We had a similar situation, where rest time had to happen in the room, and we had to build a culture of rest where there hadn't been one. Previously, after lunch we observed an uptick in physical mishaps, increased arguing in a non-productive manner, simply, the ability to self-regulate body and mind had been overtaxed. At first our students resisted the rest break, but over time this period became hugely popular. We found that at this age, some children fall asleep, but many don't. 45 minutes-1 hour was about the right amount of time, and if a child was fast asleep, we would let them continue and work around their mat.
For us as well, to fit all the children in the space, large construction had to be cleaned up, which is sad. It does change the way you teach. However, even for children who don't sleep, it was important to have the quiet period. It allowed children to take a break from social engagement, absorb and integrate the concerns of the day, and try solo activities that they might not otherwise choose.
Here are some tips we learned along the way: we got small flat office supply type baskets, enough for every child. If they were doing something during the morning that they wanted to finish or play with more, a drawing, puzzle, small blocks, etc. they could put their supplies in a basket, on a special shelf, and go get them at rest time. This helped create continuity and also helped with morning transitions when we really needed the child to wrap up. Additionally, right before rest time, a child could take a basket and put in items they wanted to use and have them by their mat.
Many schools use nap time to offer teachers breaks and this raises the ratios. While technically legal, we found that rest time required a lot of one on one attention. It proved to be an excellent time to make contact with every student, whether offering sleepy pats, or other emotional support to calm the body. For children who did not sleep, we found this an ideal time for "pre-kindergarten" work if they wanted to do worksheets, mazes, dot to dots, or even dictate stories now that they were in a calm space. This was a time to build elaborate constructions in their own space, and use special materials without having to "share" or take turns.
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Karen Lefkovitz
Independent Consultant
Philadelphia PA
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Original Message:
Sent: 12-05-2018 01:15 PM
From: Isaac Enloe
Subject: Preschool Rest Time - Best Practices
Hello colleagues near and far!
This year, our preschool class of 4's and 5's was extended to an all day program with an afternoon rest time. The lead teachers have found the rest time to be pretty impactful in that: 1) Children nap in the classroom, so any work or projects from the morning (i.e. block construction) need to be put away so there is space for the rest mats. This makes it difficult for children to continue with some projects in the afternoon or into the next day. 2) We are trying to calibrate just how long of a rest time is optimal for the children.
If you have thoughts, I would love to hear about how you have addressed the impact of rest time on your classroom spaces and ongoing work. It would also be good to hear about how long your rest times are and where they are scheduled in your days. Any other insights much appreciated.
Thanks in advance,
Isaac
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Isaac Enloe
Catlin Gabel School
Portland OR
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