A Day in the Life of a Five Year Old Child in a Kindergarten Classroom

Description of the Class Program (Blocks of Time)maximizes every single second with learning experiences that are instrumental to his/her balanced growth and development as excellent for functionally literate individuals

ensures that every learner is dynamically and cooperatively involved in all learning experiences blended with a holistic and child-centered approach of teaching

BLOCKS OF TIME

TimeMinutesActivities7:30 7:4010Arrival Time7:40 8:0010Meeting Time 18:00 8:5050Work Period 18:50 9:1020Meeting Time 29:10 9:2515Recess9:25 9:4520Rest/Story Time9:45 10:3045Work Period 210:30 10:5020Indoor/Outdoor Activities10:50 11:0010Meeting Time 3

7:30 - 7:40 Arrival Time

Arrival Time 1- areas of developmentLanguage Development listening, speaking-storytellingIntroduce & reinforce routines and rules Exploration of materials of their choiceBrowsing through booksDrawing/writingGathering newsChatting with peers/teachers

Arrival Time 1- Learning ActivitiesThis is the period of individual, peer or group exploration of literacy resources like picture or story books, manipulative toys or literacy resources in the reading corner while waiting for the other coming children.

Upon arrival in the room, every child is asked to establish his/her presence in class by getting his/her picture/name card on the attendance chart. This routine is deemed more developmentally appropriate than the traditional roll-call to check attendance.

7:40 - 8:00 Meeting Time 1

Meeting Time 1First whole group activity for the dayPerfect context for:teaching children how to behave confidently and fairly in a group

teaching children how to take turns talking and listening to each other

Meeting Time 1 - Learning ActivitiesThe introductory or preparatory learning activities for the day. This includes the following;Class Circle for teacher-guided recitation e.g. prayer, songs, etc.Teacher-led physical exercisesThe review and monitoring of childrens study routine at home with their parents/guardian is also done in this learning block of time. The teacher facilitates the childrens sharing in a class circle. Sharing is not a compulsory task for the children but the teacher may encourage them to participate so they could have the opportunity to articulate their ideas independently.

whole group discussion: theme- related concepts

8:00 8:50 Work Period 1 - Areas of DevelopmentProvides children with opportunities to:

Explore the environmentDevelop thinking skills, observing, problem-solving, measuringDevelop creativity, generating ideas, creating products

Work Period 1 - Learning ActivitiesThe longest block of time within the three and half hour program.

Children work in small groups, in pairs or individually on either teacher-assigned or child-initiated activities. Some activities would need direct supervision and guidance from adults (teacher, parent volunteer), while others can be done independently by children and will require minimal instructions and adult supervision.

Work Period 1 - Learning ActivitiesActivities will mainly focus on the language literacy development that include exploring sounds/names of pictures, objects, and letters; engaging in dramatic/role play; playing letter and word games; exploring a variety of materials to sort and classify, match lowercase and uppercase letters, making storybooks and doing simple art projects related to theme studies they are exploring.

The children will also be given time to clean up afterwards.

8:00 - 8:50 Work Period 1

Independent ActivityGroup1Group 2Group 3Group 4Teacher-Supervised ActivityWork Period 1

Work Period: Lit-Based Activity from the story: Ang Barumbadong BusTeacher-supervised (small-group): kinds of transportation that can be seen in land, air and water.Another group did the cut-out pictures of transportation in the old newspaper.This group also draw transportation they have seen in the community.Alaska Elementary School, Cebu CityGroup1Group 2Group 3

Provides opportunities to:

develop childrens imaginationuse language, movement and sound to symbolize people, objects & eventspractice interpersonal skills: collaboration, group problem-solving

Dramatic Play

Provide opportunities for:

Expression of feelings and thoughtsUsing symbols or representations of people, objects and eventsVisual Art Activities

Arts and CraftsScribbling and drawing, painting, molding, manipulating play dough and clay, cutting, pastingEye-hand coordination, fine motor skills needed for reading & writing

8:50 9:10 - Meeting Time 2Second whole group activity for the day that provides children with opportunities to:Share experiencesPlan the dayMake choicesProblem-solve

Meeting Time 2- Learning ActivitiesThe children are once again gathered by the teacher as a whole group. They look at the work done by some groups and have children share about what they did during activity period. This is also a time for reviewing concepts previously learned. They also count the number of boys and girls and adults present. Then the teacher calls the children individually in preparation for washing their hands before eating snacks.

