Daily Schedule

The following schedule serves as a guide when you help in the classroom. There will be three parent helpers each day. Parent helpers share responsibilities. The program varies-no two days will ever be exactly alike. The schedule is flexible, and times are approximate. However, we usually maintain the same order of events so that the children have the security of knowing what to expect next. The teacher reserves the right to change the schedule as needed to meet the needs of the children. Always consult the teacher when in doubt about how to help in the classroom and what other things she would like you to do.

Daily Schedule

Time	Task
8:30 am	Parent helpers arrive
9:00	Children arrive, do a workjob with a parent or carpool driver.
9:30	Children flow into choice time of small or large group activities including snack and outside or gym
11:30	Children’s clean-up time
11:45	group time, story, closing
12:00	leave with parent
12:15	parent helpers’ debriefing

Parent helpers must arrive by 8:30 am. This ensures that class will start on time, and the classroom will be ready. Parent helpers leave when cleaning is finished, usually between 12:45 and 1pm.

Your Day as a Parent Helper

There are three parent helpers each day. One of the three is designated on the schedule as the “snack” parent helper.

snack parent helper

One parent helper each day is designated as the “snack parent.”. Please bring healthy snacks, such as fruit, veggies, cheese, peanut butter, crackers, bagels, pretzels, and the like. Wash and cut the fruit and veggies at school. Generally parents bring items from at least two food groups (e.g., bread, protein, and fruit), but this is flexible. Do not bring cookies, sugar cereals or other sweet treats. Also, be sure snacks are in small pieces. The children would rather take several small pieces than one large, and there are fewer unfinished pieces.

It is always fun to have a hand in preparing what you eat (at least to preschoolers). Things as simple as spreading your own peanut butter on crackers is an adventure and good life skills practice. Some favorite special snacks are toast, pancakes, mini pizzas on English muffins, and peanut butter crackers with things to stick on, such as raisins, cheerios, cheese cubes, pickle slices; use your imagination. If you would like to do something special or have questions, please talk with the teacher.

After you have prepared snack, clean and sanitize the snack table. Check dishwasher to see if there are dishes to unload. Put a couple of inches of water in pitchers on the snack table. During class time, the snack parent helper often works in the snack area, but this is not required. The person who supervises snack needs to make sure that children have washed their hands adequately before they select food.

Snack time ends at 11:15. At 11:00, children should be given a “snack warning” so no one misses their chance for a snack. At the end of snack time, snack foods are put away and dishes loaded in the dishwasher.

At the end of the day, the snack parent helps the teacher make sure children are connected with parent or carpool driver before leaving the reading room. Children may look at books while waiting. They MUST stay in the reading room.

the other two parent helpers

Before the start of the day, check with the teacher for any special instructions regarding the day’s plan. Unless the snack person has brought a complex snack that they need to supervise, parent helpers and the teacher float among the areas of the classroom and outside or gym depending on the number of children in an area.

Parent helpers share the following responsibilities before school begins. First, unlock the gym door. Do as much as you can by 8:55, then meet with the teacher to discuss the day’s events.

Set up the playground or gym (depending on the weather):

When you are setting up outside,

• Look for unsafe objects (glass, condoms) that should be removed. Wear plastic gloves!
• Check the play area for dog & cat poop.
• Check for toys that are broken or unsafe.

When you are setting up in the gym,
Pull the cart out of the storage room, and refer to the posted map for directions on setting up the gym area.

Set up the classroom:

• Set up paint area - uncap paints, put a brush in each container, hang paper at each easel, make sure there is a supply of easel paper.
• Lay out vinyl tablecloths on gym floor for drying paintings
• Prepare materials for special project

Assist the teacher with other classroom preparation as directed.

At the end of the class time, all parent helpers join the class in the reading room for group time. Cleaning will be done after the children are dismissed and your children have started their lunches. All parent helpers share cleaning responsibilities after school has ended. There is a list inside the white cupboard nearest the filing cabinet that outlines the daily and weekly cleaning chores.
children arrive
The teacher will greet the children near the door. About 15 minutes after the start of class the teacher will leave the door. The parent helper working in that area is now the greeter. While you don’t have to sit next to the door, keep an eye on the door and be sure to greet any late-arriving children. Have them put their clip in the can, and then direct child and parent to the teacher’s location so they may greet the teacher if they wish. Around 9:20 lock the gym door again for safety. The children use the glass classroom door to go outside during choice time. The gym door remains locked until 11:45 am .

