Daily Routine |
 Breakfast
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Children improve eating and self-help skills, taste different foods, and work on table manners. They may eat in the classroom or cafeteria. (This is not part of the daily routine in the half-day programs.) |
Greeting Time |
During this social time, children greet each other, sing songs, recite nursery rhymes and finger plays, and engage in activities to connect and disengage stress. |
Shared Reading |
Children engage in reading readiness, listening, speaking and writing activities. |
Planning Time |
Children choose areas and materials they will use during work time. They make decisions about the activities they will do each day. |
Work Time
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Children work in various areas in the classroom such as house, blocks, toy, art, music, writing, sand and water, and books. They work on skills as specified in their Individual Educational Plan (IEP). The teacher will encourage the children, set up problem solving situations, and observe how the children interact with others.
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Clean Up Time
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Children are expected to return materials and equipment to their places. The children learn where items belong and why certain items are stored together.
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Recall Time
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Children reflect on, share, and discuss or act-out their work time experiences.
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Small Group Time
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Children work on an activity presented by the teacher for a set period of time to make choices and solve problems in the areas of Fine Motor, Gross Motor, Cognition, and Language.
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Socialization
and Self Help
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Children learn to interact with other classmates and adults. They may play in the classroom and/or take part in music, art, games, cooking, and/or supervised field trips. Potty training and dressing activities are included.
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Lunch
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The goals of lunch are the same as those for breakfast. (This is not part of the daily routine in the half-day programs.)
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Large
Group
Time
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Children meet together with the adults for playing games, singing songs, doing finger plays, learning dances, playing musical instruments, exercises or retelling a special event. Children can share ideas and participate in fun activities as members of a large group.
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Phonological Awareness
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Children develop word, rhyme, syllable, initial consonant awareness and alliteration.
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Snack
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Children enjoy nutritious snacks which encourage the use of their senses of taste, touch, smell and feel as they make and eat their own snack foods.
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Rest Time
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Children rest, nap, look at books or mobiles, or play quietly with a toy. (This is not part of the daily routine in the half-day programs.)
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Outside Play
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Developmental playgrounds, located at each site, provide children with opportunities for movement, exploration, improved locomotion, balance and creative play. Water and sand play allow additional opportunities to explore the environment.
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Computers
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Computers and special early childhoold software are available for each prekindergarten classroom. In addition, the P.R.I.M.E. Time (Prekindergarten Resource Instruction Mobile for Exceptional Education) motorcoach is available for visitations to schools to provide materials such as switches, adapted toys and assistive technology.
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Speech/ Language Therapy
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Children are eligible for speech and/or language therapy if an evaluation by a certified speech/language pathologist indicates a need based on state and local criteria. Children may work in a small group with the speech/language pathologist to increase speech and/or language skills. The speech/language pathologist may suggest activities to be used in the classroom or home.
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Parent Conference/ Classroom Visit
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Classroom visits and conferences between the teacher, therapist and parent are encouraged. If you would like to make an appointment to meet at your child's school, please telephone between the hours of 2:00 - 3:20 p.m., Monday through Friday.
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