Open – 8.00 a.m. – 8.15 a.m.
Teachers prepare for school
8.15 a.m. – 8.30 a.m.
Children’s arrival and breakfast
8.30 a.m. – 9.00 a.m.
9.00 a.m. – 9.15 a.m.
9.15 a.m. – 10.25 a.m.
Activity center time
10.25 a.m. – 10.40 a.m.
10.40 a.m. – 11.10 a.m.
Outside play, creative movement, show and tell or music time
11.10 a.m. – 11.40 a.m.
Learning centers and small group activities
11.40 a.m. – 12.10 p.m.
12.10 p.m. – 12.30 p.m.
12.30 p.m. – 2.15 p.m.
Rest time and quiet work time
2.15 p.m. – 3.00 p.m.
Learning centers and small group activity
3.00 p.m. – 3.15 p.m.
Whole group and time and read-aloud
3.15 p.m. – 3.30 p.m.
3.30 p.m. – 4.15 p.m.
Outside play, creative moment, show and tell or music time
4.15 p.m. – 5.00 p.m.
Activity center time
Dismissal and departure
Explanation of the Various Areas in the Classroom Schedule
The staff prepares the classroom by putting down chairs from tables, putting mats on the floor for circle time, preparing the snacks for the day, putting up projects and developmental skill zones on the tables, switching on the computer, preparing hand sanitizer solution, and washing hands for the day.
Children’s Arrival and Breakfast
Families are welcomed to the preschool. The tutors greet the kids and hearten them to hang up their backpack and coat on the locker and assist them to switch to free play activity. It is suggested that caregivers or parents just stay a few minutes to say goodbye. Families are heartened to have their kid arrive by 8.15 a.m.
Free play offers openings for social interaction and learning. Self-directed areas of interest are set up to enable kids to autonomously select activities that assist them separately and adapt to the commencing of the day (Nava, Vargo, & Babino, 2016).
Circle time is a more organized environment where kids are asked to practice self-control, escalate attention time, and develop skills for listening. The kids greet each other, mark the calendar, record the weather, listen to narratives, sing songs, speak on what they would love to learn that day, and practice fingerplays. Children are encouraged to take turns listening and talking to one another.
Activity Center Time
Kids are encouraged to freely select whichever from all the centers discussed below. Particular activities and skills checks are promoted by the tutors during activity center time.
Art – air project offers kids with openings for broadening their imagination and creative expression besides finding aesthetic joy from art itself. Fine motor skills such as cutting paper and holding a paintbrush are developed when kids create art. Self-regulated art projects that are specific for every child are encouraged.
Blocks – constructive play enables kids to make creations of their unique design, whereas developing ideas of weight, shape, numbers, and size. Eye-hand synchronization, besides a sense of achievement, is similarly nurtured in this area.
Books – we have a comprehensive library of an array and age-suitable literature for kids. This cozy area offers a quiet zone to relax and read. Book reading upholds language, listening, and cognitive skills (Mazzucca, Hales, Evenson, Ammerman, Tate, Berry, & Ward, 2018). Families are advised to sign up to be classroom readers.
Computer – the computer center in our classroom is used to encourage social interaction, peer tutoring, fine motor skills, and cognitive learning. College scholar volunteers enable this activity every day.
Dramatic Play – kids are encouraged to set up on puppet shows, dress up, and take part in pretend or dramatic play. This improves imagination and creative expression, oral skills, social role-play, and story-telling by providing an array of age-suitable and multi-cultural materials.
Language – language arts is an essential aspect of our curriculum. We uphold a language-rich setting where kids are inspired to freely articulate themselves, take part in social problem solving and apply their phrases. Observations, conversations, and stories are told by the kids and posted around our school. Written phrases in scribble form are the commencement of an affirmative approach toward language.
Large Motor – our inspiration for large motor skills is customized to the personal level of every kid and inspires coordination, balance, and muscle control. The preschool lab has a slide for climbing platform inside the institution besides riding toys, barrels, and large trucks.
