Back to School Routine for Early Childhood Education

We selected in this post some suggestions for the first day of school, a Back to School Routine for Early Childhood Education.

Back to School Routine for Early Childhood Education – First Week of School

Check out the back-to-school routine for Kindergarten indicated for the first week of classes, created by the wonderful teacher Valéria from the blog Teaching with Care:

Back to School Routine for Early Childhood Education

1. Welcoming students;
2. Ambient music playing as parents arrive and leave the children, even to calm some who may be anxious or worried about the news;
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3. Sitting in a circle, it can be on chairs or on a rug on the floor, with several pillows (as cozy as possible), next to books, toys etc, start the welcome dialogue and introductions, where each one can say their name, talk about personal tastes and even their own family. It is important to allow freedom at this time, but directing so that everyone has the opportunity to speak;
4. Welcome music! There are several songs that can be sung by the class at this time, it is up to the teacher to choose the one that best suits him. “Good morning little friend, how are you? Your company attracts me, we will do our best to be good friends, good morning little friend, how are you?" This song “As Mãos” Patati Patatá is very beautiful.
5. Delivery of the badge with the explanation that that is your name. This may or may not be the time to talk about the history of each one's name. If the class is already familiar with the name, you can skip this step, if the teacher prefers, you can start right away, opening up so that everyone can tell how their name was chosen, if they like it. etc.
6. Story Wheel or Story Telling - Here the book will be at the discretion of each teacher, inside of the topic you want to address, on the first day of class, be it coexistence, love for others, family etc.
7. Suggested Reading: Keith Faulkner's The Big Big Frog, Keith Faulkner's The Big Nose Pig, Please Thank You Sorry, by Becky Bloom and Pascal Biet.
8. Conversation on the topic covered. What each one liked, what they didn't like within the story, favorite character etc.
9. Activity: Free modeling or drawing to retell the story, as you like. Next, it is important to expose each work.
10. Hygiene and Snacks – Suggestions: Eat eat with Patati, Patatá – or even Meal time Patati Patatá

The water falls in the spout
lathers with soap
To eat lunch
I already washed my hand
Lyrics: Carminha Soares
Music: ciranda cirandinha

1. rest with music
2. Playground or outdoor activities such as Recreation
3. Organization of the environment, the materials used.
4. If you've programmed any party favors, this is the ideal time to deliver it.
5. Farewell music…
6. Exit.

It is clear that each teacher must adapt this activity plan to their reality and the reality of their students, to their school schedules, excluding or including in it what is necessary. It is also important to remember that the routine does not always follow as planned, unforeseen events happen: some children may need more attention, they may cry on the first day and find it difficult to leave their parents at the entrance, among other things that may come to happen, such as the delivery of materials, which can always “muse up” this routine a little and can be scheduled for a meeting with the responsible. The teacher, in this first week, should not be alone, but he/she needs to count on the help of coordinators, assistants, etc.

On the following days, visits to the different departments of the School should be guided, especially for the new students, so that they get to know the new environment in which they are inserted and have no major difficulties in adaptation.

They can also be inserted on the other days of the first week: games, finger painting, toys, musical gymnastics (to make gestures with them while the music plays), drawing to music (drawing with music), Free painting with ink, tearing up magazines or newspapers, modeling, collages, kneading paper, playing on a train to the sound of music, walking on string, crawling on mats, rolling, stamping little hands with ink etc. Your master sent Patati Patatá is a good suggestion to play with!

See also:

• The welcome in the first days of class is essential
• Lesson Plan - Welcoming Students: Dynamics of the Presentation
• How to guarantee the welcome of students in the first days of class?

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Return to School Routine for Early Childhood Education – Welcome to the classroom

Back to School Routine for Early Childhood Education – Knowledge Activity

Back to School Routine for Early Childhood Education – Dynamic Suggestions

TREE OF DREAMS 

Represent a tree on brown paper or cardboard; affix it to the panel or wall. At the top of the tree, write a question related to the subject (it could be about environmental issues, rules of coexistence, the school environment etc) that will be dealt with during the bimester, trimester… E.g. were…?

Each child will receive a “tree sheet” to write their dream, the dream is what the child hopes to “happen best” for the subject in question. Then ask each child to place their leaf on the dream tree.

Note: This activity can be resumed during the period in which the subject is being worked on, or at the end of the period so that there is a reflection on what they wanted and what they were able to achieve.

FROM CONFUSION TO ORDER

These activities are ideal for the child to realize the need for the organization to perform the activities well. The teacher can, from the children's speech, raise some rules for the organization in the classroom.

Ask the children, all at the same time, to sing a song to their partner next door (this activity will create chaos); then ask a student to sing her song for the class. Children will realize how unpleasant chaos is and how order has meaning.

The teacher will be able to raise with the children other situations experienced where organization is essential.

THE LAKE OF MILK

(Awaken in the student the pleasure of working together and the importance of individual action in contributing to the whole. The teacher will be able to talk a little about the work in the series, so that the children understand the importance of everyone's involvement in carrying out the work).

In a certain place in the East, a king decided to create a different lake for the people of his village. He wanted to create a lake of milk, so he asked each of the residents of the place to bring only 1 cup of milk; with everyone's cooperation, the lake would be filled. The very excited king waited until the next morning to see his milk lake. But such was his surprise the other day, when he saw the lake full of water and not milk. Then, the king consulted his adviser who informed him that the people of the village had the same thought: “In the midst of so many glasses of milk if only mine is water, no one will notice…”

Ask the children: What value did the king's idea lack to complete itself? After the discussion, it is interesting for the students to build something together, such as the classroom panel. The room can be decorated with a cutout that, after being perforated, forms several people holding hands, like a chain.

