Class Program

A brief outline of our school routine will be useful in providing a context for using the assessment and curriculum materials. Understanding our format will make it easier to see how activities may be adapted to the needs of programs with different schedules and resources. The three hour sessions at Circle Preschool includes time for outdoor play, free play inside, snack, group, and projects.

Outside Time: Our mild climate allows us to be outside almost everyday. During the time the children are outside, we are able to have activities such as carpentry and painting in addition to the swings, slide, climber, and sandbox. Generally, teachers play an unobtrusive role in the outdoor activities. The fact that there cannot be a swing and a trike for every child makes outside play a natural learning place for social skills—sharing, taking turns, etc. Teachers may take advantage of this time to help children work out social interactions, develop friendships, and learn appropriate language skills for interacting with peers.

Inside Free Play: During these periods, children make use of the playhouse and block areas or play with puzzles or similar materials. We rotate the free play materials when interest wanes. Arts and craft supplies are also within the child’s reach. Someone may read stories in the book corner. Typically, teachers set out an activity which is not available at all times and which requires a little supervision—water colors, Playdough, parquetry blocks, a water or sand table, balance scales, battery boards, etc.

Social and self-help skills such as proper use of materials, sharing, and clean-up are emphasized in this activity period. Again, teachers may use this time to work with an individual child, especially in language and self-help skills. For example, a teacher may join a child who is doing a puzzle, narrate the child’s actions, label objects in the puzzle, and encourage spontaneous or imitative language from the child.

Snack Time: Goals during this period are more likely to be social than nutritional. Eating should be relaxed, slow-paced, and pleasant. One way to foster this atmosphere is to develop a routine which is followed consistently. For example, children should wash hands and choose a place to sit at the table. The children stand behind their chairs until everyone has found a place, then everyone sits down. As the routine becomes familiar, each step becomes more elaborate. Before sitting down, the children might hold hands to make a circle around the table and listen for a particular sound like an object being dropped which serves as the signal to be seated. Early in the year, snack is set out at the table at each child’s place. Later, children can learn to pass around cups and pitchers and pour their own juice. Initially, a teacher serves as host for the table. Later, a child can assume this role. Conversation may also become part of the routine. The snack itself—who helped make it, how was it prepared, what’s in it—is a topic of shared interest. In the same way, the end of the snack, clean-up, and transition to the next activity should be made into routine, familiar procedures. Children like the rhythm of free time to ordered time.

Group Time: This usually starts with some songs. The purpose of this activity is to give the children a sense of being part of the group. Children learn to be attentive to others and have the opportunity to be the performer as well as the audience. Concepts may be introduced and reinforced as described in many lesson plans. Felt board stories and puppet shows are typical presentations. We also have a few puppet characters (Mr. Math, The Mix-Up Monster, The Hungry Thing, The Space Traveler) that have consistent “personalities”, add in interest, and provide an attention focus. Children like familiar stories and characters. Again, routine and repetition are essential for smooth group functions, but the routine and repetition here differ from snack time in that pace is often faster, sometimes irregular.