Children and parents will choose a workjob and do it together. Encourage children to settle in an area where there is enough space for their chosen activity and that is out of the traffic ways. Workjobs may be done on the floor or at a table, in the main classroom or the reading room. There may be parents who need to leave quickly and need parent helpers to work with their child. If you see a child having difficulty saying goodbye to their parent at the end of their workjob, assist the child in getting involved in a new activity or get the teacher.

activity/free play time

When parent helpers arrive, the teacher will explain what the day’s planned activities are. As far as these activities are concerned, the finished product is not particularly important. What is important is that the children do as much by themselves as possible. They will be delighted with what they produce and this will instill pride and confidence. Please comment on what a good job they are doing, how hard they are trying, etc., rather than the product (”What a pretty picture”). Include all the children, a few at a time, in the project so that everyone is offered a chance. Some children will finish with the projects sooner than others will. Also, some will not want to start right away. This is OK. Once the late starters see what the other are doing they will probably join in. There may also be times when a child does not want to participate. Children should not be forced to participate when they do not wish to.
The planned activities and the free play will blend together. You will need to blend your helping with projects and the help needed by children in free play. The children in free play usually need minimal supervision, but if you see a child having a hard time getting involved or having trouble sharing, etc., try to help him or her by suggesting alternate activities. The most important thing is making sure the children are safe and happy.

snack

We have an “open snack.” Snack is set out at the beginning of school and is available continuously throughout the activity/free play time. Children may choose to have snack whenever they are hungry. It is the responsibility of the parent helper working in that area to see that children wash their hands before starting snack. Children may stay as long or short as they like at the snack table.

Eating and drinking takes place only at the table and sitting down. When finished, children should put their garbage in the garbage can, and dishes in the cart.

bathroom

One bathroom is located in the reading room, and two additional restrooms are in the hallway outside the reading room if needed. Assist any child who needs toileting help. Extra clothing is in the bathroom in case of accidents.

music

Musical instruments and CD’s are available for use throughout the day. Children may join music at any time, or not, as they choose.

transition to outside/gym

The gym or the outside area is available as soon as most of the parents and children have finished workjobs, and “extra” parents and siblings have left. This reduces the likelihood that a child who is playing outside or in the gym will follow a parent out.

If we are in the gym, children may flow freely between the classroom and the gym. If we are outside, children need to get their shoes and coats, etc. then get their “outside clip” (which is different from their check-in clip) from the parent in the classroom who has them. That parent should then watch to see that the outside parent receives it from the child. Likewise, when a child is ready to come in, they get their clip from the outside parent who should watch to see that it gets delivered to the inside parent.

outside activities

The outside play area will be available unless severe weather prohibits it. Please make sure that your child has appropriate clothing at school. If they didn’t want to wear it in the morning, please bring it and leave it in their cubbies. If children do not seem appropriately dressed for cold or wet weather, offer to find them something in the extra clothing box. If children come in wet help them find dry clothes.

indoor gross motor

When it is too wet or cold to go outside we use the gym. Children may move freely between the classroom and the gym. Adults will also need to move back and forth according to the balance of children. The gym is heated to only 64 degrees. The children are generally fine because they are active. Parents may need sweatshirts.

Parent helpers are responsible for safety in the play structure area. Assist children as needed, but please don’t lift them up or down. Show them how, guide their feet and hands if necessary.

children’s clean-up

Encourage the children to put away the toy they are playing with before selecting a new one. Please don’t put the toys away for them. Instead, take this opportunity to help the children learn to put their things away. If necessary, hand the child a toy and tell him/her where it belongs, or ask the child to put something specific away: “Kate, would you find a place on the shelf for the red blocks?” You will need to follow up and see that the children do get all the toys on the shelf.

clean up teams

Children will choose their area for clean up when arriving for the day. Each parent helper will be assigned an area to help and direct children for clean up. At the end of the day we will all work together to clean both the classroom and the gym or outside. If a child says they didn’t play there, you may say something like, “We all need to work together to get our classroom clean.”

Outside clean-up

• Children bring toys to the shed. Children do not go in the shed at any time.
• Adults stack toys in the shed. See instructions posted in the shed. Please put things away in the shed in an orderly manner. It will make the setup for the next morning’s parent helper much easier.

Gym clean-up

• All toy “parts” in bins or boxes.
• Stack bins and boxes next to cart.
• Taking down the climbing structure and moving large equipment will be done by adults after group time.

