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Temporal Environment (Transitions, Classroom Rules or Expectations (Rules…
Temporal Environment
Transitions
Examples:
- Arrival (home to school) - difficult transition
- Departure (school to home)
- Nap (active to quiet) - difficult transition
- Circle time to centre time (large group to small group)
- Playground (indoor to outdoor)
Unplanned transitions
Children will feel:
- Uncertain
- Confused
- Anxious
- Sad
- Overwhelmed
- Insecure
- Prolonged
- Children are not engaged, waiting with nothing to do
- No clear instructions
- Many transitions in a short period of time
- Inconsistencies in procedure
- Many classes transit at the same time
Ways to structure
- Give children transition notice
- Allow sufficient time
- Give children specific tasks
- Be clear and consistent in instructions
- Be flexible
- Meet individual needs
- Use transitions as opportunities to teach
Strategies
- Visual cues
- Prompts
- Songs
- Counting
- Assigning tasks
-
Daily Schedule
Principles
Overall Balance
- Short and long segments
- Active and quiet periods
- Self-directed and teacher-directed activities
- Time spent indoors and outdoors
Includes:
Large Group activities
Purpose
- Experience a sense of belonging to a group
- Practice communication skills
- Talk about and solve problems that affect the whole group
When does it occur?
- Morning/end of the day
- Story before rest time/ Music & Movement
- Discuss plans for next activity/ Solve a problem that happened during choice/ centre time
- Welcome a special visitor to the class
Small Group activities
Purpose
- Introduce or, reinforce concepts or materials
- Teach particular skill to children who need individual attention
- Focus observations on a particular group of children and document their learning
When does it occur?
- Spontaneous
- Several times of the day
- During centre time
- Planned and grouped based on how each child learns and his or her needs
-
Pace
- Determined by the overall schedule of events
- Teachers decide who is to set the pace
- Teacher's supervision is necessary on disengaged. distracted. or otherwise uninvolved children
Variety
Achieved through:
- size
- purpose
- interest
- composition (skills)
- duration taken
Groups are formed based on:
- observed needs of the children
- a balance between more and less skillful children
- by chance (friendship)
Routines
- Must be taught, modeled and practiced consistently
- Most are taught at the beginning of the year
- Should have a rationale (why)
- Introduce a few time
Examples:
- Entering school/ classroom
- Going to the toilet
- Going for meals
- Learning centre time
- Clean- up time
- Dismissal
Importance:
- Reduce behavioral problems
- Increased time on learning activities
- Certain structure and order is maintained
- Eliminates confusions
- Appropriate behavior without much prompting
- Should be communicated
- Need to be demonstrated at the beginning of the year
- Reminded at the beginning of every day ( Circle time/ class meeting)
- Displayed in the classroom