Preschool Daily Routine Activities Guide
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ScribdTranslationsPreschool Daily Routine Activities Guide
Translated by
ScribdTranslationsDaily Routine in
Preschool
At the Early Childhood Education level, various
activities are developed organized in periods, which allows
children to predict events by organizing their time, thus offering security and
confidence. This organization is what is called a daily routine, which must
be stable, predictable, but at the same time, flexible. This allows children to
establish a sequence of activities that they carry out daily, which contributes
to forming space-time reference frameworks that give them security by
being able to predict what is coming and confidence by knowing that the
day can be modified to respond to their needs and interests.
The structure of the daily routine must be sequential, stable, allowing girls
and boys to progressively build learning.
The following criteria must be taken into consideration:
> Routine periods should be constant, so that children know what is
expected of them and can predict.
> There must be a certain balance or equilibrium between:
* Activities that require a lot of energy (physical activities) and periods of
rest and relaxation.
* the activities planned by the child and those planned by the teacher.
* The activities that take place inside and outside the classroom.
* Small group activities, individual and collective activities.
* Maintain the sequence: welcome, planning for the child, free work in
the spaces, exchange and recounting, collective activities or small
groups, farewell.
WELCOME, RECEPTION OF BOYS AND GIRLS
Children are warmly welcomed into the classroom. The round is carried out,
good mornings are said, various songs are sung and there is talk about what
they did the previous day, among other experiences lived by them.
The planning period:
It is where the child communicates what he/she wants to do that day. They are
invited by the teacher to a circle where, through different strategies or dynamics
such as the burning potato, the spider web, the mailman, the telephone, the little
train, among others, they are encouraged to think and decide what they want to
do.
Free work in spaces
This is where children execute their plan, what they decided to do, what materials
to use and who they will play with in the learning space of their choice.
Period of order and cleaning:
Children should be encouraged to
organize the materials they used at a
given time.
Counting period:
It is where the teacher, through
different strategies, encourages the
child to share with the group what
he/she did, how he/she did it, what
he/she used, why he/she did it, who
he/she worked with, what he/she
liked, what he/she didn't like.
Small group work:
At this time the teacher will work with a group
of no more than 10 children, it consists of three stages:
Beginning: The teacher comments on the activities to be carried out,
creates an affective and motivating climate, presents the materials and
guides on their use, allows the children to observe by asking questions,
what can we do? How can we use it?
Development: Children explore, select and work with the
materials, the teacher encourages them to interact with each other, talks
to them about what they are doing and asks them reflective questions.
The teacher observes and records the possibilities and limitations of the
children and supports them where they need help, giving options to
extend learning.
Closing: The teacher alerts the children about the time available to
complete their work, they share the experience, organize materials and
space.
Small group work
Example: Making puppets
Start:
Introduce children to materials such as paper plates, newspapers, egg cartons,
glue, popsicle sticks, and tempera paint.
Development:
Make a ball with newspaper, add glue, then paint it; draw the face (eyebrows,
eyes, nose and mouth).
Closing:
Talk about the activity they did. Ask; what did you think?
How did they do it? did you like it?
Collective activities:
It is the time when all boys and girls participate in activities where
movement and recreation predominate.
These activities are planned by the teacher and initiated by the group.
Collective activities provide children with the opportunity to interact with
their peers through games, activities motor, musicals,
folkloric, exploration,
experimentation, walks and visits.
These are privileged moments to develop cooperation and
socialization
Farewell to the boys and girls.
The teacher will say goodbye to the children upon leaving with personal
and affectionate attention, through gestures, verbal expressions,
reminders and invitations for the next day.
Other situations that are contemplated in the development of the daily
routine:
Snacks, baths, walks and visits that can be done at any time of the day,
depending on the needs and interests of the children, adults, situations
and plans and projects.