Temporal Environment
The term "temporal environment" refers to the timing, sequence, and duration of routines and activities throughout the school day. It includes the scheduling of key events such as arrival, playtime, mealtime, rest periods, small- and large-group activities, and transitions that connect them all. Having a predictable schedule and routines helps young children feel secure, supports their understanding of the world, eases their adjustment to new situations, and can prevent challenging behaviors. Daily routines also provide children with the structure they need to say goodbye to their parents and feel safe and cared for by their caregivers. For instance, establishing a daily routine of reading a book in the same cozy corner of the room can help children prepare for the difficult task of separating from their parents.
The design of the temporal environment also depends on the program type, its duration, and the children's ages. Teachers should create schedules that address the specific needs of their program, children, families, and staff. Additionally, each group of children has its own dynamics; what worked one year may not be effective the next. Teachers should keep the following considerations in mind:
Varying Activity Levels
Children need a balance of high-energy and quieter activities throughout the day. Alternating between these helps prevent challenging behaviors. For example, following a circle-time activity that requires sitting can be balanced with one that allows movement. The time spent on any activity should be appropriate for the children's age and developmental stage. Teachers should:
- Provide regular opportunities for movement, such as brief dance sessions, stretching, or group exercises.
- Use calming activities to help children transition from high-energy activities to quieter ones. For example, after outdoor play, children might have a drink and sit quietly with a book until the next activity begins.
Planning Effective Transitions
Transitions are an essential part of every schedule. When managed well, they offer children the chance to be successful, manage their materials, and demonstrate their independence. Poorly managed transitions can lead to chaos, increased problem behavior, and stress for both teachers and children. Experienced teachers know that smooth transitions require careful planning. To ensure successful transitions, teachers can:
- Provide clear signals for transitioning between activities (e.g., a two-minute warning, turning lights on and off, ringing a bell, singing a song).
- Establish rules for cleanup (e.g., putting toys away after free play).
- If possible, have a staff member greet children as they arrive at each new activity. If this isn't possible, ensure children understand what to do next.
- Be prepared and ready to start new activities as soon as children arrive.
- Consider children's previous experiences before arriving at school, such as long bus or car rides, which may make it hard for them to sit still for extended periods.
- Limit the time children spend waiting during transitions and minimize the number of transitions in the day.
Teaching Routines and Schedules
Including Families
Families have different daily routines, and learning about these routines can create cultural responsiveness and continuity between home and the classroom. Teachers should collaborate with families to ensure a smooth transition for children during arrival and pickup. Teachers should:
- Understand family expectations, such as whether a child is required to sit at the table for the entire mealtime or may leave once finished.
- Learn about children’s activities at home (e.g., preferred or high-energy activities, daily routines).
- Share classroom schedules and routines with families and communicate any changes.
Including Children with Disabilities
When designing the temporal environment, teachers should consider the needs of children with disabilities to ensure they can fully participate in all activities. Teachers can:
- Use picture schedules to help children who need visual cues to understand the sequence of activities.
- Be flexible with the schedule to allow extra time for transitions and activities for children with specific needs, such as those with motor impairments or developmental delays.
- Adjust the schedule to account for children with medical conditions or physical limitations who may tire easily throughout the day. For example, for children who cannot fully participate in high-energy outdoor play, provide alternative activities that require less energy but still allow participation, such as tossing a large ball or throwing beanbags at a target.
- Allow for breaks and adjust the length of time children participate based on their needs.
- Work with families to understand the unique scheduling and routine requirements for children with disabilities.
Additional Considerations for Infants and Young Toddlers
For infants and young toddlers, the sequence of routines is especially important. Predictability is key for these children, but strict adherence to a rigid schedule is less important than maintaining a consistent order of activities. Teachers should allow children to set the pace, following their lead. For example, if a child is crying and hungry, they should be fed immediately rather than waiting for a set time. Similarly, if an infant is tired, they should be allowed to sleep as needed. The routines should be flexible and based on the individual needs of each child in the group care setting.
