ECE 17-

EARLY LEARNING ENVIRONMENT

 GROUP 2
 LEADER:
 CHERRY G. MIRAFUENTES Kimberly P. Fernandez

 MEMBERS: Angeline G. Penalber

 Karen S. Nomananap Neresa B. Miguel

 Annamie T. Kuyan

Melona F. Barrientos, LPT

Instructor
 TEMPORAL ENVIRONMENT
The term temporal environment refers to the timing, sequence, and length
of routines and activities that take place throughout the school day. It includes the
schedule of activities such as arrival, play time, meal time, rest time, both small-
and large-group activities, and the many transitions that hold them all together.
Predictable schedules and routines create a sense of security, help young children
to learn about their world, help them to adjust to new situations, and prevent
challenging behaviors. Daily routines also help young children to say good-bye to
parents and to feel safe and secure within a nurturing network of caregivers. For
example, establishing the routine of reading a book together every day in the
same cozy corner of the room can help a child to prepare for the difficult
separation from her parent.
Daily Class Routines
What are Routines?
Routines are:
• Merriam Webster: A
regular way of
doing things in a
particular order
• Predictable
recurring events
in the basic
structure of the
day
Why are Routines important?
• They influence the
children’s
emotional,
cognitive and
social
development.
• They help children
feel secure.
• They help children
understand
expectations
• They help reduce
behavior problems.
• They can result in
higher rates of
Routine of Activities
• Arrival
• Free Play • Self
Help
•• Meeting
ActivityTime ••Rest
Circle
Time Time • Story Time
• Outdoor Play • Goodbye Time
• Snack
How do you plan activities?
Considerations
• Balance of
Activities
• Number of
Children
• Number of
Adults
• Number of
Activities
• Children’s
attention span
• Children’s level of
A good routine has a balance
of:
• Active and Quiet
Activities
• Large, small, and
individual
activities
• Indoor and
outdoor
activities
• Child-
 What are
Transitions?
Transitions are:
• Important tool in routine
• Establishes a smooth change from one routine to
another
• Helps children manage the rest of the time
Transitions are:
• Keeps children’s activities from abruptly
stopping
• Establish songs and finger plays to be used at
specific times of the day
• If there are changes, let the children know
Reminders!
Don’t forget!
• Be flexible
• Keep the children’s needs and interest in mind
• Don’t worry so much about the time
• Remind children of the routine
• Use visual cues and auditory cues
 References
• Bredekamp, S. and Copple, C. (2009). Developmentally
Appropriate Practice in Early Childhood Programs.
Washington, DC: NAEYC Books
• Chang (2004): Classroom Management in Photographs,
Scholastic Teaching Strategies Reference.
• Danton, P. and Kriete, R. (2000). The First Six Weeks
of School. Greenfield, MA: Northeast Foundation for
Children
• Epstein (2009). Me, You, Us: Social-Emotional Learning
in Preschool, HighScope Press: Michigan.
• Feeney, Christensen, and Moravcik, 6th Edition (2000):
Who Am I in the Lives of Children. Prentice Hall: New
Jersey.
 References
• Janson and King (2006): Emotional Security in the
Classroom: What Works for Young Children, Journal of
Family and Consumer Sciences, April 2006, p. 70.
• Koza, W. (2004). Managing an Early Childhood
Classroom: Literacy, Language and Learning. Huntington
Beach, CA: Shell Education
• Kronowitz, E. (2008). The Teacher’s Guide to Success.
Boston, MA: Pearson
• Miller and Pedro (2006).Creating Respectful Classroom
Environments, Early Childhood Education Journal, Vol
33 No.5, pp. 293-299
• Shalaway, L. (1989). Learning to Teach. Broadway, NY:
Scholastic