Session 5
The Daily Schedule, Routines, and Transitions 

Summary for Classroom Teams

Objectives

This session will enable you to:

Materials Agenda

I. Discussion of Session 4 Follow-Up Activities (10 minutes)

As you discuss the Session 4 Follow-Up Activities, remember the following:

You can ask questions and/or voice concerns before the session begins.

II. Discussion Topics and Activities

Participants think about a time during the past week when their schedule, routines, or transitions were disrupted. Write down what happened, how you felt, and how you handled it. Your trainer will ask for volunteers to share their responses. These will be recorded on a flip chart.

Next, participants will share examples of how different children might respond when their home or classroom schedules, routines, or transitions are disrupted.

The group will review the purpose of the daily schedule and characteristics of a well- planned schedule that supports children. You will discuss why large group activities can be particularly stressful for some children. What happens in your classroom when children are gathered in a large group? Does your daily schedule allow children to be in small groups for most of the day?

Next, classroom teams will share with the group their own daily schedules-recorded on flip chart paper for a Session 4 Follow-Up Assignment. Each team will discuss the following:

The group will discuss what children gain from participating in routines and why it is important to handle them thoughtfully. Your trainer will lead you in brainstorming to suggest what classroom teams can do to help children during routines. There are additional ideas in the reading. Children who live in multistressed environments may need extra attention during transitions from one activity to the next. Your trainer will lead you in brainstorming to suggest what classroom teams can do to help children during transitions. There are additional ideas in the reading. Handout 5-I: Handling Routines and Transitions describes 6 situations in which children are having difficulty handling transitions. You will work in small groups (3 or 6, depending on how many participants are in attendance). Each group will address 1 or 2 situations. Small groups will read and discuss the situations and develop strategies to help the children.

Handout 5-2: Suggestions for Handling Routines and Transitions includes some suggested strategies. These may repeat or be in addition to the strategies developed by the small groups. The group will review the new suggestions and determine whether they could be used in your program.

Ill. Closing (5 minutes)

Reading 5: The Daily Schedule, Routines, and Transitions

Has something ever happened that disrupted your schedule, a routine, or a transition?

How did you feel?

· Angry
· Frustrated
· Foolish
· Overwhelmed
· Scared

How did you handle it?

· Asked for help.
· Rearranged my schedule.
· Planned to make changes in my routines.
· Took a deep breath and did what needed to be done.

How might a child respond when he or she:

Disruptions to the daily schedule, routines, and transitions can be very disturbing for children who live in multistressed environments. They tend to need a great deal of consis tency and predictability in their lives. It is important to understand these needs and anticipate and plan for the times when children may have difficulty coping with changes in the day's events.

The daily schedule states the sequence of the day's activities and tells when they will occur and for how long. When the schedule is very predictable and consistent, children tend to feel more secure. The schedule should be posted on the wall or bulletin board where parents, staff, and children can see it.

The following are characteristics of a well-planned schedule. These elements support all children; however, they are particularly important for children who live in multistressed environments.

A pictorial representation of the schedule helps children actually see the order of daily events. This can be done using drawings or photographs. For example, a series of photographs could show children arriving in the morning, playing at the interest centers, getting ready to go outdoors, playing outside, and so on. This can be particularly helpful for children who have very little consistency in their lives and do not have a sense of control over what takes place. When they first enter the program, children might need reminders of what happens during the day. For example, "During free play we usually stay indoors. We'll go outside after snack." Children will feel empowered when they can state with accuracy what will take place next, "First I eat lunch. Then I brush my teeth."

While allowing for individual differences among children, the daily schedule should incorporate many opportunities for children to develop skills such as these:

Routines are the activities that take place every day such as snack, lunch, going to the bathroom, brushing teeth, and so on. Children feel secure when routines are performed in the same way each day. For example, as children finish lunch they go to the sink to brush their teeth and wash their hands, then get their blankets from their cubbies and go to their cots. Rituals and routines provide continuity and reliability. Over time, these strategies strengthen a child's self-control and sense of mastery over the environment.