Check out other suggestions at:

• Dynamic back to school early childhood education
• Dynamic icebreaker

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What should a good routine be like? Rotina back to school for kindergarten

The organization of time is one of the biggest challenges in providing children with quality care and education. Every moment of life in preschool should be a time full of stimuli, challenges and opportunities to learn. For this to happen, it is essential to plan the activities of each day well, in the context of a weekly or monthly work plan.

Below are 9 essential steps of routine back to school for early childhood education:

arrival and welcome

This is the most important part of a child's day at preschool. Once the difficulty in separating from the parents is overcome, the child learns that he is welcome. Who receives it, how it is received by adults, teachers and peers sets the tone of the day and their perception of preschool life. Arrival is also the time to form important habits: locating and storing objects, putting on and taking off clothes, tying and untying shoes. The child must acquire autonomy in these matters within the first few weeks. The presence of an adult is essential to guide the formation of habits and sequences, as well as to encourage the child to progressively become autonomous.

Initiation and training wheel

There are two most common ways to start the day: in some schools, the child goes to the classroom and has freedom to do what you want or you can play on the patio, even organize some activity; in others, the children go directly to an activity organized by the teacher. This activity can be the usual wheel, or something the teacher has prepared to engage the children directly in it. The most common is the wheel, and there are several forms and schedules for it, among which we highlight:

1. Listening to children, letting them tell about events that took place at home or on the way to school. Listening is essential for the teacher to identify children who need special attention, and it is also a fruitful time to encourage children who speak little and share little of their lives.
2. Make the call, identify those present and absent. Check the calendar; learn about days of the year, month, week; talk about the weather; get the routines of the day right; announce events or surprises.
3. Introduce concepts. In circles, children can participate in games to learn the names of their peers, name objects, identify words or phonemes, continue a story, etc.

Lunch

Snack time is a privileged time for the formation of hygiene and health habits, organization, social behavior and psychomotor skills. But it is, above all, a privileged time for an adult-child interaction very similar to life at home. The possibility for the teacher to sit with the children and talk in a free and relaxed way should be seen as a unique moment.

playground

In a dynamic school where the child has varying degrees of freedom to come and go and choose tasks and friends, recess is not much different from other moments in preschool. The existence of adequate spaces and equipment and the presence of other adults can also help a lot in the development of social behaviors. Ensuring children's safety should be a primary concern, and like everything else in safety, prevention is always the best medicine.

rest

Children vary greatly in their need for rest and the length of rest. Needs tend to reduce over time, but like any habit, rest must be anticipated and nurtured. The school may decide whether children who are not in the habit of sleeping should remain quiet while resting or if they can participate in other activities. Furthermore, there are times when the child needs time and isolated space to recover.

Bathroom/hygiene

There are several important questions regarding these themes.

1. Regarding hygiene. It has been proven that the hands are the biggest transmitters of disease among people, and this is particularly accentuated in the case of children. Therefore, access to places to wash your hands frequently is essential to avoid illness.
2. Regarding the use of the bathroom. Children often need to go to the bathroom, but they do not always have the ability to predict or remember. Hence, needs often arise unexpectedly and urgently. Furthermore, many children need to acquire the basic habits for using the toilet facilities, which are not always taught or practiced in their homes.
3. All of this suggests that sinks and toilets should be adequately sized, at the proper height, and preferably located in spaces adjacent to or adjacent to the classroom. Otherwise, this activity can consume 20% or more of the teacher's daily time.

 farewell

The farewell must be preceded by a review of the day. This helps children develop a sense of planning, predictability and stability. It also helps in developing memory and organizing narrative structures. Before the end of the day, there are precautions to be taken into account:

1. Cleaning the room and materials: Children should do this after each activity, but especially at the end of the day it is important to keep the room clean and tidy. This reinforces the sense of planning, order and responsibility.
2. Arrangement of clothes: this is another opportunity for the child to develop independent habits of dressing and training motor skills. It also helps her memory and a sense of responsibility about the objects she takes and brings to school.
3. Items to take home: often the child takes home messages, notes, work he does, books or borrowed objects, it also helps the memory process.
4. Homework: if there is homework, the ideal is that it should be done systematically, for example, every day, or on a certain day. Past duty must be collected and fulfilled – this is essential for the child to develop a sense of responsibility.
5. Warm greetings: they are essential to build and strengthen bonds of affection between children and with adults and teachers. Furthermore, it is the time for interactions and exchange of information between teachers and parents.

free play

Depending on available resources, children can have time to do whatever they want in different spaces in the room. If this is possible, the teacher must ensure that the children circulate in the various spaces on different days, to prevent them from always doing the same thing. This is usually done by forming pairs or cracks and encouraging children to play together. These are important moments for children to develop their individuality, learn to play in groups of two, three or more; and they are precious moments for the teacher to observe the children and engage in real conversations around the activity the children are doing. Real conversation means long dialogues, in which the teacher encourages the child to elaborate their thoughts, feelings, explain the action, etc. It's the opposite of doing quizzes with questions and answers or giving orders.

Organized activities

Each day the teacher will organize two, three or four activities, using the available materials. The activities must be planned in a spaced way, but they can be sequential: for example, the teacher you can read a children's story and then do an activity or a drawing on the text. read. Careful preparation for each activity should be done as this eases the transition and helps children focus on what they are about to start doing.