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The Whole Child
It's the Little Things:
abc's of child development
For parents
for early care providers

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Observational activity
Try to observe in a preschool classroom for a whole morning or afternoon. Evaluate how realistic the schedule is for the children in the class. Consider the following questions: Are activity times long enough to allow children to involve themselves deeply in their play? Did you observe any instances when the schedule was altered in response to the interests or activities of the children? Is enough time allotted for transitions? How smoothly do children change from one activity to another? How do teachers handle any children who were resistant to changing their activity? How doe teachers handle clean up?
        Take notes on these questions and any other observations you made on the subject of center schedules and transitions while in the classroom. Then write up your observations and suggest ways that the schedule, transitions and clean up could be improved.

Activities for the classroom
Ask students to think about different types of disabilities that preschool children may have. Then ask them to reflect on or discuss special considerations that teachers would need to make when approaching different routines such as separat5ion, transitions, mealtime, naptime, and toileting. Special considerations might include teaching of skills, timing, room arrangement, consultation with parents of child with disability, and discussion with other children and their parents.

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