Simple policies for most schools are to care about children and see them achieve their full potential. To achieve this, schools adopt most common block schedule format.
It is very important for infants to get well fed, get enough sleep and live comfortably. At the early stages of development, infants are preoccupied at the oral stage. They demand food instantly. It is for this reason that 3 hour schedule is set for routine care. Maintaining toilet training is also very important. At this stage infants find pleasure genitals through fiscal removal. They tend to release wastes each time they feel so because it is pleasurable. Therefore, frequent clean up is required.
Play is very important. When children are physically active on daily basis, not only are they more effective learners, but they are less likely to be overweight, that’s why the school adopted an hour planned play activity for some infants while others have a nap. As you can notice, food, diapering and play are the priority duties given to infants. Short naps are very important in building memory capacity. I think this is the main reason why there are lots of nap break scheduled.
Social life is very important in child development. Children are more attached to those who are close to them and imitate what they see. They learn through observing others. After along day of work, rest is very important. Health infant should sleep at least 10 hour a day to develop well. This is the reason of having break naps all the time. However, infants with special needs and those who are English learners require special and extra care. This will make them learn to be self dependent. They should be given food as needed, diapering and good nap. Language development is just a matter of practice and learning from other.
As the child grows, complexity grows, hence need for change in tactics of bringing them up. Good health and play should be prioritized. Letting children to create some art helps them mature and engage to accomplish what brings pleasure to them.
Hand washing before eating and after eating prevents up to 99 % of germs. It is for this reason that there is 30 minutes training on hand washing.
Language development is learning through group activity. Schedule of one hour was put in place so that children can share math, stories provided and art. Group activities build up language development.
Talents can be seen in children while they are still young if keenly observed. This is why the school scheduled 30 minutes time for children to engage in fine motor, arts, music and movement and dramatic plays. Through all these activities, potential of a child can be spotted.
Just like any other person, food is very important. Children must be fed with proper food accompanied by adequate naps so that development resume normally. Outdoor activities help children manage social emotions and acquire Gross Motor skills. Lastly toilet training is very important in the case that children learn how to handle themselves carefully.
Abraham Maslow hierarchy of needs clearly specified that if physiological needs are met, individuals strive towards the apex, self-actualization. The same case applies to both infants and preschools. When proper diapering is met, infants will develop characteristics of extrovert where one will develop knowing how to handle him or herself, lack of proper diapering leads to anal retention where the child becomes so messy and too dirty. Proper diet must be administered to a child. It is recommended for a child should be breastfed for the first six months before any other food is administered. This will guarantee normal development. Proper and sober sleep is recommended for any child. Failure to grant your child proper nap may lead to memory problems hence poor development growth.
The same case applies to preschool children. Since the child has developed enough experience on how to go about, cleanliness should be the priority. At this stage of development, the child is at the latent stage where independency is realized. When all these are met, proper development is achieved.
Fergusson D. M., Hopwood, L. J, (2005). Early start evaluation report, (4th Ed.), New Zealand, Early Start Project Ltd
Piotrkowski. C. S, Robert. M. T, (2008). Parents and children through the school years: The effects of the home instruction program for preschool youngsters. (2nd Ed.) , New York: National Council of Jewish Women, Center for the Child.