Daily Schedule
Time
8:00-8:15 AM
Activity
Arrival
Description
-Children will play in the blocks and
puzzles area as they arrive.
-2 minute warning will be given
when it bathroom trips will start.
8:15-8:30 AM
Bathroom
-3 kids will use the bathroom at a
time.
-Children not using the bathroom
will continue to play in the blocks
and puzzles area.
-Children will begin to clean up
once last 3 children go to rest
room.
-Once everyone has cleaned up,
the children will sit at tables.
8:30-9:00 AM
9:00-9:15 AM
Breakfast/Snack
-Parents may choose for their
children to receive breakfast or a
light snack during this time if they
have already had breakfast.
-Food will be served family style.
-Children may read a book once
they have finished eating.
-Children will be given a two
minute warning when breakfast is
wrapping up.
-Books will be put away and
children will be called to line up by
colors they are wearing, pointing to
shapes, or by letters in their name.
9:15-9:45 AM
9:45-10:00 AM
Outdoor Play
-First 15 minutes may be reserved
for class activity such as nature
lessons or gross motor games.
Developmental Areas
Social: Peer/teacher
Interactions (talking to
friends and working
together to problem
solve a puzzle if working
together)
Cognitive: (Thinking
about where to place the
puzzle pieces)
Language: (Talking to
friends or private speech
about their morning or
the puzzles)
Social: Peer/teacher
Interactions (talking to
friends and working
together to problem
solve a puzzle if working
together)
Cognitive: (Thinking
about where to place the
puzzle pieces)
Language: (Talking to
friends or private speech
about their morning or
the puzzles)
Social and Language:
Peer/teacher interactions
(Talking about their day,
what they will be doing
later, what they will do
on the weekend, talking
about the breakfast for
the day)
Physical :( Learning about
nutrition/what having for
breakfast)
Physical: Gross motor
(Large motor skills
outside while
-Children are free to play on
playground equipment.
-Children will be given a 2 minute
warning before they need to go
inside.
-Whistle will be blown when
children need to line up.
10:00-10:15 AM
10:15-11:00 AM
10:15-10:20AM
10:20-10:35 AM
10:35-10:50 AM
10:50-11:00 AM
Bathroom
-3 children at a time will be taken
to use the bathroom.
-Those not using the bathroom will
read books while waiting.
-After the last 3 children have used
the bathroom, they will put away
books and sit at the carpet.
Circle Time
-For the first 5 minutes children
will be shown developmentally
Children’s Yoga
appropriate yoga moves to mimic
Flash Cards
while calm music is played.
Music/Movement -The next 15 minutes children will
Story Time
be taught new words and images
from flashcards that will relate to
the theme at that time.
-For another 15 minutes children
will dance and sing songs which
relate to the theme at that time.
-The teacher will read a themerelated book the last 10 minutes.
moving/playing,)
Social: Peer/teacher
interactions (saying,
“Come chase me”interacting with the
teacher and the children
interacting with each
other while playing,
playing make believe or
role playing)
Language: (Talking out
problems, talking about
who will act out which
role if role playing,
saying, “Tag…you’re it”)
Cognitive: Thinking about
how to portray person
they are acting out,
thinking about what they
want to do while outside.
Diminishing Egocentrism
by understanding others
viewpoints, encourage
exploring / being
creative.
Cognitive: Thinking about
the words in the book
and comprehending their
meaning
Language: Private speech
Physical:
Music/movement will
allow for gross and fine
motor skills
Social: Interactions with
peers/teachers during
movement activity and
flash cards
Cognitive: Thinking about
each yoga pose and to
stay in the pose and
concentrate
Language: Speaking out
answers for the flash
cards, listening to the
story being read
11:00-11:15 AM
Bathroom
11:15-11:45 AM
11:45-12:00 PM
Lunch
12:00-12:30 PM
12:30-1:00 PM
1:00-1:30 PM
1:30-2:00 PM
Nap/Rest Time
2:00-2:15 PM
Reading/Writing
2:15-2:30 PM
Bathroom
-3 children will use the bathroom
at a time.
