The daily routine in HighScope programs is a consistent framework for the day that provides a balanced variety of experiences and learning opportunities. Children engage in both individual and social play, participate in small- and large- group activities, assist with cleanup, socialize during meals, develop self-care skills, and exercise their small and large muscles.

The most important segment of the daily routine is the Plan-Do-Review sequence in which children make choices about what they will do, carry out their ideas, and reflect upon their activities with adults and other children. Students begin each day by planning their activities, executing and then reviewing their experiences within a small group environment. Children are encouraged to use language to describe what they are doing and to reflect upon what they have accomplished. Plan-Do-Review is a three part block which is generally the longest part of the day. It is designed to build upon and strengthen children’s natural interests, capacity for initiative and problem solving skills.

Greeting
This is the time where the children enter the classroom to begin their day. Upon entrance each child will pick up their own unique letter link that has a picture of something starting with the same sound as their name. They will place the letter link in a wall pocket to self register. As the children are arriving the teacher will read a book to help calm and settle the children. When the story is finished a hello song shall be sung and any messages are shared from both the children and the teachers.

Small Group Time
This part of the daily routine involves a teacher initiated activity designed to support young learners with a focus on language, literacy and mathematics. Children are encouraged to work creatively within a small group of 7 or 8. This is a teacher initiated activity that focuses on one area of the HighScope curriculum and the children’s interests. It is a time where a new concept or activity can be introduced to the children. For example the children have been reading a poem about coconuts but they are not sure what a coconut is. The teacher at Small Group Time will present each child with a coconut and allows them to investigate the coconut using all their senses (sight, touch, smell, sound and finally taste). The children’s observations and comments will be recorded by the teacher.

Planning Time
Each child begins by deciding what to do and sharing these ideas with a teacher. The teacher watches and listens, asks for clarification or elaboration and often will record the child’s plan in some way. Planning by children encourages them to connect their interests with purposeful actions. Many props are used during planning time to aid with the process, for example the children are shown a photo card with all the areas in the room on to help them decide first of all on a particular area.

Work Time/Do
Children begin what they have chosen to do with the appropriate materials and people and continue until they have completed their plans or changed them. Work time encourages children to focus attentively on both play and problem solving. As children work, adults pay close attention and move easily among the children – observing, supporting and assisting them as needed. After about 45 minutes, children clean up by storing their unfinished projects and putting away materials used. Our classrooms have abundant, age-appropriate materials that the children can use in many different ways. There are opportunities to explore, manipulate, combine and transform the materials. During work time, teachers respect the children’s choices and allow them to plan their activities based on personal interest.

Review
Children meet with the same teacher they made a plan with, to share and discuss what they have done. The teacher listens carefully and converses with children about their work time experiences. Recalling helps children reflect on, understand and build on their actions. During this time the children are each given a material to manipulate while listening and speaking such as play dough.

Outside/Gym Time (minimum of 30 minutes)
This time of day is designed for vigorous, noisy, physical play. Children and teachers spend approximately 30 minutes each day outside or in the gym engaged in large muscle activities designed to release their energy and increase their physical co-ordination. Without the restraints of four walls many children feel freer to talk, move and explore. Adults join in children’s play, converse with them and assist with pushes and pulls as needed. Outside time enables children to play together, invent their own games and rules and become familiar with their natural environment. It also enables the teachers to observe and interact with children in what for many is a very comfortable setting. Our gym time is set aside for when it is too wet to go outside. We provide the children with climbing equipment, bikes, hockey and many other pieces that will enhance gross motor development.

Book Time
This time of day is designed to calm the children before snack time. Each child chooses a book and finds somewhere comfortable to sit. For the 2’s and 3’s it is a much shorter period of time than for the 4’s. In the 4’s children may share a book discussing the pictures or making up their own story. The teachers may also sit with them children and read a book or listen to the children tell a story.

Transition to Wash Hands
Transitions are times when children move from one period to another. Transitions are important as they create an atmosphere for the subsequent experience. Therefore our goal is to make these potentially disruptive changes as peaceful and interesting as possible. Our biggest transition time is getting from book time, to washing hands, to sitting down eating snack. In order to keep this as clam as possible, the teachers sing a song that indicates to the children that book time is over and the books need to be placed back on the shelves. The children then know to gather in a set area where an activity is set up. For example each child is given a piece of paper and a pen on which they can do as they wish, once they are finished they then can go wash their hands ready for snack. Because children will finish at different rates it eliminates the lining up and waiting for washing hands

Snack
Meal times are times for children and adults to enjoy healthy foods together in a supportive social setting. This is a great time for children to talk amongst themselves and with teachers. The children are able to choose where they sit, we provide water jugs on each table to promote pouring and independence skills and we encourage child friendly containers so that they can open them themselves again promoting independence.

Large Group Time
Large group Time builds a sense of community for children. Children and teachers come together for singing, movement and music activities, storytelling and re-enactment of stories and events. While adults initiate many large group experiences and maintain a fairly rapid sequence of events, children initiate countless variations as well as offer new ideas, for example the teacher will ask each child to have a turn at being the ‘leader’ so the child can show or name a movement which the others can copy. Participating in large group time gives children and teachers a chance to work together, enjoy one another and build a repertoire of common experiences.