Allison Sidle Fuligni|Carollee Howes|Yi-Ching Huang|Sandra Soliday Hong|Sandraluz Lara-Cinisomo
Activity settings and daily routines in preschool classrooms: Diverse experiences in early learning settings for low-income children
California State University Los Angeles|University of California, Los Angeles|University of California, Los Angeles|University of California, Los Angeles|University of North Carolina at Charlotte
paper examines activity settings daily classroom routines experienced 3 4yearold lowincome children public centerbased preschool programs private centerbased programs family child care homes two daily routine profiles identified using timesampling coding procedure high freechoice pattern children spent majority day engaged childdirected freechoice activity settings combined relatively low amounts teacherdirected activity structuredbalanced pattern children spent relatively equal proportions day engaged childdirected freechoice activity settings teacherdirected small wholegroup activities daily routine profiles associated program type curriculum use measures process quality children structuredbalanced classrooms opportunities engage language literacy math activities whereas children high freechoice classrooms opportunities gross motor fantasy play structuredbalanced classroom associated childrens language scores profiles associated measures childrens math reasoning socioemotional behavior consideration teachers structuring daily routines represents valuable way understand nuances provision learning experiences young children context current views developmentally appropriate practice school readiness