A Day in theLife 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 childcentered approach of teaching BLOCKS OF TIME Time Minute s Activities 7:30 – 7:40 10 Arrival Time 7:40 – 8:00 10 Meeting Time 1 8:00 – 8:50 50 Work Period 1 8:50 – 9:10 20 Meeting Time 2 9:10 – 9:25 15 Recess 9:25 – 9:45 20 Rest/Story Time 9:45 – 10:30 45 Work Period 2 10:30 – 10:50 20 Indoor/Outdoor Activities 10:50 – 11:00 10 Meeting Time 3 7:30 - 7:40 Arrival Time Arrival Time 1- areas of development Language Development – listening, speakingstorytelling Introduce & reinforce routines and rules Exploration of materials of their choice Browsing through books Drawing/writing Gathering news Chatting with peers/teachers This routine is deemed more developmentally appropriate than the traditional roll-call to check attendance. Upon arrival in the room.Arrival Time 1. manipulative toys or literacy resources in the reading corner while waiting for the other coming children. every child is asked to establish his/her presence in class by getting his/her picture/name card on the attendance chart.Learning Activities This is the period of individual. peer or group exploration of literacy resources like picture or story books. . :40 .8:00 Meeting Time 1 . Meeting Time 1 First whole group activity for the day Perfect 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 . This includes the following.Meeting Time 1 . .g. Class Circle for teacher-guided recitation e. prayer. Teacher-led physical exercises The review and monitoring of children’s study routine at home with their parents/guardian is also done in this learning block of time.Learning Activities The introductory or preparatory learning activities for the day. songs. The teacher facilitates the children’s 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. etc. . . . whole group discussion: themerelated concepts . problem-solving. generating ideas. measuring Develop creativity. observing. creating products .8:00 – 8:50 Work Period 1 .Areas of Development Provides children with opportunities to: Explore the environment Develop thinking skills. Children work in small groups. while others can be done independently by children and will require minimal instructions and adult supervision.Learning Activities The longest block of time within the three and half hour program. parent volunteer). . in pairs or individually on either teacher-assigned or child-initiated activities.Work Period 1 . Some activities would need direct supervision and guidance from adults (teacher. . and letters.Work Period 1 . match lowercase and uppercase letters. making storybooks and doing simple art projects related to theme studies they are exploring. engaging in dramatic/role play. The children will also be given time to clean up afterwards. exploring a variety of materials to sort and classify. playing letter and word games. objects.Learning Activities Activities will mainly focus on the language literacy development that include exploring sounds/names of pictures. 8:50 Work Period 1 .8:00 . Work Period 1 Teacher-Supervised Activity Group 4 Group1 Independent Activity Group 3 Group 2 . Alaska Elementary School. Cebu Group 2 Another group did the cut-out pictures of transportati on in the old newspaper. air and water.Work Period: Lit-Based Activity from the story: Ang Barumbadong Bus Group 3 This group also draw transportation they have seen in the community. . Group1 Teacher-supervised (smallgroup): kinds of transportation that can be seen in land. objects & events practice interpersonal skills: collaboration. movement and sound to symbolize people.Dramatic Play Provides opportunities to: develop children’s imagination use language. group problem-solving . Visual Art Activities Provide opportunities for: Expression of feelings and thoughts Using symbols or representations of people. objects and events . manipulating play dough and clay. fine motor skills needed for reading & writing .Arts and Crafts Scribbling and drawing. molding. painting. cutting. pasting Eye-hand coordination. 8:50 – 9:10 .Meeting Time 2 Second whole group activity for the day that provides children with opportunities to: Share experiences Plan the day Make choices Problem-solve . Learning Activities The 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. . They also count the number of boys and girls and adults present. This is also a time for reviewing concepts previously learned. Then the teacher calls the children individually in preparation for washing their hands before eating snacks.Meeting Time 2. 9:10 .9:25 Supervised Recess Cooking Activities . Cooking & Mealtimes Provide opportunities for: Multi-sensory experiences Experimentation Planning and decision-making Communication .Food Preparation. Recess Time . Supervised Recess – areas of development Gives children a chance to refuel on many levels: physically. socially Children take their snacks and a chance for teachers to incorporate hands-on activities to develop desirable table manner. disciplined and being conscious about healthy and nutritious food are deliberately integrated. . Values of being independent. emotionally. •Fruits and other nutritious food should be encouraged by the teachers as snacks for children.Supervised Recess – areas of development • This is the nutritious/nourishing power break for the learners. •Proper etiquettes for eating will be part of the teacher’s instructions as he/she facilitates this power break activity. . discipline and being conscious about healthy and nutritious food that are deliberately integrated. .Supervised Recess – areas of development 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.Gives an opportunities to: A chance for teachers to incorporate hands-on activities to develop desirable table manner Values of being independent. . 9:25 – 9:40 – Story/Rest Time Provides opportunities for: Listening and speaking Imaginative thought Making predictions . . 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. children can browse through picture books with peers and teacher.Story/Rest Time – Learning Activities During this time. 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. Storytelling will also be maximized for introducing values. . • Stories can be either in Mother Tongue. It will be followed by discussions about the story and/or dramatization of the story. Filipino. and English. Work Period 1 (8:00 – 9:45 – 9:30 – Work Period 2 8:35 am) . Work Period 2– Area of Development Provide children with opportunities to: • explore the environment •develop thinking skills: observing. creating products •Learn to work independently and collaboratively •Make choices about their work •Gain control over what they do . measuring •develop creativity: generating ideas. problemsolving. . water. exploring a variety of materials to sort and classify. playing objects/counters and number games. The children will also be given time to clean up afterwards. making books on number and doing simple art projects related to theme studies they are exploring. paint. match. sand/soil and manipulatives.Work Period 2– Learning Activities • 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. arrange in sequence and count. 9:20 – 10:00 Work Period 2 . . WaterPlay and Sand Play Sand Objective: explore the attributes of sand . Water Play Objective: explore the concept of . . . . a science experiment measurement activity sensory activity . . 10:00 – 10:20 INDOOR/OUTDOOR . • Active and vigorous activities include ball games. relays.10:30 – Indoor/Outdoor Activities • Provide activities which may either be quiet or active. simple athletics.10:20 . routine . calesthenics. pairs or individual children. They can either be for small or big groups. movement activities. Quieting activities include thinking games and activities that involve music and light movement. • Activities include sports. outdoor games that are interesting and suitable to the children’s age level. 10:00 – 10:20 INDOOR/OUTDOOR . 10:00 – 10:20 INDOOR/OUTDOOR . 10:00 – 10:20 INDOOR/OUTDOOR . . • Reminders and learning extensions are also given during this period. • The time for classroom restoration and cleaning up. They are reminded on some road safety rules to follow. • The teacher’s turn to synthesize the learning experiences of the children.Meeting Time 3 Paalam na! • Children are being prepared to go home.10:30 . This will be done through class reflection circle facilitated by the teacher.10:20 . Personal hygiene instruction is integrated in this period. 10:20 .10:30 Meeting Time 3 Paalam na! . they start with this single step. And as for our future leaders. . KINDERGARTEN.Remember: You wouldn’t reach a thousand miles without starting with a single step.
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