Having routine or classroom schedule can also prevent behavior problems, help a child understand what is supposed to happen next like an expectation, and also help the child learn engagement …show more content…
There are things you should consider when doing both a classroom schedule or routine. A child should not spend too much time sitting down at carpet time because they will lose interest in what the teacher is talking about then that’s when all the reoccurring behavior problems come back. You should always minimize activities that would keep a child sitting in one area. Also, you should learn how the child is and how active they are at a certain time and try to incorporate that into the schedule for an example if your children or student are very active before lunch time, maybe you should outdoor play before lunch time so when they get back inside they will be ready to get and get ready for naptime. If changing up the routine or schedule doesn’t work, try to figure out other causes like the child’s environment. In a preschool setting it is very important to have visual cues cause if the child sees a schedule and it has a picture they will typically know it’s time for center time or lunch. As if you had a just a schedule with words and numbers on …show more content…
If a child knows what will occur next they are less likely to act out they will be ready to go to the next activity. According to research that has looked at preschool children’s behavior in different settings and activities throughout the school day, children are more involved in activities that allow them independence and the opportunity to make choices. For example, Vitiello et al. (2012) found children are more engaged with activities during free-choice time than during teacher-structured activities. This can likely be explained by the fact that children are more likely to remain interested and to keep working at an activity when they chose the activity in the first place, rather than the teacher choosing the activity for them. In free-choice time, preschoolers were also more engaged with their peers (Vitiello et al., 2012). Research tells us children who are more engaged in activities and with their peers early on do better in school when they are older. Research shows children who spend more time outdoors are more physically active and, therefore, less likely to suffer from health problems in the future (Hinkley, Crawford, Salmon, Okely, & Hesketh,