-Those not using the bathroom will
choose their own book to read
while they wait.
-As the last 3 children use the
bathroom, the class will be told to
put their books away and prepare
for lunch.
-Lunch will be served family style.
-Children may lie on their cots as
they finish eating.
-Each child must rest or nap on
their cot for at least a half hour.
-After they have been awake for a
half hour, children may choose a
book to read for at least 15
minutes.
-After 15 minutes they may write
or draw.
-Children will be encouraged to
write or draw about the book they
read, but it is not required.
-Children will be free to move
between the writing and reading
centers.
-Reading/writing time will last until
2:15 to ensure each child has time.
-Children will be given a two
minute warning till bathroom trips
to clean up.
-3 students at a time will be taken
to the bathroom.
-Students not using the bathroom
will sit at the tables while a teacher
Cognitive: Thinking about
the words in the book
and comprehending their
meaning
Language: Private speech
Social and Language:
Peer/teacher interactions
(Talking about their day,
what they will be doing
later, what they will do
on the weekend, talking
about the lunch for the
day)
Physical : Learning about
nutrition/what they are
having for lunch
Cognitive: Thinking about
the words in the book
and comprehending their
meaning. Thinking about
what to draw, write,
create
Language: Private speech
Physical: Fine motor by
manipulating drawing
utensils and book pages
Cognitive: Thinking about
the words in the book
and comprehending their
meaning. Thinking about
what to draw, write,
create
Language: Private speech
Physical: Fine motor by
manipulating drawing
utensils and book pages
Physical: Gross and fine
motor movement with
activity
Social and Language:
leads them in a movement activity
or game.
2:30-3:00 PM
3:00-3:15 PM
Free Play
3:15-3:45 PM
Snack
-Once all children have used the
bathroom, they will be dismissed
for free play by turning music on
(which will play throughout free
play).
-Each area will have a specified
number of spaces for children’s
name tags.
-Children are free to move around
areas so long as there is space for
their name tag.
-Children will be given a two
minute warning when they should
start cleaning up.
-Music will be turned off and
teacher will announce the end of
free play.
-As children finish cleaning up they
will wash their hands and sit at the
tables for snack.
-Snack will be served family style.
-Once children have finished snack
they may play in the block/puzzle
area.
-A 2 minute warning will be given
when snack time is wrapping up.
Interacting and talking
with peers/teachers
Cognitive: Thinking about
the movements to be
done and correctly doing
them
Social and Language:
Interacting and talking
with peers/teachers,
private speech at times
Physical: Fine motor if
completing activities such
as writing, coloring,
drawing, working with
blocks, and puzzles
Cognitive: Begin using
logical thinking to
determine how to put
pieces together to make
a puzzle, how to build a
tower with blocks,
Social and Language:
Peer/teacher interactions
(Talking about their day,
what they will be doing
later, what they will do
on the weekend, talking
about the snack)
Physical : Learning about
nutrition/what having for
snack
3:45-4:15 PM
4:15-4:30 PM
Outdoor Play
Once children have finished
cleaning, they may line up to go
outside.
-Children will be free to play on
playground equipment.
-2 minute warning will be given for
end of activity.
-Whistle will be blown to signal for
children to line up.
4:30-5:00 PM
Closure
-Children will return inside and
prepare backpacks to go home.
-Children will dance and sing
‘goodbye’ songs, play ending
activities, and discuss the day’s
events as they depart.
Physical: Gross motor
(Large motor skills
outside while
moving/playing,)
Social: Peer/teacher
interactions (saying,
“Come chase me”interacting with the
children and the children
interacting with each
other while playing,
playing make believe or
role playing)
Language: (Talking out
problems, talking about
who will act out which
role if role playing,
saying, “Tag…you’re it”)
Cognitive: Thinking about
how to portray person
they are acting out,
thinking about what they
want to do while outside.
Diminishing Egocentrism
by understanding others
viewpoints, encourage
exploring / being
creative.
