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What does scheduling mean?
Scheduling is the plan and outlook for the day that has been put in place. This schedule should take into consideration the needs of the children, the families and teachers.
What is the main purpose of the technique?
To ensure the daily runnings of the day are organised, to provide a comfortable routine that the children become comfortable and familiar with, especially in times of extra care needed for example meal times, sleep times. These are important for children.
When is this technique used by adults or children?
Adults use scheduling to ensure that the day runs smoothly, and that all the needs of the children can be met with comfort and great support. For example, mat time at 9:30 followed by morning tea, followed by a group time.
Children use scheduling to become comfortable and familiar with their environment. When they start to understand the schedule for the day, they can start to predict what is happening next, and they start to feel a sense of responsibility to ensure this all carries out properly. In my experience, a few children will start to be able to make sense that ok I am eating afternoon tea now which means I will be getting picked up soon after.
What are the developmental considerations that need to be considered when implementing this technique?
Children can experience many things in one day, as kaiako it is important we are able to have an understanding of these to be able to give children the help and support they need. Things to consider- times of hunger, times of sleepyness, times of anger, times of sadness, times of pleasure, times of excitement, times of joy, times of calm. Other points to consider are when children need to eat, need to sleep, need to go toilet etc. This isn't always at the same time as one another so the day needs to cater for these things at all times.
MacNaughton and Williams suggest that there are some issues and debates about the implementations of this technique what are they, discuss them?
Having a well-scheduled, somewhat structured day vs. having a flexible, open ended day.
Time spent in centre- full day vs. sessional.
Introducing new resources and equipment which may interrupt the learning and interactions already in place.
Celebrating all cultural events within the centre
Gender
Disabilities and additional needs
What are the key factors that contribute to the successful implementations of teaching technique scheduling?
- organisation of time for well-being and enjoyment
- organisation of time for sense of security and competence in learning environment
- supporting children's differing learning styles, patterns and approaches
- supporting equity of access and participation in the programme
From your reading, provide some examples of how you have seen this technique used and describe specific situations when the technique is used?
In my centre, we have set times for meals however we are flexible with this as it's not always easy to do it at the same time each day. Children's sleep times are dependent on when they finish eating their lunches. We have rest time after lunch for those who don't sleep and afterwards we will go outside again. On Tuesdays the older children walk down to the Leamington Primary School for a library visit.

# data[].attributes.body
What does scheduling mean?

Scheduling is the design of the day, the way the day might look according to the needs of the children, families and kaiako.
What is the main purpose of the technique?

To provide an environment that feels ‘organised’, to placate relievers or new staff that might be unsure of the usual happenings of the day, and to ensure there is time to support children surrounding meal times and care moments, to ensure the space feels somewhat predictable to alleviate any worries or stress for children entering the space.
When is this technique used by adults or children?

Teachers use scheduling to dictate break times and inform when children might be feeling hungry, tired or need support around toileting. In some centres they might inform mat times, ‘activities’ or specific moments within the day that the centre deems necessary to disrupt free play.
Children use scheduling to understand rhythms of their day, drop off is usually closely followed by morning tea and so on, this supports children to be able to understand and predict how their day might look.
What are the developmental considerations that need to be considered when implementing this technique?

All children are at different stages developmentally and require individualised support for this, rather than a one size fits all approach. Babies especially have specific cues that teachers must, through their relationship with the child, come to understand and know how to best respond.
MacNaughton and Williams suggest that there are some issues and debates about the implementation of this technique what are they discuss them?

Allowing equal opportunity to celebrate cultural events and moments within the day that hold specific value to the diversity of the room, showing children that the are valued. Providing a flexible, ‘open ended’ environment. Introducing new materials/experiences, disrupting the flow of the space and interrupting the rhythm of the day. The scheduling of a day being a regulating tool, or management tool to ensure productivity and status quo.
What are the key factors that contribute to the successful implementation of teaching technique scheduling?

