Times are approximate and vary according to individual and group needs
Arrivals and morning greetings.
8:30am to 10am
Free play with optional art or science activity. The classroom environment promotes free exploration with guided play, while offering a light, play-based academic component to appeal to the children's emerging desires for literacy and mathematics concepts. When the teachers keep the environment fresh and renewed, children are more self-directed and engage in a well-rounded variety of activities. Some children need a little more guidance as teachers facilitate their acquisition of self-initiative and autonomy. Typically there are several curricular areas represented in the classroom that invite children based on their natural interest. Children seem to thrive most when they are given the opportunity to engage in interest-driven activities offered in a developmentally appropriate way.
Indoor play offers experiences in many area's of children's development:
block play (important for mathematical learning, executive functioning like predicting, planning, problem-solving)
art (open-ended art materials always available)
pretend play (make-believe has many benefits socially, emotionally, and cognitively)
science (we often have books and play materials based on a scientific theme we are collectively exploring)
literacy (we rotate books based on children's interest at that time)
developmentally appropriate materials (our toys and materials appeal to a range of developmental levels)
spatial reasoning (puzzles, block play, other works involving use of space, angles, density - all of these concepts contribute to broader mathematical understanding)
Circle time. Lots of music, lots of participation, lots of movement, lots of self expression. New materials in the classroom are introduced are generally shared at this time. Circle time can last anywhere from 5 minutes to 30, depending on the children's engagement that particular day.
Transition outdoors, where morning snack is offered, usually self-serve style.
Outdoor play. The outdoor space offers a variety of activities that are rich in several developmental domains:
large motor (bikes, sand box play, climbing, swinging, running)
sensory (sand, water and mud play)
nature and science (finding bugs, collecting leaves, digging in soil, playing in water, finding "treasures" like pebbles and seeds)
social (group games often emerge outdoors)
pretend play (making food in the mud pie kitchen, acting out stories with friends)
art/science (we tend to do messier, broader encompassing art and science activities outside)
Lunch! This has been a great social hour for the children and a time when they all come together and engage in planning, sharing what's going on for them, or just being silly. If you ever have some time to come in and eat lunch with the kids, you're more than welcome. You might enjoy hearing the complex dialogue that happens there.
Half day children - goodbyes and departures.
Story time often relates to the curriculum topic and will lead us into the afternoon activities as well as reinforce what all of the children are exploring in the current curricular theme.