A Day in the
Life of a Five Year Old Child
in a Kindergarten Classroom
Description of the Class Program
(Blocks of Time)
maximizes every single second with learning
experiences that are instrumental to his/her
balanced growth and development as excellent
for functionally literate individuals
ensures that every learner is dynamically and
cooperatively involved in all learning
experiences blended with a holistic and child-
centered approach of teaching
BLOCKS OF TIME
Time Minutes Activities
7:30 – 7:40 10 Arrival Time
7:40 – 8:00 10 Meeting Time 1
8:00 – 8:50 50 Work Period 1
8:50 – 9:10 20 Meeting Time 2
9:10 – 9:25 15 Recess
9:25 – 9:45 20 Rest/Story Time
9:45 – 10:30 45 Work Period 2
10:30 – 10:50 20 Indoor/Outdoor
Activities
10:50 – 11:00 10 Meeting Time 3
7:30 - 7:40 Arrival Time
Arrival Time 1- areas of development
Language Development –
listening, speaking-storytelling
Introduce & reinforce routines
and rules
Exploration of materials of
their choice
Browsing through books
Drawing/writing
Gathering news
Chatting with peers/teachers
Arrival Time 1- Learning Activities
This is the period of individual, peer or
group exploration of literacy resources like
picture or story books, manipulative toys or
literacy resources in the reading corner
while waiting for the other coming children.
Upon arrival in the room, every child is
asked to establish his/her presence in class
by getting his/her picture/name card on the
attendance chart. This routine is deemed
more developmentally appropriate than the
traditional roll-call to check attendance.
7:40 - 8:00 Meeting Time 1
Meeting Time 1
First whole group activity for
the day
Perfect context for:
teaching children how to
behave confidently and fairly
in a group
teaching children how to take
turns talking and listening to
each other
Meeting Time 1 - Learning Activities
The introductory or preparatory learning activities for the
day. This includes the following;
Class Circle for teacher-guided recitation e.g. prayer, songs,
etc.
Teacher-led physical exercises
The review and monitoring of children’s study routine at
home with their parents/guardian is also done in this
learning block of time.
The teacher facilitates the children’s sharing in a class circle.
Sharing is not a compulsory task for the children but the
teacher may encourage them to participate so they could
have the opportunity to articulate their ideas
independently.
whole group discussion: theme-
related concepts
8:00 – 8:50 Work Period 1 - Areas of Development
Provides children with opportunities to:
Explore the environment
Develop thinking skills, observing, problem-
solving, measuring
Develop creativity, generating ideas, creating
products
Work Period 1 - Learning Activities
The longest block of time within the three and half hour
program.
Children work in small groups, in pairs or individually
on either teacher-assigned or child-initiated activities.
Some activities would need direct supervision and
guidance from adults (teacher, parent volunteer), while
others can be done independently by children and will
require minimal instructions and adult supervision.
Work Period 1 - Learning Activities
Activities will mainly focus on the language literacy
development that include exploring sounds/names of
pictures, objects, and letters; engaging in dramatic/role
play; playing letter and word games; exploring a
variety of materials to sort and classify, match
lowercase and uppercase letters, making storybooks
and doing simple art projects related to theme studies
they are exploring.
The children will also be given time to clean up
afterwards.
8:00 - 8:50 Work Period 1
Work Period 1 Teacher-Supervised Activity
Group 4
Group1
Independent
Activity
Group 3
Group 2
Work Period: Lit-Based Activity from
the story: Ang Barumbadong Bus
Group 3
This group also draw
transportation they have seen in
the community.
Another group
did the cut-out
Group 2
Group1 pictures of
transportation
Teacher-supervised (small-group):
in the old
kinds of transportation that can be
newspaper.
seen in land, air and water.
Alaska Elementary School, Cebu City
Dramatic Play
Provides opportunities to:
develop children’s imagination
use language, movement and sound to
symbolize people, objects & events
practice interpersonal skills: collaboration,
group problem-solving
Visual Art Activities
Provide opportunities for:
Expression of feelings and thoughts
Using symbols or representations of
people, objects and events
Arts and Crafts
Scribbling and drawing,
painting, molding,
manipulating play dough
and clay, cutting, pasting
Eye-hand coordination,
fine motor skills needed
for reading & writing
8:50 – 9:10 - Meeting Time 2
Second whole group activity for the day that provides
children with opportunities to:
Share experiences
Plan the day
Make choices
Problem-solve
Meeting Time 2- Learning Activities
The children are once again gathered by the teacher as
a whole group.
