25.4: Tips for Creating Developmentally Appropriate Daily Schedules

Tips for Creating Developmentally Appropriate Daily Schedules

The following are characteristics of a schedule for infants and toddlers that supports responsive, individualized care. These ideas can help you create a daily schedule that is responsive and sensitive to each infant and toddler in your setting.[1]

Provide Consistency

Predictable daily routines support young children in knowing what to expect and what is expected of them, leading to fewer disruptive behaviors. Daily routines should flow in a consistent way that allow infants to focus on their play and learning. Opportunities to explore and practice skill-building allow children to build confidence in their abilities (Harms, Clifford, & Cryer, 1998).[1]

Include Experiences That Meet Individual Needs

This is particularly important for infants and toddlers who are not yet able to regulate their own needs and bodies to accommodate a group schedule. Regular caregiving routines such as diapering, sleeping, and feeding should happen when each child needs them, rather than going by the clock or a strict schedule (EHS NRC, 2014; Harms et al., 1998; NAEYC, 2015).

Provide Opportunities and Interactions to Foster Physical, Social, and Emotional Growth

You can support development in all areas during everyday interactions and activities. Consider an infant’s diaper change. During this routine care you can support her social and emotional development by giving one-on-one attention that includes eye contact, smiling, talking about what is happening in the moment, and pointing out things that are familiar to the child (for example, “Oh! I see you’re wearing your Bear diaper this morning. You like it when your mama gets the Bear diapers for you, don’t you?”). In this simple exchange, the caregiver is not only supporting the child’s social and emotional development but language and cognitive development as well (EHS NRC, 2014; Harms et al., 1998; NAEYC, 2015).[1]

Allow Long Amounts of Time for Free Play

Children learn through play (Fromberg & Gullo, 1992; Ginsburg, 2007; Meltzoff, Kuhl, Movellan, & Sejnowski, 2009; Piaget, 1962). Self-directed play gives children opportunities to practice what they have observed and learned about their world, test new ideas, and build skills in all areas of development. When children come together to play, it should be driven by their desire to be together, even if it means being near each other and doing separate things. Caregiver-initiated, whole-group experiences such as song time, dancing, or reading books can work well for older toddlers if they can choose whether or not to participate. Group gatherings should be limited in time, flexible, and account for the individual interests of all children. For example, in a family child care home with several toddlers, many of them like to be near the caregiver while she sings. One child goes to the book corner when this happens and she peeks over the shelves at the group. The child’s mother has said that, at home, her little girl sings all of the songs, but in child care, she does not actually join the group until several months later, when she is ready (Harms et al., 1998; NAEYC, 2015).[1]

Provide Time and Support for Transitions

A well-designed schedule for infants and toddlers includes thoughtful transitions that support children as they move from one area of focus to another. Transition times are important and give many learning opportunities, just like every other part of the child’s day (Harms et al., 1998; NAEYC, 2015).

Common transition times during a child’s day in care include:

• Pick-up and drop-off times;
• Meal times;
• Diaper changes and toileting;
• Nap times;
• Movement from indoors to outdoors; and
• Joining or leaving group experiences (for older toddlers only).

Sample Schedules

On the following pages are two examples of written daily schedules for infants and toddlers, which are designed to be flexible and responsive to individual children. One includes times, and the other is organized by sections of the day. They both highlight the importance of less structure and more open time during the day for exploration and play. This open flow of the day allows caregivers to meet individual needs as they arise; interactions and experiences happen in the natural course of the day.[1]

Sample A: Infant and Toddler Schedule (Without Times)

Care routines such as diapering, toileting, naps, and mealtimes will be based on individual needs. Older toddlers are invited to have meals together.

Parents: Please let us know how your child is doing, and if you have any concerns, questions, or comments. We are listening!

• Early day
  • Diapering, naps, and mealtime as needed
  • Greetings and check-ins: We ask about how each child slept, ate, his or her mood, and any other details.
  • Exploration of materials/objects; sensory table or tray discovery
  • Reading and exploring books
  • Movement and free exploration and interaction
  • Outdoor stroller walk or play in yard
• Midday
  • Diapering, naps, and mealtime as needed
  • Quiet music, reading, and low lights
  • Exploring materials, objects, and books
  • Movement and free exploration and interactions
  • Outdoor play, including push toys, climbing equipment, and soft spaces on blankets or sand
• Late day
  • Diapering, naps, and mealtime as needed
  • Reading and exploring books
  • Exploring materials, loose parts, and objects
  • Movement and free exploration and interaction
  • Outdoor play
  • Goodbyes: We share observations of the child’s day as well as details about meals, naps, diapering, and toileting.

Sample B: Infant Daily Schedule (With Times)

Mealtimes, diapering, and sleeping will be based on individual needs. We will adjust the schedule throughout the day to respond to your child’s interests and needs, as well as to the weather conditions.

• 7:00–8:30: Arrival and greeting.
  • Welcome families and learn about how the children are doing.
• 8:30–9:30: Outside time. Possibilities include the following:
  • Exploring and following interests, such as touching leaves and talking about trees, clouds, and birds;
  • Snuggling, talking, and reading books together in the fresh air;
  • Listening and singing to rhythms; and
  • Rolling, climbing, and crawling.
• 9:30–11:30: Floor-time play. Toys and objects available to explore.
  • Touching and feeling books and textures;
  • Talking, cuddling, and rocking;
  • Listening and singing to rhythms; and
  • Rolling, climbing, and crawling.
• 11:30–12:30: Sensory exploration.
  • Materials with different textures, sounds, and colors.

• 12:30–2:30: Floor-time play. Toys and objects available to explore.
  • Exploring and following interests, such as soft dolls, shakers, and stacking toys;
  • Touching and feeling books and textures;
  • Talking, cuddling, and rocking;
  • Listening and singing to rhythms; and
  • Rolling, climbing, and crawling.

• 2:30–3:30: Outside time. Possibilities include the following:
  • Exploring and following interests, such as touching leaves and talking about trees, clouds, and birds;
  • Snuggling, talking, and reading books together in the fresh air;
  • Listening and singing to rhythms; and
  • Rolling, climbing, and crawling.

• 3:30–5:30: Floor-time play and departure.
  • Review the day with parents, share observations, and provide information as needed.

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[1] Early Head Start National Resource Center.(n.d) [Individualizing care for infants and tollders]. Is in the public domain