A Predictable, Flexible Routine
In HighScope toddler settings teachers establish a daily schedule that is predictable yet flexible and that provides a balance of learning experiences.
Teachers maintain the overall routine as consistently as possible, while flexing it to accommodate individual children’s natural rhythms and temperaments. Although each HighScope program decides on the routine that works best for its setting, schedule, and children, the segments described in the section that follows are always included during the program day. It is up to the program to decide the length and order of the segments, whether particular segments will be repeated, and the content of the experiences in each segment.
The primary toddler daily routine components are arrivals/departures, one or more group times, choice time, and outside time. Additionally, the day includes other routines such as meal times, and other forms of bodily care (for example, diapering, using the toilet, washing, and dressing). For some older toddlers, the routine also includes planning and recalling. Transition times occur between each of the daily routine components.
Each child’s individual schedule is anchored around a teacher who strives to understand the child’s individual temperament and assists with smooth transitions between segments.
Parts of the ROUTINE
Here’s what each part of the routine looks like:
Arrivals and departures. Teachers work with parents to ensure that arrivals and departures are pleasant and reassuring for children. These times allow children to extend the bonds of trust they have with their parents to new adults—the teachers in the program. The physical locations where arrivals and departures take place depend on the needs of children and their parents. It is important that adults take cues from the individual children about how the children feel while entering and leaving the school setting.
Group times. In small groups of older toddlers, teachers provide a particular set of materials for children to explore in a common activity. This way children remain in close contact with the teacher while having a shared experience with other children. Although the adults introduce the activities, children remain free to make choices about materials and how to use them. Adults follow the children’s cues (for example, deciding how long the activity lasts, based on children’s interest levels).
Choice time. During this part of the daily routine, teachers are attentive and offer emotional and physical support to children as the children play and explore their environment at their own pace. Teachers tailor their responses to children’s ideas, engage in give-and-take communication with the children, imitate children’s actions, support children’s play with other children, and assist children in problem solving. They also support older toddlers in planning and recalling their choice-time activities.
Outside time. This segment of the day allows toddlers to explore the outdoor world. Using strategies similar to those employed at choice time, adults support children’s exploration and interests, providing open-ended materials and a variety of experiences. Toddlers will use the open area of the play space for a wide range of physical movements, simple games, and problem solving as they pursue their interests.
Bodily care routines. In addition to strengthening bonds with children during bodily care times, teachers also use them as opportunities to share control by finding ways for the children to play an active role. Teachers fit these times around children’s exploration and play. Similarly, adults take cues from children about feedings and diaper changes rather than asserting control to make the schedule more convenient for themselves.
Transitions. The timing of transitions is flexible, based on children’s needs and engagement in their play, and the shift in events or activities should be kept low-key and comfortable. Teachers organize the parts of your day in a logical fashion, just as one would do in one’s personal routine. They strive to avoid unnecessary transitions, such as having children remove all their outdoor wear after playing outside and then putting it back on again to go home after a brief indoor group time.
Adult team planning time. This time happens every day in a HighScope program. It can occur before children arrive or after they leave. The teaching team meets to discuss their observations of children’s developing abilities and interests, focusing on these observations as they plan activities and review the materials in the classroom.
It is important to plan a daily routine that makes sense to children and flexes to meet their needs, yet is consistent. Following the same routine day after day gives infants and a toddlers the sense of security they need to make choices and take risks, which will open the door to exciting learning opportunities.
