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(Unit 5) Topic 4: Early Childhood Classroom Schedules and Routines

2 Clock Hours of Early Childhood Education

Key Elements of the Daily Schedule: Routines  

​Topic 4 Page 2

In this topic, you will learn basic information about planning for an early care and education classroom. The daily schedule and weekly lesson plan are the planning tools that organize the daily routines and activities for the early childhood classroom.  The daily schedule provides a timeline that guides classroom activities and routines.  The weekly lesson plan provides specific information on learning activities and experiences.  Daily schedules and lesson plans are adapted based on the individual needs, ages, and developmental levels of the children.

As much as children may not admit it, they prefer routines and structure. While they may seem perfectly content to go about their days willy-nilly, the framework of routines and schedules creates a pattern of predictability that eases anxiety and apprehension. While creating a routine or schedule for your classroom is actually shifting the control in favor of the teacher, children feel some control or ownership over their day  when they know what will be happening and when. Along with the feeling of security, establishing routines can support positive behaviors as it ensures that children’s basic needs are met. This makes a daily routine or schedule very important.​

Have you ever been in a classroom that seemed to be out of control? Or maybe everything was running smoothly until a last minute change in schedule caused confusion? This is evidence that schedules are vital to the operation of a classroom.  

A well-planned schedule will:

• Prioritize the need for children to interact with their peers, teachers, and learning materials. 
• Allow sufficient time for children to initiate and complete activities, and participate in creative movement and self-expression. 
• Alternate active and less active learning moments rather than lengthy periods of sitting still. 
• Respect the need for young children to rest or be active as it is appropriate and does not compromise quality learning time. 
• Reflect integrated teaching rather than class time separated subject by subject. 
• Provide ample time for children to learn through center-based instruction. 
• Allow for smooth transitions between activities or classrooms, with the teacher capitalizing on these transitions as learning moments. 
• Provide opportunities for children to share with the group and take pride in their accomplishments. 
• Structure time for collaborative planning so that students develop ownership with classroom learning activities.

1. ​Real Approaches to Circle Time Community Building
2. Lets Tell a Story: Here is one example and a fun way to engage with children in storytelling.
3. Practicing Circle Time Routines
4. Using Prompts for Classroom Management

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