Physical: Gross and fine
motor during movement
dancing
Social: Talking with
peers/teachers about the
day. Singing songs
Language: Talking about
the day, singing songs
Cognitive: Developing
memory by talking about
the day and
remembering the events
Floor Plan Developmental Targets
Block/Puzzle/Circle Time Area
This area focuses on motor skills and group activities. Children will spend time in this area
playing with a variety of blocks and puzzles. This area will also be used for group activities such
as music and movement and story time.
Cognitive:
-Developing imagination through creating block designs
-Understanding conservation with puzzles
-Adding to schemas with flash cards
-Problem solving during block and puzzle play
Language:
-Interacting with peers and teachers
-Understanding print has meaning by reading books during story time
-Singing songs during music and movement
Physical:
-Enhancing fine motor skills with block and puzzle manipulation
-Enhancing gross and fine motor skills with music and movement activities
Social:
-Interacting with peers and teachers
-Learning to work with others
-Developing self-regulation through independent play
Writing/Reading/Eating Area
This area will be used for a variety of activities. Children will use this area to eat meals as well
as to read books. The area will also be used for writing and drawing activities.
Cognitive:
-Developing imagination through creating of writings and drawings
Language:
-Interacting with peers and teachers
-Understanding print has meaning through reading materials
-Understanding drawings can be used to communicate
-Developing writing skills
Physical:
-Developing fine motor skills through use of utensils, drawing and writing, and turning
book pages
Social:
-Interacting with peers and teachers
-Learning to cooperate with others
-Developing self-regulation through independent activities
Computer Area
This area will be used during free play for children to play educational computer games.
Cognitive:
-Developing logical thinking and enhancing schemas through educational, interactive
computer games
-Developing initiative and autonomy by working independently
Language:
-Developing reading skills
-Understanding that print has meaning
Physical:
-Developing fine motor skills by working with computer mouse and keyboard.
Social:
-Developing self-regulation through independent play
Dramatic Play Area
In this area children will be free to take on roles of their choice. This area will be used during
free play and is representative of a home environment.
Cognitive:
-Developing imagination through role playing
-Problem solving
-Developing logical thinking
-Representing objects with other objects
Language:
-Interactions with peers and teachers
Physical:
-Enhancing fine motor skills by manipulating play equipment and clothing
Social:
-Interacting with teachers and peers
-Cooperating with others
-Developing self-regulation through independent play
-Understanding social cues
Math/Science
This area will focus on numbers and scientific explorations. The main use of this area will occur
during free play.
Cognitive:
-Developing imagination through creating math and science problems
-Understanding conservation with science equipment and sensory table
-Problem solving
Language:
-Interactions with peers and students
-Writing numbers
Physical:
-Enhancing fine motor skills by manipulating math and science supplies
Social:
-Interacting with peers and teachers
-Cooperating with others
-Developing self-regulation through independent play
-Understanding social cues
Art Area
This area will be used for children to create any sort of art design they would like with a variety
of materials provided. The main use of this area will be during free play
Cognitive:
-Developing imagination through creativity of art projects
Language:
-Interacting with peers and teachers
-Understanding that drawings can be used to communicate
-Developing writing and drawing skills
Physical:
-Enhancing fine motor skills through use of art supplies
Social:
-Interacting with peers and teachers
-Cooperating with others
-Developing self-regulation through independent play
-Understanding social cues
Discipline
At our center we will practice inductive discipline rather than power-assertion discipline.
Inductive discipline focuses on explaining to the child what he or she did wrong and why it was
wrong. This child will be directed to a more appropriate option or options. This is more
effective than power-assertion because the teacher is explaining the situation. In powerassertion there is a lack of explanation, which may leave the child unsure as to what he or she
did wrong.
In order to discipline a child effectively, we as educators need to understand the different
parenting styles. An Authoritative parent shows high love and support for the child, as well as
high discipline and structure. This is said to be the most effective parenting style. Authoritarian
parents show high levels of discipline and structure, but low levels of love and support.
Children from these households need to be given this love and support in the classroom.
Permissive parents show high levels of love and support, but low levels of discipline and
structure. Children of these parents need higher levels of structure and rules in the classroom.
Lastly, Uninvolved parents show low levels of love and support, as well as discipline and
structure. Therefore, these children need both love and support and structure and rules.