There is a well-established consensus among early childhood professionals that play is an essential element of developmentally appropriate, high-quality early education programs (Alliance for Childhood, 2006; NAEYC & NAECSSDE, 2003). Play-based learning provides benefits for cognitive, social, emotional, physical, and moral development (American Academy of Pediatrics, 2006; Elkind, 2007) for children from all socio-economic, cultural, and linguistic backgrounds (Zigler, E. &Bishop-Josef, S., 2006). To provide these benefits, play must be deliberately facilitated by skilled teachers, who are well-trained in observing children and in understanding how play contributes to the children’s mastery of concepts and skills.

At LPP, our daily schedule is designed to provide a balance of small and large group activities, along with variety in structured and self-selected activities. We believe that children learn through play, both structured and (seemingly) unstructured. Each aspect of the daily schedule provides for learning opportunities.

Learning occurs from the moment children arrive at LPP. Each time of day has unique characteristics and importance. There is a purpose to everything we do. Read below to see what purpose is behind each part of our day!

Throughout the Day

-Edited Excerpts from LPP Teacher, Jamie Tiller’s, Professional Development Presentation

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