In This Week's Learning Activity You Reinforced Your Knowled

In This Weeks Learning Activity You Reinforced Your Knowledge And Un

In this week’s learning activity, you reinforced your knowledge and understanding of schedules, routines, and transitions. They all work together to help children understand the expectations and creating a classroom environment where learning can take place. Now, we are going to take that knowledge a step further and look at what schedules, routines, and transitions look like in action! First, you will have the chance to hear from some educators’ perspectives related to these elements of positive learning environments. Then, you will have the chance to develop your own schedule, routine, or transition based on the classroom you chose during the first week of class.

To prepare for this discussion, Complete the learning activity before participating in this discussion. Read Chapter 3: Establishing a Context for Learning. Watch the videos “A Teacher’s Perspective on Routines” by Sara and Laura. Watch the video “Classroom Transitions,” including the version from the Administration for Children and Families (ACF). Review the document “Visual Supports for Routines, Schedules, and Transitions.” Visit the webpage “The Environment: Schedules and Routines.”

Consider the preschool classroom consisting of children with diverse needs: Maria, a Spanish-speaking 2/3-year-old; Johnny, a child with cognitive and physical delays; and Michael, a foster child with behavioral challenges. Your task is to create a visual schedule, routine, or transition plan suitable for this classroom setting.

Paper For Above instruction

Implementing effective schedules, routines, and transitions in preschool classrooms is fundamental to fostering a positive, inclusive learning environment that supports all children's developmental needs. The classroom described includes children with linguistic, developmental, and behavioral diversities, requiring carefully planned routines that promote engagement, understanding, and safety. This paper details a visual schedule tailored to these children, emphasizing research-based strategies to ensure inclusivity and a supportive atmosphere throughout the school day.

Design and Rationale for the Classroom Schedule

The visual schedule I developed employs pictures, simplified text, and symbols to accommodate children with limited English proficiency, cognitive delays, and behavioral challenges. Using visual supports, the schedule begins with a morning welcome circle, followed by learning centers, snack time, outdoor play, storytime, and a closing circle. Each activity is represented with corresponding images—such as a book for storytime or a playground for outdoor activities—to facilitate understanding regardless of language barriers or cognitive levels.

The rationale for this schedule is grounded in research indicating that visual supports significantly enhance comprehension among diverse learners, particularly English language learners and children with disabilities (Hughes & Unger, 2008). Implementing a consistent routine with predictable visual cues reduces anxiety, promotes independence, and encourages positive behaviors (Chan et al., 2015). For Maria, the visual schedule provides clarity and reassurance, helping her anticipate daily activities. Johnny benefits from the clear cues as they help reduce his frustration and facilitate participation despite his delays. For Michael, visual supports can serve as a calming tool and aid in understanding the sequence of activities, ultimately supporting his behavioral regulation (Mirenda & Schaller, 2009).

Procedures for the Routine

The morning routine begins with a greet and a visual check-in to help children transition into the classroom. Each child uses a picture card indicating their activity for the day—helping them understand and prepare for transitions. During the classroom activities, visual timers signal when a transition to the next activity is approaching, promoting flexibility and pacing. For example, a visual timer can indicate the last five minutes of a center activity, giving children time to wrap up and prepare for the change.

I would incorporate individualized supports—for example, bilingual visual cues for Maria and additional prompts or sensory regulation tools for Michael, who tends to lash out during transitions. Johnny's routine includes consistent, predictable steps with assistance from an aid, ensuring he remains engaged and supported during transitions. Frequent positive reinforcement, such as praise or tokens, is integrated into the routines to motivate participation and cooperation.

Inclusivity and Research Foundations

This schedule and routine are designed to be inclusive by considering each child's unique needs and strengths. Visual supports ensure that children with language barriers or delays can access the routines successfully. Consistency and predictability foster security and reduce behavioral issues, aligning with research indicating that structured routines decrease problem behaviors and increase engagement (Berkowitz & Hayden, 2011). Moreover, the plan supports social-emotional development by providing predictable and calming cues for children like Michael, enabling them to navigate the classroom environment confidently.

Research emphasizes that routines should be flexible enough to accommodate individual needs but consistent enough to provide stability (National Association for the Education of Young Children [NAEYC], 2020). This approach enhances executive functioning skills, such as self-regulation and problem-solving, which are critical for early childhood success (Diamond & Lee, 2011). Visual supports, combined with culturally responsive practices, create an inclusive setting where all children can thrive academically, socially, and emotionally.

Conclusion

Creating a visual schedule tailored to a diverse preschool classroom effectively supports inclusive and positive learning experiences. Grounded in research, this approach utilizes visual supports, individualized accommodations, and consistent routines to promote understanding, reduce anxiety, and foster engagement among all learners. By implementing such strategies, educators can cultivate a classroom environment where every child feels valued, supported, and empowered to succeed.

References

• Berkowitz, C., & Hayden, D. (2011). Supporting young children's social-emotional development: Strategies for teachers. Early Childhood Education Journal, 39(3), 137-144.
• Chan, J. B., et al. (2015). Visual supports for children with autism spectrum disorder: A review of the literature. Journal of Autism and Developmental Disorders, 45(3), 648-661.
• Diamond, A., & Lee, K. (2011). Interventions shown to aid executive function development in children 4–12 years old. Science, 333(6045), 959-964.
• Hughes, C., & Unger, S. (2008). Supporting bilingual learners: Strategies for teachers. Multicultural Perspectives, 10(2), 14-19.
• Mirenda, P., & Schaller, C. (2009). Augmentative and alternative communication for individuals with complex communication needs. Journal of Early Intervention, 31(4), 278-297.
• National Association for the Education of Young Children (NAEYC). (2020). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. NAEYC.
• Unger, S. (2015). Visual supports in early childhood settings: A guide for practitioners. Young Children, 70(2), 22-29.