EDUC 583 Block Schedule & Visual Schedule SAMPLE Early Learning Day

I have developed a block schedule suitable for children aged 2 to 6 who require only one rest period during the school day. The schedule includes USDA-approved meals throughout the day and adheres to, or exceeds, Washington Administrative Code guidelines for foundational quality standards in early learning programs, specifically regarding age-appropriate activities and time allocations. Time is allocated for individual accommodations such as toilet training and additional therapeutic sessions outlined by each enrolled child’s Individualized Education Plan.
Classroom free play is strategically placed to allow for weekly push-in or pull-out activities such as Library, Art, and Gym, either with the whole group or in small groups. Small-group learning focuses on Second Step, Creative Curriculum, Handwriting Without Tears, and Math. Some schedule blocks overlap to accommodate varying transition times among children.
Dedicated sleep and quiet zones are provided for children who require naps or prefer restful activities, featuring light tables, low lighting, and calming music. This period may also include small-group yoga and stretching exercises. Outdoor play is prioritized to promote physical activity, behavioral support, and social-emotional development, with a substantial block reserved for this purpose. On pleasant days, small groups may participate in outdoor activities such as scavenger hunts or nature walks during free choice time.
Meal times serve as opportunities for children to learn about nutrition, self-serving, trying new foods, engaging in conversations, reflecting on their day, and practicing cleanup responsibilities. Arrival and departure routines incorporate bus and parking lot safety, group lining-up, and following teacher instructions.
Each child possesses a communication folder within their backpack that is checked daily. Reminders, completed schoolwork, and soiled clothing are sent home every day. Families can place weekly orders for clothing, toiletries, bedding, toys, books, and dishware from the local clothing bank, which will be delivered to the child. Additionally, every week, children receive a brown paper bag filled with non-perishable food from the local food bank to support them over the weekend.
Observations are made regularly to guide curriculum, update portfolios, complete assessments, and document individual needs. Quarterly meetings, field trips, and family events offer social and community-building opportunities. Staff use an app for easy communication with families about their child’s progress and ways to support learning at home. Families are invited to volunteer and participate in classroom and school activities.
I have intentionally limited the use of large group activities and block scheduling that require extended waiting periods or sustained whole-body listening, as these approaches may not be developmentally suitable or the most effective utilization of instructional time. Children are capable learners who can make informed choices regarding their learning and development. Engagement, relevance, and always presuming competence significantly enhances learning outcomes for all individuals.