The day is designed with the child's growing knowledge and competencies foremost in mind, and therefore, there is a balance of experiences provided which are both teacher initiated as well as child initiated.

For example, while teachers offer story and group times, which can be music, movement, memory games, extension work, as well as various specific educational elements, children can also make their own decisions to independently access certain equipment - such as blocks, reading corner, writing and literacy tables, at any time of the day.

An example of a daily routine is:

• 7:00am - 8:00am
  Quiet activities
• This time is when all our children are arriving and settling in for the day. Activities which we may used to quietly ease them into their daily routine are construction, reading, or writing.
• 8:00am - 9:00am
  Group and story time
• Prior to the children transitioning to the outdoor areas they will participate in indoor group activities, or some group reading. Indoor days will provide an extension of these group activities.
• 9:00am - 10:00am
  Morning snack time
• The children's nutritional snacks are served during their time outdoors, or indoors depending on weather, to allow children to eat as part of a smaller group.
• 10:00am - 12:00pm
  Planned program
• This long block of time is used for planned program activities utilizing both the indoor and outdoor environments, inclusive of:
• gross motor (climbing, running games, ball play, jump rope, bikes)
• fine motor (writing, dough, manipulative toys)
• socio-dramatic (home corner, sand pit, cubby houses, dress ups)
• symbolic arts (painting, drawing, clay, music, movement, singing, dancing)
• construction (blocks, mobilo, lego)
• literacy (reading corner, writing table, intensive phonics instruction)
• math, science and technology concepts (card games, memory, discovering nature and wildlife, computers)
• world culture (continually done by hearing words and songs, and seeing writing in languages other than English, and celebrating cultural festivals and customs)
• social skills that are constantly being developed through every key learning area and interaction that a child engages in.
• 12:00am - 12:30pm
  Group time
• Another group time takes place prior to getting ready for lunch.
• 12:30pm - 1:00pm
  Lunch
• The children are encouraged to assist in the setting of tables, placing the tablecloths, assisting one another in accessing their drinks, and feeding themselves. Discussions over lunch are very much encouraged, with nutrition and healthy eating often being the topic of conversation between children and caregivers.
• 1:00pm - 2:00pm
  Rest time
• Toddlers and younger preschool children go to their rest mats and sleep to soft music. If they do not sleep they are able to have books and puzzles on their mats as they rest quietly. Older preschool children, particularly those moving onto school, often use this time to do quiet extension work such as name writing and games with colors and numbers. This is done with a teacher in order to reinforce some basic mathematical and literacy concepts that will assist them in the transition to school.
• 2:00pm - 4:00pm
  Time outside
• Time outside, or inside in the activities room or space, when nutritious snacks are usually served, again in a progressive manner.
• 4:00pm - 5:30pm
  Planned programme
• Continuation of various indoor planned programmed activities such as literacy, numeracy and other specific learning areas.
• 5:30pm - 6:00pm
  Quiet activities
• At the time each child is collected it is also a good time for families and staff to discuss their child's day.