Organisation of
-Time for children/staff to experience sense of enjoyment/well-being
-Time for children's sense of security/competence
-Time to support diverse learning styles/patterns
-Time to ensure equity of access/participation
From your reading provide some examples of how you have seen this technique used

describe specific situations when the technique is used

In my centre we follow rhythm and ritual over routine, which is still a schedule of course, while also adhering to a schedule in terms of breaks and rosters. Our schedule rarely interferes with children at play. Meals roll into one another; food is always available, and children are encouraged to follow the cues of their own bodies rather than be ordered to eat at a specific time because that is what is convenient for the teacher. Sleeping is much the same. Activities is a bit of a taboo word; children are not expected to engage in teacher lead activities that fail to speak to their interests and eliminate all creative process. However, a teacher might decide for the morning they are going to set themselves up in the carpentry area and work alongside children which might be part of that particular teachers ‘schedule’ of sorts. Another time that scheduling might be more visible in the traditional sense is when engaging in any type of preparing of food, which requires time and support from other teachers to make possible. Teachers need to be on the ball when responding to the room and the needs of children, allowing children the time and space they require to go about their play. All that being said, at Tamariki o te Ngahere, which is our forest school and ‘before school’ programme, there the schedule is more present. We arrive, sit on our mat, discuss hazards, say karakia, have our kai, then we play for a few hours, coming back again to the mat, sharing out discoveries and challenges from the day one by one, sharing kai, saying karakia and walking out. These are our morning and afternoon Ngahere rituals that support tamariki to understand where we are at in the day and what’s next.

# data[].attributes.body
What does scheduling mean? -
Scheduling is the organisation and planning of an event or activity for the day.
What is the main purpose of the technique?
The technique of scheduling is used so everyone in the environment is able to be on the same page knowing what is happening and what is expected of them. It is used to keep people feeling calm and comfortable knowing there is a plan in place so they are aware of what's expected of them and how they can participate.
When is this technique used by adults and children?
This technique is used throughout the day by adults planning suitable activities for the children to participate in to further develop their learning in a comfortable and safe way.
What are the developmental considerations that need to be considered when implementing this technique?
An important thing to keep in mind when using this technique is that most children don't have the same schedule and may need their needs taken care of differently. Children often have different sleep times and this is a factor that needs to be thought about when scheduling events and activities to ensure that all children are given the opportunity to participate. A lot of children don't have the same interests as one another so activities that are interesting for all children is important.
MacNaughton and Williams suggest that there are some issues and debates about the implementation of this technique. What are they? Discuss them.
1. Organising the day/Timetable.
2. Organizing time for senses of enjoyment and wellbeing
3. Organizing time for sense of security and competence
4.Organizing time to support children’s different learning styles and patterns
5.Organizing time to support equity of access and participation
From your reading provide some examples of how you have seen this technique used and describe specific situations when the technique is used.
In my centre I am in the baby room. Meal times are set for the older babies (8 months+) whereas the newborns are fed when we are given cues. Before Kai time all the children participate in mat time which is followed by Karanga. Sleep times are scheduled and take place after lunch once all the children have eaten. When the babies are sleeping the gate is closed so the older children cannot come in to disturb them whereas throughout the rest of the day the ages mix together.

# data[].attributes.body
What does scheduling mean

Scheduling means to plan and organise for an event or class.

What is the main purpose of the technique

So that children and staff feel comfortable and secure in what happens that day. This helps so that everyone knows what’s going on and how they can help.

When is the technique used by adults or children

To plan a well thought out day with meaningful activities planed for learning. Making sure everyone is on the same page.

What are the developmental considerations that need to be considered when implementing this technique

The timing of some events like food and sleep. Babies need a nap during the day so to work around it. Children will be on different timetables so consider the best times and still anticipate for so children at a latter or earlier time. Making sure each child has quality time and is well understood. Understanding that not every child will enjoy the same activity.

Macnaughhton and Williams suggest there are some issues and debates about the implenation ofthis technique what are they disscuss them

One factor is a rigged structure vs a flexible one. Also the pros and cons of full time children vs part time. With it suggesting that full time potently do better academically.

What are key factors that contribute to the successful implementation of this teaching technique scheduling

Organizing the timetable

Organizing time for senses of enjoyment and wellbeing

Organizing time for sense of security and competence

Organizing time to support children’s different learning styles and patterns

Organizing time to support equity of access and participation

From your reading provide some examples of how you have seen this technique used

in my centre meals are around the same time each day, this does not ably to everyone as some babies sleep at this time. Nap time is also loosely around the same time each day as this is round about the time everyone gets tired. But if some need to nap earlier this is easily done. We have the doors open most of the day but typically have the  closed for nap time so that as children go to sleep or wake up it’s a quite time.

