PRE-KINDER

Picture to Be Updated...

Ana Rivero-Betancourt, Cohn Saundra, Monegro Kenia

The High/Scope Daily Routine

While each preschool or center organizes its schedule to meet the needs of the children and families it serves, the daily routine segments presented here are the basic building blocks of a High/Scope daily routine in any setting.

		• Greeting Time (15-20 minutes) Greeting time provides a smooth transition from home to school and gives children and adults a chance to share important information for the day.
		• Planning Time (10 minutes) Children indicate what they choose to do during work time (typically what they will do first). Adults try to understand children's plans and often try to help children extend their plans.
		• Work Time (45 minutes -1 hour) Children carry out their initial and subsequent plans. Children can work with any of the materials in any of the interest areas. Adults observe children and look for opportunities to enter into children's activities to encourage their thinking, clarify concepts, extend their play, and help them wrestle with problem-solving situations.
		• Cleanup (10 minutes) Children and adults together return materials and equipment to their storage spaces and, when appropriate, put away or find display space for their personal creations.
		• Recall Time (10 minutes) Recall brings closure to the planning-work time-recall sequence. Children reflect on, talk about, and/or show what they have done at work time. Adults listen carefully and help children make connections between their plans and work.
		• Snack or Meal Times (20 minutes) Children and adults share nutritious food and interesting conversation together in a relax family-style manner. Children and adults share responsibilities of serving and cleanup.
		• Large-Group Time (10-15 minutes) Children and adults get together to play games, tell and re-enact stories, learn rhymes, sing s do finger plays, dance, play musical instruments, or re-enact special events. This time opportunity for each child to participate in a large group, sharing ideas, and learning from ideas of others. Adults model language and behavior.
		Shared Reading: Teachers provide developmentally appropriate explicit and implicit instructions to develop concepts about print and book and practice choral reading using Big Books that contain predictable text, repetition and rhyme. Over a period of several days, teachers and children engage in pre-reading, reading and post readily activities develop language, vocabulary and concepts.
		Phonological Awareness: Teachers provide developmentally appropriate explicit and implicit instruction to teach children about words, rhyming, the parts of and alliteration using specific nursery rhyme
		• Outside Time (45 minutes) Children engage in vigorous, noisy outdoor play. Adults participate in and support children's play in the outdoor setting.
		• Story Time (10-15 minutes) Each adult meets with a consistent small group of children to literature using books that are a higher, richer language level than those used at shared reading. Books are selected by the teachers based on children's interests, current events, key experiences or teacher's interest. Adults use an interactive, conversational mode to engage children's interest, to connect to children's prior experiences and to extend children's learning.