Math – math activities expose kids to numerical features like number recognition, counting, one-to-one communication, more or less than, and grouping things into sets (Alhassan, St. Laurent, & Burkart, 2018). Hand-on encounters inspire the comprehension of mathematical ideas.
Science – science encounters enable kids to discover, take risks, question, examine, touch, and explore. A science table is put up year-round to hearten everyday experimentation. Pets, gears, scales, sensory tables, and simple tools are a part of the classroom and enable science exploration. Exposure to scientific ideas is improved by the availability of the outdoor biology lab, incubator, and science exhibitions.
Small Motor – these activities enable kids to develop eye-hand synchronization, fine motor control, and manipulative skills. Some small motor activities involve Lego blocks, puzzles, geo-boards, stringing beads, painting, and play-doh.
Woodworking And Cooking – our cooking facilities and woodworking station are situated in the preschool lab. Woodworking projects improve eye-hand synchronization skills and small muscle development. During cooking activities, kids follow instructions, count, and measure. For safety purposes, these areas are more organized, tutor facilitated and are offered during planned sessions.
Kids share the duty of cleaning up the preschool. Self-help aptitude like washing hands, independent toileting, rinsing cups, and pouring juice is encouraged. Snack is likewise a social time where kids visit with one another and the tutors and learn table manners. Healthy eating is upheld and several nutritional foods area part of snack-time.
Outside Play, Creative Moment, Show And Tell or Music Time
Outside Play And Creative Moment – we use the playground outside the preschool anytime possible. Kids develop their large social and motor skills during outside play (Alhassan, St. Laurent, Burkart, Greever, & Ahmadi, 2019). Swings, a climbing structure, balls, tricycles, child-sized playhouse, and scooters are included in the playground apparatus.
Music– activities made to assist kids enjoy singing and explore sounds, moving and listening to music. By using voices, instruments, and recordings, kids learn pitch, beat, and rhythm. College scholars majoring in music might occasionally lead these sessions.
Show And Tell – whereas kids share their particular items from home during this activity, it is similarly a learning experience. Show and tell enables kids to develop cooperative and language skills in a familiar environment.
Learning Centers and Small Group Activities
Kids select from learning center activities such as creative arts, blocks, library, dramatic play, manipulatives and math, writing, and sensory and science. This time usually involves small-group activities.
Kids wash their hands, assist set up tables, and get ready to take lunch the family-style.
Kids assist clean up lunch and switch to rest time
Rest Time and Quiet Work Time
Most kids rest or nap quietly. As kids wake up, they can choose from an array of quiet activities, such as drawing, playing, looking at books, and writing.
Whole Group and Time and Read Aloud
Kids assemble for a structured whole-group activity.
Dismissal and Departure
Dismissal and departure is the closing routine of a busy day. The kids sing the goodbye song, practice self-aid skill by wearing their coats, and collecting information or projects to be carried home. The caregiver or parent is asked to get into the classroom to pick-up their kid.
Alhassan, S., St. Laurent, C. W., & Burkart, S. (2018). Preschool-Based Physical Activity Interventions in African American and Latino Preschoolers: A Literature Review. Kinesiology Review, 7(2), 142–150.
Alhassan, S., St. Laurent, C. W., Burkart, S., Greever, C. J., & Ahmadi, M. N. (2019). Feasibility of Integrating Physical Activity Into Early Education Learning Standards on Preschooler’s Physical Activity Levels. Journal of Physical Activity & Health, 16(2), 101–107.
Mazzucca, S., Hales, D., Evenson, K. R., Ammerman, A., Tate, D. F., Berry, D. C., & Ward, D. S. (2018). Physical Activity Opportunities Within the Schedule of Early Care and Education Centers. Journal of Physical Activity & Health, 15(2), 73–81.
Nava, M. J., Vargo, K. K., & Babino, M. M. (2016). An evaluation of a three-component multiple schedules to indicate attention availability. Journal of Applied Behavior Analysis, 49(3), 674–679.
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