The change in the Constitutional Amendment in 2013 incorporated Early Childhood Education as one of the component stages of Basic Education. As a result, enrollment of children between the ages of 04 and 05 in school institutions became mandatory.
Fortunately, the admission rate in Brazil reaches 87.95%, which, however, does not guarantee any progress if the education provided is not of quality. The lack of a curriculum proposal in preschool can negatively affect the student's intellectual development.
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This failure promotes the lack of activities and routines appropriate to this phase, which can compromise learning. It is important to keep in mind that pre-school is the passage in which work aimed at stimulating challenges is fundamental.
However, it is noted that the problem is not only in the organization of activities. In several Kindergarten schools, it is possible to detect messes at the entrance, queues in the cafeteria and other situations that denounce disturbance and lack of planning.
Anyway, the key expression that determines the success of the preschool routine is the organization of time. It is important that educators organize the schedule in order to establish weekly and monthly activity plans.
Again, we emphasize that preschool is the stage in which specific learning needs must be respected, in addition to encouraging autonomy and development. Therefore, Escola Educação brought basic information on how to organize a good preschool routine.
When leaving home, you should plan how your activities should be distributed throughout the day, right? This distribution is nothing more than the planning of your daily routine. It's the same thing that should happen in preschool.
Creating routine in preschool is to promote practical development and also to sequence routine activities. The objective is to allow the child to orient himself in time and space, in addition to promoting his own development.
Returning to the example of the crowded school, endless queues, that mess when brushing teeth and the confusion to enter the room demonstrate disorganization. The consequence is the insufficient use of the activities carried out there.
Therefore, it is essential to establish the right time for the development of each task, structuring different moments. It is from there that the educator will stimulate independence and socialization.
Before planning weekly and monthly activities, it is necessary to consider three needs identified in children:
Biological needs: hygiene, food and rest appropriate to the age group
Psychological needs: time and rhythm of each student
Social and historical needs: each person's lifestyle and culture
From there, it is possible to group the activities developed into four groups. See what they are.
free activities
They are those in which children are freer to choose their own activities and thus explore the environment autonomously. The educator has less power of direction, however, he should not, under any circumstances, fail to supervise the group.
The school structure can influence the development of these activities. Depending on the size of the school, there is a possibility that many children will use several spaces at the same time.
So that they don't do the same thing every day, the educator can divide the students into activities done in specific periods of the week. For example: games today and toys tomorrow.
directed activities
Here, the educator already has greater power of direction and, normally, performs them with smaller groups. The objective is to work with specific elements, such as games, figures, among others.
It is important for the educator to propose activities that make students feel free to participate, respecting their rhythm and awakening confidence that they can perform them. Examples are storytelling, wheel games, and role plays.
One tip is for the teacher to organize three to four activities per day, using available resources. The care in the transition between them is important for the child to concentrate on what he will start to do in the future.
special care activities
In them, the educator teaches and cares, at the same time, involving personal hygiene, food and rest. But, the activities should not be carried out in a rigid or molded way, that is, just sitting the children at the table or taking them to the bathroom.
The educator can organize the queues for bathing or brushing with songs that raise awareness about the importance of personal hygiene. At feeding time, they can stimulate knowledge about food and health benefits.
The moment of rest, too, must be seen in a creative way, especially with children who have some difficulty sleeping. However, the school needs to ensure that activities are carried out in the right environments.
What does that mean? Water temperature care for bathing, infrastructure to prevent falls, napkins, cutlery, toys that do not offer risks, in addition to the constant monitoring of an adult.
collective activities
Children can define what they want to do and, depending on the age group, even help to organize it. Examples of collective activities are outings outside school, parties and others. Here, it is also essential that the institution offers the right environment for achievement.
Organization at key times
As already mentioned, structuring the school routine requires optimizing time and distributing activities. Let's see a sequence of moments that should be considered in this planning.
Arrival
The moment of arriving at school can promote dispersion, as it is when children find playmates and, without mandatory activities, they feel freer. Another difficulty is with students who do not want to be separated from their parents.
Therefore, welcoming is one of the fundamental points of the day, as the child must feel welcome at school. Interesting activities that can be developed are the location and storage of the objects themselves, for example.
The school can promote and improve routine habits, in addition to autonomy. But, the presence of an adult in the initial moments is of paramount importance.
Initiation
The child arrived, was welcomed, now it's time to start the activities. Often, the student arrives and goes to play while waiting for the teacher's instructions. But, some professionals prefer to direct students to the first activity.
The most common of these is the wheel. With it, the educator allows himself to act in different ways. You can listen to students about their experiences at home, take roll call and set the day's routine, or even introduce new concepts such as words, objects or stories.
Snack time
What a happy hour, isn't it? And also a moment of much learning! The school can work on hygiene habits (washing hands before any meal), social interaction and, mainly, the importance of food.
The school must approximate this moment to what the child has at home. Like this? The free and relaxed interaction of children and adults stimulates learning, in addition to identifying the profile of each student.
playground
One of the school's main concerns is to ensure the well-being and safety of students. After all, they will be free to play and interact with their friends as they please.
For this reason, the institution must offer adequate equipment and spaces, in addition to insisting on accompanying adults.
rest
An important step in the student's routine, including the promotion of their well-being. The profile of each one should dictate the activities to be developed because some children have a greater or lesser tendency to rest.
At this point, the educator must identify which students have the most difficulty sleeping and, thus, decide what to do while the others rest. One option for the child not to get bored is to develop quieter activities during this break.
Hygiene
The physical structure of the school is one of the key points at this stage. Bathrooms, washbasins and toilets in adequate conditions and sizes, as well as floors must be constantly observed.
The moment of hygiene and physiological needs must also respect each student. Many have a greater need to go to the bathroom, others don't even remember, so it's essential to establish habits and routines for that too.
farewell time
Before releasing students, the teacher/educator must execute the dismissal efficiently. First, by reviewing what was done that day, stimulating memory, planning, narrative and organization.
Responsibility and a sense of duty must also be worked on. Therefore, the educator must ensure that the children keep the objects used and arrange the space they occupy.
Many times, students can leave or take clothes and toys home. The educator, then, must encourage them to separate each one. Another point that should not be left out is the homework that needs to be collected the next day.
Finally, farewell, with warmer greetings, reinforcing affection. To promote interaction with parents, it is interesting for the teacher to get to know them and contact them when students leave.
As can be seen, organizing a good routine in preschool is no rocket science. Knowing the groups of activities, it is interesting to recommend that there is not much free time between them to avoid dispersion.
If the number of children is high, the educator can organize simultaneous activities, in order to keep the student busy and close by. Another preponderant factor is to respect the age group of the child.
An activity carried out with three-year-olds should not be the same one developed with seven-year-olds. It is also essential to maintain dialogue with parents and other school staff, in order to structure joint work.
At this point, the educator will know what resources he can use, what the student's routine and support is like at home, in addition to sharing knowledge. The information collected can help to optimize time and reorganize the school routine.
