our program

DAILY PROGRAM

DAILY SCHEDULES

Schedules organize the days of young children. The daily schedule must be consistent, balancing children’s physical, emotional, educational, and social needs. Schedules have many different benefits, ensuring that:

teachers manage their time with children more efficiently
there is a balance of activities
children accomplish the activities planned
children don’t get hungry or tired
the day is relaxed, yet productive

For children, a consistent daily schedule provides predictability, letting them know what comes next and who will care for them. Without a schedule, children are likely to feel frustrated and tired by the end of the day. The sense of security that children get from knowing what to expect helps them develop self-confidence.

Young children have a very limited sense of time, but offering a familiar structure helps them understand how time passes. A consistent schedule helps children understand the terms now and later, before and after, this morning and this afternoon, today, yesterday, and tomorrow.

Schedules help teachers prevent chaos, boredom, and burnout, and allow them to plan which materials and equipment they will need to have ready for each day.

Best practices recommend schedules that are structured yet flexible, allow for transitions, include indoor and outdoor activities, and accommodate rest and activity needs. Infant schedules are individualized, while toddlers follow a group schedule. A well-planned routine ensures children’s needs are met, promoting a productive and comfortable learning environment.

DAILY ACTIVITIES

Each day includes the following daily activities for each child. These activities happen differently for each group, and special care is taken to responsively make accommodations for individual needs.

MORNING ARRIVAL is the first activity of your child’s day. When each child arrives, they are greeted by the educators and assisted in settling in. Arrival includes the morning routine, signing in, putting belongings in a cubby, choosing a table activity, and saying goodbye to parents/caregivers. During the morning arrival, we typically facilitate organized free play.

HANDWASHING is the single-most important means of preventing the spread of infection and illness. To reduce the spread of germs, we follow strict handwashing guidelines in all classrooms. Educators and children wash their hands before eating or handling food, after toileting or diapering, and after wiping noses. We teach the children to wash their hands frequently and that good handwashing takes three things: warm water, soap, and rubbing your hands together for 30 seconds (we sing the alphabet song to time ourselves). Hands are dried with individual, disposable towels.

CLEAN UP time takes place throughout the day, after each activity is completed. To teach self-help skills, children are expected to assist in the clean up process in a developmentally appropriate manner.

ORGANIZED FREE PLAY is crucial for children’s development, allowing them to explore interests, make decisions, and engage fully in play. A significant part of the day at First Circle is dedicated to this, giving children the freedom to choose activities and play independently or with peers. Educators guide infants and toddlers, while preschoolers play in both independent and teacher-directed activities in small groups. Play areas include tables for fine motor tasks and rug spaces for building, dramatic play, and large motor activities. This structured yet flexible approach fosters social interaction and learning through exploration.

CIRCLE TIME is when children gather together on the rug for teacher-led curriculum activities. For infants and toddlers, it is centered primarily around stories and songs. Teachers use this time to engage in reading a story to introduce children to the learning topic for the day. Circle time typically includes music and movement, games, show and tell, discussions about weather and the calendar, songs, and laughter. Circle time is another place where children can learn and practice social rules, be introduced to new concepts, and learn to attend and engage for an increasing amount of time, the basis for developing a positive approach to learning.

GROSS MOTOR ACTIVITIES Each classroom schedule incorporates daily indoor and outdoor time periods, weather permitting, which include both small and large muscle activities and at least 60 minutes of physical activity (for full-day children). Outdoor time is time to use large muscles and loud voices! It’s a time for opportunities to experience natural materials and textures. Children move around and play on a variety of equipment that is not available indoors, such as push, ride-on and pedal toys, and swings. Infants walk in strollers or roll on mats outdoors. Some outdoor choices are child-led, independent activities, and some are teacher-directed games and activities. Indoors, the children have opportunities to exercise large muscles on our high-quality climbers, or during dancing, fitness, or obstacle course activities.

FINE MOTOR ACTIVITIES Fine motor skills are essential for activities of daily living such as buttoning buttons or holding a spoon—not to mention getting children ready for writing. Fine motor activities are built in throughout the day, as children play with small objects such as pegs and Lego, use scissors to practice cutting, build with Lincoln logs, twist pipe cleaners, or use clothespins.

