A Day in the

Life of a Five Year Old Child

in a Kindergarten Classroom

Description of the Class

Program (Blocks of Time)
maximizes every single second with learning

experiences that are instrumental to his/her

balanced growth and development as
excellent for functionally literate individuals
ensures that every learner is dynamically and

cooperatively involved in all learning

experiences blended with a holistic and childcentered approach of teaching

BLOCKS OF TIME
Time

Minute
s

Activities

7:30 7:40

10

Arrival Time

7:40 8:00

10

Meeting Time 1

8:00 8:50

50

Work Period 1

8:50 9:10

20

Meeting Time 2

9:10 9:25

15

Recess

9:25 9:45

20

Rest/Story Time

9:45 10:30

45

Work Period 2

10:30 10:50

20

Indoor/Outdoor
Activities

10:50 11:00

10

Meeting Time 3

7:30 - 7:40 Arrival Time

Arrival Time 1- areas of development

Language Development

listening, speakingstorytelling
Introduce & reinforce routines
and rules
Exploration of materials of
their choice
Browsing through books
Drawing/writing
Gathering news
Chatting with peers/teachers

Arrival Time 1- Learning Activities

This is the period of individual, peer or

group exploration of literacy resources like

picture or story books, manipulative toys
or literacy resources in the reading corner
while waiting for the other coming
children.
Upon arrival in the room, every child is

asked to establish his/her presence in class

by getting his/her picture/name card on
the attendance chart. This routine is
deemed more developmentally
appropriate than the traditional roll-call to
check attendance.

:40 - 8:00 Meeting Time 1

Meeting Time 1
First whole group activity

for the day

Perfect context for:
teaching children how to

behave confidently and fairly

in a group
teaching children how to take

turns talking and listening to

each other

Meeting Time 1 - Learning Activities

The introductory or preparatory learning activities for the
day. This includes the following;
Class Circle for teacher-guided recitation e.g. prayer,
songs, etc.
Teacher-led physical exercises
The review and monitoring of childrens study routine at
home with their parents/guardian is also done in this
learning block of time.
The teacher facilitates the childrens sharing in a class
circle. Sharing is not a compulsory task for the children
but the teacher may encourage them to participate so
they could have the opportunity to articulate their ideas
independently.

whole group discussion: themerelated concepts

8:00 8:50 Work Period 1 - Areas of

Development
Provides children with opportunities to:

Explore the environment

Develop thinking skills, observing,

problem-solving, measuring
Develop creativity, generating ideas,
creating products

Work Period 1 - Learning Activities

The longest block of time within the three and half

hour program.
Children work in small groups, in pairs or individually

on either teacher-assigned or child-initiated

activities.
Some activities would need direct supervision and

guidance from adults (teacher, parent volunteer),

while others can be done independently by children
and will require minimal instructions and adult
supervision.

Work Period 1 - Learning Activities

Activities will mainly focus on the language literacy

development that include exploring sounds/names of

pictures, objects, and letters; engaging in
dramatic/role play; playing letter and word games;
exploring a variety of materials to sort and classify,
match lowercase and uppercase letters, making
storybooks and doing simple art projects related to
theme studies they are exploring.
The children will also be given time to clean up

afterwards.

8:00 - 8:50 Work Period 1

Work Period
1

Teacher-Supervised Activity
Group 4

Group1

Independent
Activity
Group 3

Group 2

Work Period: Lit-Based Activity

from the story: Ang
Barumbadong Bus

Group 3
This group also draw
transportation they have
seen in the community.

Group1
Teacher-supervised (smallgroup): kinds of
transportation that can be
seen in land, air and water.
Alaska Elementary School, Cebu

Group 2

Another
group did
the cut-out
pictures of
transportati
on in the old
newspaper.

Dramatic Play
Provides opportunities to:
develop childrens imagination
use language, movement and sound to

symbolize people, objects & events

practice interpersonal skills:
collaboration, group problem-solving

Visual Art Activities

Provide opportunities for:
Expression of feelings and thoughts
Using symbols or representations of

people, objects and events

Arts and Crafts

Scribbling and drawing,

painting, molding,
manipulating play dough
and clay, cutting,
pasting

Eye-hand coordination,

fine motor skills needed

for reading & writing

8:50 9:10 - Meeting Time 2

Second whole group activity for the day that provides
children with opportunities to:
Share experiences
Plan the day
Make choices
Problem-solve

Meeting Time 2- Learning Activities

The children are once again gathered by the teacher

as a whole group.
They look at the work done by some groups and
have children share about what they did during
activity period.
This is also a time for reviewing concepts previously
learned. They also count the number of boys and
girls and adults present.
Then the teacher calls the children individually in
preparation for washing their hands before eating
snacks.

