2. Original
Class
Schedule
The original class schedule was placed outside of
the classroom on the parent board. This
schedule is clearly for adult use and serves no
purpose for the children.
The teacher mentioned that earlier during the
school year she had a visual schedule but due to
changing the order of their day the one created
had to be taken down.
3. Materials Needed
File from TPT
Visual Schedule-
Real Pictures
By: Pre-K Partners
Original Schedule
It is important to find real
life pictures that the
children can relate to.
Cardstock Paper Laminating the pictures will help
with their durability.
Laminator
Scissors
Clothespin
4. Instructions
● Find or create a file with real life pictures to represent activities throughout
the day. Find a clip art arrow.
● Print, cut out, and laminate all pieces needed.
● Put picture cards in order based on original schedule for the day.
● Mount picture schedule on the wall in a space that is easily accesible to all
students.
● Attach arrow to clothespin and then to visual schedule.
6. Reflection
During my observations I had the opportunity to observe an amazing teacher in the four year old classroom. There were two
special needs children that she spent most of her time with. Both children are currently receiving multiple therapies by the
school district as well as private therapists. With each child this teacher spend a lot of time one on one with them. The boy is
5 years old and for the most part non-verbal. He has trouble with communicating with his teacher and his friends. There are
times where transitions are hard for him. He may not want to transition from play time to go into lunch time because he does
not understand why he is having to clean up. His teacher does a great job going to him prior to clean up time to give him a
heads up that it is coming. She has cue cards that she carries around her neck to indicate to him what it is time to do. She
always get down on his level and speaks quietly to him as he does not like loud noises. There are moments where he gets
overwhelmed with so much going on in the classroom. The teacher has created a Safe Space that he may go to when he feels
this way to take a moment to calm down. If that does not work for him there are times he can come with me to take a walk
around the campus and then return to his class. She also tends to pair him with a “buddy” to help him during transitions. The
girl is also 5 years old and while she can be verbal there are times she chooses not to. She has trouble with transitions as
well as understanding and comprehending some directions and activities. There are times that she acts out when she wants
to do something other than what the class is doing or working on.
7. Reflection cont.
The teacher and I had many in depth conversations about her students and the accommodations she made for her class. These include a
home/school check in board for her students to do their own attendance. She also had desk PECS sheets for each student that struggled with
communication. Their class rules were in a picture format called their “Classroom Commitments”. She also had an unpack schedule for her
students to know what their morning routine was. She expressed during our conversation that with all she had done there was still trouble with
the students and certain transitions. She had done a visual schedule but they had had to rearrange the schedule often to adjust the classrooms
needs and what she had made was not easily changeable. This was part of my prompt to creating the interactive visual schedule for the
students
Visual Schedules are helpful for all children, but they are especially helpful for those that may struggle with transitions. These schedules help
children to organize their day and also clarify what the expectations are for their classroom. They provide reminders for children on what to do and
can help redirect a child back to the current activity. After creating the visual schedule, I showed it to the teacher to make sure she liked it prior to
introducing it to the children. We began the morning with breakfast as usual and I asked one of the children to find the picture they thought
represented breakfast and to place the arrow there. After breakfast I showed the class the visual schedule and reviewed their typical class day. I
pointed to the first routine and mentioned that we just had breakfast and that now it was time for Morning Work and then we would go to the
restroom and come back for Learning Centers. I asked one of the students that I had been observing to come move the clothespin arrow over to
morning work. She was all smiles and did it happily. I asked everyone to meet us at the tables and they all transitioned smoothly to the next activity. I
used positive reinforcement and gave them each praise as they followed directions. I believe the visual schedule will be a positive asset to the
classroom for the teacher and her students.
9. Activity Plan
Child and Youth Studies Lesson Plan Form Instructions
SC Early Learning Standard(s):
Goal CD-2: Children recall information and use it for addressing new situations and problems.
Subdomain Code / Goal:
• Perform routine events and use familiar objects in appropriate ways (carry clean diaper to changing table, talk on
phone, “water” plants with pitcher). CD-2h
• Show they remember the order in which familiar events happen (finish line in story or song, get ready to go
outdoors after snack). CD-2m
Developmental Domain: cognitive physical social/emotional affective
Objective(s): Example: The children will use the visual schedule to organize and keep track of the events of the day.
*Preparation and Set-Up:
Prepare this ahead of time by printing a file of real life pictures that represent activities throughout the day. Cut
the picture cards out and laminate all pieces separately.
Materials Needed:
Real life pictures for classroom activities
Printed arrow
Glue
Sticky tack
Cardstock
Original schedule
Scissors
Laminator
Clothes pin
Introductory Activity:
After creating the visual schedule, place it in a space that is easily accessible and visible to all students. Be sure it is in place
prior to any of the students’ arrival that day. During breakfast time (or what ever activity is first for the day) ask one of the
students to take the clothespin and place it on the picture that matches what the class is doing at the time. If needed assist
the child in this.
Procedure(s):
1. Invite the class over to the area where the Visual Schedule is posted.
2. Review your typical class day and point to each corresponding picture as you do so.
3. Ask the children what we just did and allow them to answer. Show that the child earlier had already placed our
arrow on breakfast.
4. Refer to the next card and inform the children that is it time for morning work and then afterwards we will have a
bathroom break.
5. Invite one of the students to move the arrow to the next activity.
6. Have that child announce what activity we are moving on to and instruct their classmates to meet at the tables.
Title of Activity: Visual Schedule Name of Student Degree Candidate: Amber Smith
Age of Children: 4 Category: Modified Material