Cooking Activities9:10 - 9:25 Supervised Recess

Provide opportunities for:

Multi-sensory experiencesExperimentationPlanning and decision-makingCommunication

Food Preparation, Cooking & Mealtimes

Recess Time

Gives children a chance to refuel on many levels: physically, emotionally, socially

Children take their snacks and a chance for teachers to incorporate hands-on activities to develop desirable table manner. Values of being independent, disciplined and being conscious about healthy and nutritious food are deliberately integrated.Supervised Recess areas of development

This is the nutritious/nourishing power break for the learners.

Fruits and other nutritious food should be encouraged by the teachers as snacks for children.

Proper etiquettes for eating will be part of the teachers instructions as he/she facilitates this power break activity. Supervised Recess areas of development

Supervised Recess areas of developmentGives an opportunities to: A chance for teachers to incorporate hands-on activities to develop desirable table manner

Values of being independent, discipline and being conscious about healthy and nutritious food that are deliberately integrated.

Gives an opportunities to: A chance for teachers to incorporate hands-on activities to develop desirable table manner

Values of being independent, discipline and being conscious about healthy and nutritious food that are deliberately integrated.

9:25 9:40 Story/Rest TimeProvides opportunities for:Listening and speakingImaginative thoughtMaking predictions

During this time, children can browse through picture books with peers and teacher. This is a very important investment in helping children to read because it gives them the opportunity to explore books in a relaxed way, helping them to appreciate books and stories. Story/Rest Time Learning Activities

During storytelling, children gather around by the Teacher to listen to a story chosen by the children to be read to them or a story chosen by the teacher that is related to a theme they are studying.

Stories can be either in Mother Tongue, Filipino, and English. Storytelling will also be maximized for introducing values. It will be followed by discussions about the story and/or dramatization of the story.Story/Rest Time Learning Activities

Work Period 1 (8:00 8:35 am)9:45 9:30 Work Period 2

Provide children with opportunities to: explore the environmentdevelop thinking skills: observing, problem-solving, measuringdevelop creativity: generating ideas, creating productsLearn to work independently and collaborativelyMake choices about their workGain control over what they doWork Period 2 Area of Development

The longest block of time within the whole session. Activities focus on the development on mathematics or cognitive domain that include exploring unstructured materials such as playdough/clay, paint, water, sand/soil and manipulatives; playing objects/counters and number games; exploring a variety of materials to sort and classify, match, arrange in sequence and count; making books on number and doing simple art projects related to theme studies they are exploring. The children will also be given time to clean up afterwards.Work Period 2 Learning Activities

9:20 10:00 Work Period 2

Water and Sand Play Objective: explore the attributes of sand Sand Play

Water Play Objective: explore the concept of capacity

measurement activity sensory activity

10:00 10:20 INDOOR/OUTDOOR

10:20 - 10:30 Indoor/Outdoor ActivitiesProvide activities which may either be quiet or active. Quieting activities include thinking games and activities that involve music and light movement.

Activities include sports, simple athletics, movement activities, outdoor games that are interesting and suitable to the childrens age level. They can either be for small or big groups, pairs or individual children.

Active and vigorous activities include ball games, relays, calesthenics, routine exercises or dancing.

10:00 10:20 INDOOR/OUTDOOR

10:00 10:20 INDOOR/OUTDOOR

10:00 10:20 INDOOR/OUTDOOR

10:20 - 10:30 - Meeting Time 3Paalam na!Children are being prepared to go home. They are reminded on some road safety rules to follow.

The time for classroom restoration and cleaning up. Personal hygiene instruction is integrated in this period.

The teachers turn to synthesize the learning experiences of the children. This will be done through class reflection circle facilitated by the teacher.

Reminders and learning extensions are also given during this period.

10:20 - 10:30 Meeting Time 3Paalam na!

Remember: You wouldnt reach a thousand miles without starting with a single step.

And as for our future leaders, they start with this single step. KINDERGARTEN.

**************************