9:10 - 9:25 Supervised Recess

Cooking Activities

Food Preparation, Cooking

& Mealtimes
Provide opportunities for:
Multi-sensory experiences
Experimentation
Planning and decision-making
Communication

Recess Time

Supervised Recess areas of

development

Gives children a chance to refuel on many

levels: physically, emotionally, socially
Children take their snacks and a chance for
teachers to incorporate hands-on activities
to develop desirable table manner. Values of
being independent, disciplined and being
conscious about healthy and nutritious food
are deliberately integrated.

Supervised Recess areas of

development

This is the nutritious/nourishing power

break for the learners.
Fruits and other nutritious food should be
encouraged by the teachers as snacks for
children.
Proper etiquettes for eating will be part of
the teachers instructions as he/she
facilitates this power break activity.

Supervised Recess areas of

development

Gives an opportunities to:

A chance for teachers to incorporate

hands-on activities to develop desirable

table manner
Values of being independent, discipline

and being conscious about healthy and

nutritious food that are deliberately
integrated.

Gives an opportunities to:

A chance for teachers to incorporate

hands-on activities to develop desirable

table manner
Values of being independent, discipline

and being conscious about healthy and

nutritious food that are deliberately
integrated.

9:25 9:40 Story/Rest Time

Provides opportunities for:
Listening and speaking
Imaginative
thought
Making predictions

Story/Rest Time Learning

Activities
During this time, children can browse
through picture books with peers and
teacher. This is a very important investment
in helping children to read because it gives
them the opportunity to explore books in a
relaxed way, helping them to appreciate
books and stories.

Story/Rest Time Learning

Activities

During storytelling, children gather around

by the Teacher to listen to a story chosen
by the children to be read to them or a
story chosen by the teacher that is related
to a theme they are studying.
Stories can be either in Mother Tongue,
Filipino, and English. Storytelling will also
be maximized for introducing values. It will
be followed by discussions about the story
and/or dramatization of the story.

Work
Period
1 (8:00

9:45 9:30
Work Period
2
8:35 am)

Work Period 2 Area of

Development

Provide children with opportunities to:

explore the environment
develop thinking skills: observing, problemsolving, measuring
develop creativity: generating ideas,
creating products
Learn to work independently and
collaboratively
Make choices about their work
Gain control over what they do

Work Period 2 Learning Activities

The longest block of time within the whole
session. Activities focus on the development on
mathematics or cognitive domain that include
exploring unstructured materials such as
playdough/clay, paint, water, sand/soil and
manipulatives; playing objects/counters and
number games; exploring a variety of materials to
sort and classify, match, arrange in sequence and
count; making books on number and doing simple
art projects related to theme studies they are
exploring. The children will also be given time to
clean up afterwards.

9:20 10:00 Work Period 2

WaterPlay
and Sand Play
Sand

Objective: explore the attributes of

sand

Water Play

Objective: explore the concept of

a science
experiment

measurement
activity

sensory activity

10:00 10:20
INDOOR/OUTDOOR

10:20 - 10:30 Indoor/Outdoor

Activities

Provide activities which may either be

quiet or active. Quieting activities include
thinking games and activities that involve
music and light movement.
Activities include sports, simple athletics,
movement activities, outdoor games that
are interesting and suitable to the
childrens age level. They can either be for
small or big groups, pairs or individual
children.
Active and vigorous activities include ball
games, relays, calesthenics, routine

10:00 10:20
INDOOR/OUTDOOR

10:00 10:20
INDOOR/OUTDOOR

10:00 10:20
INDOOR/OUTDOOR

10:20 - 10:30 - Meeting Time 3

Paalam na!
Children are being prepared to go home. They are
reminded on some road safety rules to follow.
The time for classroom restoration and cleaning
up. Personal hygiene instruction is integrated in
this period.
The teachers turn to synthesize the learning
experiences of the children. This will be done
through class reflection circle facilitated by the
teacher.
Reminders and learning extensions are also given
during this period.

10:20 - 10:30 Meeting Time 3

Paalam na!

Remember:
You wouldnt reach a
thousand miles without
starting with a single step.
And as for our future leaders,
they start with this single
step.
KINDERGARTEN.