[Sasha]

Use time ranges and try not to be too rigid. Have a general 1-2 hour period when lunch may be served based on what you have observed in terms of sleeping habits and eating habits. Especially with younger children, flexibility is necessary to meet the children’s needs. Have activities you can do with children but don’t necessarily schedule a specific time for them to happen. Let the children be involved in create and carrying out routine tasks in the daily schedule.

[Nizhoni]

Giving positive feedback towards children attempting or following the set schedule.

[muki]

involve students in the process of transitions and give jobs to help aid in the transition of activities. bells or sounds as well as visual ques to help aid in transitions throughout the day.

[Nevada]

start with meals and include children in it. plan fun things as teacher based activities

[Sydni Morin]

Let your kids in on the schedule and some reasons behind it. They will likely help you stay on track! Also, giving 5 minutes warnings or similar is very helpful.

[Jennifer McGarvey]

I like to set alarms for myself to keep myself on time and it’s helpful because the kids know the alarm means to clean up and start something else

[Bethany Greenwood]

I think that it is important for the schedule to be easy for the children to learn and understand.

[Diana Derkach]

Being consistent and balancing things out

[sasikala]

consider age of children and break day up in appropriate lengths based on their development. Provide a mix of teacher led and child led times. Be sure to incorporate snacks and outside/active time.

[Amudha Alagarsamy]

Tips for Creating Developmentally Appropriate Daily Schedules

• Provide Consistency. …
• Include Experiences That Meet Individual Needs. …
• Provide Opportunities and Interactions to Foster Physical, Social, and Emotional Growth. …
• Allow Long Amounts of Time for Free Play. …
• Provide Time and Support for Transitions

[lalitha]

childern feel more confidence and secure when their daily activites predictable and familiar.

A consistent daily shedule and step-by-steproutines give childern a predictableday. schedules and routines in the group care setting and at home helps childern feel in control of their envoirnoment

example always wash hand before eating

clean up toys after playing

during circle time tell childerns to be seated no standing walking.

schedule the study time task oriented.

during story time tell all kids to be calm

[Diana Marcela Salcedo]

empezar cada horario muy dinamico con musica, para que el niño se sienta atraido y le de curiosidad entrar a desarrollar cada horario o rutina.

[Sequoia Steimle]

With large groups it helps to start with the big things first like the meal and snack times first then moving from there. Go for things the children would expect to follow each other because that’s why we create schedules, for predictability. Then from there its good to observe what works and doesnt work.

[Rachelle]

Something I think is important to consider when creating a schedule is being mindful of transition times. A lot of kids may struggle with transitioning between activities if you don’t plan accordingly. Such as giving enough time for kids to put the toys away at the end of playtime before outside time. What can be cleaned up quickly by a focused and motivated adult is oftentimes NOT the same as what a kid can do even trying their best, it may take them a while, they may need help and reminders or not want to stop playing if you transition too abruptly, and if you don’t plan for this transition time then for example if your class only gets a certain allotment of outside time then the kids would be missing out on valuable outdoor play. Letting the children know in advance what the schedule is going to be like (“We will have center time for 45 minutes, and then we will clean up to go and play outside on the playground”), and doing other things to facilitate smooth transitions (such as saying “Remember, we have five more minutes before it’s time to tidy up” so kids don’t lose track of time and then feel surprised and upset when the transition time comes and they are not ready for it) can be very important. Another thing to keep in mind with transitions I think is that transitioning from quiet or low energy activities to loud or high energy activities and then back again can be uncomfortable if those transitions are rushed. Coming immediately from high energy activities to the next item on your schedule being an activity where kids are suddenly expected to be silent and sit still and quietly focus, can be troublesome. If you don’t make time for these kinds of transitions then they will make time for themselves, whether you like it or not.

[Tracy]

keep it simple, something that will keep the child interested.