MEAL/SNACK TIMES During mealtime, in addition to refueling their bodies, children and staff members interact in a more informal way, to model manners, and for the children to socialize with each other. Meals and snacks are always scheduled appropriately for the developmental stage of the children. Whether eating on an individualized (infants) or group schedule (toddlers and preschoolers), it’s a time to practice and explore social interaction, with the benefit of teacher facilitation. Children eat at a relaxed pace, are encouraged to serve themselves when appropriate, receive an adequate amount and variety of food, are encouraged to eat a well-balanced diet, are involved in food choices and/or planning whenever possible, and are offered alternative activities if they have finished their snack or meal. In addition to refining small motor skills, children experience a variety of sensory stimulation in tasting, touching, and smelling different foods.

REST TIME Children attending school for four or more hours are required by EEC to have a rest period suitable to their needs. This rest period generally occurs after lunch, in the early part of the afternoon. Classroom staff dim the lights, play restful music, and rub children’s backs to help them sleep if necessary. The child’s individual needs are always respected and no child will be forced to sleep, stay awake, or be expected to rest for an inappropriate amount of time. Children need less and less daytime sleep as they grow, so younger children may sleep for two or more hours during rest time, while older children may wake up sooner or not nap at all. In addition to providing time for sleep with the lights out, we play quiet music or tell stories that encourage restful thinking. If a child is not sleeping, rest time offers opportunities for quiet activities such as coloring or looking at books.

DIAPERING AND TOILETING Children in diapers are diapered on an as-needed basis throughout the day, and no less than every two hours. Children go to the bathroom or diaper table with a teacher, either individually (infants), with a small group (toddlers) or a whole group (preschoolers). Children who have learned to use the toilet independently are taken as a group before meals and snacks, before and after naptime, before going outside, and individually whenever they need. Children are actively involved in practicing personal care, whether helping to change their own diaper, learning to use the toilet, or to wash their own hands.

TRANSITIONS BETWEEN ACTIVITIES Transitions happen as children change activities. There are multiple transitions during the day, such as when children arrive to school, move through learning centers, get ready for outdoor play, go or come in from outside, get ready for meals/snacks, clean up, rest/nap, or depart. Because transitions can be stressful for some children, teachers give a verbal warning before the transition and support children by singing a song, using puppets as a visual, or playing a game to help children move through the transitional time. Most transitions have a well-known routine in the classroom and children know exactly what to expect, since giving children a series of directions can help keep them on task. Smooth transitions keep the classroom peaceful. Transitions can also provide a time for children to practice skills such as listening, walking in line, and putting coats on, just to name a few. Transitions are completed in a safe, timely, predictable and unhurried manner using the following principles:

Activities are planned and organized in advance to avoid children waiting.
Children are informed about transitions prior to their occurrence.
Transitions between activities are smooth and flexible.
Children are not always expected to move as a group from one activity to another.
Visual, verbal and auditory cues are used to support children’s transitions.

DEPARTURE Towards the end of the day, children are prepared to leave school for the day. All of their items are packed and ready to go. Children engage in quiet activities until their parent/caregiver arrives. The school day ends with children saying goodbye to their friends and teachers and following school rules until they are safely in their car.

ROUTINES

Predictable routines help children navigate their world, providing security, reducing anxiety, and encouraging positive behavior. Infants benefit from individualized routines that ensure their needs are consistently met, fostering a sense of safety that supports learning. As they grow, they naturally transition to more structured schedules, establishing a foundation for daily life. Routines enhance engagement and learning by setting clear expectations. For toddlers, predictability aids in their sense of control and cognitive development. Preschoolers gain confidence and self-control through routine mastery, supporting their ability to handle transitions. While routines should be consistent, flexibility allows children to adapt and explore.

Routines help children learn in every area of learning:

me and you

Routines foster social skills by teaching turn-taking, greetings, and listening. They help children learn social protocols, build friendships, cope with transitions, develop independence, and boost confidence in themselves and their surroundings.

brain power

Routines support cognitive development by enhancing memory, concentration, and perception. They help children understand organization, make predictions, plan, and grasp concepts like sequencing, problem-solving, reasoning, and basic math skills.

imagine that

Routines foster creativity and imagination by providing a predictable structure that builds confidence, encourages initiative, supports dramatic play, and enhances understanding of social roles.

healthy me

Daily routines promote health, safety, and positive behavior by reinforcing motor skills, fostering responsibility and independence, and building lifelong self-care habits through repeated practice.

word smart

Routines support language learning by reinforcing vocabulary, encouraging discussion, linking words to actions, and allowing children to initiate conversations about daily activities through verbal repetition and sequencing.

CLASSROOM TRANSITIONS

We evaluate children individually throughout the year to assess their readiness for transition. Ideally, children will transition with their peers, but ultimately children tend to develop at different rates. Children move from one classroom to the next as they are developmentally and chronologically ready.

