Bus Arrival & Arrival on the Playground Together: This component is meant to ease the transition from home to school by providing a predictable start to the day. Banerjee & Horn (2013) emphasize the importance of smooth transitions that provide predictability and support. Arrival time on the playground allows children to engage in unstructured, outdoor play. This start allows children to acclimate at their own pace and allows more flexibility for families and their arrival time. Families are able to stay for a few minutes to be with their students or check in with teachers. Curtis & Carter (2014) stress designing welcoming spaces that honor families, which is reflected in the opportunity for families to linger and connect during arrival.This outdoor play time allows children to expend some energy before entering the classroom to learn.
Community Circle: This time is a soft start that helps promote a sense of belonging and classroom community. This circle time might include greetings, discussions, songs, social-emotional learning (empathy), etc. This reflects Curtis & Carter’s (2014) emphasis on intentional practices that foster inclusivity and belonging.This develops active listening and oral language development in children as well as builds respect and inclusivity within the classroom environment.
Breakfast: This time gives an important opportunity to meet children’s physiological needs. This prepares them to focus and engage in learning. Sharing a meal also can foster a sense of community. Overall, including time for breakfast reflects equity and responsiveness in the classroom.
Centers & Small Groups: Centers and small group activities support differentiated and intentional learning that is tailored to children’s developmental levels and interests. This structure allows teachers to work with students in smaller groups or one-on-one to provide more direct support/instruction. Banerjee & Horn (2013) encourage individualized support during transitions, which centers and small groups facilitate. Open-ended materials in centers encourage creativity, problem-solving, and collaboration. Worley & Goble (2016) discuss fostering curiosity and persistence through child-led exploration, which is supported in the design of these activities.
Clean Up Transition / Bathroom: Transitions with clean-up rituals teach responsibility, collaboration, and self-regulation. Predictable routines and transitions promote a sense of security and autonomy in children especially those with diverse needs. Bathroom breaks are planned to accommodate young children’s physical needs which reflects care and responsiveness.
Story Time: Curtis & Carter (2014) stress the importance of diverse, inclusive materials to build cultural awareness and empathy, which occurs through inclusive literature.This is a time where the class is able to come together again after a lot of independent time during the morning.
Outside Time: This is a good time for outside time as children were just sitting for a period of time for a group story. Moore, Morrissey, & Robertson (2021) explain how outdoor spaces enhance creativity, well-being, and exploration. Providing lot’s of outdoor time allows children to connect with nature.
Centers & Small Groups (Snack table at the beginning): Centers and small group activities support differentiated and intentional learning that is tailored to children’s developmental levels and interests. This structure allows teachers to work with students in smaller groups or one-on-one to provide more direct support/instruction. Banerjee & Horn (2013) encourage individualized support during transitions, which centers and small groups facilitate. Open-ended materials in centers encourage creativity, problem-solving, and collaboration. Worley & Goble (2016) discuss fostering curiosity and persistence through child-led exploration, which is supported in the design of these activities.
Clean Up Transition / Bathroom: Transitions with clean-up rituals teach responsibility, collaboration, and self-regulation. Predictable routines and transitions promote a sense of security and autonomy in children especially those with diverse needs. Bathroom breaks are planned to accommodate young children’s physical needs which reflects care and responsiveness.
Music and Movement: Music and movement activities incorporate physical activity with cognitive and emotional engagement. Music is very engaging and can connect to content through number and concept related songs. Music and movement also reflects equity by drawing on different students' cultures, interests, identities, and strengths.
Lunch: Lunch offers another opportunity to meet children’s basic needs and build community through shared social interactions. Curtis & Carter (2014) suggest that shared meals can deepen relationships and create a sense of belonging. Lunch also gives children some independence and builds lifelong healthy routines.
Books, Puzzles, Journals & Yoga: This quiet activity time supports self-regulation, creativity, and independent exploration. It also provides children with agency in selecting activities. Yoga introduces mindfulness practices which fosters emotional regulation and body awareness. Overall, this time prepares and calms students for rest/quiet time.
Rest Time: Rest time respects young children’s developmental need for downtime. This supports their physical and emotional well-being. Banerjee & Horn (2013) discuss the importance of routines that align with children’s natural rhythms, such as rest and quiet time.
Quiet Time: Allows for some flexibility for students. Students who are still sleeping can remain sleeping and those who are ready to move on can gradually transition from rest to quiet activities like reading or coloring. This time reflects childrens varied energy levels.
Yoga: This time is another smooth and calm transition from quiet time to our closing circle. Yoga introduces mindfulness practices which fosters emotional regulation and body awareness.
Closing Circle: This time helps children develop a sense of closure and prepares them for the transition home. Banerjee & Horn (2013) encourage routines that provide closure and reflection, which Closing Circle does by fostering communication and community. It’s also a time to express gratitude and value each child’s contributions for the day.
Outside Time: This is a good way to end the day because they can release more energy after a long day of learning. It’s another good way to maintain predictability because students start and end their day on the playground.
(Soft Dismissal - bus/daycare, families start pick-up): Soft dismissal ensures children transition safely and calmly. It accommodates families’ diverse schedules and needs. This responsive approach builds trust with families and ensures children feel secure at the end of the day.
Dismissal
Please note: Rationale are included in individual descriptions for particular periods of time in the schedule