s activity times.