EARLY LEARNING ENVIRONMENT LESSON 5

LESSON TITLE: TEMPORAL ENVIRONMENT

LESSON OBJECTIVES:
At the end of the lesson, the students should be able to;

1. discuss the meaning and significance of temporal environment

2. write an appropriate plan foe daily routines
3. plan the learning environment to maintain health and safety
CONCEPT MAP:

E n v iro n m e n t
Children Need Routine
T e m p o ra l
and Familiar Faces

Planning for Physical

Needs

Planning for Social

Needs

CONCEPT NOTES:
I. Definition

The term temporal environment refers to the timing, sequence, and length of

routines and activities that take place throughout the school day. It includes
the schedule of activities such as arrival, play time, meal time, rest time,
both small- and large-group activities, and the many transitions that hold them
all together. Predictable schedules and routines create a sense of security,
help young children to learn about their world, help them to adjust to new
situations, and prevent challenging behaviors. Daily routines also help young
children to say good-bye to parents and to feel safe and secure within a
nurturing network of caregivers. For example, establishing the routine of
reading a book together every day in the same cozy corner of the room can help a
child to prepare for the difficult separation from her parent.
EARLY LEARNING ENVIRONMENT LESSON 5

The temporal design of the classroom environment is also dependent on the type of
program, the length of the program, and the age of the children in the program. When
designing the temporal environment, teachers should create schedules that meet the
unique needs of their program, children, families, and staff. Teachers should also
keep in mind that every group of children has its own personality; what worked well
one year might not work well the next. In addition, teachers should think about each
of the following. Click the items below to learn more

INCLUDING FAMILIES
Different families have different routines. Asking families about their routines and
schedules and trying to incorporate the ways that they care for their very young
children creates cultural responsiveness and continuity between the program and home.

 Partner with families to create to a smooth transition for the child upon arrival
and pick up from the classroom.
 Understand the expectations that families have at home for their child. For
example, does the family require the child to sit at the table for the entire meal
time or does the child leaves as soon as he or she is done eating?
 Learn about the child’s activities at home (e.g., preferred activities, high-
energy activities, daily routines).
 Share the classroom schedule and routines with families and be sure to communicate
any changes

INCLUDING CHILDREN WITH DISABILITIES

When they design the temporal environment, teachers should be aware that children
with disabilities might require some additional considerations to fully participate
in all the scheduled routines and activities. For these children, teachers can:

 Provide picture schedules for children who need visual reminders of the sequence
of activities.
 Be flexible with the schedule and allow more time to complete transitions and
activities for children who need it (e.g., those with motor impairments or
developmental delays).
 Understand that students with medical conditions or physical impairments might
have less stamina and tire more easily across the day. Teachers need to adjust
their schedules accordingly to include these children in as many of the scheduled
activities as possible. For example, some children will lack the stamina to fully
take part in afternoon outdoor play, a high-energy activity. For these children,
the teacher can plan a structured activity that requires less energy but still
allows them to be included (e.g., tossing a large ball back and forth, throwing
beanbags at a target).
 Pair children up to help each other during transitions.
 Allow for breaks and flexible lengths of participation.
 Partner with families to better understand the individual scheduling needs and
routines of children with disabilities
EARLY LEARNING ENVIRONMENT LESSON 5

Children Need Routine and Familiar Faces

Routine is important for each and every one of us. Without a routine, we are
thrown into a state of disarray, often unsure of what we should be doing or even
what day of the week it is. For children, having a routine is particularly
important, especially for the sake of their mental health and behavior.
The current COVID-19 pandemic has led to the closure of schools for many
students, meaning that the routine of the normal school day is completely
upended. This means that many parents and guardians have to form new routines as
a way of providing structure to their child’s, and their own, life. However, this
can feel like an overwhelming task and it can sometimes be difficult to know
where to start.
This article will provide tips and ideas to add to your weekly routine, as well
as a downloadable weekly planner that you can use to regain some structure during
these unprecedented times.
Why is Routine Important for Children?
Having a routine helps to bring consistency and comfort to a child’s life, as
well as providing a sense of normality. Children tend to fear the unknown, and
while change is important in life, it can also create a lot of added stress for
children. Routine helps to reduce this stress and brings with it a feeling of
security.
Child doing school work at home
The benefits of implementing a routine for children are vast and very wide-
ranging. Having a routine:
Teaches a child the importance of time management as well as helping them to
follow a schedule. For example, if your child goes to bed at the same time every
night, then they will soon begin to learn that the hour before bedtime is their
time to begin winding down.
Helps to set expectations. For example, rather than having a debate at dinner
time about who has the job to set the table, if it’s written in someone’s weekly
planner then they’ll know that it’s their job and they will be prepared to do it.
Gives a child confidence and independence. If a child has a task written in their
weekly planner, even if it’s something as small as brushing their teeth before
they go to bed, then they will be able to look at their planner and know to do
this themselves rather than having to be told, which will instil a sense of
independence and pride.
Creates habits. Whether it’s brushing their teeth in the morning or completing
their homework before dinner time, having a routine in place helps to create
these habits in children and teaches them how to manage their time.
Helps children to get excited about what’s coming up. If children know what to
expect, such as watching a film together one evening or making pizzas together at
the weekend, then they have something to look forward to.
Finally, and perhaps the greatest benefit for having a routine for children
during this pandemic, is that a routine offers stability and something constant
 EARLY LEARNING ENVIRONMENT LESSON 5
for children when times are often uncertain, uncontrollable, and unpredictable.
While we cannot control what is happening outside of our homes and in the world
around us, we can control what happens within it. When you create a routine, you
help to instill a sense of normality in a child’s life and ease the stress of the
outside world.

