• Outdoor and indoor “gross motor play”: running, crawling, climbing, rolling, dancing
⇒ Early interventionists (speech and language pathologist, occupational therapist, physical therapist) arrive to work with child(ren) with special needs. Interventionists work closely with the early educator to set goals for each child and discuss how to best meet their needs on a daily basis in the classroom.
• Nap/quiet time: 1-2 hours recomended for healthy development, depending on age/health needs
⇒ Teacher uses this time to:
• Prepare a daily report describing each child’s day
• Call/meet with parents, a pre-K coordinator, an early childhood mental health consultant or a wellness nurse
• Develop lesson plans which meet the Vermont Early Learning Standards and goals for individual children
• Disinfect toys from morning play
• Create weekly newsletter which includes invitation to a Family Night event
• Research community resources for family who have identified needs (such as fuel assistance, affordable housing, substance abuse recovery, addressing domestic violence, information about a food shelf)
• Reading circle and quiet activities
• Parents arrive and children depart
⇒ This is an important check in time for parents. The provider and parent talk about the child’s day and what’s been happening at home, and the provider shares guidance and resources on positive parenting and child development.