Danielle Anderson 5/4/2017

Children with Differing Abilities

LP #7 Daily Schedule

Pre-K Daily Schedule

Under each scheduled activity, I have listed what events should be happening during this time.

Below the Schedule, I have explained why I chose this schedule, why it is arranged this way, and
any additional information regarding the schedule that will help with implementation and
understanding.

6:00-7:45 Arrival time with choice centers

During this time, the children are free to come into the center, get comfortable, and interact with
peers freely. Open centers should include paper markers/crayons station, rest/wakeup space with
books, dramatic play, blocks, sensory/discovery (items from day before), small manipulatives.
Teachers prep for breakfast when not greeting families.

7:45-8:00 Cleanup/transitions

Songs and games can be played to assist in clean up.

8:00-8:30 Breakfast

Children and teachers eat family style at large tables. This is a time of peer and teacher
interactions as well as teachable moments regarding health and nutrition & Observations.

8:30-8:40 Cleanup/Transitions/Bathroom

Songs and games can be played to assist in clean up and ready children for next activity.

8:40-8:55 Morning circle time

During this time, large group discussion happens, talks about the weather & calendar, daily jobs,
good morning songs, a short story, and themes of the day/week.

8:55-9:05 Morning stretches

Teacher lead stretching and large motor activity. Effective way to get wiggles out before
curriculum. (can be done any time of day as well)

9:05-9:15 Transition/prep time/Bathroom

Songs and games can be played to assist in clean up and ready children for next activity.

9:15-10:00 Curriculum/Centers

This is the time to break children out into small groups for centers and exploration of curriculum
materials. Teacher should choose one or 2 activities to station themselves at while remaining
available for all children at all times. Centers should include language arts station, math, science
and discovery, blocks and dramatic play, Art exploration.

10:00-10:15 Transitions/Cleanup/Outside prep

Allow time for children to put on inclement weather gear and sunscreen.

10:15-10:55 Outside/Large Motor

A planned large motor activity should be made available such as bug hunting, kick ball, and tag
but this is a choice time for children. Teachers can facilitate play and observe peer interactions.

10:55-11:05 Transitions/Water break

Offer water throughout the day.

11:05-11:20 Music exploration/Stories

This is a time to gather children for a story and guide them in exploring music and musical
instruments.

11:20-11:30 Nap prep/Bathroom

Encourage children to prep for nap themselves and assist when needed. Wash hands before every
meal.

11:30-12:00 Lunch

Children and teachers eat family style at large tables. This is a time of peer and teacher
interactions as well as teachable moments regarding health and nutrition & Observations. Ask
open ended questions about happenings of the day.

12:00-12:10 Transitions/stretches

Stretching before nap is proven to prep body for rest and calm the body.

12:10-2:30 Nap/quiet activities

If children do not nap or wake early, use this time to have one on one time with the child, do
assessments, and allow time for ABC Mouse.

2:00-2:30 Bathroom/Small manipulatives

As children wake up, they can use the bathroom and play with small manipulatives.

2:30-2:50 Blocks and Dramatic Play/ game or songs

After the lights have been turned on and everyone is awake, children can get their wiggles out
with a few large motor activities such as block play, and large group songs (Bear Hunt).

2:50-3:00 Cleanup/Snack prep

While children finish putting nap items away and cleaning up activities, the teacher can prep for
snack with a few helpers.

3:00-3:30 Snack

Children and teachers eat family style at large tables. This is a time of peer and teacher
interactions as well as teachable moments regarding health and nutrition & Observations.

3:30-3:45 Outside Prep time/Bathroom

Allow time for children to put on inclement weather gear and sunscreen.

3:45-4:30 Outside/Large motor

A planned large motor activity can be made available such as kick ball and tag but this is a
choice time for children. Teachers can facilitate play and observe peer interactions.

4:30-4:45 Transition/Water break

Allow for multiple water breaks throughout the day.

4:45-5:00 Group meeting/circle time

After children come back inside, sit with them and have a meeting about the day. Review the
days concepts and discuss any concerns, breakthroughs, and positive feedback (keep negatives
brief and minimal. Always end with the positives) sing goodbye songs.

5:00-6:00 Departure/Choice center rotations/Curriculum review

As parents arrive (at various times), children rotate freely through review stations and open art.
 Narrative

This schedule should be used as a guide. Some activities may take longer than others and
time can be adjusted accordingly. Meals, nap, and outside time should be kept on schedule. I
included time allotment for transitions, clean ups, and bathroom breaks. Its important to give
teachers and children time between activities to switch their brain to new learning. Many
children need ample time to clean up and finish a previous project. I wanted to make sure
bathroom time is allowed as needed but time can be offered to remind children to use the
bathroom, especially when potty training or before leaving the classroom. These transition times
also work as a buffer in the schedule if an activity runs long. Centers should flow freely and
activities are relevant but not limited to the theme. Art materials can be rotated daily or weekly
but a variety should be available at all times. Art is process/experience based. I made sure that
this schedule varies between active and sit down activities. This way the children are not doing to
many sit down things at one after another. The schedule needs to alternate and keep the children
interested.

Much like a Montessori school, my role as an educator is to be a facilitator for peer

interactions and conflict resolution and to guide children through learning material when my help
is needed. I am here to foster growth and discovery while introducing children to new
experiences. I foster a love of language and literature through my enthusiasm for books. The
children should be involved in the creation of the curriculum. Their input us important and
curriculum should be adaptable to fit the interests, needs, and ability of all the children in the
classroom. I like to base my curriculum off of nature and science as often as possible.