Routine

Preschoolers Room Routine – Winter / Spring Program

View our Summer / Autumn Program

Time  Movement of Children Program Routine Links to EYLF
7:30
  • Early session children – free play indoors
  • • Quite play – setting up of environment.
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8:00
  • Arrival child / parents / caregivers:
  • ✓ Sign child in and,
  • ✓ apply sunscreen
  • ✓ cold food into fridge
  • ✓ drink bottle to drink station
  • ✓ news item in basket
  • ✓ work pack to purple box
  • ✓ Indoor play
  • • Educators set up outdoors including veranda – library / quite area; gross motor activities; to include art drawing / painting; sand play; any other suggestions from children.
  • SUN SCREEN – na for June & July recommendations from Cancer Council.
  • 1: Children develop a strong sense of identity by; feeling safe, secure and supported; by developing emerging autonomy.
  • 2: Children feel connected and contribute to their world.
  • 3: Children have a strong sense of wellbeing by building social and emotional understanding.
  • 4: Children are confident and involved learners by developing dispositions for learning such as curiosity, cooperation, confidence.
8:50
  • 5 minute warning – prepare for Crunch and Sip session.
  • • Educators to ensure message conveyed to children – building language and communication; giving direction and meaning; provides limitations builds organisation.
  • • Children asked to move indoors toilet and wash their hands.
  • • Educators to monitor areas to ensure safety of children – Building time structure, limitation and awareness.
  • 1: Children develop a strong sense of identity by; feeling safe, secure and supported; by building knowledge and identity.
  • 3: Children have a strong sense of wellbeing by building social and emotional understanding.
9:00
  • Crunch & Sip
  • Who is here today – roll call
  • Job listing
  • Programming – what are we doing today? What would you like to do today (children requests)
  • Intentional teaching
  • • Aiding children into the consumption of nutritious foods. Fruit and vegetables only consumed at this time.
  • • News – children to share special items with the class. Items must remain in box until end of day.
  • 3: Children develop a strong sense of wellbeing by taking responsibility for their own health and physical wellbeing.
  • 5: Children are effective communicators by interacting verbally and non-verbally with others for a range of purposes.
9:15
  • Morning Group Time
  • Good Morning Songs
  • SMARTBoard / Written ‘Build the Day’
  • ✓ Season and weather.
  • ✓ Yesterday, today and tomorrow.
  • ✓ Discuss month and year.
  • ✓ Birthdays, events.
  • Phonic session – letter of the week.
  • Song / Dance for the week.
  • Intentional teaching – Preparing for school.
  • • Builds understanding for new learning and extends on prior knowledge. Provides topics for discussion and challenging ideas and thinking.
  • • Acknowledges peers (other children) celebrations – culture / family traditions / beliefs / ideals.
  • 1: Children develop a strong sense of identity by feeling safe, secure and supported; building knowledge and identity.
  • 2: Children are connected with and contribute to their world by developing a sense of belonging to groups and understanding of rights and responsibilities necessary for active participation.
  • 3: Children have a strong sense of wellbeing by building social and emotional understanding.
  • 5: Children are effective communicators by beginning to understand how symbols and pattern systems work.
10:00
  • Indoor – child choice
  • • Work on project, letter work or other items of interest. Free activity time – freedom of choice; builds social interactions and challenges emotions and sharing & turn taking; relationships.
  • 2: Children are connected with and contribute to their world by becoming socially responsible and show respect for the environment; children use play to investigate projects and try out ideas, connected and contribute to their world.
10:35
  • 5 minute warning, prepare for news & morning tea.
  •  
  • News time – Children have a pre-selected day for news.
  • • Staff to monitor process and aid children with packaging if requested. Builds independence.
  • • Hand washing, toileting to be monitored. Children build independence and self reliance / self help skills.
  • • Builds self expression; auditory examination and development; feelings and expression of self through movement. Listening skills.
  • 2: Children are connected with and contribute to their world by becoming socially responsible and show respect for the environment.
  • 5: Children are effective communicators by expressing ideas and making meaning using a range of media.
11:00
  • Morning Tea – in/outdoors depending on weather.
  • • Discussions around healthy eating, healthy foods and drinks; relation to healthy body and active play.
  • • Food items sorted – chicken food; recycle; compost; rubbish. Builds understanding in sustainability.
  • 1: Children have a strong sense of identity by developing a sense of inter-dependence, resilience and sense of agency.
  • 3: Children develop a strong sense of wellbeing by taking responsibility for their own health and physical wellbeing.
  • 5: Children are effective communicators by using information and communication technologies to access information, investigate ideas and represent their thinking.
11:20
  • Outdoor Play – child choice.
  • • Work on outdoor projects or sustainability / gardening, or other items of interest. Free activity time – freedom of choice; builds social interactions and challenges emotions and sharing & turn taking; relationships.
