Floor plan

Daily Schedule

7:30-9:00

Arrive-free choice of activities

9:00-9:15

Meeting (calendar, sharing, etc.)

9:20-9:40

Music and Movement

9:45-11:15

Work time-self serve snack

11:20-11:50

Outside time

11:50-12:00

Wash up

12:00-12:30

Lunch

12:30-1:00

Story, bathroom, etc.

1:00-2:30

Rest time

2:30-3:15

Wake up, PE games outdoors

3:15-4:30

Enrichment activities self serve snack

4:30-5:00

Outdoors

5:00-5:30

Stories, puzzles, clean up, etc.

Routines

7:30-9:00: Arrive-free choice of activities- The children arrive at school

and hang up their belongings in their hooks/cubbies then they go straight to
wash their hands. After, they go and sign in. The children have to write their
name down on the paper and put their name stick inside the Look whose
here jar. After they are all done with that, they need to choose whatever
they want to play with or whatever work they want to work out. Every center
is open for the children to choose from. Throughout this time frame children
make their way into the classroom. If they havent eaten breakfast they may
but the parents needs to provide it.
9:00-9:15: Meeting- This is where the children are asked to clean up and
sit around the circle area. We share any important information (birthdays,
news, whats going on throughout the day, etc.). We also discuss the
weather, choose the jobs for the day (helper, line leader, light switch, animal
feeder), and talk about the calendar (day of the week, month, number day
and yesterday, today, and tomorrow). If we have time, we do a quick finger
play or song.
9:15-9:40: Music and Movement- All classrooms walk down to the music
room at the end of the hallway. There all the teachers and the children
participate in song and dance. Depending on the song, children may also be
given props. Also at this time, we talk and sing about important themes
(holidays), sing birthday songs to whoever has a birthday that day, or talk
about important school events (new children to school, trike-a-thon, etc.)
9:45-11:15: Work time and self-serve snack- for self-serve snack,
children have the specific snack on the snack table along with their names
sticks, a photo of the correct amount of snack they can have, napkins,
utensils, cups, and a water/juice pitcher. Snack may only have 2 people at it
at a time. This is where the name sticks come in handy (to know who and
who hasnt had snack). During the work time the children have the option to
do every center in the room. They may do dramatic play, block area, science
area, art, sensory, fine motor, math, computers, listening area, quiet time, or
even language. Within this time, the teacher will do small groups for
whatever the topic, or lesson she wants to teach the children. Each center
may only be occupied with 2 children.
11:20-11:50: Outside time- After work time and self-serve snack, the
children are asked to clean up, wash hands, and either put coats on (weather
permitted) or grab a quiet book while waiting for the others to get ready for
outside. The children are then led outside by the leader and their teachers.
Once outside, they are able to do all sorts of activities. The children have a
chalk board, bikes, a climbing area, slides, monkey bars, tires, logs, and
other things they can play with. If the weather does not permit the children
to go outside, the teachers needs to find other activities for the children to
do. They have the means to go into the gymnasium and do activities, play

with chalk under the awning by their back door, or do some sort of
movement inside the class (not structured).
11:50-12:00: Clean up- Once outside time is done, the children have to
clean up their areas, head back inside the classroom, wash their hands, grab
their lunchboxes, and set their nap cots out. Once this is all done the children
are asked to sit at tables with their friends to begin lunch.
12:00-12:30: Lunch- The children bring their own lunch to school. The
children are provided with lunch scissors to help them open up their
lunches. The teacher can assist the children if needed. The school tries to
push independence on the children so they must try first before coming to
the teacher. The children are asked to eat their sandwiches, soups, or
lunchables first before eating their snacks/dessert. Once they are all done
eating, the children are asked to put whatever they have not eaten back into
their lunch bags and out back into their cubbies. Their garbage goes into the
trash can near the sink.
12:30-1:00: story, bathroom, etc.- Once the children are done with their
lunches and their bags are put into their cubbies the children have to line up
to use the bathroom and to wash their hands. The children help the teachers
wash up the tables. Once the children are all done using the bathroom and
washing up, the teachers reads them a story. Once the story is done the
children are asked to go to their specific cot and get their blankets set up.
The teacher tucks in each kid and then proceeds to put on the quiet music to
help the children get settled in for rest time. The half day children get picked
up by their parent or guardian before 1:00.
1:00-2:30: rest time- During this time, the teacher is asked to clean the
classroom. She needs to wash the tables, shelves, clean the bathroom,
sweep the floors, and mop the floors. This shouldnt last the entire nap time
but depending on the day, it may. Once the teacher is done cleaning up, she
is asked to work on her school work (lesson plans, newsletter or parent
board). Also, not all the children will rest. If a child hasnt gone to sleep and
it is 1:45, they are given quiet activities (puzzles, manipulatives, books, etc.)
while the others sleep.
2:30-3:15: Wake up, P.E. games, outside time- Once 2:30 comes, the
children are woken up and asked to put their blankets and cots away with
teacher assistance. After they have put their cots and blankets in the
appropriate location the children put their shoes on, use the bathroom, and
out on their coats for outside time. Usually takes about until 2:45 to get all
the children up and ready to go. Once the children are outside or in the
gymnasium (weather permitted), the teacher will do structured P.E. games
(red light green light, monkey bars, soccer, basketball, set up an obstacle