Art Area clean-up

• Put away any remaining tools and left over paper.
• Remove brushes from paints to a container of water by the sink.
• Cap paints.
• Wash tables.
• Push chairs in.

Playdough table clean-up

• Put away tools in bins.
• Put playdough in tub, put on lid and place on top of tool bins.
• Check floor and chairs for playdough.
• Wash table.
• Push chairs in.

Dramatic Play Area clean-up

• Hang up/put away all dress up clothing.
• Remove toys from loft and put away.
• Put away dishes and food.
• Make sure purses and bags are emptied and those things are put away.

Block/Toy Area clean-up

• Put blocks in rolling bins.
• Put toys in labeled bins and on shelves.

Touch Table clean-up

• Take all toys out of table and put in bins.
• Lid on table.
• Sweep up area around table.

Reading Room clean-up

• Put books on display or shelves (public library books go on display shelf, school books go on library shelves.
• Put all puppets and stuffed animals in boxes.
• Put away tapes and puzzles.
• Pillows may remain on the floor for group story time.

After the children finish in one area, you may help them find another group or area that needs help. EXCEPT for the gym. A second group in the gym usually makes for chaos, too many children and too much space equals no work.

When each area is clean, parent helpers will approve children to go into the reading room for story time.

group time/good-bye

Unlock the gym door for arriving parents. All parent helpers join us for group time in the reading room. The teacher will read stories and engage the children in conversations. Please sit near talkative or wiggly children. Your presence is often enough to help them concentrate. This is a time to be with your child, but not a time for your child alone. Your lap will probably be needed by more than one child.

cleaning

The snack parent helper should stay in the reading room at noon to help the teacher connect children with parents.

Parent helper clean-up begins after Group Time. Duties are posted on the inside door of the white cupboard nearest the filing cabinet. Get your children set up eating lunch, supervise children not yet picked up, and work on cleaning until all children have been picked up. Parent helpers will need to check with each other as to the jobs that have been done and those that remain. When the cleaning is done, meet with the teacher for the after-class debriefing. Before you leave please make a check of the cleaning list and clean up after the “lunchers”. - floor, table, lunchboxes, etc. Also ensure that all doors are locked and the dishwasher is started.

after-class debriefing

This is a time for you to share with the teacher what was both positive and negative about the morning for you.

• Did the projects work?
• Was the room set up well?
• Did anyone, or group, have particular difficulty or success today?
• Did you observe anything you think might be helpful to the teacher in making future plans?

If you witnessed a minor accident or mishap, be sure the teacher is informed now (if not earlier) so parents can be notified as appropriate. If you noticed anything unsafe about the equipment or activities, be sure to mention this to the teacher.

Any observations you relate about your classroom experience or that of the children are extremely helpful; the teacher appreciates your time and commitment. The teacher is looking for information about the children that is “newsworthy”-who, what, when, and where. Judgments about individual children’s “goodness” or “badness” are not what we will be talking about and looking for. The teacher will be taking notes from these sessions and this information will be added to what she can tell parents at conferences, etc. This is also a time to ask advice about handling specific situations that may have left you wondering during class. These conferences should last no more than 15 minutes.

Specific Guidelines for Working in the Classroom

classroom rules

Children learn to follow these rules:

• Children may not harm selves or others.
• Children may not destroy materials.
• Children need to clean up one activity before going on to the next one.
• No weapon play.

free play

Table Toys

• Encourage the children to work quietly alone or in a small group.
• Honor child’s need to play with a table toy alone.
• Help child who wants to play with an unavailable toy to find another toy or activity. Assure child that she will get a turn later. Make sure that she does get a turn later. Writing it down helps!
• Facilitate cooperative play: “I wonder if there’s a way you can do it together?”
• Table toys may also be used on a rug nearby.
• Allow creative use of toys—children will often use toys in imaginative ways.
• Table toys should be returned to the shelf by the child, with all pieces, after use.
• Discourage random dumping of toys onto floor.

art area

Easel Painting

• Assist children in putting on paint smocks if they choose to wear them. An offer of “Would you like to wear the red or blue smock?” is much more likely to get children’s clothes covered than “Would you like to wear a smock?”
• Display an interest in the children’s work, but do not ask what they have made. Young children are often more involved in the process than the product. You might say, “Tell me about your picture,” or “I like that color.”
• Encourage children to replace brushes in the correct container.
• Ask child where to write his name and the date on the paper. Capitalize the first letter of the child’s name, and use lower case letters for the rest.
• If child wishes, you may label paintings or write comments made by the child.
• Put paintings on vinyl tablecloths in the gym to dry.
• Children should hang up smocks and wash and dry their hands.
• If a color of paint runs out, refill paints container from jugs in cabinet.
• Do not paint pictures for children. This discourages their creativity as they cannot hope to imitate your models.

