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Topics in Early Childhood Education

The Daily Routine in the High/Scope Classroom

In the High/Scope classroom, the daily routine provides the framework for active learning to occur, and defines the type of interactions have throughout the day. Specific segments of the daily routine include:

Planning time--each child states, in gestures or words, a plan of action
Work time--children carry out their initial plans and other self-initiated activities, working and playing alone or cooperatively. Adults interact with children to support their activities. At the end of work time, children put away materials.
Recall time--children reflect on, share, and discuss their work-time experiences.
Small group time--small groups of children meet with the teacher at a consistent time and place, to work with materials selected by the teacher.
Large group time--all the children meet with the adults to share important information and participate in enjoyable shared experiences.
Self help routines--eating, handwashing, diapering, toileting, dressing, etc.
Transitions--activities to move groups and individual children from one segment of the daily routine to another

A well planned daily routine helps adults organize their time with children, and will provide a balance of activities. It will contain opportunities for active and quiet play, small group and individual activities, fine motor and gross motor experiences, child-directed and teacher-directed activities.

A consistent daily routine is one on which the children can depend and understand. The daily routine is psychologically safe and purposeful, and allows enough time for children to pursue their interests, make choices and decisions, and be "problem-solvers" in the context of on-going events.

In the High/Scope classroom, the daily routine supports many curriculum goals. As Hohmann and Weikart describe in Educating Young Children, the High/Scope daily routine:

Supports child initiative; provides a structure for the events of the day; provides time for children to follow through on goals and intentions
Provides a social framework; eases the transition from home to community
Provides a flexible schedule that is neither rigid nor random; adults can learn something new about the children every day
Supports curriculum values: children construct knowledge and the routine includes the ingredients of active learning

General Guidelines

In Educating Young Children, Hohmann and Weikart offer the following guidelines when planning a daily classroom routine.

Plan a variety of active learning periods
Ensure that the periods occur in a reasonable, predictable sequence
Plan that the periods take place in the appropriate physical setting
Each period should involve the children actively and in an atmosphere of adult support

In settings which serve special needs children, the daily routine provides the context for therapeutic intervention. Therapist may work within the classroom around the child's already occurring play interests. Teachers and therapists understand that the time segments of the High/Scope daily routine designate a process or place, rather than content.

For further reflection

1. Throughout the day, how much time do you spend interacting with girls? With boys? What kinds of activities do you prefer to support? In which interest areas are you most likely to interact with children? To what extent do you support both vigorous and quiet play?

2. How does the arrangement and equipment of the classroom influence the way children experience the daily routine?

3. Why is it necessary for adults to support children's active learning throughout the daily routine?

4. How do young children learn the daily routine?

Links of Related Interest

High/Scope Research Foundation

Early Childhood Education Online

Early Childhood Educators & Family Web Corner