Guided Play: Schedules and Routines
This is the third in the resources around guided play. The earlier posts can be found here with the other resource posts.
Educators guide play by carefully observing children and being reflective and then creating environments, schedules, and interactions that promote learning. How do you build schedules and routines that allow sustained time and opportunity for play to develop while balancing with teacher goals?
What am I doing during play? How can I structure my day to intentionally guide play?
How do I work with my team to make sure that we all have the same goals during play?
When do children have time to play? How do they make choices? How do I encourage attention and persistence in play?
How do I build playful learning experiences into our routines and transitions?
How do I structure playtime to meet learning goals without interfering with child choice?
How long do we need to spend with this play? Are children ready for a new challenge or are they still actively learning and wondering about this topic? What happens when the child takes their play in a direction I didn't anticipate or needs more time?
What happens with children's ongoing projects when playtime is over? How can play be sustained over multiple play sessions, days, or even weeks?
How are new play experiences sequenced?
What books, circle activities, or teacher-directed activities would enhance children's play? How are those activities scheduled around play?
Is there a time of day when I help children reflect on their own learning?
How does my daily schedule allow time for children to play while reducing transitions and wait time? Are there routines (e.g. bathrooming, handwashing, snacks) that do not have to be whole-group activities and would allow children to have more guided playtime? How can teachers manage these routines while also guiding play?
In every classroom, there will be a balance of activities: some will be more child or teacher-led, some will be more active or passive, and some will be whole group or small groups. Guidance shows that in an 8 hour early childhood program:
At least 1 hour should be spent in play
At least 1 hour should be spent outside
Large group activities should be about 15-20 minutes long
Small group activities should be about 15 minutes long
Routines and transitions will make up a substantial portion of the day
Dig Deeper:
Watch the videos at this Virtual Lab School site to think about how your classroom activities are balanced and what transition times look like.
Timing is Everything: Understanding the Importance of Timing, Length, and Sequence of Activities from NAEYC (log in to access)
Balancing the Daily Schedule: Use this tool to reflect on Activity Level, Child/Adult Directedness, and Group Size across a standard day.
Read this preschool teacher’s story about how she created her preschool schedule
