Work Cycles
The importance of a work cycle is to recognize that children experience ebbs and flows in productivity, just as adults do. It is just as valid when we need to take a break due to being unfocused or distracted. The critical element of work cycles for children is that they practice independently regaining their focus, developing autonomy in their learning, and finding joy in what they do at school.
Typically, the work cycle in my classroom is that children will work on tasks they are motivated by for the first hour. This motivation can come from many factors, such as confidence in the work task at hand, the task being a prerequisite for preferred activities (which is the case in practical life activities and the farm activity), and they will experience false fatigue during the transition to more challenging work.
Many older children (5-6-year-olds) will be independent in redirecting their focus, whereas the younger children (3-4-year-olds) will wander for extended periods, ask for adult input: "What do I do now?" or engage in silly behaviors due to being unsettled. It is important to facilitate the work cycle so educators can plan for the child’s day to keep them successful. For instance, if a child consistently has false fatigue after a particular nature of work task (such as a task being challenging), an educator can ensure that they do not implement 1:1 lessons with this child during this time period to best set the child up for success. On the other hand, if a child shows more success at the beginning of the work cycle, that could be a good time to have a 1:1 lesson with them.
A consistent work cycle creates an opportunity for educators to plan ahead based on current behavior from the child and allows them to create success in the classroom based on the child’s unique individual needs.
Observing M's learning process has provided valuable insights into her interests, engagement, and areas of challenge. M is given the freedom to choose her own work during practical life activities, which allows her to explore her preferences and develop important skills.
Initially, M spends 15 minutes confidently transferring kidney beans, demonstrating both interest and engagement in this activity. Her focus and willingness to complete the task show her desire to learn and participate actively. This initial success sets a positive tone for her learning journey.
However, M's interest soon transitions to the water pouring activity, where she exhibits a high level of motivation to master this skill. Water pouring serves as a foundation for more advanced water-based activities, such as using the tea set, which M is drawn to. This shows M's ability to recognize her own learning progression, seeking challenges that build upon her existing knowledge and skills.
While engaged in the water pouring activity, M experiences false fatigue. Restlessness and shifting in her chair become apparent, indicating a temporary decrease in her level of engagement. However, M demonstrates resilience and self-motivation by overcoming this fatigue independently after 20 minutes. She redirects her attention towards tweezing for an additional 10 minutes, showcasing her ability to refocus and adapt to new tasks.
Encouragingly, M returns to the water pouring activity for another 30 minutes, displaying contentment and focused attention. This extended engagement indicates a growing sense of satisfaction and confidence in her abilities. M's dedication and perseverance in practicing this skill are commendable, and it reflects her strong determination to succeed.
Transitioning to lunchtime presents a challenge for M, as her level of engagement decreases after completing the water pouring activity. This shift in focus suggests that M may struggle with transitioning from one task to another. To address this, we provide her with sufficient space and refrain from verbal reminders. Instead, we use vicarious reinforcement by praising other children for their preparedness. By highlighting the positive behaviors of other children, such as having their hat, water bottle, and lunchbox ready for lunchtime, we aim to encourage M to refocus and increase her level of independence in routine tasks.
It is crucial to support M in becoming more independent in activities like applying sunscreen and remembering lunchtime and playtime items. By promoting independence, we empower M to take ownership of her responsibilities and develop essential life skills. Through a consistent approach that provides space for growth and encourages positive behaviors through vicarious reinforcement, we strive to foster M's independence
L had a busy morning at school today. She participated in morning circle time with her classmates and then chose to do the leaf pin pricking job. It took her 5 minutes to match the leaf pictures with their real-life counterparts and 20 minutes to complete the pin-pricking activity. She was very focused and concentrated while doing this task.
After finishing the pin-pricking, L moved on to a practical life activity. She used a baster to transfer water into containers and worked on this for 15 minutes. Next, she worked on the numbers and counters job for 30 minutes. She seemed to enjoy this activity and was fully engaged with it.
However, when L went to the reading corner, she appeared to be tired and restless. She couldn't decide which book to read and ended up distracting her peers. To redirect her attention, I gave her a choice between threading, an activity she is confident in, and matching rhyming objects. L chose to thread and spent 10 minutes on it, showing good focus.
After finishing threading, L participated in a group lesson that I had set up. We used Nomenclature Cards to learn about the Wurundjeri language. L and two other children played a matching game with the cards and then each picked one card for our three-period lesson. L chose the card with the kangaroo or "mirrm." She was very engaged during this lesson and seemed motivated by being with her friends.
Following the Wurundjeri lesson, L participated in a group Mandarin lesson. She was actively involved in the greeting song, matching the silhouettes of the Chinese Zodiac animals, and singing the "Chinese Numbers" song with the rest of the class. L enjoys group work and is intrinsically motivated by social reinforcement, regardless of the group size.
Finally, L prepared for lunchtime, and this process was independent for her.
The children in the class start their day by participating in circle time, where they practice their 'Welcome to Country' performance for Diversity Week through singing and dancing. They then view the day's picture schedule and begin the work cycle. The 3-4-year-olds focus on practical life activities such as transferring, pouring, and using tweezers, while the older children prioritize math and language jobs involving golden beads, teen numbers, 1-10 counters, moveable alphabet, and handwriting practice.
After about an hour into the work cycle, some children experience false fatigue and may need help finding a new task. The educator offers a choice between two activities and false fatigue typically lasts for a maximum of 20 minutes. While some children refocus independently, the three-year-olds may require prompting from the educator.
From 11:30 am to 12 pm, the children have their Mandarin class. During this time, they participate in group activities like singing, dancing, and doing 3 part cards. Most of the children actively engage in the teacher's activities, although some of the three-year-olds may find it challenging to sit on the mat for extended periods, although they have been improving this skill steadily.