  • 4: Children are confident and involved learners by developing a range of skills and processes such as problem solving, inquiry, experimentation, hypothesising, research and investigation.
  • 5: Children are effective communicators by interacting verbally and non-verbally with others for a range of purposes.
11:55
  • 5 minute warning, prepare for next session.
  • • Hand washing, toileting to be monitored. Children build independence and self reliance / self help skills.
  • 3: Children develop a strong sense of wellbeing by taking responsibility for their own health and physical wellbeing.
12:00
  • Teaching Session
  • ✓ Math / Science.
  • ✓ Language and Literacy; writing.
  • ✓ Personal hygiene
  • ✓ Event – themed experiences.
  • Intentional teaching – Preparing for school.
  • – Activities may relate to event or themed experience.
  • – Activities may relate to interest of children.
  • – Activities may be an extension of previous session.
  • 2: Children are connected with and contribute to their world by connecting and contributing to their world by showing appreciation and care for natural environments; by becoming socially responsible and show respect for the environment.
  • 5: Children are effective communicators by expressing ideas.
12:50
  • Lunch Time – in/outdoors
  • • Discussions around healthy eating, healthy foods and drinks; relation to healthy body and active play continue with relevance to growth of mind, community. Scrap Food items sorted – composting / chicken food; recycle, rubbish. All children move to library – book time.
  • 5: Children are effective communicators by beginning to understand how symbols and pattern systems work.
1:20
  • Library – Literacy session
  • Story time – book, felt, told, drawn, DVD, other.
  • • Children may select title or teacher focused to match letter relationship / phonics / event or topic of interest.
  • • Children may bring a story from home to share.
  • 5: Children are effective communicators by engaging with a range of texts and gain meaning from these texts.
1:30
  • Rest / Quiet time
  • • Beds out for quite period for children who wish to have a rest / sleep – builds self help, independence and communication. Relaxation music.
  • • Quite activities – Puzzles, books, threading activities, quiet games; builds tolerance especially for those who do not want to sleep.
  • 3: Children have a strong sense of wellbeing by building social and emotional understanding.
  • 5: Children are effective communicators by expressing ideas and making meaning using a range of media.
2:10
  • Sleepers woken
  • • Children who are sleeping are woken slowly.
  • • Children to put shoes on.
  • 3: Children have a strong sense of wellbeing by building social and emotional understanding.
2:30
  • Afternoon Tea
  • • Child’s choice if they wish afternoon tea.
  • 3: Children develop a strong sense of wellbeing by taking responsibility for their own health and physical wellbeing.
2:45
  • Teaching Session
  • Friendship Bears
  • Work Packs including Book Borrowing
  • Personal Development & Health – Body exercises / sports / games
  • Intentional teaching – Preparedness for school.
  • • Children to talk about Bear’s adventure with family.
  • • Book borrowing – exchange / new and details recorded.
  • • Children to choose homework activity – some adult direction may be required. Builds independence, communication, self ideals; thinking and problem solving; challenges choice.
  • • Health and personal development session introduces/ refines activities with rules; builds language including following directions and self control, challenges turn taking and choice, tests emotions and feelings by having to think about what other people may want to do – challenges children’s core responses.
  • 1: Children have a strong sense of identity by developing knowledge and confidence with self identity.
  • 3: Children develop a strong sense of wellbeing by taking responsibility for their own health and physical wellbeing.
  • 4: Children are confident and involved learner by developing dispositions for learning such as curiosity, cooperation and confidence.
  • 5: Children are effective communicators by engaging with a range of texts and gain meaning from these texts; Children are effective communicators by interacting verbally and non-verbally with others for a range of purposes.
3:15
  • Outdoor / Indoor – children’s choice
  • Office open till 4:30 pm for families if required.
  • 1: Children have a strong sense of identity by learning to interact in relation to others with care, empathy and respect.
  • 5: Children are effective communicators by interacting verbally and non-verbally with others for a range of purposes.
4:15
  • Commence pack away and move indoors by 4:30 pm if outside.
  • Activities to be put away and or others to be replaced for next day.
  • 1: Children develop a strong sense of identity by; feeling safe, secure and supported; by developing emerging autonomy.
  • 2: Children feel connected and contribute to their world.
5:00
  • Late session commences till 5:30pm.
  • Final PM checklists to be completed. Sign in and out of children checked and signed off.
  •  
NOTE: The Winter / Spring program is open-ended and flexible to change. Changes may occur without notification. Changes may arise when the interests of a child/ren change. Any changes are noted in the communication book/s. Other changes maybe linked involve excursions or events.
