Activity 3-1:
The Balancing Act

Purpose: In this activity, participants will encourage children's growth and development by planning a program that offers balance through its activities and experiences.

Outcomes:
Participants plan a balanced daily schedule that reflects a child's individual and developmental needs.

Participants modify the schedule to take advantage of spontaneous events (for example, to respond to teachable moments).

Participants adapt the schedule, routines, and transitions to meet a child's individual needs.

Materials:
Chart paper, markers, tape
Handout 9: Ongoing Child Study (Part D)

1. Explain to participants that this activity will focus on encouraging development by following a schedule that provides a balance of activities.

2. Write each of the following elements of a balanced schedule on chart paper. As you discuss each one, ask participants to give examples of how they provide this in their programs. Ask them how they encourage parents to provide a schedule that allows for a balance of activities.

• Opportunities to be alone, in a small group, in a large group, and one-on-one with an adult
  
• Opportunities to develop and use physical, social, emotional, and cognitive skills
  
• Time to play indoors and outdoors
  
• Active and quiet experiences
  
• Familiar activities and those that offer challenges or introduce new topics and ideas

 Trainer Preparation Notes
 
If participants work with children from different age groups, have them create as many schedules as needed to represent all the ages served. Point out the differences in the schedules to show how children's developmental skills and needs have been addressed.
 
3. With the entire group, create an appropriate schedule for Head Start children. Record the schedule on chart paper. The schedule can be for a part-day or full-day center-based program, a group socialization session for a home-based program, or activities that take place in a combination program. Include the following events, which apply to any age group; activities and experiences appropriate to the age group with which participants work; and the approximate time frame for each event:

• Arrival and departure
  
• Routines
  
• Transitions
  
• Child-choice activities
  
• Adult-led activities
  
• Evaluation and planning

4. Ask participants to form small groups of five or six individuals. Have the groups use the schedule or schedules developed in Step 3 to plan a typical session or sessions for children attending a center or group socialization session. The session should provide a balance of activities, as discussed in Step 2.

5. Ask the small groups to share their plans. Discuss how balanced schedules support children's development. Cover the following key points:

A well-planned schedule that supports young children's development includes opportunities to:

• Be active and be quiet
  
• Be alone, in a small group, in a large group, and one-on-one with an adult
  
• Participate in activities for individuals, two or three children, and small groups
  
• Participate in child-initiated activities
  
• Participate in adult-initiated activities
  
• Play indoors and outdoors
  
• Develop and use physical, social, emotional, and cognitive skills
  
• Respond to teachable moments
  
• Respond to individual needs and interests
  
• Complete routines and transitions without hurrying

6. Distribute Handout 9: Ongoing Child Study, which includes Part D. Is the Schedule Appropriate for This Child? (Reminder: Parts A, B, and C of the Ongoing Child Study were provided in Modules 1 and 2.) Ask participants to consider how the schedule, developed by their group for children of the same age, supports the growth and development of the child from each participant's ongoing study. Participants can answer the questions on the handout and record their thoughts and proposed changes.

7. Have participants take turns sharing examples of the proposed schedule changes they recorded on Handout 9. Ask each presenter to describe the schedule change and explain why it would respond to the unique characteristics of the child who is the focus of the Ongoing Child Study. Encourage participants to discuss the proposed schedule revisions with their colleagues and the parents of the focus children. Participants can explain how the changes could benefit the focus children and others. If appropriate, staff and parents can work together to implement revised schedules.

Activity 3-2 | Module 3 | Index