Predictable, consistent routines are especially important for children who live in multistressed environments for the following reasons:

Classroom teams can try the following suggestions to help children during routines: Transitions are the in-between times when children are moving from one activity to the next. These can be unsettling for several reasons. Some children worry because they aren't sure what will happen next. Others are frustrated because they aren't ready to stop playing, get up from nap, or come indoors. Others are bored because they are ready for the next activity and can't handle long waiting periods. Remember that a transition is a change. Some children find it hard to cope with changes because so many things in their lives are unpredictable and inconsistent. Classroom teams need to plan for transitions just as they plan for the other parts of the day. One team member can help the children who are not ready to move to the next activity while another works with the rest of the group.

Some examples of supportive ways to handle transitions include:

Handout 5-1: Handling Routines and Transitions

In a small group discuss what you can do to help children in the following situations handle routines and transitions. Your trainer will ask you to discuss one or more situations. Be prepared to discuss your responses with other participants.

Arrival
 
 
Situation 
What You Can Do 
Gina and Ms. Davis had a very hectic morning and it was a long ride to the center from Grandma's where they have been staying since Ms. Davis lost her job. Gina's mom is worried about saving enough money for the security deposit on a new apartment, staying out of her mother's way, and going on ajob interview. Gina likes being with her Grandma, but she is worried about her mother. There wasn't time to have breakfast this morning so Gina is hungry. She asks her teacher, "What time is lunch?" She's tired too, because she had to sleep with her mother, who watched television until midnight. She sucks her thumb and twirls her hair. 
Ending on Activity and Starting Another
Situation
What you Can Do
Troy has a hard time deciding what to do during free play. He wanders around the room-stopping in the block corner for a minute, putting on a firefighter's hat, looking at the covers of the books-for a long time until he picks an activity. When it is time to end one activity and start a new one, often he is not ready to stop what he is doing and get ready for the next part of the day, for example, lunch or outdoor play. He often refuses to put his things away at clean up time. 
Meal and Snacks
Situation
 What You Can Do 
Antonio is always very hungry and anxious right before meals and snacks. He worries that there won't be enough to eat. It is hard for him to wait until the serving bowls come to his end of the table. Sometimes he eats so quickly that he chokes on his food. The end of the meal is also hard for Antonio, who seems to be always hungry and unsure when he will have another meal. 
Plying Outdoors
Situation
What You Can Do
At home Michael does not have a safe place to play outdoors. His family feels that it is not safe for him to outdoors, and these worries have been passed on to Michael. When his class goes outside to play he worries about being left behind when the group goes inside. He is often the last child to be ready to go outdoors.
Rest Time
Situation
What You Can Do
Kia lives in a large, noisy apartment building. She often seems frightened when she falls asleep or wakes up from a nap at the center. She is afraid of the dark and worries that she will be left alone while asleep (this happened to her several times in the past). Also, Kia needs more sleep than is allotted in the daily schedule. Occasionally, Kia sleeps a very long time and wets her pants. 
Departure
Situation
What You Can Do
Maria often loses all self-control at the end of the day. She refuses to pick up, runs the other way when she sees her mother, and some days has a tantrum. Maria seems uncertain of what the next day will bring. She has been to a lot of different preschool programs so she often asks, "Can I come back tomorrow?" Maria asks her mother, "Where are we going tonight? Are we going to eat dinner?" Often Maria's mother arrives looking very stressed. She has little patience for her daughter and does not know how to handle Maria's outbursts. 
Handout 5-2: Suggestions for Handling Routines and Transitions

Your group probably came up with some excellent suggestions for helping children in the following situations handle routines and transitions. Here are some more ideas. Are they similar to the ones you discussed?

Arrival
 
Gina and Ms. Davis had a very hectic morning and it was a long ride to the center from Grandma's where they have been staying since Ms. Davis lost her job. Gina's mom is worried about saving enough money for the security deposit on a new apartment, staying out of her mother's way, and going on ajob interview. Gina likes being with her Grandma, but she is worried about her mother. There wasn't time to have breakfast this morning so Gina is hungry. She asks, "What time is lunch?" She's tired too, because she had to sleep with her mother, who watched television until midnight. She is sucking her thumb and twirling her hair.  Greet Gina and her mother warmly. Notice that Ms. Davis is dressed up and tell her that she looks very nice. When Ms. Davis says she is going to an interview, wish her luck.  

After her mom leaves, reassure Gina that she will be okay and Mom will be okay. 

When Gina asks you when it will be time for lunch, offer her some fruit and cereal. When you see Gina sucking her thumb and twirling her hair, ask her if she would like to curl up in the quiet corner for a while. 

