Schedules, Transitions, and Routines

Assignment Content
Schedules, transitions, and routines will vary in learning environments based on age and developmental level. Schedules should be used as guides rather than requirements to allow for unexpected learning opportunities. In early childhood settings, transitions occur frequently and sometimes account for 25% of the child’s day. Routines are also important for early learners, because they provide predictability, stability, and security for children.
Choose an early education age/grade level (preschool–grade 3), and create a schedule that:
Includes times, activities, transitions, and routines
Factors in your classroom management philosophy
Review Ch. 3, “Sample Daily Schedules,” of Creating Environments for Learning: Birth to Age Eight located in this week’s Learning Activities folder for ideas or guidance. Please note: You may not copy these schedules for this assignment.
Write a minimum 350-word analysis that addresses the following questions:
Why are schedules, transitions, and routines critical to your success in the classroom?
How will these activities, transitions, and routines promote student engagement?
Why is it important to have schedules and routines in place at the beginning of the school year?
How might you adapt the schedule you created to accommodate children with diverse needs (i.e., learners who are gifted, learners who have special needs, English language learners, etc.)?
What impact does preparation and instructional planning have on whether or not students follow these routines and procedures?
Using “Figure 3.8 Environmental Assessment: Schedules, Transitions, and Routines Schedules” of Creating Environments for Learning: Birth to Age Eight to assess your schedule, which items have you accomplished in your schedule?
Cite references to support your assignment.
Format your citations and analysis according to APA guidelines.
Submit your schedule AND analysis.