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Temporal environment (Daily schedule (Routines :check: (: Procedures that…
Temporal environment
Daily schedule
Overall balance :check:
- Short and long time segments
- Active and quiet (passive) periods
- Self-directed and teacher-directed activities
- Time spent in indoors and outdoors
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Pace :check:
- Determined by the overall schedule of events
- Teachers decide who is to set the pace (eg children change activities when told to do so, OR allow children to set the pace by accomplishing educational goals at their own pace without pressure
- Teacher's supervision is necessary on disengaged, distracted, or otherwise uninvolved children
Variety :check:
- A variety is achieved through size, purpose, interest, composition (skills) and duration taken
- Usually groups are formed based on either the observed needs of the children or, a balance between more and less skilful children or, by chance (friendship)
Routines :check:
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- Must be taught, modelled and practiced consistently
- Most are taught at the beginning of the year
- Should have a rationale (why)
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Some examples are: entering school/ classroom, going to the toilet, going for meals, learning centre time, clean-up time, dismissal
But why teach routines?: Reduce behavioural problems, increased time on learning activities, certain structure and order is maintained, eliminates confusions, appropriate behaviour without much prompting
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Daily schedules should be communicated, need to be demonstrated at the beginning of the year, reminded at the beginning of every day, and displayed in the classroom.**