Ask the Social Services Coordinator to check with Ms. Davis about her job situation. 
Ending one activity and starting another
Situation
What You Can Do
Troy has a hard time deciding what to do during free play. He wanders around the room-stopping in the block corner for a minute, putting on a firefighter's hat, looking at the covers of the books-for a long time until he picks an activity. When it is time to end one activity and start a new one, often he is not ready to stop what he is doing and get ready for the next part of the day, for example, lunch or outdoors play. He often refuses to put his things away at clean up time. Give plenty of notice that play time is ending, "Troy, you have enough time to finish that painting, but not enough time to start another one." Stay with Troy until he finishes teh painting and help him with clean up. 

Be flexible. If Troy is very involved in his painting and needs extra time to finish, or if he needs to do a second picture, let him. 

Ask the Mental Health consultant to observe Troy at play in the classroom.
Meals and snacks
 
Situation
What You Can Do
Antonio is always very hungry and anxious right before meals and snacks. He worries that there won't be enough to eat. It is hard for him to wait until the serving bowls come to his end of the table. Sometimes he eats so quickly that he chokes on his food. The end of the meal is also hard for Antonio, who seems to be always hungry and unsure when he will have another meal.  Reassure Antonio that there will be enough to eat every day. Encourage him to eat slowly and take small bites of food. Have enough food for second and third helpings. 
 
Set up snacks on a table with cups, plates, napkins, juice in small pitchers, and nutritious, non-perishable finger foods such as crackers, cheese, peanut butter, or fruit. Let children know when you set out the food so they can serve themselves when hungry, and give a warning when you put the leftover food away (about one hour before lunch). 
 
Set up a small refrigerator in your room. (You might find a donation or put it on the "wish list" for your room.) Stock the refrigerator with nutritious snacks and allow children to get food when hungry. They can eat at a table nearby. 
 
Discuss Antonio's eating habits with the 
Health/Nutrition Coordinator.
 
Playing outdoors 
Situation
What You Can Do
At home Michael does not have a safe place to play outdoors. His family feels that it is not safe for him to be outdoors, and their worries have been passed on to Michael. When his class goes outside to play he worries about being left behind when the group goes inside. He is often the last child to be ready to go outdoors.  Reassure Michael that adults will be outside with the children. Review the safety rules for going outdoors. 

Allow sufficient time for Michael to put on his coat, hat, mittens, and boots. Let him know in advance that it will soon be time for outdoor play. Ask him if he would like to bring one of his favorite toys outside-almost all indoor materials also can be used outdoors. Invite him to play with you and/or other children and encourage his involvement in active play-which will help distract him from his fears.  

Talk with the Social Services Coordinator about Michael's living conditions. 
 
Rest Time
 
Kia lives in a large, noisy apartment building. She often seems frightened when she falls asleep or wakes up from a nap at the center. She is afraid of the dark and worries that she will be left alone while asleep (this happened to her several times in the past). Also, Kia needs more sleep that is allotted in the daily schedule. Ocasionally, Kia sleeps a very long time and wets her pants. Include Kia in stories and discussions about feelings and fears. Encourage her to talk about rest time and bedtime. Help her put dolls to bed for the night or nap. 

Address Kia's needs at rest time; stay close by her; play soft, relaxing music; provide soft blankets and stuffed animals if she doesn't bring them from home. 

Reassure Kia that someone will be there while she sleeps and when she wakes up. Keep a lamp or several night lights on to help Kia overcome her fear of the dark. 

Make sure Kia visits the bathroom before rest time. Handle Kia's, and any other child's toileting accidents calmly. 

Talk with the Social Services Coordinator about Kia's need for sleep.
 
Departure
 
Maria often loses all self-control at the end of the day. She refuses to pick up, runs the other way when she sees her mother, and some days has a tantrum. Maria seems uncertain of what the next day will bring. She has been to a lot of different preschool programs so she often asks, "Can I come back tomorrow?" Maria asks her mother, "Where are we going tonight?" Often Maria's mother arrives looking very stressed. She has little patience for her daughter and does not know how to handle Maria's outbursts. Give Maria plenty of attention at the end of the day and opportunities to express her feelings about going home. Help her remember something from the day to tell her mother about. 