They look at the work done by some groups and have
children share about what they did during activity
period.
This is also a time for reviewing concepts previously
learned. They also count the number of boys and girls
and adults present.
Then the teacher calls the children individually in
preparation for washing their hands before eating
snacks.
9:10 - 9:25 Supervised Recess
Cooking Activities
Food Preparation, Cooking &
Mealtimes
Provide opportunities for:
Multi-sensory experiences
Experimentation
Planning and decision-making
Communication
Recess Time
Supervised Recess – areas of development
Gives children a chance to refuel on many
levels: physically, emotionally, socially
Children take their snacks and a chance for
teachers to incorporate hands-on activities to
develop desirable table manner. Values of
being independent, disciplined and being
conscious about healthy and nutritious food are
deliberately integrated.
Supervised Recess – areas of development
• This is the nutritious/nourishing power break
for the learners.
•Fruits and other nutritious food should be
encouraged by the teachers as snacks for
children.
•Proper etiquettes for eating will be part of the
teacher’s instructions as he/she facilitates this
power break activity.
Supervised Recess – areas of development
Gives an opportunities to:
A chance for teachers to incorporate hands-
on activities to develop desirable table
manner
Values of being independent, discipline and
being conscious about healthy and nutritious
food that are deliberately integrated.
Gives an opportunities to:
A chance for teachers to incorporate hands-
on activities to develop desirable table
manner
Values of being independent, discipline and
being conscious about healthy and nutritious
food that are deliberately integrated.
9:25 – 9:40 – Story/Rest Time
Provides opportunities for:
Listening and speaking
Imaginative
thought
Making predictions
Story/Rest Time – Learning Activities
During this time, children can browse through
picture books with peers and teacher. This is a
very important investment in helping children
to read because it gives them the opportunity
to explore books in a relaxed way, helping
them to appreciate books and stories.
Story/Rest Time – Learning Activities
• During storytelling, children gather around by
the Teacher to listen to a story chosen by the
children to be read to them or a story chosen
by the teacher that is related to a theme they
are studying.
• Stories can be either in Mother Tongue,
Filipino, and English. Storytelling will also be
maximized for introducing values. It will be
followed by discussions about the story
and/or dramatization of the story.
9:45 – 9:30 – Work Period 2
Work Period 1 (8:00 – 8:35 am)
Work Period 2– Area of Development
Provide children with opportunities to:
• explore the environment
•develop thinking skills: observing, problem-
solving, measuring
•develop creativity: generating ideas, creating
products
•Learn to work independently and
collaboratively
•Make choices about their work
•Gain control over what they do
Work Period 2– Learning Activities
• The longest block of time within the whole session.
Activities focus on the development on mathematics
or cognitive domain that include exploring
unstructured materials such as playdough/clay, paint,
water, sand/soil and manipulatives; playing
objects/counters and number games; exploring a
variety of materials to sort and classify, match,
arrange in sequence and count; making books on
number and doing simple art projects related to
theme studies they are exploring. The children will
also be given time to clean up afterwards.
9:20 – 10:00 Work Period 2
Water and Sand Play
Sand Play
Objective: explore the attributes of sand
Water Play
Objective: explore the concept of capacity
a science
experiment
measurement activity
sensory activity
10:00 – 10:20 INDOOR/OUTDOOR
10:20 - 10:30 – Indoor/Outdoor Activities
• Provide activities which may either be quiet
or active. Quieting activities include thinking
games and activities that involve music and
light movement.
• Activities include sports, simple athletics,
movement activities, outdoor games that are
interesting and suitable to the children’s age
level. They can either be for small or big
groups, pairs or individual children.
• Active and vigorous activities include ball
games, relays, calesthenics, routine exercises
or dancing.
10:00 – 10:20 INDOOR/OUTDOOR
10:00 – 10:20 INDOOR/OUTDOOR
10:00 – 10:20 INDOOR/OUTDOOR
10:20 - 10:30 - Meeting Time 3
Paalam na!
• Children are being prepared to go home. They are
reminded on some road safety rules to follow.
• The time for classroom restoration and cleaning up.
Personal hygiene instruction is integrated in this
period.
• The teacher’s turn to synthesize the learning
experiences of the children. This will be done through
class reflection circle facilitated by the teacher.
• Reminders and learning extensions are also given
during this period.
10:20 - 10:30 Meeting Time 3
Paalam na!
Remember:
You wouldn’t reach a thousand
miles without starting with a
single step.
And as for our future leaders,
they start with this single step.
KINDERGARTEN.