# data[].attributes.body
What does scheduling mean?
Scheduling is a teaching technique that is a plan of procedure for a project, making decisions, allotting the work to be done and time for it.

What is the main purpose of the technique?

The purpose is organising the day, to ensure that the day is productive, and that the children’s learning is enhanced in a positive environment, through careful use of time.

When is this technique used by adults or children?
This technique is used by adults or children throughout the day to ensure that there is a balanced, productive flow to the day and that the children’s learning is enhanced through careful use of time.

What are the developmental considerations that need to be considered when implementing this technique?
The developmental considerations that need to be considered when implementing this technique are -

·       Babies need to be taken into consideration with their differing patterns of sleep, eating and toileting.

·       Toddlers don’t like being rushed and require enough time in their program to complete their task in a positive and learning environment.

·       Big Kids have increased competence and concentration. More need for focused and in-depth work is critical to create learning challenges for this age group.

MacNaughton and Williams suggest that there are some issues and debates about the implementation of this technique what are they discuss them?
Flexibility verses schedules – whether it is more beneficial for the children to have tight scheduling for the day or more flexible and open-ended scheduling.

Full day program verses sessional – Debate in regard to how much time a child should have in an early childhood program.

What are the key factors that contribute to the successful implementation of teaching technique scheduling?
Consideration needs to be implemented to ensure a rich learning environment which is inclusive to everyone regardless of race and culture, disabilities and additional needs, different learning needs and patterns. It needs to consider equity of access and participation.

From your reading provide some examples of how you have seen this technique used and describe specific situations when the technique is used.
In my centre we have set times for our meals, however these are loosely fitting and depend on the day and birthdays. The toddlers have mat time after morning tea but again this depends on the day and if the toddlers are engaged. The big kids go on bush walks Mondays, Wednesdays and Fridays, depending on the day and weather. On Tuesdays and Thursdays they have kapa haka in the morning. In the afternoon the children have set sleep/rest times however, those that are close to going to school have stay up time. This is where they might do preparation for school or they will do art activities, or research a topic that has interested them etc. All the children come together after sleep and there is always planned activities available for the children to do as well as free play.

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What does scheduling mean?

Scheduling is making a plan for the day and organising yourself so you know what you are going to do at what times and the day runs a lot smoother because you have carefully planned out your use of time and resources.

What is the main purpose of the technique?
To maximise the use of  a teachers time in a productive way that enhances children's learning and development.

When is this technique used by adults or children?
This technique is used by teachers to plan activities for a suitable time that is going to be most effective for staff and children. Staff schedule breaks for a quiet time such as nap time or mat time so they are present for indoor and outdoor activities and play. Also teachers are rostered around children schedules so if a child is scheduled to be in at a certain time staff need to be rostered accordingly.

What are developmental considerations that need to be considered when implementing this technique?

For babies under 12 months you need to be considerate for their routine and schedule accordingly as babies under 12 months have their own unique routine of sleeping, eating and when they need their nappy changed. It is important to have a flexible schedule to support babies and time interactions to their state such as sleepy, calm and active. Teachers need to adapt to babies cues and be available and flexible to their needs.

MacNaughton and Williams suggest their are some issues around the implementation of this techniques, what are they, discuss them?

They debate about Flexibility and open-ended scheduling versus tight schedules. Specific times for specific forms of learning such as literacy hour. Full day programs versus sessional experiences. New materials and experiences disrupting the EBB and flow of the day. Giving equal importance to the celebrations of diverse cultural groups not just the dominant cultural groups. Reflecting on the politics of regulating young children and the modern timetable aims to cram as much as possible in the time available.

What are the key factors that contribute to the successful implementation of the teaching technique scheduling?
-Organisation of time during the day (timetable)
-Organising time for children's and staff's sense of enjoyment and wellbeing.
-Organising time for children's sense of security and competence
-Organising time to support children's differing learning styles and patterns
-Organising time to support equity of access and participation.

From your reading provide some examples of how you have seen this technique used? Describe specific situations  when the technique  was used?

