4. Sample Daily RoutinesHalf-Day Program 8:30 – 8:45 Greeting time 8:45 – 9:00 Planning time 9:00 – 9:50 Work time 9:50 – 10:00 Cleanup time 10:00 – 10:15 Recall time 10:15 – 10:30 Snack time 10:30 – 10:45 Large-group time 10:45 – 11:00 Small-group time 11:00 – 11:30 Outside time 11:30 – 12:00 Team planning
5. Full-Day Program 6:30 – 8:30 Arrival/Breakfast/Group Time 8:30 – 8:40 Cleanup time 8:40 – 9:00 Large-group time 9:00 – 9:15 Planning time 9:15 – 10:00 Work time 10:00 – 10:10 Cleanup time 10:10 – 10:20 Recall time 10:20 – 10:40 Small-group time 10:40 – 11:30 Outside time 11:30 – 11:45 Bathroom/Wash hands/Prepare for lunch 11:45 – 12:30 Lunch/Brush teeth 12:30 – 1:00 Quiet activities/Prepare for naps 1:00 – 2:30 Nap time & team planning 2:30 – 3:00 Wake/Bathroom/Snack 3:00 – 4:00 Plan-do-review time 4:00 – 5:30 Outside time
6. Daily Routine Charts A daily routine chart is a concrete way of helping children learn the classroom schedule. A daily routine chart lists the time periods of the day in sequence. Next to the name of each time period is a photo, picture, or drawing that illustrates that segment of the routine. Daily routine charts helps children recognize the transitions and distinctive activity periods that make up the routine.
7. Transitions? Plan and maintain a consistent daily routine. Post a daily routine chart. Give warning signals as needed. Plan fun ways to move from one space or activity to another. Understand and plan for various kinds of transitions.
8. Turn-Taking Strategies and Activities Avoid number limits in play areas Activities Clothespin list Song book Turn-taking cards Sign –up list
9. What do children learn from a daily routine and effective transitions? Math Science Creative Representation Language and Literacy Initiative and Social Relations Movement Music Number Space Time
10. Thank You for WatchingA Preschool Daily Routine & Effective TransitionsbyWasheaJackson
11. References Bailey, D.B., & Clifford, R.M. (1993) Matching changes in preschool environments to desired changes in child behavior.Journal of Division for Early Childhood, 7, 61-68. Bredekamp, S., & Copple, C. (1997). Developmentally appropriate practice in early childhood programs (Revised ed.), Washington, DC: National Association for the Education of Young Children. Evans, B. (2007). “I know what’s next!” Preschool transitions without tears and turmoil. Ypsilanti, MI: High/Scope Press.