Routines, Schedules and Developmentally Appropriate Practice

The terms routines and schedules are often used interchangeably.

• Schedules represent the big picture—main activities to be completed daily. Sometimes schedules must be altered due to fire drills, field trips, assemblies, etc.
• Routines represent the steps done to complete the schedule.

Routines and schedules need to be taught directly. Rather than assuming that all children will pick up on center routines and schedules, service providers should teach students each activity in the schedule and all of the smaller steps needed to complete routines.

Routines: 

• Activities and procedures that occur regularly
• Often involve a series of responses
• Preschool routines typically include
• Arrival time
• Bathroom time
• Cleanup time
• Departure
• Nap time
• Snack time
• Story time

Daily Schedule:

• Blocks of time for classroom activities
• Sequence of classroom activities
• Preschool schedules typically include
• Group or circle time
• Activity or center time
• Snack time
• Outdoor time
• Story time

Sample Daily Schedule:

8:40 Arrival Time
9:00 Group Time
9:20 Activity Time
10:10 Story Time
10:25 Outdoor Time
10:50 Snack Time
11:10 Dismissal

Why are schedules and routines important?

• Because they are repetitive, schedules and routines help children learn classroom activities.
• Children are able to predict what will happen next and this helps them feel secure and prepared.
• Classrooms with consistent schedules and routines facilitate children’s understanding of the learning environment expectations.
• Children who are familiar with classroom schedules and routines are more likely to be engaged, attentive, and learn new knowledge.

Things to consider when planning the daily schedule:

• Balance of activities—Have activities that differ in noise level, pace, person leading (child vs. adult), and location (indoor vs. outdoor)
• Number of activities available—variety so all children find something that peeks their interest, but not so many that children play in isolation for long periods of time
• Number of adults available—for supervision and facilitation of skill development
• Child’s attention span—high-interest materials and activities
• Child’s level of alertness—some children are more active and alert at certain times of the day
• Child’s cultural and linguistic background—activities and materials that represent the children in your care
• Longer play periods result in increased play behaviors—consider how long children have to truly become engaged in an activity

Resources

YouTube Video on DAP and the Common Core State Standards: Framing the Issues (4:53 minutes). https://www.youtube.com/watch?v=F27zP6CURTk&feature=youtu.be. Standard YouTube License.

CSEFEL, Helping Children to Understand Routines and Classroom Schedules.http://csefel.vanderbilt.edu/kits/wwbtk3.pdf (Links to an external site.)