In my field based practice setting the teachers use scheduling to plan activities and when breaks will be taken so everyone is aware of what is happening during the day. This also means if a staff member is sick the reliever is able to stick to the schedule and the children don't miss out on exciting activities due to the teachers absence. We have scheduled meal times that don't change however if a child is not hungry we can save their food for them to eat later due to flexibility. We also have a scheduled nap/rest time however if children are not tired or their parents don't want them to sleep we accommodate this and they can go outside and play. We also have scheduled  baking activities for the children and make sure we have all the ingredients needed and have allowed enough time to prepare and cook so the children can have their baking with their afternoon tea. This is when scheduling can be very important because if we did not prepare for the baking and plan the ingredients might not be available on the day it also can shorten time available if we needed to change the activity.

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·      What does scheduling mean?
Scheduling is planning what is going to happen for the day to ensure there is a balanced and productive and that the child’s learning is enhanced through careful use of time. Staff need to consider how to plan time for key events such as arrivals, leaving, transition and meals. An ECE centre schedule needs to be flexible for many different reasons.

·        What is the main purpose of the technique?

The main purpose is for teachers to use their time wisely to enhance the child’s learning and to be productive.

·        When is this technique used by adults or children?

Teachers use it to plan for when children are arriving, leaving, meals times and transiting from one room in the centre to another or even transitioning to school.

·        What are the developmental considerations that need to be considered when implementing this technique?

For infants every infant is at different stages, they all go to sleep at different times, some may be asleep during meal times which means they need to be feed later on when the teachers may have planned to do something else that is one reason it needs to be flexible.

·        MacNaughton and Williams suggest that there are some issues and debates about the implementation of this technique what are they discuss them?

They said some argue for tight scheduling of the day, others for more flexibility and open-ended scheduling of children’s time. They debate about how best to schedule young children’s learning generally rest on different theoretical perspectives on how young children learn.

·        What are the key factors that contribute to the successful implementation of teaching technique scheduling?

Organisation of time during the day: timetable

Organising time for children’s and staff’s sense of enjoyment and well-being

Organising time for children’s sense of security and competence

Organising time to support children’s differing learning styles and patterns

Organising time to support equity of access and participation

·        From your reading  provide some examples of how you have seen this technique used

·        describe specific situations when the technique is used

In my centre we have specific meal times for morning tea, Lunch and afternoon tea, every child is offered food at every meal and if they don’t want it, we save it for them and try again later. Also, when we have meals there are sometimes children asleep, so we save their meals for them and they get it after they wake up. This is where teachers need to be flexible as when some children are asleep it does mean they need to have time in their schedule to ensure those children are feed later.

# data[].attributes.body
What does scheduling mean?
In an early childhood centre, it means to plan and to decide what the day will look for children, adults and the environment in the centre.

What is the main purpose of the technique?
To organise the daily routine to ensure that children’s learning and interactions are balanced and flow easily from one transition to the next.

When is this technique used by adults or children?
Adults can use scheduling to form a timetable to help transition children into the centre or new room within the centre.  It can be used to support equity within the program for all children.

What are the developmental considerations that need to be considered when implementing this technique?
In infants there needs to be consideration of when they are sleepy, calm and active.  There scheduling needs to meet the individual needs as all the infants won’t be in these stages at the same time.

Toddler’s needs time to master skills and become independent their routines and experiences need to reflect this.

Preschool children need to have a plan that allows for in depth and more focused learning.  The plan should cater for increased capability and concentration.

MacNaughton and Williams suggest that there are some issues and debates about the implementation of this technique what are they discuss them?
Flexibility versus Schedules – Different theoretical views will depend on how a centre manages its time for young children.  Some will have specific times that programmes will be run, others like to be open ended and flexible.

Full Day Programs versus Sessional Experiences – The debate here is whether children benefit from being in a full day program and how long term those benefits are compared to children who attend less hours.  The scheduling would be different to cater for the greater length of time full day children attend.

New materials and experiences disrupting the ebb and flow of the day – Kaiako need to understand how the new material can be used effectively so that they can model and teach the children how to get meaningful experiences from it and where they are positioned in the room.

Giving equal importance to the celebrations of diverse cultural groups – When scheduling celebrations centres need to ideally choose the ones that are of relevance to the centre’s community and families including those in minority groups.

Reflecting on the politics of regulating young children – Kaiako need to be aware that over scheduling a timetable may lead to children being dependant on being told what to do and how to do, a day needs to be organised to empower children to become independent and to have a say in how their day is formed.

