Classroom Schedules and Transitions

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Chapter 3 of your course text discusses how to create a daily schedule for a classroom or center, and stresses that transition time in between activities should also be included into this schedule.

For this post, you will first discuss your ideas for how best to assist Jeremy and Sarah in the following scenario:

Jeremy and Sarah, co-teachers of toddlers, struggle each day to get all the children ready to go outside. Most of the children need a lot of assistance to put on coats, snow pants, boots, hats, and mittens. In addition, some of the parents forget to bring the needed clothing. Jeremy or Sarah then has to dig through the program extras to find ones that will fit. While Jeremy and Sarah are helping the ten children get ready, the children that are already dressed are waiting, pushing, or wrestling with each other, and saying they are hot. The teachers worry about children getting overheated and sweating while waiting and then going outside in the cold (Bullard, 2014, p. 65).

For the first part of your discussion post, discuss your ideas for how Jeremy and Sarah can make this transition more effective. Next, look at the example toddler schedule provided on page 56 of the course text. As Bullard (2014) states, “well-planned transitions not only decrease frustration and behavior problems but can turn wasted time into educational opportunities, allowing both adults and children to feel competent” (p. 60). Therefore, how you plan for these inevitable transitions is crucial to your successful daily planning. In the final part of your discussion, use the example toddler schedule and:

  1. Describe the roles and responsibilities of each adult in your classroom for each transition.
  2. Describe how you will reduce the wait-time in between each activity.
  3. Lastly, describe what your transition expectations are for children and how you will explain these expectations to the children.

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