Transcript The High/Scope Approach for Infants and Toddlers in Group Care

Daily Schedules and
Caregiving Routines
Shannon Lockhart
Senior Early Childhood Specialist
High/Scope Foundation
[email protected]
 Identify the elements of active learning daily
schedules and caregiving routines
 Discuss ways to make the infant and toddler day
predictable yet flexible
 Distinguish similarities/differences from
preschool and infant-toddler routines
 Assess the elements, predictability and flexibility
in your infant-toddler schedules
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Key Developmental
Indicators
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1) Turn to page 8.
2) With a partner read about the
situations that the infants and
toddlers are experiencing.
3) Describe what they will typically
do and communicate.
4) Discuss as a whole group.
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In general, infants and
toddlers experience events:

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
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
With their whole bodies
All of their senses
In the here and now (limited
sense of time)
Don’t see the big picture
Don’t self regulate
Don’t understand
consequences
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How is their experience of events
different from an adult’s experience of
the same events?
2.

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

Adults think about events
Have a sense of time
Can plan for the future
Know what to do in particular places
Know consequences
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 Get
into 2 Groups (ITs and Preschool)
 On
chart paper, list a typical
schedule for your age group that you
currently work with or know.
 Both
groups get together.
 Choose
a recorder and discuss the
similarities and differences in
preschool and infant and toddler
routines
 Discuss
as a whole group.
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Let’s create a list of all the things
infants and toddlers naturally do all
day.
Children’s normal actions and
behaviors are the building blocks we
use to create a daily schedule!
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Let’s look at our list and circle the actions that
are associated with the following times of day:
- Arrival time
- Nap time
- Feeding/Meal times
- Bodily Care
- Choice Time
- Outside Time
- Group Times
- Departure
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 Why
do we ask preschoolers to plan and
recall?
 What
is the purpose?
 What
reasons apply to ITs or sensory-motor
learners?
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1.
2.
3.
Choose 1 person from each group to
follow Shannon.
Follow your leader and participate in
the activities.
Discuss:
a.
b.
c.
How did you feel?
How might this experience be similar to the
experiences ITs have as adults typically
move them through the events of the day?
How might you change this experience you
just had to make it more
flexible/comfortable and responsive to ITs?
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1.
Guideline #1:
Attend to Accommodate
children’s pace
children’s
and mannernatural
of doing
rhythms and
things.
temperaments.
2.
Think about
ITsDOWN
as sensorySLOW
to their pace!
motor learners. To learn,
they need to experience
and process materials and
situations through all of
their senses.
3.
They need choices!
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1.
Tell your partner about the grocery store
where you like to shop.
2.
Take out a piece of paper and draw a map of
how you are going to get back to your hotel
room or home.
3.
Tell your partner where you were born, date
of birth and what you did on your last
birthday.
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1.
Find two other people to form a group of
three and greet each other.
2.
Share stories about when you were an
infant or toddler (Ex. what you looked like,
where you lived, what you liked to do).
3.
End your discussion by singing a favorite
children’s song together.
4.
Turn to page 13 in PG and record your
responses to these two experiences.
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What can we do to
make daily schedules
known and predictable
to infants and
toddlers?
How do the kinds of schedules we
create for children influence their
feelings of power and control?
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1.
Through repetition of the same daily
sequence of events, even very young
children learn to predict and
anticipate what comes next.
2.
Photo/picture sequences of daily
events for older toddlers which are
concrete representations and help
them see and talk about themselves
involved in their day.
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1.
2.
3.
4.
Children learn to trust their teachers who:
listen, acknowledge needs, pace and way of
doing things.
Children trust themselves and their own
abilities to predict, anticipate and influence
what will happen next.
Children gain a sense of ease and comfort
when the schedule is suited to their
learning abilities.
Teachers enjoy the day more because
children are happier and less irritable.
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Daily Events
 Arrival and departure
 Choice Time
 Outside Time
 Group Time
Caregiving Routines
 Feeding and mealtime
 Bodily care routines
 Nap time
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1.
Divide into groups.
2.
Turn to page 17 in PG.
3.
As a group, using the instructions create a
report to present to the whole group based
on your assigned part of the day.
4.
Use pages 18-23 to assist you.
5.
Use the footage for examples.
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Create an overall daily schedule that is
predictable yet flexible.
 Organize
the day around regular daily events
and caregiving routines.
 Follow
the overall daily schedule consistently.
 Accommodate
children’s natural rhythms and
temperaments. Slow down to their pace!
 Provide
a smooth flow from one interesting
experience to the next.
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1.
Gather information about each child’s day --when each child typically eats, naps, is awake,
arrives at the center, likes to play, departs.
2.
Enter information about each child on a grid.
3.
Look across the completed grid for activities
among children that typically occur around the
same time of day. Decide when might be a good
time for:
✓Choice time
✓Outside time
✓Group time ✓Lunch
4.
Based on the information gathered in steps 1-3,
create a sequence of events---an overall daily
schedule.
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 Let’s look at 6 children’s biological
routines.
 Ask yourselves the following questions as
you look at these infants and toddlers:



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What patterns do you see emerging across all
four schedules?
How might you work out feeding and
mealtimes when children end up eating at the
same time?
When might it make sense to plan a group time
for older toddlers?
When might it make sense to have outside
time?
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 Infants and toddlers come to us with their own
personal schedules.
 The overall schedule for any small group, emerges
from individual schedules in the group.
 Times will vary from day to day, but sequence of
events remains consistent and predictable.
 More than one overall schedule. It takes several
tries to discover which one works best for these
particular children and caregivers.
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 Look for common patterns among the
children.
 You will need ongoing information from
parents about each child’s typical schedule
and changes it undergoes.
 You will need to reassess your schedules
periodically.
 The children will let you know what is
working and what is not working.
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1.
Jot down your current daily schedule or use
page 10.
2.
Using Guideline #1 on pg 14, critique your
current schedule.
•
•
List your strengths
List what you need to change
3.
Think about group times and outside time.
How will these parts of the day fit with how
you will develop a new schedule based on
your children’s natural rhythms.
4.
Discuss as a whole group.
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 Look
back over the agenda.
 Jot
one thing down on a
sticky note that you want
to remember about our
discussion today.
 Jot
down one thing that you
still have questions about.
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