Framed Velcro board 9×36”, black frame
- 19 activity cards
- 5 blank activity cards
- 1 double-sided done pocket
- 1 header label
- Velcro stickers
- Instruction sheet
Activity Cards Included:
Art time, Breakfast time, Brush teeth, Circle time, Clean up time, Goodbye, Gym time, Lunch time, Music time, Nap time, Outside play time, Play time, Potty time, Small group time, Snack time, Special activity, Story time, Table time, Wash hands
When schedules are referred to every day and children understand the routine, most challenging behavior can be avoided. But schedules can be used for more than your daily routine. They can help ease emotions and transitions for specific children or difficult parts of your day. Use your schedule if the class or an individual child is:
- anxious about an upcoming event – refer to it before the transition to prepare the child “Ella, I see that we are going to have lunch and then it will be time for our nap. So first lunch and then nap.”
- too loud –show when will be a time to go outside or be loud.
“That sounds like a lion voice for outside. We are inside so we can use our mouse voices now. We can use our lion voices when finish snack and go outside.”
- off task –show what should be doing
“It’s play time right now. We will wash our hands when it’s snack time.”
- excited for upcoming activity – show when they will do the activity
“You are so excited to play outside. First we are going to have circle time and then we will play outside.”
- missing a parent or caregiver – show when they will see them
“You really want to see your dad. Let’s see when he will be back to pick you up. We are going to have circle time, eat snack and go outside. Then it will be time to sing goodbye and see your dad. Yea!”
- hungry – show when they will eat next
“You are hungry. It is almost time to eat. First we are going to have music time and play in the gym and then it will be time for snack.”
- crying – shorten the activity length, celebrate when task is completed and show they are closer to desired activity
- refusing to participate – show what comes first before preferred activity
“It’s clean-up time right now. As soon as we get our toys picked up, we get to have story time. First clean up, then story time.”
- refusing to stop an activity – show child the schedule and have them help pull off the card and put it in the done pocket
“This painting project was so much fun! It’s hard to stop, but I see that art time is all done and it’s time to have lunch. Let’s put art in the done pocket.”