Art Tables

• The children may use any of the materials on the open art shelves to create at the table nearby.
• They should return unused materials to the shelf when done, and throw small paper scraps into the recycling bin.
• Large paper scraps are saved for future projects. There is a cubby for this paper.
• Encourage children to use small amounts or glue, but realize that there is a fascination with the squeezing and that it takes time to learn.
• Place names and dates on papers the same as at the easel and follow same guidelines for comments.
• Older children may want to write their own names. Ask.

Water/Sand Table

• Encourage children to keep water/seed/etc. inside table.
• Assist children in mopping or sweeping up spills. The floor gets very slippery when wet or covered with cornmeal and other materials.

dramatic play area/loft/blocks

This area of the room is a super unit. Children may mix and match equipment among the areas for maximum creativity. Fire fighters on the structure may need food to eat. Housekeepers may need to make beds out of the crates, or go to work at the construction yard and come home again.

Loft

• Everyone can play on the loft. If a child wants to be alone, he needs to find another place.
• Children may not drop anything from the climbing structure.
• No jumping off the structure.
• Assist children when they are learning to climb. Do not lift children up or down, assist them in doing it themselves.
• If they are afraid, acknowledge that it is hard and that it is O.K. to be afraid. Assure them that they can keep trying, perhaps another day, and that you know they will learn how soon.
• Celebrate their success!
• The loft gives children a feeling of power; “I am so big, bigger than you.” If you have a problem with a child who is up there, you will get more cooperation if you climb up to her level.

Housekeeping

• Encourage children to return dolls, dishes, etc., to their places when done.
• You may facilitate play by supplying needed props, or making suggestions when you sense the play breaking down, but then withdraw and let the children play out their own themes.

Blocks

• Blocks may not be thrown. If this is a problem, tell children, “Blocks are for building.”
• Child may build as high as their shoulders.
• Child may only knock down their own building.
• Make sure crate structures are steady before children stand on them.
• Don’t build structures for children, or build elaborate adult models that children cannot hope to attain at this age.
• Don’t “solve” their problems for them. Children learn about objects in space and the force of gravity by experiencing these forces.
• Say, “That’s very big,” or “You seem proud of your building,” etc., instead of “What is it?” or “It’s a. . .”
• Help a child who wants to play with an unavailable toy to find another toy or activity. Assure child that she will get a turn later. Make sure that she does get a turn later. Writing it down helps!
• Facilitate cooperative play: “I wonder if there’s a way you can do it together?”
• Allow creative use of toys- children will often use toys in imaginative ways.
• Discourage random dumping of toys onto floor.
• Encourage pick up by making it fun: “Let’s drive the cars to the garage (shelf), or “Let’s be cranes and lift these onto the shelf.”

Playdough

• Playdough should stay on the playdough table.
• If children hoard, tell them, “______ needs some playdough. Would you like to give her some, or shall I help you?”

outdoor time

• The playground will have been set up before class. There must be an adult outside before children go out. Children must get their name clip from the inside adult and deliver it to the outside adult. When going in they must take the clip in with them and give it back to the inside person.
• Every few minutes, take a head count to insure all the children are present.
• Be firm about boundaries. Children may not play behind the shed or down the side of the church, or go toward the parking lot past the cones.
• Children may not throw sand. “Sand stays on the ground.” Encourage children to keep the sand inside the sandbox.
• Bikes may not crash into people or things. Children get one warning, then “lose their license” for the day. If this happens, help the child find something else to do.

Additional Information

This section includes information for parents on days when they are not parent helping.

absences

Parents should notify the teacher of absences by calling and leaving a message on the school phone, 234-1691, before school starts that morning (or sooner, if it is a planned absence). The teacher will call you back later in the day to talk in more detail, if necessary.

arrival/drop-off

The gym door is our primary entrance. Starting at 9:00, the children will be greeted near the classroom door by the teacher. If you arrive early, please stay with your child in the gym until the room is ready. If you arrive late (after about 9:20), a parent helper will greet you and help your child with the clip can. After about 9:20 the gym door will be locked, please enter through the exterior classroom door. Do your best to arrive on time. If you arrive after 9:30, select a short workjob, or encourage your child to get involved in an activity instead.
If there is anything special the teacher should know about your child that day (she didn’t sleep well that night, will be picked up by a neighbor, etc.) write a note and give it to the teacher, and tell her briefly. It is also important that you say good-bye to your child. Never sneak out, as this will teach your child that he cannot trust you and may lead to more severe separation problems.

