Typical Daily Schedule Comparison

Toddler Classroom Routine

6:30-9:30: arrival to school, open breakfast and free play

9:30-10:30: free play and activity time, story time

10:30 to 11:00: outside play

11:00-11:30: lunch

11:30-1:30: rest time

1:30-3:00: free play or activity time, music and movement

3:00-5:30: outside time or indoor free play until pick up

Preschool Classroom Routine

6:30-9:00: arrival to school, breakfast, table and morning activities

9:00 to 9:25: Morning Meeting/Intro to Centers and Story Read

9:25-10:30: Centers Time (choice time/free choice)

10:30-10:45: Songs, Wordplay & Letters

10:45-11:30: Outside Play

11:30-12:00: lunch

12:00-2:00: rest time

2:00-2:30: wake up/snack

2:30-2:45: Let's Find Out About It (circle time)

2:45-3:00: Small Groups

3:00- 4:00: Free play/Choice Time

4:00-5:30: Outside time and end of day activities

Class sizes & Staff to Child ratios

Toddler Rooms: 1 staff per 7 children

Group size: 8 to 9

Preschool Rooms: 1 staff per 10 children

Group size: 16 to 17 total

What are the Differences?

The difference is group size can feel overwhelming to children and their families.

This also includes the noise level and the increased need to share space. Children will have much more opportunity to develop problem solving skills and self-regulation.

Building relationships during transitions will provide trust and safety. This important trust can ease both the child and their families worries as begin to find their place in their new classroom community (O'Farrelly & Hennessy, 2014).

What are the Differences?

As you can see, the biggest difference between toddler classrooms and preschool daily schedules is the structured time frames.

It is especially important during times of transitions to allow adequate time for children to acclimate and adjust to their new routine and setting.

There is no rush, and we must consider what this is like for them to experience this along with new relationships. Types of play, rituals and routines can all feel different, this may impact the transition as well (Recchia & Dvorakova, 2012).