Preschool Daily RoutinePreschool classrooms utilize the High Scope educational approach to learning. Each classroom follows a daily routine or schedule of events to provide consistency for both children and adults. Each classroom is divided into clearly defined areas of interest such as house area, quiet area, art area, toy area, block area, table area…etc. Each area contains materials and equipment that are obvious to that area of interest. Furniture is arranged so children can move easily from one area to another. All materials and shelves are labeled with pictures and words to help children easily locate and return necessary items. An important aspect of the daily routine is the “Plan-Do-Review” process. Each child plans their own work activity, carries out that activity and then is given an opportunity to reflect upon their work. A typical daily schedule may include the following activities:
¨ Greeting or Circle Time: All children gather with a teacher for 10 to 15 minutes to participate in songs, fingerplays, circle games, discussing the question of the day or reviewing the daily schedule.
¨ Planning Time: The children are divided into two groups and are each assigned to one of the teachers. Children communicate to the teacher the area in which they wish to work and the materials or activities they wish to do. This may be done verbally, through writing, getting an object from a work area, or pointing to pictures. Teachers utilize a variety of methods to encourage the children to communicate include telephones, cameras, binoculars, hula hoops, microphones…etc.
¨ Work Time: Children begin by working in the areas of their plan. Children are free to change areas as their interest requires.
¨ Clean up Time: Children learn to become responsible and independent by putting away their own materials and helping others to clean up. Shelves and materials are labeled to assist the children in being successful in their efforts.
¨ Recall Time: The children return to their planning time groups to discuss their Work Time activities. They are encouraged to communicate by using some of the same methods mentioned for Planning Time.
¨ Small Group Time: The children again divide into two groups and are assigned to a teacher. This time is used to work on cognitive, language and fine motor skills. The teacher plans the materials for children to use during this time. The teacher begins the lesson, then allows the children to further explore the materials in an open-ended manner.
¨ Large Group Time: All children gather with a teacher to participate in large motor activities. They may play group games, move in a variety of ways to music (i.e. marching, crawling, jumping, hopping) or use objects such as ribbons, scarves, bean bags or musical instruments.
¨ Outside Time: Teachers plan large motor activities according to the equipment and the availability of outdoor space. Activities may include playing with boxes, sidewalk chalk, blowing or chasing bubbles, playing in sand, raking, hoeing, planting or water play.