How Should a Good Preschool Routine Be?

This year, the entrance of children of 4 and 5 years of age in Early Childhood Education becomes mandatory. The change is due to a  Constitutional Amendment of 2013, which incorporated the stage to Basic Education, which now must last thirteen years. Although Brazil is not far from reaching the goal of enrollment in this age group (we have 87.9% of the children aged 4 and 5 years studying), the country faces a greater challenge that is to offer quality of care to these children.

Academic research shows that the fact that the child is enrolled in  preschool does not guarantee advances when teaching is of poor quality . On the contrary, a preschool without a curricular proposal that contemplates activities and appropriate routines can negatively affect the development and the future school of the children.

The organization of time is one of the greatest challenges in providing children with quality care and education. Every moment of life in the primary tuition centre singapore should be a moment full of stimuli, challenges and opportunities to learn. For this to occur, it is essential to plan well each day’s activities, in the context of a weekly or monthly work plan. Below, we list the nine essential moments of the preschool routine. The content is part of the Alpha and Beta primary tuition centre singapore Program, from the Alfa and Beto Institute , and takes into account the main scientific evidence on Early Childhood learning.

 

Arrival and welcome

This is the most important part of the child’s day in preschool. After the difficulty in separating the parents, the child learns that he is welcome. Who receives it, as it is received by adults, teachers and colleagues determines the tone of the day and their perception of life in the preschool. The arrival is also the moment of forming important habits: locate and store objects, put on and take off clothes, tie and untie shoes. The child should gain autonomy in these issues within the first few weeks. The presence of an adult is fundamental to guide the formation of habits and sequences, as well as to stimulate the child to progressively become autonomous.

 

Initiation and caster

There are two most common ways to start the day: in some schools, the child goes to the classroom and is free to do whatever he or she wants to do, or they can play in the yard until they organize some activity; in others, the children are already heading directly for an activity organized by the teacher. This activity may be the usual whelp, or something the teacher has prepared to engage children directly in it. The most common is the wheel, and there are several forms and schedules for it, among which we highlight:

Listen to children, let them tell about events that occurred at home or on the way to school. Listening is critical for the teacher to identify children who need special attention, and it is also a good time to encourage children who speak little and share little of their lives.

Make the call, identify the present and absent. Check the calendar; learn about days of the year, month, week; talk about time; to correct the routines of the day; announce events or surprises.

Introduce concepts. In a wheel, children can participate in games to know the name of their classmates, speak name of objects, identify words or phonemes, continue a story, etc.

 

Snack

The snack time is a privileged moment for the formation of habits of hygiene and health, organization, social behaviors and psychomotor skills. But it is, above all, a privileged time for an adult-child interaction very similar to home life. The possibility of the teacher sitting next to the children and talking freely and leisurely should be seen as an odd moment.

 

playground

In a dynamic school where the child has varying degrees of freedom to come and go and choose tasks and friends, playground is not much different from other preschool moments. The existence of adequate spaces and equipment and the presence of other adults can also help a lot in the development of social behaviors. Ensuring the safety of children should be a basic concern, and like everything else in safety, prevention is always the best medicine.

 

Home

Children vary greatly in their resting needs and in the duration of it. Needs tend to decrease over time, but like any habit, rest must be foreseen and cultivated. The school will be able to decide if children who are not in the habit of sleeping should rest quietly or may participate in other activities. In addition, there are times when the child needs a time and an isolated space to recover.

 

Bathroom / hygiene

There are several important questions about these topics.

With regard to hygiene. The hands are proven to be the major transmitters of disease among people, and this is particularly pronounced in the case of children. Therefore, access to frequent handwashing is critical to preventing disease.

Regarding the use of the bathroom. Children often need to go to the bathroom, but do not always have the ability to predict or remember. Hence needs often arise unexpectedly and urgently. In addition, many children need to acquire the basic habits to use sanitary facilities, which are not always taught or practiced in their homes.

All of this suggests that sinks and toilets should be of adequate size, be at the right height, and be located preferably in contiguous spaces or adjacent to the classroom. Otherwise, this activity may consume 20% or more of the teacher’s daily time.

 

Farewell

The farewell must be preceded by a review of the day. This helps children develop the sense of planning, predictability and stability. It also helps in the development of memory and the organization of narrative structures. Before the closing of the day there are care to be taken into account:

Housekeeping and materials: Children should do this after each activity, but especially at the end of the day it is important to leave the room clean and tidy. This reinforces the sense of planning, order and responsibility.

Storage of clothes: This is another opportunity for the child to develop independent habits of dressing and training motor skills. It also helps memory and a sense of responsibility about the objects she brings and brings to school.

Items to take home: often the child takes home messages, tickets, work that does, books or borrowed objects, help also helps the memory process.

Homework: If there is homework, ideally this should be done systematically, for example, every day, or on a given day. Duty past, must be charged and fulfilled – this is essential for the child to develop a sense of responsibility.

Warm greetings are essential to build and strengthen children’s bonds of affection among themselves and with adults and teachers. In addition, it is the moment of interaction and exchange of information between teachers and parents.