A zone defense is commonly associated with basketball and refers to players being responsible for covering specific areas of the court, versus a man-to-man defense where they are responsible for specific opponents. Preschool teachers and paraprofessionals, who are responsible for many children at once, can apply a similar zone approach in the classroom. The various play areas and learning centers in the classroom can be defined as zones for specific staff members to cover. Simultaneously, teachers are also paying close attention to individual children’s needs and ensuring the daily schedule runs smoothly. Applying the zone defense concept to staffing of classroom “zones” helps children stay active across their day and reduce problem behaviors (Casey & McWilliam, 2005).
Research
Studies have found that children spend nearly 20-35% of their day in transition between activities (Casey & McWilliam, 2005). In a typical half-day program, that would mean approximately four hours a week often is lost not only to transitions, but also to wait-time for materials to be ready at the next activity. Organizing transitions between activities keeps children engaged with their environment, peers, and teachers. In a Zone Defense Schedule (ZDS), transitions between activities are a time for children to make choices and are seen as teaching opportunities. Shorter transitions with high levels of participation, characteristics of the ZDS, were found to reduce non-engaged time throughout the school day (Casey & McWilliam, 2005).
Application
- Step 1: Divide the daily schedule into 15-20 minute blocks of time. Although scheduling activities for short blocks of time is recommended, sometimes it is appropriate to schedule an activity across two or more blocks of time (i.e., centers). Avoid scheduling a quiet activity immediately following an active activity. Insert an intermediate activity in between active and quiet activities.
- Step 2: Assign roles. A ZDS allows staff to share responsibility for planning activities and roles can change weekly. The adult in charge of the first activity stays with the children, interacting and assisting them in playing and learning, while the adult in the set-up role prepares materials for the next activity that she will lead, and also deals with unexpected situations like child disruptions, visitors, and phone calls. The adult that has been in the set-up role then transitions with the children to the second activity that she has prepared, while the other adult cleans up from the first activity and sets up the next activity’s materials.
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Sample Schedule for Two-Person Classroom |
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Time |
Person A |
Person B |
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8:00-8:15 |
Arrival |
Set Up |
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8:15-8:30 |
Set Up |
Story |
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8:30-8:45 |
Free Play |
Set Up |
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8:45-9:00 |
Set Up |
Circle |
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9:00-9:15 |
Small Toys |
Set Up |
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9:15-9:30 |
Set Up |
Centers |
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9:30-9:45 |
Set Up |
Centers |
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9:45-10:00 |
Snack |
Set Up |
Notes:
• Having an adult located at both old and new activities allows children to transition at their own pace and encourages them to decide when they are done with an activity (e.g., snack and art).
• The adult responsible for set-up can also be responsible for engaging children in an alternate activity if they choose not to participate in the planned activity, or if they should finish early.
• Toileting/diapering do not need to be scheduled and should be taken care of as the need arises by the adult in charge of set-up.
Resources
All you need to know about promoting engagement and the ZDS can be found in the book, Engagement of Every Child in the Preschool Classroom by Amy Casey and Robin McWilliam, available in the T-TAC ODU Lending Library
References
Casey, A.M., & McWilliam, R.A. (2005). Where is everybody?: Organizing adults to promote child engagement. Young Exceptional Children, 8(2), 2-10.
