Day in the Life: Mitchell’s Preschool Schedule

By Dylan, Camp Counselor at Shepherds Daycare

When I first started working at Shephards Daycare as a camp counselor, I wasn’t sure what to expect. At 19, I had some experience babysitting and working with kids at summer camps, but the structured environment of a daycare was new territory. Now, after six months of working in the toddler room, I’ve developed a special bond with all the little ones—especially two-year-old Mitchell.

Mitchell is one of our most energetic toddlers, with bright eyes that light up during storytime and tiny hands that are always busy exploring. What fascinates me most about working with him is seeing how well he’s adapted to following our preschool schedule. Many people don’t realize how structured a toddler’s day at daycare actually is, but these routines are crucial for their development and sense of security.

Morning Arrivals: The Day Begins

Mitchell typically arrives around 8:15 AM, dropped off by his mom who always makes sure to give him a proper goodbye with a hug and a reminder that she’ll be back later. This consistent drop-off routine helps Mitchell transition into his day. When he first started at our center, he would cry when his mom left, but now he confidently walks in, hangs his tiny backpack on his designated hook (with a little help from me), and joins his friends for breakfast.

Breakfast time runs until 9:00 AM, and Mitchell is always excited about his food. He’s recently mastered using a spoon with minimal spilling, which is a big developmental milestone for a two-year-old. I make sure to acknowledge his efforts with enthusiastic praise: “Great job using your spoon, Mitchell!” The smile that spreads across his face when he’s recognized for his achievements is priceless.

Morning Activities: Learning Through Play

After breakfast, we gather for our morning group time at 9:15 AM. Mitchell has learned to sit in our circle, though he sometimes still struggles to stay in one place for the full 15 minutes. We sing our good morning song, and Mitchell particularly loves when we get to his name in the roll call. He proudly raises his hand and says “Here!” with such enthusiasm that it often makes the other teachers smile.

From 9:30 to 10:10 AM, we move into our activity centers. This is where Mitchell really shines. He’s particularly drawn to the sensory table, where he can pour sand or water between containers. His concentration during these activities is impressive for his age. I’ve noticed he’s developing fine motor skills rapidly, now able to stack blocks higher than he could just a month ago. These seemingly simple play activities are actually building crucial neural pathways in his developing brain.

Outdoor Exploration: Energy Release

By 10:10 AM, the toddlers are ready to burn some energy, so we head outside for playground time. Mitchell is always one of the first to line up at the door, jumping with excitement. Outside, he’s particularly fond of the slide and will climb up and slide down repeatedly with seemingly endless energy. I make sure to stay close as he’s still mastering the coordination needed for playground equipment.

What I find most interesting about outdoor time is watching how Mitchell interacts with nature. He’ll stop to examine bugs, pick up leaves, or point at birds flying overhead. These moments of wonder and curiosity remind me why I love working with toddlers—everything is new and fascinating to them.

Lunchtime: Nutrition and Social Skills

After working up an appetite outside, we head in for handwashing and lunch at 10:40 AM. Mitchell has become quite independent with handwashing, though he still needs reminders about using soap and not just playing in the water. Lunchtime isn’t just about nutrition; it’s a social learning experience. Mitchell sits at a small table with three other toddlers, and they’re learning basic table manners and conversation skills—even if those “conversations” are sometimes just excited babbling about the food on their plates.

Mitchell is generally a good eater, though like many toddlers, he has days where he’s more interested in playing with his food than eating it. We encourage self-feeding and trying new foods, but never force eating. I’ve noticed Mitchell watches what his friends eat and is more likely to try something new if he sees his tablemates enjoying it.

Naptime: Rest and Recharge

After lunch and a diaper change or bathroom break (Mitchell is showing interest in potty training, another exciting milestone), we transition to naptime at 11:50 AM. This is often the most challenging part of the day for many toddlers, Mitchell included. We have a consistent pre-nap routine that includes dimming the lights, playing soft music, and reading a quiet story.

Mitchell has his special nap mat with a picture of trucks on it and a small stuffed elephant he cuddles with only during naptime. Getting him settled sometimes takes a few minutes of gentle back rubbing, but once asleep, he typically naps for about 1.5 hours. This rest time is crucial for his developing brain to process all the morning’s learning and experiences.

Afternoon Activities: Continued Learning

When Mitchell wakes up around 1:30 PM, he’s usually in a calm, happy mood. After a diaper change, he joins friends for afternoon snack at 1:50 PM. Then we return to activity centers from 2:05 to 2:45 PM, but with different activities than the morning. Afternoon activities might include art projects (Mitchell loves finger painting), music and movement games, or simple science experiments like watching what happens when we mix colors.

I’ve noticed Mitchell’s language development exploding recently. He’s gone from single words to simple sentences in just a few months. During afternoon activities, he’ll now say things like “Dylan, look!” or “I make blue!” These communications fill me with pride as I witness his rapid development.

Late Afternoon: Winding Down

Our second outdoor time from 2:45 to 3:15 PM is usually a bit calmer than the morning session. Mitchell often chooses more focused activities like digging in the sandbox or examining rocks and sticks. This is followed by our focus activity from 3:15 to 3:45 PM, which might be a group art project or a special learning activity based on our weekly theme.

As the day winds down, we have our closing circle time from 3:45 to 4:00 PM. Mitchell has learned to recognize this as a signal that parents will soon arrive. We talk about what we learned today and what we’re looking forward to tomorrow. Mitchell is now able to recall and share at least one thing he did during the day, which shows his memory and language skills developing.

Pick-up Time: Reunions and Transitions

Mitchell’s mom typically picks him up around 4:30 PM. The joy on his face when he spots her at the door is heartwarming. He runs to her with arms outstretched, eager to share his day. I make a point to briefly tell parents about any special moments or accomplishments their child had that day. For Mitchell, there’s always something positive to share.

Reflections on Mitchell’s Growth

What amazes me most about working with toddlers like Mitchell is witnessing their rapid development. In just the six months I’ve known him, he’s transformed from a somewhat shy, dependent toddler to a confident little boy who follows routines, communicates his needs, and engages enthusiastically with learning activities.

The preschool schedule we follow isn’t just about keeping order in a room full of energetic toddlers—though that’s certainly a benefit! It’s carefully designed to support all areas of development: physical, cognitive, social, emotional, and language. Every activity, from morning circle time to afternoon art projects, has intentional learning goals behind it.

Mitchell, like most toddlers, thrives on this predictable routine. He knows what comes next in his day, which gives him a sense of security and control in his world. This structure allows him to focus his energy on learning and growing rather than wondering what will happen next.

As a young adult working in early childhood education, I’ve gained a new appreciation for the complexity of toddler development and the importance of quality early learning experiences. Mitchell and his friends aren’t “just playing”—they’re building the foundation for all future learning through these seemingly simple daily activities.

When I see Mitchell mastering new skills, making friends, and approaching each day with enthusiasm, I know that our structured preschool schedule is giving him exactly what he needs at this crucial developmental stage. It’s a privilege to be part of his journey, guiding him through each day and celebrating every small victory along the way.

Working with Mitchell and watching him flourish within our preschool schedule has confirmed my interest in pursuing a degree in early childhood education. These toddlers may be small, but their capacity for growth and learning is enormous—and being part of that process is the most rewarding job I could imagine.