Importance of schedule and routine for Young children
The schedule and routine components of planning can help create a framework of security for young children. “Children who are provided with a predictable schedule and secure environment are more likely to feel confident about exploring their world…. Through these explorations, children strengthen their connections to the people and environment around them” (Klein, 2002). The format becomes familiar to them, and they welcome the periods of self-selected activities, group time, outdoor play, resting, eating, and toileting. The establishment of trust that grows between teacher and parent is based on consistent daily contact and the well-being of the children.
An Educational Program is a process by which educators use Five Specific Principles that are universal concepts accepted by professionals working with young children:
– All children are unique.
– Children’s parents are their primary educators.
– Children learn though play.
– A child’s whole being develops as one.
– Children take learning into their own hands.
These principles guide educators in their Three Main Responsibilities:
– Establishing a learning environment.
– Planning and conducting activities.
– Intervening democratically with children, parents, and staff members.
Planning Play Experiences
Why Do Early Childhood Educators Plan Play Experiences?
– Supportive guidance from adults is essential for moving children to higher levels of development.
– To help children develop in their use of play as a vehicle for increasing neural structures.
Why Plan
-To help children practice skills they will need later in life.
– To gauge a child’s developmental progress
When children are engaged in an activity, all areas of their development; Physical, social-emotional, cognitive and language are being stimulated. Any growth in one dimension triggers growth in others. It is important for educators to recognize all areas of development and to plan intervention, environments, and activities throughout the day that foster overall development of the child.
Because the child’s whole being develops as one:
– Design an environment that fosters all areas of development (physical, social-emotional, cognitive and language).
– Provide various materials with the objective of fostering all areas of development.
Because the child’s whole being develops as one:
– Establish a daily and weekly routine that meets the developmental needs of children.
– Observe children to discover their abilities and talents in all areas of development, and plan activities that build on these.
– Plan situations and play activities that foster the development of the whole child
Because the child’s whole being develops as one:
– Record observations about the children.
– Guide children in productive ways so that, they may benefit from all learning opportunities.
– Talk with children about their play.
– Keep challenging children.
– Collaborate with parents and colleagues.
Children Take Learning into Their own Hands
All children already possess the seeds that will allow them to develop to their full potential. Educators don’t do the learning for the children, but they water the seed of learning by providing age-appropriate challenges that reinforce the children’s abilities and build on them.
Educators open the way by encouraging children to make choices, observe, experiment, explore, interact, and be autonomous. We empower children when we allow them to develop their own thoughts, feelings, and bodies, and support them in communicating their ideas, making links, being curious, and interacting actively with the world around them. When we provide children with opportunities especially created for them, they become active learners and gladly participate in the process.
Because children take learning into their own hands:
– Establish clearly-defined, well -equipped learning centres in playrooms.
– Ensure that the learning environment is at children’s level and fully accessible.
– Arrange materials to encourage autonomy, decision-making and active involvement.
– Label shelves and transparent bins with pictures that show where material belong.
Because children take learning into their own hands:
– Allow children to choose activities and materials according to their interests.
– Offer open-ended activities.
– Plan activities that foster success.
– Use playroom management tools (planning boards, job boards).
– Plan activities that stimulate children to discover their interests and encourage them to act upon them
I. Time Schedules
An Unstructured Timeline that explains what each time slot will consist of.
Basic things to remember when creating your time schedule:
– Provide for alternating periods of quieter and more active experiences.
– Provide for indoor and outdoor play.
– Have reasonable pace throughout the day.
– Have a balance between individual self selected learning experiences as well as small and large group activities.
What should it include?
Meeting the Needs of Children
– The schedule should provide for alternating periods of quieter and more active experiences.
– The schedule should provide for indoor and outdoor play. (Include alternate activity periods for inclement weather.)
– The schedule should provide for a reasonable pace throughout the day.
– The schedule should provide for a balance between individual self-selected learning experiences, and participation in the more structured small-group times.
– The schedule should provide for routines.
Meeting the Needs of Adults
– Adults need variety just as children do.
– Adults need respite from being constantly with children.
– The schedule must provide time for caregivers to greet and chat with parents at the beginning and end of the day.
Sample Timetable
9:00 – 9:10 Good Morning – individual hello’s
9:10 – 9:30 Show and Tell
9:30 – 9:45 Exercise Time
9:45 – 10:00 Bathroom Time
10:00 – 10:30 Snack and Quiet Book Time
10:30 – 11:15 Centre Time
11:15 – 11:30 Math Activity
11:30 – 11:50 Language Time
12:00 – 12:30 Lunch
12:30 – 1:15 Recess
1:15 – 2:00 Quiet Time (Rest)
2:00 – 2:30 Free Play
2:30 – 2:45 Story Time
2:45 – 3:00 Review of the Day’s Events
3:00 – 3:15 Prepare for Home
As the children arrive it is important for early childhood educators/educational assistants to remember, that the children’s parents are their primary educators. Educators play a really important role in children’s lives, because children spend many hours each day in their care. However, it is very important that child and family services workers never forget that parents are the primary educators of their children.
The educator’s role consists in providing learning opportunities to children that complement and reinforce the families’ values, attitudes and behaviours at home. Children will always benefit if parents and educators are consistent in their educational approaches at home and at the centre. This implies constant communication between parent and educator. Parents should also have access to the centre’s facilities throughout their child’s day.
It is important that you greet each child upon arrival. The parent should bring the child to the playroom used for arrival time, where children of different age groups gather until most of the children have arrived. It is important that you, or the educator present, ask the parent for any information that might have an impact on the child’s day. Some children will feel separation anxiety and will cry as they see their parents leave; it is important to take time to comfort these children and to have them focus on an activity or a toy that is fun. Typically, these children soon integrate into the group.
Engagement | Exploration | Application | Connection | Top
created 12-Oct-2009
modified 12-Oct-2010
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