 

Preschoolers Room Routine – Summer / Autumn Program

View our Winter / Spring Program

Time  Movement of Children Program Routine Links to EYLF
8:00
  • Arrival child / parents / caregivers:
  • ✓ Sign child in and,
  • ✓ apply sunscreen
  • ✓ cold food into fridge
  • ✓ drink bottle to drink station
  • ✓ news item in basket
  • ✓ outdoor play from 8.30am
  • • Welcome
  • • Setting up of outdoor environment – library/ quite area; gross motor activities; areas may include; art drawing/ painting; sand play. Setting up is prepared in consultation with children. This allows the children to aid the setting up process and builds choice, values interests, brings in compromise and independence skills; builds language and communication.
  • 1: Children develop a strong sense of identity by; feeling safe, secure and supported; by developing emerging autonomy.
  • 2: Children feel connected and contribute to their world.
  • 3: Children have a strong sense of wellbeing by building social and emotional understanding.
  • 4: Children are confident and involved learners by developing dispositions for learning such as curiosity, cooperation, confidence.
  • 5: Children are effective communicators by interacting verbally and non-verbally with others for a range of purposes.
8:50
  • 5 minute warning – prepare for Crunch & Sip and morning group time session.
  • • Educators to ensure message conveyed to children – building language and communication; giving direction and meaning; provides limitations builds organisation.
  • • Children asked to move indoors toilet and wash their hands to prepare for crunch and sip.
  • 1: Children develop a strong sense of identity by; feeling safe, secure and supported; by building knowledge and identity.
  • 3: Children have a strong sense of wellbeing by building social and emotional understanding.
9:00
  • Crunch & Sip
  • Roll Call – who is here today
  • Programming – what are we going to be doing today.
  • • Aiding children into the consumption of nutritious foods. Fruit and or vegetables only consumed at this time.
  • • Teachers and children to go over the program and make adjustments. Children’s input into program noted and valued.
  • 5: Children are effective communicators by interacting verbally and non-verbally with others for a range of purposes.
9:15
  • Central Group Time
  • Good Morning Songs
  • SMARTBoard – ‘Build the Day’
  • ✓ Season and weather.
  • ✓ Yesterday, today and tomorrow.
  • ✓ Discuss month and year.
  • ✓ Birthdays, events.
  • Phonic session – letter of the week.
  • Song / Dance for the week.
  • Intentional teaching – Preparing for school.
  • • Builds understanding for new learning and extends on prior knowledge. Provides topics for discussion and challenging ideas and thinking.
  • • Acknowledges peers (other children) Celebrations – culture/ family traditions/ beliefs/ ideals.
  • • Builds self expression; listening / appreciation skills.
  • 1: Children develop a strong sense of identity by feeling safe, secure and supported; building knowledge and identity.
  • 2: Children are connected with and contribute to their world by developing a sense of belonging to groups and understanding of rights and responsibilities necessary for active participation.
  • 3: Children have a strong sense of wellbeing by building social and emotional understanding. Children develop a strong sense of wellbeing by taking responsibility for their own health and physical wellbeing.
10:00
  • Outdoor / indoor – child choice
  • • Work on projects or other items of interest. Activities to include gardening, weeding & watering of plants – build sustainability and environmental awareness.
  • • Free activity time – freedom of choice; builds social interactions and challenges emotions and sharing & turn taking; relationships.
  • 2: Children are connected with and contribute to their world by becoming socially responsible and show respect for the environment; children use play to investigate projects and try out ideas, connected and contribute to their world by showing appreciation and care for natural environments.
10:40
  • 5 minute warning, prepare for news / bathroom hygiene.
  • News time – Children have a pre-selected day for news.
  • Intentional teaching – Preparing for school.
  • • Educators to ensure message conveyed to children – building language and communication; giving direction and meaning; provides limitations builds organisation.
  • • Hand washing, toileting to be monitored. Children build independence and self reliance/ self help skills.
  • • News – children to share special items with the class. Items must remain in box until end of day.
  • 1: Children develop a strong sense of identity by; feeling safe, secure and supported; by building knowledge and identity.
  • 3: Children develop a strong sense of wellbeing by taking responsibility for their own health and physical wellbeing.
  • 5: Children are effective communicators by beginning to understand how symbols and pattern systems work.
11:00
  • Morning Tea
  • • Staff to monitor process and aid children with packaging if requested. Builds independence.
  • • Discussions around healthy eating, healthy foods and drinks; relation to healthy body and active play.
  • • Food items sorted – chicken food; recycle; compost; rubbish. Builds understanding in sustainability.
  • 2: Children are connected with and contribute to their world by becoming socially responsible and show respect for the environment.
  • 3: Children develop a strong sense of wellbeing by taking responsibility for their own health and physical wellbeing.
  • 5: Children are effective communicators by expressing ideas and making meaning using a range of media.
11:20
  • Indoor Play – child choice.
  • • Letter of the week, events or work on projects or other items of interest.
  • • Children invited to play I-pad or other games.
