Classroom Jobs | Teaching Strategies

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The Creative Curriculum

for Preschool Intentional Teaching Experiences

Questions to Guide

Your Observations

• Was the child able to complete his or

her job? (1b)

• In what ways did the child cooperate with

others during group time or nish a job?

(3a)

• Was the child able to manipulate the

objects needed to complete the job? (7a)

• Did the child understand and follow simple

directions? (8b)

• Did the child use the job chart as a daily

reminder of the jobs to be done? (17b)

Background: Taking care of the classroom is

a shared responsibility. Talk to the children

about what needs to be done to keep an orderly

classroom. One way to introduce caring for the

classroom is to create a job chart with pictures of

each job. Use the chart to discuss the dierent jobs

and explain to the children how they can use the

chart to learn their jobs. Explain that each child will

have a new job each week. Designate jobs with a

name or photo card of each child.

1. Talk about each job and what it involves. Prompt the

children to discuss the importance of performing

jobs daily.

“is job says ‘Wash the paintbrushes.’ Why is it

important to do that each day? You’re right, we need

clean brushes so that we can paint again the next

time we come together in the classroom.”

“We know that plants need water to grow, so we’ll

need someone to water our plant, too.”

2. Talk about how each child’s job helps to take care

of classroom materials and keep the room neat and

safe. Assign responsibilities or allow each child to

choose a job. Let the child associate his or her name

with the chosen job. Explain how the children can

refer to the chart to remind them of their jobs.

3. Display the job chart at appropriate times

throughout the day as a reference for the children.

Give positive feedback as they attempt and

complete their jobs.

“Steven, thank you for setting the table. I like the way

you folded each napkin next to the plates.”

Additional Ideas

See The Creative Curriculum

for

Preschool, Volume 1: The Foundation,

Chapter 2, for more information about

classroom jobs.

English-Language Learners

• Include items with environmental print in

children’s rst languages.

• When English-language learners ask you

to name an object in English, ask them to

tell you its name in their rst languages.

• Model what children are expected to do

and take photos as children demonstrate

each job. Post the photos as reminders for

each job.

Including All Children

• Adhere hook-and-loop fasteners to the

back of each child’s name or photo card.

• Hang the chart so all children can access

it. Refer to it during the day.

• Provide sequential photos for each part

of a classroom job. Provide supports as

needed for various jobs.

• Assign pairs of children to each job to help

build classroom community.

SE12

All Interest Areas

Objective 1

Regulates own emotions and

behaviors

b. Follows limits and expectations

Related Objectives: 3a, 7a, 8b, 9c, 11c, 17b

Classroom Jobs

YELLOW

Point out how each child contributes to the community by doing classroom jobs. Talk through

the steps of a simple job as you help the child complete it. Oer reminders about what to do

next.

Rebeka is in the Discovery area looking at the plants. e teacher observes her trying to lift the

wilted leaves with her ngers. “What do you think the plants need to grow tall and strong?” She

suggests that Rebeka touch the dirt around the plant. “e plant is thirsty!” says Rebeka. e

teacher responds, “We know that plants need water to grow. We need to be sure someone is in

charge of our plants. Let’s go look at the job chart and see whose job that is.”

Rebeka nds the picture of the plants on the chart and moves her nger to the name or photo

card next to it. “Alexa is the plant person this week! I’ll go get her.” When Alexa comes over, the

teacher says, “We can ll the watering can together. Can you turn on the water while I hold the

can? Rebeka will show you the plants that need watering.”

GREEN

Assign a simple job to the child that he or she can do without assistance, e.g., lling water cups

or washing brushes, or ask the child to complete a multistep job with your help, as needed.

When the job is completed, oer positive feedback that describes his or her contribution to the

classroom community.

It is almost time for snack in the classroom. e teacher checks the job chart and says, “Sarah,

the job chart shows us that it is your turn to ll the water cups for snack. I’ll put the cups out

next to the sink for you.” After Sarah lls each cup with water, the teacher reminds her of what

to do next. “You lled the cups. Now you can put one next to each plate. ank you! Now we

are ready to put our snack on the table.”

When the snack is nished, Sarah asks, “Is cleaning up the table part of my job?” e

teacher responds, “You can nd a friend to help you with cleaning up. at will help you nish

more quickly.”

BLUE

PURPLE

Teaching Sequence