What are the key factors that contribute to the successful implementation of teaching technique scheduling?
Organisation of time during the day i.e. the timetable

Organising time for children’s and staff’s sense of enjoyment and wellbeing

Organising time for children’s sense of security and competence

Organising time to support children’s differing learning styles and patterns.

Organising time to support equity of access and participation

From your reading provide some examples of how you have seen this technique used.  Describe specific situations when the technique is used.
At morning tea and afternoon tea there is a dedicated teacher that makes sure that every child has been offered the chance to come and eat.  If the child is busy the teacher comes back later to see if they are finished and offers it then.  Children have the right to decide if they want to eat, the teacher will make sure that food is offered again during that time.

There are scheduled times that morning tea and afternoon tea start but these are flexible depending on what is happening within the centre.  Lunch time is at a set time of day and every child sits at a table to eat together; this is followed by sleep time for those that require it.  Children get to choose where they play and learn for the rest of the day, while teachers are timetabled to work in specific areas.

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Scheduling means a planned and organized teaching technique.
The purpose of this is to use the time you have with the student wisely, it betters the child's learning in a productive and balanced way.
The techniques can be used in centres during things like nap or kai time, also set mat and tidy up times. Adults can use it to plan their day, getting household chores done between things like work and study.
Developmental considerations need to be taken into consideration when using this technique and this is because of the 3 different states if being for children. They need to be considered so you can better understand the child's needs and adjust your teaching to suit their needs in the best way possible.
Some issues and debates that have arisen are flexibility vs schedule as some adults get a set idea in mind but things do not always go to plan with children and you often need to readjust things to make them work. Another issue is full day versus sessional students as studies tend to show different things on which one is classed better for the child's learning.
Key factors staff need to take into consideration are things like security for all those involved as well as enjoyment in the learning process. They also need to take into consideration ever child's different needs and abilities.
In our centre we have swimming on Tuesday mornings for a select group of students. So we have organized a set time for these children to have their morning tea and get ready to head off at 9.30 to go swim. We organize musical activities for the non swimmers who then get to have morning tea after the swimmers have finished.

# data[].attributes.body
What does scheduling mean?

Scheduling is a teaching technique which involves planning and organising interactions such as those between people and materials.

What is the main purpose of the technique?

The main purpose of this technique is to enhance the child's learning through purposeful use of time resulting in a productive and pleasing momentum throughout the day.

When is this technique used by adults or children?

This technique is used by adults to plan a child's day including nap time, kai time and interactions. It is also used for adults to plan out their own day including meal times and interactions with not only the children but other adults.

What are the developmental considerations that need to be considered when implementing this technique?

The developmental considerations that need to be considered when implementing this technique are the three different states of being for children. These states need to be considered when timing your interactions with children as it helps you tune into their needs and better their learning experiences and support their wellbeing.

MacNaughton and Williams suggest that there are some issues and debates about the implementation of this technique what are they discuss them?

One of the issues and debates about the implementation of this technique is flexibility vs schedule as people have different theoretical perspectives on how children learn best. Another issue and debate is full day programs vs sessional experiences. Studies show full day children progress further academically than half day children during the year. However there isn't strong evidence that this persists beyond first grade.

What are the key factors that contribute to the successful implementation of teaching technique scheduling?

-organising time for staff and children's and staff enjoyment and sense of wellbeing.
- Organisng time for children's sense of security and competence.
-Organising time to support children's differing learning styles and patterns.
-Organising time to support equity of access and participation.

From your reading  provide some examples of how you have seen this technique used and describe specific situations when the technique is used

I have seen this technique used within my field based practice setting. Meal times are loosely planned and one teacher is designated to make sure every child has eaten. The teachers are flexible and often the children decide for themselves when they would like to eat before the teacher asks if they are hungry. The children are free to help themselves to kai at anytime of the day so they do some of their own planning when they say they will eat it later. Scheduling is also used in the form of a staff timetable which dictates the staffs hours.

