Choose Between A Preschool Or Kindergarten Classroom

Choose between either a preschool or kindergarten classroom

Consider the following scenario: Your class has two children with ADHD and another child with limited mobility who is not yet walking. Decide, as a team, what the daily schedule will be in your classroom. Create a daily schedule, along with a rationale, for why you put each activity at a specific time. Submit your assignment.

Paper For Above instruction

The classroom setting, whether in preschool or kindergarten, requires careful planning to accommodate the diverse needs of children, particularly those with attention deficit hyperactivity disorder (ADHD) and mobility challenges. For this assignment, I will assume a preschool classroom, focusing on creating a daily schedule that promotes inclusivity, engagement, and developmentally appropriate activities tailored to the children's needs.

Daily Schedule

  1. 8:30 AM – Arrival and Free Play
  2. Starting the day with a period of free play allows children to arrive at their own pace, settle in, and engage voluntarily with various toys and materials. This activity helps children with ADHD gradually transition into the school environment and provides opportunities for socialization. For the child with limited mobility, accessible activities like tactile toys and seated games will be available.
  3. 9:00 AM – Circle Time and Calendar Activities
  4. Circle time is scheduled early to establish routines, enhance social skills, and introduce the day's agenda. It provides a structure that benefits children with ADHD by offering predictability, and it involves large group participation, supporting children with mobility challenges through seated engagement. The teacher can incorporate visual aids and verbal cues to foster inclusion.
  5. 9:30 AM – Separation of Children for Focused Activities
  6. This period divides into small group or individual activities such as arts and crafts, storytime, or sensory activities, scheduled to accommodate the attention spans typical of preschoolers, especially those with ADHD. Activities are designed to be engaging yet manageable within short durations, with options for children with limited mobility to participate comfortably using adapted tools and seating.
  7. 10:15 AM – Snack and Rest Time
  8. Providing a mid-morning snack encourages healthy eating habits and social interaction. Rest or quiet time is incorporated for children who need a break, which can especially benefit children with ADHD by helping them regulate their energy and focus later in the day.
  9. 10:45 AM – Outdoor Play
  10. Unstructured outdoor play supports physical development and sensory exploration. Facilities and equipment are chosen to be accessible for children with mobility limitations. For children with ADHD, outdoor play offers a change of scenery and physical outlet to help manage hyperactivity.
  11. 11:30 AM – Storytime and Group Activities
  12. This session consolidates learning and fosters language development through read-alouds and group discussions. Visual aids and interactive storytelling techniques are used to engage all children, especially those with attention challenges.
  13. 12:00 PM – Lunch and Social Skills Development
  14. The lunch period emphasizes social skills, manners, and independence. The environment is adapted with accessible tables and seating options to ensure children with limited mobility can participate fully.
  15. 12:45 PM – Nap or Quiet Rest
  16. A relaxed period for children to rest or nap, supporting emotional regulation and physical health. Dim lighting and comfortable accommodations are provided for children with mobility challenges or sensory needs.
  17. 1:15 PM – Creative Play and Learning Centers
  18. After rest, children participate in focused play activities that reinforce themes from earlier in the day. Activities are structured to be inclusive, with accessibility options, and aim to develop fine motor skills and problem-solving abilities.
  19. 2:00 PM – Closing Circle and Reflection
  20. Concluding the day with a group circle allows children to reflect on the day's activities, share experiences, and prepare for dismissal. Visual charts and simple summaries assist children with attention difficulties in understanding the routine.
  21. 2:15 PM – Dismissal
  22. Children are dismissed in a calm, organized manner, with staff providing updates to parents about the child's day. Transitions are supported with visual cues and personalized routines to meet the needs of children with mobility challenges or behavioral concerns.

Rationale

The structured yet flexible daily schedule is designed to meet the developmental and individual needs of preschool children, especially those with ADHD and mobility limitations. Starting the day with free play provides a gentle transition, which is crucial for children with heightened attention challenges. The arrangement of activities balances active and quiet times, ensuring children remain engaged without becoming overwhelmed, particularly benefiting those with ADHD who often struggle with sustained attention.

Scheduling circle time early capitalizes on children's natural alertness, fostering social skills and establishing classroom routines. Small group activities follow, providing opportunities for individualized support where children with mobility limitations can participate comfortably using adaptive tools and seating. The inclusion of sensory activities and outdoor play supports physical, sensory, and emotional development, addressing the needs of children with mobility challenges and hyperactivity.

Incorporating rest periods and quiet time is vital for emotional regulation, especially for children with ADHD, who may tire or become overstimulated. The use of visual aids, clear routines, and accessible environments ensures inclusion and promotes independence among all students. The schedule facilitates positive behavioral patterns and creates an environment where children with diverse needs can thrive socially, emotionally, and academically.

References

  • American Academy of Pediatrics. (2020). "Strategies for Supporting Children with ADHD in Schools." Pediatrics, 145(2), e20191354.
  • Barkley, R. A. (2015). "Attention-Deficit Hyperactivity Disorder: A Handbook for Diagnosis and Treatment." Guilford Publications.
  • Booth, T., & Sheehan, M. (2008). "Supporting children with special educational needs in mainstream classrooms." British Journal of Special Education, 35(2), 78-84.
  • Craig-Unke, L., & Chalmers, D. (2012). "Inclusive education in early childhood settings." International Journal of Inclusive Education, 16(5/6), 567-583.
  • Guralnick, M. J. (2019). "The importance of early intervention." Infants & Young Children, 32(4), 290–299.
  • National Association for the Education of Young Children (NAEYC). (2021). "Developmentally appropriate practice in early childhood programs serving children from birth through age 8." NAEYC.
  • Odom, S. L., et al. (2018). "Participation in preschool activities among children with disabilities." Journal of Early Intervention, 40(2), 119–134.
  • Shogren, K. A., et al. (2019). "Inclusive education: Developing strategies for success." Routledge.
  • Smith, S. J. (2017). "Supporting children with mobility challenges in early childhood settings." Early Childhood Education Journal, 45, 135-144.
  • Wagner, M., & Camilli, G. (2020). "Early childhood inclusion: A developmental, contextually responsive approach." Paul H. Brookes Publishing.

Related Assignments