Preschool Daily Routine

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9.00 - 9.30

Children arrive at the creche. Morning greetings. This is a time for all the children and staff to get together and greet each other. We look at our photograph wall chart and call out the names, making a note of who is present/not present. We sing our "Hello" song.

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9.30 - 10.00

The children choose their own activities from the range of equipment that has been previously demonstrated to them; e.g. jigsaws, pouring, polishing, sorting, dressing frames, play dough, cylinders and practical life, sensorial material, sandpaper, numbers and cards, home corner, role play, construction. The average concentration time for this age group is 10 minutes, so they would cover a large range of these activities.

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10.00 - 10.30

Arts and craft work; cutting, glueing, painting etc. The child's own creativity is encouraged.

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10.30 - 11.00

Clean up time. Lunch break, washing up. This is a special time where we focus on ourselves. We help to develop the children's use and understanding of language through discussion of every day topics. We also aim to foster a sense of belonging and friendship, by encouraging children to listen to one another and take turns.

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11.00 - 11.30

Outside Play, weather permitting. We have a large range of play equipment, that encourages their physical development and motor co-ordination and skills, and helps the physically less able to develop confidence.

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11.30 - 11.45

Circle time; singing, story-time, rhymes, music and dance, care of the environment, grace and courtesy etc. a different activity each day)

 

11.45 - 11.55

Tidy up, wash hands, get lunch bag and jacket.

 

11.55 - 12.00

Goodbye song.

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We follow an Aistear and Siolta curriculum framework.

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Aistear is based on 12 principles of early learning and development and discusses children’s learning using four themes.

 

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The four themes: 

• Well-being

• Identity and Belonging

• Communicating

• Exploring and Thinking

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Siolta is Ireland’s National Quality Framework intended to provide guidance and support for all those concerned with the well-being learning and development of young children.

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It is a quality assurance programme aimed at improving the quality of early childhood experiences for all children aged from birth to six years. The framework is based on 12 Principles of Quality which reflect the values underpinning Siolta and the vision of quality provision it offers. The practical application of these principles are supported through Siolta’s Standards of Quality.

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The 12 Principles of Siolta

1. The Value of Early Childhood – Early childhood is a significant and distinct time in life that must be nurtured, respected, valued and supported in its own right

2. Children First – The child’s individuality, strengths, rights and needs are central in the provision of quality early childhood experiences.

3. Parents– Parents are the primary educators of the child and have a pre-eminent role in promoting his/her well-being, learning and development.

4. Relationships– Responsive, sensitive and reciprocal relationships which are consistent over time, are essential to the wellbeing, learning and development of the young child.

5. Equality– Equality is an essential characteristic of quality early childhood care and education

6. Diversity– Quality early childhood settings acknowledge and respect diversity and ensure that all children and families have their individual, personal, cultural and linguistic identity validated.

7. Enriching Environments– The physical environment of the young child has a direct impact on his/her well-being, learning and development

8. Welfare– The safety, welfare and well-being of all children must be protected and promoted in all early childhood environments

9. Role of the Adult– The role of the adult in providing quality early childhood experiences is fundamental.

10. Teamwork– The provision of quality early childhood experiences requires cooperation, communication and mutual respect.

11. Pedagogy– Pedagogy in early childhood is expressed by curricula or programmes of activities which take a holistic approach to the development and learning of the child and reflect the inseparable nature of care and education.

12. Play– Play is central to the well-being, development and learning of the young child.

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