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 video A Teacher’s Perspective on Routines: SaraLinks to an external site..
• Watch the video A Teacher’s Perspective on Routines: LauraLinks to an external site..
• Watch the video Classroom TransitionsLinks to an external site..
• Watch the Administration for Children and Families (ACF) video Classroom TransitionsLinks to an external site..
• Read the document Visual Supports for Routines, Schedules, and TransitionsLinks to an external site..
• Review the webpage The Environment: Schedules and RoutinesLinks to an external site..

Preschool Classroom

A 2/3-year-old classroom of 12 students. In the room you have one student Maria who comes from a home where Spanish is only spoken. Maria’s parents seem very interested in supporting her, but language is a barrier for them to communicate their needs to you. You also have one child Johnny who has cognitive and physical delays which require him to work with an aid most of the time when he is in your room. Johnny’s mom is very worried about him and would like to schedule regular meetings with you to review his goals and progress throughout the year. Then, you have a 3-year-old boy Michael who is living with a foster family after being moved around a bit. The family is overwhelmed trying to help him manage his behavior and he tends to lash out at other children often.

Initial Post

Using a tool such as CanvaLinks to an external site. or PowerPoint,

• Create a visual representation for the schedule, transition, or routine you were assigned when you spun the wheel. Attach a copy of you visual to your post.
• Describe the rationale for your schedule or the procedures for the routine or transition you will use with your group of students throughout the day.
• Explain how the schedule, transition, or routine you designed is inclusive of all learners in your chosen classroom.
• Describe how the schedule, transition, or routine you designed is grounded in research to support a positive learning environment for your chosen classroom.