Things to Consider when Planning for Physical Activities in

Child Care
Childhood obesity is a growing problem in early childhood. Child care
providers can play an important role in preventing obesity by helping
children stay active and learn the importance of physical activity. Here
are 15 things to consider as you help the children in your child care
program stay physically active.

1. A major reason for the growth in the rate of childhood obesity is lack of
exercise. Children today are less active, and the rates of childhood obesity are
growing alarmingly.

2. Exercises like jumping, running, dancing or hiking can strengthen children’s

bones both now and later in life. These activities can help children’s bones to
be stronger.

3. Active children are more likely to become active adults. If you help children
become active now, they are more likely to stay active as adults.

4. Research has found that regular physical activity can help reduce the chances of
high blood pressure, heart disease, diabetes and colon cancer. Encouraging
children to be active now may help prevent these chronic diseases later.

5. The best form of physical education for the child from birth to age 2 is to let
the child be active naturally. Children under 2 should be given plenty of time to
move but do not need a formal physical education program.

6. Preschoolers are not too young to learn the value of physical activity. Children
should participate in fitness activities and learn why moving their bodies is
important for good health.

7. Organized team sports are not the best way for children ages 3 through 5 to build
motor skills. Team sports are not well-rounded physical education because each
sport tends to emphasize one or two particular skills, such as kicking and
catching. Children also need to learn other skills, such as balance and movement.
Another problem with team sports in this age range is that most children are not
developmentally ready to participate in structured team sports. They are unable
to understand complex rules and may be upset about losing.

8. You do not need to have a lot of equipment and space to offer quality physical
activities. Create stations with different activities, like tossing and jumping
in your child care room. Bring active play to small spaces. You do not need
equipment for each child. Use masking tape on the floor to show children where
they can move. This allows children to move a great deal in a limited space
without disturbing others.
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9. Children are naturally accident-prone. It is best not to warn them about hurting
themselves. Warning will probably not reduce unintentional injuries, and might
make children afraid of physical activity. Keep children safe by redirecting them
from unsafe activities, but don’t say “be careful” all the time.

10. Good physical activity time for young children is playful and fun, with a
balance of free play and guided discovery. The most important message in being
active for young children is that using your body can be fun. Each child must
find the activities that are right for him or her.

11. Because young children lack muscular endurance, they tire easily and quickly
but also recover quickly. Plan short bursts of activity, with time for children
to rest in between.

In addition, here are a few guidelines for encouraging healthy eating in

child care:

1. Snack foods should be low in sugar, salt, and fat. Children need to snack to get
all the nutrition they need to grow. Snacks provide a good opportunity to offer
fruits and vegetables and to try new foods. Children are more likely to try a new
food for snack than at a mealtime.

2. Milk and water are the best drinks for children. Sugar-sweetened beverages like
fruit drinks contain empty calories, with little nutritional value. They make
children feel full without providing any nutrients.

3. Food is not an appropriate way to motivate kids. Giving children treats for good
behavior may be harmful. Although it may encourage children to do what you want
at that moment, using a food reward can lead them to eat when they are not
hungry. This behavior may contribute to the development of food disorders later
in life. It may also discourage them from behaving appropriately if they do not
get the reward.

4. Be a good role model for physical activity and healthy eating habits. Children
watch and imitate what you do. Sit with children during snacks and mealtime. Eat
the same foods they eat. Participate in movement activities and active play every
day.

REFERENCES:

 https://iris.peabody.vanderbilt.edu/module/env/cresource/q1/p04/#:~:text=The%20term%20temporal
%20environment%20refers,place%20throughout%20the%20school%20day.
 https://childcare.extension.org/things-to-consider-when-planning-for-physical-activities-in-child-care/
EARLY LEARNING ENVIRONMENT LESSON 5

STUDENT’S ACTIVITY 5
Name: ______________________________ Time Submitted: ___________
Directions: Read and answer the following questions below.
1. What have you learned about temporal environment?
2. What can teachers do to make the classroom environment more conducive to
children’s learning and development?
3. What are the following things under the planning for physical needs in early
childhood?