There are day to day activities that just need good management. To identify these start by looking at your room routine.
Here is an example of an effective room routine.
|Routine and Time||Who is doing this?||Skills and resources required|
Welcome the children and parents, take parents to the child's strength tree and add to it. Even if there is nothing to add educators talk about the child's strengths.
Educators actively greet children/families. When there are 2 educators there is an activity set up where 1 educator is teaching the children a new skill
Trainees teach the skill. They are at the child’s height, acknowledge the parent, welcome the child and describe what they are going to learn.
|Knowing parents’ NAMES
Talking to parents
Starting a conversation
Activity setup where the educator is TEACHING A SKILL.
Lesson plan needed. Don’t forget we can share plans amongst educators.
Why can't the children be outside? Wear gloves and hats and jackets. Lots of running games. Planned activity which is all physical eg sack racing, crocodile may I cross your river, only if you have blue on, marching, hopping, singing. These activities are calming
|All educators DO THE ACTIVITIES with the children who will do what you are doing.||Using resources like Munch and Move to give us a list of exercises we can do with children.
Remember when children go to school the playgrounds are empty so we need to give the children game skills too.
Have set out activities until group time.
Tell them stories in a positive way to change behaviour. "I saw someone throw sand in the sandpit today. What could we do about that?"
Plan the day with the children in group time. Children run it. This can go on and be beneficial for everyone. The children make choices. This may take a long time.
|All Educators, especially the trainees.
Group time needs to be shared with everyone. This increases the skills. We need input from children. ASK children to solve QUESTIONS. Do not tell them what to do
|We need a set of transitions in a folder/ring binder etc that anyone can pick up and use.
The ability to ask questions, tell stories and solve problems.
We need an A-Frame to write down what the children say. This is child led programming and we always come back and refer to it during the day.
Refer to the helper chart and see who has to do what for the day
|All educators and children.
Children need helper identification stickers.
Relevant helpers help with activities like setting up morning tea, packing up first morning activities, wiping and setting up tables, shelves, food and activities, mopping the floor, looking after sand pit. Using children as helpers is a technique to manage potential crises
|Implementing a helper chart with movable names and tasks both written and pictures.|
Add words to a word wall at group time, lunch time and other meals and at the end of day with parents
|Children and educators||Spelling, printing, writing and laminating the new words learnt|
Teach a planned lesson to small/large groups then move to area with planned activities based on lesson.
Split groups and teach. For example, Ruby is defiant but parents are building a house so Ruby needs to build her own house.
Let older children be the teacher, block monitor etc or help with roll call and lesson planning.
|Junior educators deliver lesson
Room Leader gives feedback
This can be free form play or 2 – 3 small groups
|Writing a lesson plan
Feedback from the Room Leader has to happen immediately after educator has finished delivering lesson
Making rules in words and pictures. (make children work for you)Completing strength trees and getting weekend sheets so we REALLY know what children are interested in.
Sit and listen and lead a discussion about a strengths form strength trees and educators write down strengths.
|We must SIT AND EAT at least a small amount with the children and talk with them to discover what they know, can do and understand.||Small amount of food and paper and pen to write what the children say.|
|Children clean as per helper charts
Use visuals and words to get the children to move and make choices always referring back to daily plan
Free play - educators become involved in the play when they’re invited by children. This shouldn't take long. There should be lots of imaginative play. Make sure educators are down where the children are.
|Children and educators||The children will be telling you what they want to play with and getting it out of the store room.
It must be informed ie give them inspiration built from the child's interest eg Lego with different building pictures.
Free play outside
|Children and educators||Loose play parts from families and community|
Yoga and brain gym
|Children lead the yoga and exercises with pictures and action. This is a great skill to help children learn to lead.||Yoga in pictures NOT ON TV. Brain gym exercises.|
|Children talk about what they have learnt. Educator reinforces all the positives they saw eg “Jackson I saw great play with Thomas.”||Children and Educators
There needs to be lots and lots of questions. Questions create thinking, thinking creates investigating and investigating creates curriculum where we are led by the children.
|Writing directly onto the program with the children.|
|Reading TEXT TYPES eg books, lists, invoices, magazines, website page, road signs||Educators and Children||Resources and lessons to use as literacy packs.
We need to explore all the different text types.
Helpers do set up eg set the table
Lunch served by children where possible
Educators always with the children
Helpers help serve the food for everyone
Educators MUST eat a very small portion with the children.
Lunch must not be rushed
Helpers get the trolley and take it back after lunch
|Children||Teaching children in a direct lesson how to serve food in a hygienic way.|
Quiet time/rest time
For children not sleeping/resting, set out quiet play areas. Look at the strength tree and daily curriculum with them
|There needs to be lots and lots of questions once again.||Listening skills|
|Compile portfolios with children
Eg children write educators underwrite, children fold paper and put their work in sleeve
|Children and Educators||Portfolios and glue, scissors, staples, pictures, art work, photos and all the other forms of assessment children create.|
Ask children “what was the best thing you did at school today?”
Add new words to word wall.
As children “What didn't you like? How can we make it better?”
Write program and learning stories with children. Let the children put it up on the wall.
|Children and Educators at group time||Writing directly onto the program with the children.
Word wall material
Learning stories material
Choose again what the children want to do. Include the helpers recycling, prepping things to use based on helper chart, garden maintenance
|Children and Educators||Listening skills|
Singing, dancing, dramatic play
Guessing games to act out eg charades
|Children and Educators||Music
Dramatic play equipment
|All parents taken to the curriculum wall and children’s learning described to parents by ANY EDUCATOR||Families, children and educators||Talking to the parents
Teaching children to take their parents to the curriculum wall
|Children and Educators||Setting up loose part play in the outdoors|
Go inside and remaining children discuss what they want to do tomorrow
|Children and Educators||Listening to the children and extending on the children’s ideas.|
|Children and Educators||Setting up the room for a perfect start the next day.|
List 5-10 ways to split your room jobs evenly