Reassure Maria that she can come to Head Start the next day. If you think she will not eat dinner, give her a snack right before she leaves. Share something positive about Maria's day with her mom. Tell them you look forward to seeing them again tomorrow. 

Observe Maria in the dramatic play area to see if she is expressing some fears through her play. 

Check with the Social Services and Parent Involvement Components to make sure they are aware of this family's needs.
 
Follow-Up Activity 5-1: Adapting the Schedule

As a team, select a child to focus on during the next week. Conduct individual observations of the child several times during the week at different times of the day and in different settings. At the end of the week review your observation notes with your team and discuss how your daily schedule supports and/or hinders this child's involvement in activities. Use the format provided to make plans for adapting the schedule to better meet the child's needs. There is room to record your schedule for the first and second halves of the day. Discuss this activity with component coordinators, consultants, and other staff, as appropriate.

Child:__________________________Date:____________________________________
Schedule for First Half of the Day

Child's Response to What We Do Now

Changes We Can Make

Schedule for Second Half of the Day

Child's Response to What We Do Now

Changes We Can Make

Follow-Up Activity 5-2: Adapting Routines and Transitions

As a classroom team select a routine (e.g., eating, brushing teeth) or transition (getting ready to go home, coming in from outdoors, getting ready for naps) to focus on for the next week. Observe how different children react to the way you handle this routine or transition. At the end of the week review your notes with team members and discuss how the children respond to your approach. Use the format provided to plan ways to adapt the routine or transition to address the needs of all children. Discuss this activity with component coordinators, consultants, and other staff, as appropriate.

Routine or Transition:

Dates:

How we handle it now:

How children respond to what we do now:

How we can change what we do:

Session 6
Helping Children Cope with Stress 
Summary for Classroom Teams
Objectives

This session will enable you to:

· Help children develop acceptable coping skills.
· Use positive guidance techniques to help children learn self-discipline.
· Analyze the reasons for children's behavior.
· Develop strategies for handling children's challenging behaviors.

Materials

Agenda
I. Discussion of Session 5 Follow-Up Activities (10 minutes)

As you discuss the Session 5 Follow-Up Activities, remember the following:

You can ask questions and/or voice concerns before the session begins.

II. Discussion Questions and Activities

A. Helping Individual Children Cope with Stress (30 minutes)

Reading 6: Helping Children Cope With Stress provides the content for this training segment. Your trainer will record on a flip chart examples of the kinds of stress all children have to cope with and the kinds of stress that affect children who live in multistressed environments. This topic was addressed in Session 3. The discussion will focus on:

· How do the children in your classroom cope with different kinds of stress?
· How can you help children learn to cope?
· What can you do to help children learn "acceptable" coping mechanisms?

Next, classroom teams will work together to come up with examples of when they applied the principles related to children's behavior that are stated in the reading. Your examples will be shared with the full group.

Using Handout 6-1: Helping Orlando Learn to Cope, you will work in pairs to read and discuss the example of how a teacher helped a child learn to use appropriate coping skills. A full group discussion will address the following:

· How do teachers know when to relax the rules to help a child cope?
· What goals did the teachers have for Orlando?
· What might happen if teachers don't help children like Orlando?

As you discuss the information in the reading about how teachers model coping skills, think of examples of when you modeled the skill.

B. The Reasons for Children's Behavior (20 minutes)

In this activity, your classroom team will work together to analyze what children might be trying to communicate through their behavior. First, you will read the vignette on Handout 6-2: The Reasons for Children's Behavior, and answer the questions that follow. You will describe a behavior of a child in your class and analyze possible reasons for the behavior.

Next, your trainer will lead a discussion on what participants think are the reasons for Janine's behavior and what they might do to help Janine cope with the situation. Can you think of examples from your own experience of children's behavior and what children may be trying to communicate?

C. Using Positive Guidance to Promote Self-Discipline (30 minutes)

As you review the positive guidance techniques described in the reading, you can provide examples of when you used the technique or a similar one and how a child responded. Share your own ideas for positive guidance.

D. Handling Challenging Behaviors (25 minutes)

As the group discusses challenging behaviors such as biting and spitting, think of how you respond to them and why you find them challenging. Using Handout 6-3: Handling Challenging Behaviors, participants will work in small groups to discuss challenging behaviors and generate strategies for addressing them. Next, each small group will share their strategies with the full group.

Ill. Closing (5 minutes)

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