# data[].attributes.body
- what does scheduling mean?
scheduling is something that involves planning out what needs to be done and organising everything.
- what is the main purpose of the technique?
the main purpose is to ensure that you are productive with your time and that everything gets done in a timely manner.
-when is this technique used by adults or children?
This is used by the adults when they plan the day at the centre in advance for the sleep times, meal times.
-what are the developmental considerations that need to be considered when implementing this technique?
This schedule needs to be flexible depending on the day and the children it involves and no one can predict what is going to happen.
-MacNaughton and Williams suggest that there are some issues and debates about the implementation of this techniques what are they discuss them?
1. flexibility versus schedules - some argue for tight schedules for each day and others argue for a more flexible and open-ended schedule.
2. full day programs versus sessional experiences - how much time a young child should spend in an early childhood program.
-What are the key factors that contribute to the successful implementation of teaching technique scheduling?
The staff need to think about these key factors when making a schedule, making sure they get the most out of the child's learning and that they can learn the most possible
-From your reading  provide some examples of how you have seen this technique used

describe specific situations when the technique is used
In my centre we have scheduling for our morning tea that the children and teacher share and this is done twice so that all the children get a chance to have some they are also welcome to eat whenever they want through out the day. We then have last call for kai which is done just before tidy up time and then it is mat time where we do our breathing and have a story before the children are picked up.

# data[].attributes.body
What does scheduling mean?

Scheduling is like a plan to get the work done in certain way so that everything gets done.

What is the main purpose of the technique?

It is a plan to organise someones day to ensure there day is balanced, productive and pleasing momentum.  So staff need

When is this technique used by adults or children?

It is used to plan your day in advance such as meal times, bed time, play etc

What are the developmental considerations that need to be considered when implementing this technique?

That is still flexible and not run exactly to time as plans with children will never happen on time.  You also need to be aware of the sleepy state, the calm/alert state, the active/alert state.

MacNaughton and Williams suggest that there are some issues and debates about the implementation of this technique what are they discuss them?

1.     Flexibility versus schedules – some argue for a tight schedules during the day others more flexible and open-ended scheduling

2.     Full day programs versus sessional experiences – how much time young children should have in early childhood programs.

What are the key factors that contribute to the successful implementation of teaching technique scheduling?

Staff need to develop a plan to enrich and extend the children's learning.  This can be achieved by:

·     Maximise enjoyment and a sense of wellbeing in the children, parents and staff

·     Ensure that children gain a feeling of security and competence in their learning environment

·     Support children's differing learning styles and patterns

·     Support equity of access to and participation in the program for all children

From your reading  provide some examples of how you have seen this technique used

describe specific situations when the technique is used

In my centre we use a schedule however we are very flexible with it, we have ruff times set for meal times.  However all the children know the routine in which we go by, such as after before lunch we have a story or dance then wash their hand, they then know to go to the mat for our karakia, we have lunch and then they its bed time.

# data[].attributes.body
What does scheduling mean?

Scheduling is like a timetable for the day. This is designed to organise when specific things will happen eg meal or mat times as well as sleep times. But this should be flexible to vacate for children's needs. It is used to encourage positive interactions between tamariki and kaiako.

What is the main purpose of the technique?

The main purpose of this technique is to plan the day, what is going to happen and when. This encourages positive interactions and a fun environment for the children.

When is this technique used by adults or children?

This technique is used by adults in advance to the day they are planning to organise events such as sleep, meal, mat and play times.

What are the developmental considerations that need to be considered when implementing this technique?

Developmental considerations that need to be considered when implementing this technique is age, if you are in an infant room then you would need to consider their needs for sleep compared to preschool or toddlers.

MacNaughton and Williams suggest that there are some issues and debates about the implementation of this technique what are they discuss them?

There are debates with but not limited to; Flexibility versus schedule and new materials and experience disturbing the ebb and flow of the day.

What are the key factors that contribute to the successful implementation of teaching technique scheduling?

Organising time for children and staff’s sense of enjoyment and wellbeing, organising time to support children’s differing learning styles and patterns, and organising time for children’s sense of surcirty and competence.

From your reading provide some examples of how you have seen this technique used

describe specific situations when the technique is used

At my field-based practice setting we have specific times for morning kai, lunch and afternoon kai. However, there are some flexibility with this as if the children are playing well and happily then they are able to play a little bit longer before mat time. For example, we normally have mat time before having kai but if the children are enjoying themselves and playing happily together then they are allowed an extra 5-10 minutes before they must come inside to have mat time. Usually if this happens the teachers will just have a shorter mat time than usual.