  • 1: Children have a strong sense of identity by developing a sense of inter-dependence, resilience and sense of agency.
  • 3: Children develop a strong sense of wellbeing by taking responsibility for their own health and physical wellbeing.
  • 5: Children are effective communicators by using information and communication technologies to investigate ideas and represent their thinking.
12:00
  • 5 minute warning.
  • • Everyone to prepare for group time.
  • 5: Children are effective communicators by beginning to understand how symbols and pattern systems work.
12:10
  • Teaching Session
  • ✓ Math / Science.
  • ✓ Language and Literacy; writing.
  • ✓ Event – themed experiences.
  • Intentional teaching – Preparing for school.
  • – Activities may relate to event or themed experience; to interest of child/ren; be an extension of previous session.
  • 4: Children are confident and involved learners by developing a range of skills and processes such as problem solving, inquiry, experimentation, hypothesising, research and investigation.
  • 5: Children are effective communicators by interacting verbally and non-verbally with others for a range of purposes.
12:50
  • Lunch Time – indoors
  • • Discussions around healthy eating, healthy foods and drinks; relation to healthy body and active play continue with relevance to growth of mind, community. Scrap Food items sorted – composting / chicken food; recycle, rubbish.
  • 2: Children are connected with and contribute to their world by connecting and contributing to their world by showing appreciation and care for natural environments; by becoming socially responsible and show respect for the environment.
  • 5: Children are effective communicators by expressing ideas and making meaning using a range of media.
1:15
  • Library – Literacy session
  • Story time – book, felt, told, drawn, DVD, other.
  • Intentional teaching – Preparing for school.
  • • Children may select title or teacher focused to match letter relationship / phonics / event or topic of interest.
  • • Children may bring a story from home to share.
  • 5: Children are effective communicators by engaging with a range of texts and gain meaning from these texts.
1:40
  • Rest / Quiet time
  • • Beds out for quite period for children who wish to have a rest / sleep – builds self help, independence and communication. Relaxation music. Children reminded to use quiet voices and play softly; builds tolerance.
  • • Quite activities – Puzzles, books, threading activities, quiet games, event or letter activities.
  • 3: Children have a strong sense of wellbeing by building social and emotional understanding.
  • 5: Children are effective communicators by expressing ideas and making meaning using a range of media.
2:10
  • Sleepers are slowly woken
  • • Children who are sleeping are woken slowly.
  • 3: Children have a strong sense of wellbeing by building social and emotional understanding.
2:30
  • Workpack / Borrowing
  • Sun Block Preparation
  • • Work packs – exchange / new and details recorded. Children to choose homework activity – some adult direction may be required. Builds independence, communication, self ideals; thinking and problem solving; challenges choice.
  • • Sun bock re-application – builds self-help skills and awareness of sun protection.
  • 3: Children develop a strong sense of wellbeing by taking responsibility for their own health and physical wellbeing.
2:45
  • Teaching Session
  • Friendship Bears (borrowed 1/4 ly)
  • Personal Development & Health
  • Intentional teaching – Preparing for school.
  • • Children discuss Bear’s adventure with family.
  • • Health and personal development session introduces / refines activities with rules; builds language including following directions and self control, challenges turn taking and choice, tests emotions and feelings by having to think about what other people may want to do – challenges children’s core responses.
  • 1: Children have a strong sense of identity by developing knowledge and confidence with self identity.
  • 3: Children develop a strong sense of wellbeing by taking responsibility for their own health and physical wellbeing.
  • 4: Children are confident and involved learner by developing dispositions for learning such as curiosity, cooperation and confidence.
  • 5: Children are effective communicators by engaging with a range of texts and gain meaning from these texts; Children are effective communicators by interacting verbally and non-verbally with others for a range of purposes.
3:15
  • Outdoor Free Play – children’s choice
  • Sports / games
  • Afternoon Tea
  • • Games as set or on request.
  • • Optional – for children who wish to have snack.
  • 1: Children have a strong sense of identity by learning to interact in relation to others with care, empathy and respect.
  • 5: Children are effective communicators by interacting verbally and non-verbally with others for a range of purposes.
4:30
  • Commence pack away
  • Activities to be put away and or others to be replaced for next day. Reminder to children on safety of themselves and others.
  • 1: Children develop a strong sense of identity by; feeling safe, secure and supported; by developing emerging autonomy.
  • 2: Children feel connected and contribute to their world.
5:00
  • Indoor Free Play – extended hours if requested
  • Final PM checklists to be completed. Indoor activities till closure.
  •  
NOTE: The Summer / Autumn program is open-ended and flexible to change. Changes may occur without notification. Changes may arise when the interests of a child/ren change. Any changes are noted in the communication book/s. Other changes maybe linked involve excursions or events. Outdoor indoor play areas are subject to change and weather conditions.