course, ride bikes, etc.). The teacher is asked to do games until 3:15 but may
end early depending on the childrens interest. If the children end earlier
than 3:15, they may choose whatever they want to play with on the
playground. Usually all the other classrooms are outside during the time as
well (5 other classes). A majority of the children get picked up around this
time.
3:15-4:30: Enrichment activities and self-serve snack- Once outside
time and the P.E. games are over the children are then brought back into
their rooms to wash their hands. Another self-serve snack is placed out for
the children. Same rules and routine applies to their early morning snack.
The children are also given baskets. In each of the baskets are manipulative
activities for them to do. The children may do a basket with another child but
not more than 3 children are permitted at a basket. There are 8 baskets
throughout the classroom. The art area is semi closed. The children are
allowed to color but may not paint. Play-Duh is offered to the children as
well. The computer area is open and so is the block area, puzzles, the
science area, and the book area. The dramatic play area is closed and so is
the sensorial area (two very big areas in the room). This time is used for the
children to get a feel for the day to end. More calming time throughout the
day. More of the children get picked up in this time period. Around 4:30 the
children are asked to clean up their area, wash their hands, and grab their
belongings (jackets, hats, etc.).
4:30-5:00: Outside- The children that are still present in the school are led
outside to have free play (not structured games). Just about all the children
are picked up during this time. The children will use the bathroom a lot and
need drinks during this time period. Both are available to them. If the
weather does not permit the children to go outside, the children will stay
inside the classroom and continue with the enrichment activities (baskets,
books, puzzles, etc.).
5:00-5:30: Stories, puzzles, clean up- This time of the day, there are
only and handful of children, usually the teacher that is present will read
stories to the children. The children that dont want to read stories are able
to grab a puzzle or a quiet activity while they wait for their family member to
come pick them up. The school is closed down (blinds down, floors swept,
doors locked, etc.) at this time. If a child is not picked up before 5:30 the
parent or guardian is charged $1 each minute that he/she is late. The parent,
guardian, or family member is contacted to let them know it is past 5:30.
Before the children are able to leave, they must clean up their area, wash
their hands, and grab all of their belongings.

Analysis
The following plan is created for preschoolers and is designed to teach
them how to interact with other children in a positive and friendly way, all
the while encouraging prosocial behavior and limiting conflicts. As a teacher,
we can facilitate prosocial behavior in childcare centers by providing children
with sharing, helping and cooperation opportunities. I as the
teacher/caregiver will plan activities that allow children to work together
rather than compete against one another and so forth. For example, I can
separate them into pairs and provide each pair with a tub of building blocks,
such as LEGOs, and ask them to work together for 15 minutes (long enough
to be productive) building various objects that they like and are interested in
such as: cars, planes, boats, flowers, etc. This will also leave ample room for
scaffolding if I pair up children with different skills and abilities. I will
communicate to the children the clear expectations, and set appropriate
classroom boundaries and limits. The children need and will be aware of the
expectations for behavior both in and outside of the classroom, through the
use of classroom limits and continuous verbal reinforcement by the teacher. I
must always try to model a consistent approach, and give praise and
punishments equally, dependent on the behavior and not on the child. As a
class, we will decide on the rules based upon their individual needs. They
should guide the children and be clear, fair, and consistent. They should also
help everyone in order to promote healthy exploration and growth and
development. No one is perfect, so when mistakes happen, we should value
them as learning opportunities. We must listen and respond to children when
they talk about their feelings and frustrations, and redirect them to a more
acceptable behavior. I feel that it is very important to teach children how to
peacefully resolve conflicts, which leads to making better choices and
modeling skills that help not only themselves, but other children as well. It is
always necessary to allow children breaks to improve on their behavior, not
the same as time outs. From experience, I have learned that most often the
classrooms that receive a daily break of 30 minutes or more displayed
improved classroom behavior. Regular recess also plays an important role in
the learning, social, motor development, and health of children. My schedule,
plans, and daily routines always ensure that children have access to regular
breaks, and create opportunities for the class to refresh and re-energize
being that the weather permits.
As you can see on the floor plan that is attached, I structured the
classroom environment to assist all the children in the best way possible for
them to learn what to do, and how to use the equipment/materials that are
provided. The materials and storage units will all be labeled with pictures and
words to facilitate childrens work in putting things away themselves. I will
check them regularly for safety and cleanliness. This room provides
adequate and appropriate use of space to accommodate movement, large
and small groups, and solo play. I have also established predictable
schedules and routines that assist children to manage their own behavior,

and they are hanging throughout classroom for all the children to see. My
indirect guidance plan helps each individual child (with or without an
exceptionality) accomplish numerous skills and makes them feel that they
belong here. They can feel safe and secure, all the while exploring and
trying out their own ideas. Through this plan, the children are able to do the
following: accept responsibility, respect themselves and others, think for
themselves, express feelings, solve problems, and empathize with others.
This plan is a prime example of providing an environment that lets kids do
what kids do.