After the teacher greets your child, help your child choose a workjob from the cabinet and find a suitable place to work. Encourage your child to sit in a space large enough for their activity and out of the traffic ways. Workjobs may be done on the floor or at a table, in the classroom or the reading room. When your child has completed an activity it should be returned to the shelf and they may choose another or go on to some other activity. Once a workjob has been completed and put away you are free to say goodbye. If your child needs help with this transition, ask a parent helper or the teacher for assistance. If you would like to visit with other parents, or have school business to transact, please do it in the gym or hallway outside the reading room.

birthdays

We will celebrate each child’s birthday by having them bring pictures from their past and/or items that they feel are significant, such as footprints, baby clothing, birth certificate, etc. These items will be placed on the bulletin board for the week. If you wish to contribute a special snack, napkins, or other items, please talk with the teacher. If your child has a summer birthday, we can celebrate their “half birthday.”
A special way of commemorating a birthday is the purchase of a book for the school library. Your child’s name and birthdate can be placed inside the cover. Please see the teacher for book suggestions, or to discuss a favorite of yours you think the school might enjoy.

clothing

Both parents’ and children’s clothing should be very informal at school. Children should wear comfortable clothes that can get dirty without concern. We do lots of creative, messy things at school. Parent helpers should also wear appropriate clothing such as jeans, sweatshirt, and tennis shoes. Please label all outer clothing, hats, and other items your child brings to school with your child’s name. Both children and parents need clothing appropriate for wet and/or cold weather in order to be comfortable for outside time. A box of extra children’s clothes (in case of spills, accidents, etc.) is located in the bathroom. Donations of underpants, sweatpants, leggings, T-shirts, shoes, socks, and other items in a range of sizes (preferably unisex styles) are appreciated.

cubbies/hallway

Be sure to check your child’s cubby every day for artwork, school information, etc. If you are carpooling, check all the cubbies of children you are driving. Also be sure to check the bulletin boards every time you are in school, and relay urgent information to the other parents. Children are not allowed to sit in, or climb on the cubbies.
Often, parents like to visit with each other or have co-op business to conduct in the morning. We ask that you do so in the gym or hallway outside the reading room.

holidays

Our curriculum encompasses a rich array of opportunities for the children, and we feel that holidays are best celebrated in the context of the family. Holidays are not the focus of the class—for example, there are no holiday-related decorations in the classroom.
We have had Halloween parties outside of class time. We also have celebrated friendships on Valentine’s Day by making baskets and exchanged valentines.
Children are encouraged to share aspects of their family’s culture throughout the year (special foods, books, etc.).

share circle

Items that would enhance the curriculum are always welcome to be brought in and shared. Such things might be leaves collected on a walk, shells from a recent beach trip, a special prop that would enhance current dramatic play themes, etc. If in doubt, please talk with the teacher.

Share Circle encourages children to develop oral language, listening skills and a sense of identity while in a small, safe setting.

Each day there will be an optional Share Circle. The four children whose parents are scheduled to parent help or be the alternate parent helper are invited to bring in something special to share – a book, photograph, special buddy, or token from a trip.* Their classmates are invited to join them in the Share Circle. Outside of Share Circle, the items will be kept in a special bucket.

*No toys, weapons, etc. Please see the following section.

toys from home

Under no circumstances are super hero dolls or toy weapons to come to school, as they promote aggressive play. Likewise, TV and movie-related toys are best left at home, as they promote imitation rather than creation in play. Toys may be shown to the teacher and then returned home with the parent.

transition to school

Not all children are ready to separate from parents that first day. Even a child who has not had difficulty separating in the past may experience some fear or hesitation. You are welcome to stay with your child the first day or so to ease them into their new experience. Do make it clear that this is temporary, that you know they will be able to stay by themselves next time. Your confidence in them, the teacher, and the school will reassure them.
Children are welcome to bring their “comfort items” (blankets, etc.) to school with them. These are especially helpful at first.
It’s also helpful to establish evening and morning routines conducive to getting enough rest and arriving at school unhurried and prepared for the day. These may include laying out clothes and items to be taken to school the evening before, “school night” bedtimes, “school day” breakfasts or dressing routines.