Generally speaking, the daily schedule should have large chunks of time dedicated to broad activities. It is far more important to have an hour scheduled for “free play” and the next hour scheduled for “outdoor time” than to include a ten-minute chunk for “transition” or “bathroom break.” The broad categories ensure fluidity and allow the teachers to meet the needs of the group flexibly on each day.

Mathematically, sticking to a daily routine allows children experience sequencing first-hand and will help when it comes time for more sophisticated math operations such as adding and subtracting two digit numbers and understanding the order of operations, the rules that define which procedures to perform first in a math equation (surely we all remember: PEDMA or Please Excuse My Dear Aunt Sally/parentheses, exponents, multiplication, division, addition, subtraction). The order of routine in the classroom becomes meaningful to children when they realize, for example, that they can’t sit down to eat snack at the table unless they’ve first cleaned the table of playthings (“cleanup time”). This is also true when they are working on getting dressed to go outside. First the children put on their coats and then they put on their mittens. The natural consequence of putting on mittens before coats is that for most, it simply isn’t possible to zip the zipper or close the buttons with mittens on. Encouraging “order of operations” within the classroom structures and activities by allowing the children to see, feel, and experience the natural outcomes of the sequencing hammers the concepts home in real and meaningful ways.

When creating a schedule, don’t forget to allow ample time for transitions which can be stressful to both children and adults); be sure to incorporate a realistic time for clean up, hand-washing, and dressing (for going outdoors), in addition to snack set-up and preparing to go home. Transitions are learning opportunities in their own right! However, best practice asks that we minimize transitions as much as possible to lessen the anxiety associated with them and to increase the time children spend at play.

I have seen a preschool class transition from free play to cleanup time, only to sit at the rug and wait for the whole group to transition to the washroom for hand washing. Once arriving at the washroom, all of the children had to sit against the wall and wait to have their turn washing their hands. Once they were done, they lined up and waited for all of the children to finish. They then went back to the classroom and sat at the tables while they waited for the snack to arrive. Each part of this scenario is another transition and there are far too many. How would you reduce the above-described transitions down to 2?

I have found that teachers who voice the daily routines as a part of their practice encourage this type of thinking in the children. It is OK and actually recommended that you say things like, “First we have snack and then we go outside.” Or, “After you wake up, your dad is coming to get you.” Even though you might think you say these things every day – all day long – young children do not have enough experience in their short lives to know for sure how the schedule works. They need reassurance about their upcoming activities and the way their day will unfold. You can provide that by giving voice to the daily routines in your classroom.

posted by Alison Balis Hirsch

What encourages families to choose your program over another program?  For many families it is simply logistics.  The hours, location, cost and flexibility are pretty high on most families’ list of needs.  However, I think – all of those things being equal – families choose programs that are safe, organized, well-run, clean, happy, and educational.

You might have noticed that I put “educational” at the end of the list.  This is because I believe that all of those other things need to be in place before children can learn.  Let’s now assume that all of those things are in order.  Parents want to feel welcome and included.  That means that you must have an open-door policy that welcomes parents whenever they can come by.  Now, I have heard teachers say things like, “But I find that really disruptive” or “The parents will be hanging around all of the time”.  In 20 years in the field, I only ever knew 1 mom who wouldn’t leave, and she was not altogether there (if you know what I mean).  Most parents want to know that they can come by, but most won’t or can’t.  They just was to know that it is an option.

I also believe that the the director should be able to articulate the philosophy of the program in a way that makes sense to families.  Then the teachers need to show that philosophy in action.  If your philosophy includes a carefully planned out daily schedule that includes outdoor time from 10-11, you should expect that parents will expect to see the children outdoors during that time.  In addition, if you believe that children learn through play, the the schedule should include large chunks of time devoted to free play.

It is also incredibly important that you can articulate what you believe about how young children can and should be exposed to early literacy and numeracy.  It is as important to be able to describe how you plan to approach early learning in math as it is in all other academic areas.

In one or two sentences, can you tell us what you say to parents about your approach to math?