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In order to understand the value of structured and unstructured time in preschool, it is necessary to know what these terms refer to. Structured time is teacher directed with specific activities planned. Unstructured time is child directed; the child chooses which activities in the classroom to participate in. Both are important parts of a preschooler's day.

Structured time helps a child learn skills necessary for success later in school. Skills such as following directions and waiting your turn are learned during these times. It is a time for teachers to accomplish tasks such as taking attendance, talking about an upcoming event or to complete specific projects such as making Mother's Day gifts.

Another function of structured time is to try to encourage children to explore areas where they don't usually spend much time. For example, if a certain child doesn't play in the block area very often, the teacher may plan an activity in the block area that incorporates another of that child's interests and invite him to join the activity. It is a way to help children feel more comfortable trying something new.

Unstructured time is often mistakenly thought of as random play with no educational value. It is actually a time for children to be creative, to make decisions and to learn things such as counting, sorting, problem solving and social skills. It is a very valuable time for children to use their imaginations and to try out new ideas.

Teachers use this time to observe children's skills, interests and areas where they need help, as well as to interact with children one-on-one or in small groups. Unstructured time also provides children with opportunities to take the initiative, to choose which activities they want to try and to build relationships.

Structured and unstructured times are necessary parts of a preschool schedule. They both provide valuable experiences and opportunities to learn skills that will help them be successful in school as well as in life.

Learn more about this author, Marcia J.
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