INFANTS/TODDLERS

When they are developmentally ready for the next classroom, infants and toddlers make the transition in small groups. Every other month, we evaluate children approaching the chronological age of the next classroom for signs of developmental readiness [see Transition Process below].

PRESCHOOL

Our Preschool classrooms are designed to support children at a variety of developmental stages. Rather than moving children based solely on age, we take an individualized approach to ensure each child is placed in the environment where they will feel confident, engaged, and ready to thrive.

Throughout the year, our teachers and leadership team carefully observe each child’s growth, readiness skills, and social-emotional development. We partner with families when considering classroom placements and transitions, recognizing that every child develops at their own pace.

Classroom placement decisions are made thoughtfully and are guided by what will best support each child’s growth, well-being, and success. Our goal is for every child to feel challenged, supported, and excited to come to school each day.

KINDERGARTEN

Entering kindergarten is one of the biggest transitions of a young child’s life. Pre-kindergarten teachers prepare children for the transition to kindergarten through curriculum, social interactions, and routines based on Massachusetts Curriculum Frameworks. Most schools begin kindergarten enrollment in January, with spring orientations and visits for families. Schools may request teacher-completed forms to assess readiness and share insights on learning style and social development.

Our goal is to have them not only ready for kindergarten academically, socially, emotionally, and physically, but also to encourage their enthusiasm, interest, and comfort level for the experience ahead.

TRANSITION PROCESS

The transition process is routine, to ensure the children are all treated equally, but individualized and flexible enough to accommodate each child’s needs.

DEVELOPMENTAL GOALS

Each classroom has established milestones to guide the teachers’ decisions about readiness to transition into the next classroom. For the younger classrooms, the milestones are based first on development, then on age. For the preschool classrooms, the milestones are based primarily on age.

ASSESSING CHILDREN’S READINESS

About six weeks before the official transition date, each classroom begins to assess which children in the classroom might be ready for transition. The decision is based upon a combination of factors: whether a child is developmentally ready, and has met or is beginning to meet the transition milestones; whether the child meets the chronological age range for the classroom; and whether the family feels transition would be beneficial for the child.

VISITS

When the decision is made that your child is ready for the next classroom, you’ll receive information that outlines the transition process about one month before the scheduled transition date. Transition visits will happen gradually, as children visit the new classroom in increasing increments over the week before the transition date. We schedule the transition visits at various times to allow the children to experience all of the important elements of the day (eating, napping, play time, and even a few drop-offs and pick-ups) in the new environment. This allows us a chance to monitor the children and have them set the visitation pace. Some children may need more visits, or families may have scheduled absences during the visitation week, and these factors will be used to adjust the schedule accordingly. Whatever your child’s transition schedule, we’ll keep you informed daily about how the visits are going and answer any questions you may have.

TRANSITION FAMILY MEETING

The educators in your child’s new classroom will schedule a Transition Meeting where your whole family can get to know the faces, layout, and routines of the new classroom environment. You’ll receive useful information about the schedule, curriculum, and daily routines in the classroom. The classroom teachers will call you to set up a time to meet via Zoom, on the phone, or briefly at drop-off/pick-up time.

TUITION

In order to allow each child the maximum flexibility in transitioning at their own pace, both the child’s current classroom and new classroom are staffed to be able to accommodate all of the children. Accordingly, your child’s official new classroom and its corresponding tuition rate will be changed at the end of the transition period, regardless of how much time is spent in each classroom during the transition visits.

PARTNERING WITH YOUR CHILD’S TEACHERS

We know that there are many reasons that families become anxious about classroom transitions. Often, it’s because there is uncertainty about new staff, new routines, or new challenges ahead. Sometimes, there’s a concern that a child who isn’t transitioning with their peers might feel left out. To support you, we:

discuss the process and signs of readiness;
connect you with families of transitioning peers;
keep you informed about classroom age and developmental ranges; and
facilitate smooth transitions through educator collaboration.

Both the new and the old classroom teachers will watch your child’s transition process carefully, ensuring your child is assisted with the transition in a manner consistent with their ability to understand. Some children will need several visits to the new classroom to get used to it, some will become comfortable more quickly. We’ll pace transition based on your child’s individual needs, and we’ll keep you informed of how they’re doing at every step along the way!

family meeting

Some of the information you’ll receive at the Family Meeting may include:

An overview of how this classroom is different from the previous (expectations, daily schedule, classroom guidelines, etc.)
What is included in each part of the daily schedule (activities and choices)
Where each child’s belongings (food/lunchbox, diapers, nap items) are kept
A chance to get to know some of the other families transitioning into the classroom at the same time