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Scheduling
What does scheduling mean ?
Scheduling is a positive teaching technique that is designed to develop the interactions between the teachers and the children scheduling is important in the planning for the day and week in an ECE setting

What is the main purpose of the technique
The main purpose is to organize the day by ensuring that the teaching is balanced for adequate learning
When is this technique used by adults and children ?
The technique is used by adults to schedule their morning tea, lunch and afternoon tea breaks. the scheduling can be done in advance to enhance the teaching of the children, in the scheduling of childrens' meal times and sleep times.
Scheduling can also be helpful for the various cultural celebrations for example Christmas , Easter , birthday celebrations and even if a centre has muslim children in attendance the teachers can help the other children to learn about Rademan

What are the developmental considerations that need to be considered when implementing this technique

Developmental considerations
To help the child get ready for the school years when the child is in a school environment with a set schedule
The development of the knowledge at a young age to do projects with the correct skills
To develop the child's self control
To develop a healthy acceptance of other cultures
To develop the scheduling of how . to develop gender open tasks that both boys and girls can do together .
To develop healthy scheduling to meet the special needs of children with disabilities

MacNaughton and Williams suggested that there are some issues and debates about the implementation of this technique what are they discuss them ?

MacNaughton and Williams discuss that the debate over tight schedules and flexibility people in the field have stated that children learn more in a timetable based schedule where as there is one group of people who say that children learn better in a centre or school with a flexible schedule.
One other debate is over the amount of time a child spends at an early childhood education setting full time vs sessional experience.
The pros and cons of children staying at a centre all day vs the children who attend centre either morning or afternoon .

What are the key factors that contribute to the successful implementation of teaching scheduling
The key factors that contribute to the successful implementation of scheduling are :
To give equal importance of various celebrations and diverse cultures for example , Christmas , Easter and for Muslim children Rademan

Using the politics of regulation young children for example to establish the child into a timetable situation
Maximize enjoyment and wellbeing
The support of equity of access to and participating in teaching young children

From your reading provide some examples of how you have you seen this technique used

At my field based practice setting i have observed the way all kia times are scheduled when the children are asked to come to the kia table also in the afternoon the younger children are called into the sleep room individually or as a group for their sleep.
During the day each teacher takes different times for the required Lunch, morning and afternoon breaks .

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Scheduling is making a plan of what should be done throughout the day and how long time should be spent on these activities.

The purpose of scheduling is to organise the day to ensure it is balanced, productive and fun. This will allow the  children’s learning to be enhanced carefully through the use of time.

This technique is used by staff to consider how to plan time for key events such as arrivals, departures, meal times and nap times while also trying to add other activities in.

While most Centre’s plan a schedule in advance, there are times they also need to be flexible.

·      Mac Naughton and Williams suggest that there are some issues and debates about the implementation of this technique, what is discussed?

1.     Flexibility versus schedules:

A long term debate where some argue for tight scheduling of the day while some for flexible and open-ended schedules.

2.     Full day programmes verus sessional experiences:

Debates on how much time yound children should have in early childhood programmes.

·      What are the key factors that contribute to the successful implementation of the teaching technique scheduling?

Staff need to develop a plan for how they can best use their time to enrich and extend children’s learning. To do this they need to organise time to:

1.     Maximise enjoyment and a sense of wellbeing in the children, parents and staff.

2.     Ensure that children gain a feeling of security and competence in their learning environment.

3.     Support children’s differing learning styles and patterns.

4.     Support equity of access and participatiion.

·      From your reading provide some examples of how you have seen this technique used

At my Centre we have specific times for morning tea, lunch and afternoon tea. Play and mat times are scheduled but flexible depending on how the children are doing during this time. For example, we normally have mat time before having kai but if the children are enjoying themselves during play we allow them more time with their activities and then do mat time after having kai.

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What does scheduling mean?

What is the main purpose of the technique?

When is this technique used by adults or children?

What are the developmental considerations that need to be considered when implementing this technique?

MacNaughton and Williams suggest that there are some issues and debates about the implementation of this technique what are they discuss them?

What are the key factors that contribute to the successful implementation of teaching technique scheduling?

From your reading  provide some examples of how you have seen this technique used

describe specific situations when the technique is used