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(Unit 5) Topic 4: Early Childhood Classroom Schedules and Routines

2 Clock Hours of Early Childhood Education

Routines

​Topic 4 Page 7

Routines are a large part of the regular daily schedule in an early childhood programs. Routines may be defined as events that occur on a regular basis and require a series of responses from children and adults. Routines are defined by Wittmer and Petersen (2010 ) as important for teaching children life’s lessons in social, emotional, cognitive, language, and physical experiences. Routines provide young children with life experiences in responding to others, developing self - care skills and gaining independence.   

​Examples of routines include:  

• Getting ready for lunch is a routine that involves hand washing, finding a place to sit at the table, pouring milk or passing food, clearing the plate, and cleaning the table.    
• Preparing to go outside is another routine that may include putting learning center materials back on the shelf, helping to clean up the art area, or sweeping the floor, going to the bathroom, and listening to a story until all the children are ready for outdoor play.   
• Routines in infant and toddler classrooms make up a large portion of the day and involve feeding, diapering or toilet training, and sleeping.  

​Research has found that routines influence young children’s emotional, cognitive, and social development by helping the children feel secure and by helping them understand and predict classroom expectations.  When children feel secure they feel confident and engage in positive behaviors.  Children who experience a chaotic environment that lacks routines and expectations are more likely to engage in more frequent behavior problems including tantrums and aggressive behavior. 

​Routines are especially important in infant and toddler classrooms.  Routines provide opportunities for teachers to engage in individual interactions with the child as they change a diaper or feed the child a bottle.  Toddlers benefit equally from the individual attention that occurs during diaper changes and potty training.  Positive interactions and communication are factors that encourage the development of attachment and are more easily facilitated with a consistent routine and schedule.  Preschool and pre-kindergarten children continue to develop communication skills through routines that include snacks and lunch.  Personal care routines and hygiene skills provide children with opportunities to gain self-confidence, independence, and responsibility.    

• ​Creating Routines for Love and Learning, Feb 20, 2010, ZERO TO THREE 
• Using Routines-Based Interventions in Early Childhood Special Education, by Danielle Jennings, Mary Frances Hanline, and Juliann Woods
• What is the teacher’s role in supporting play in early childhood classrooms?, Marilyn Rice, M.Ed., VCU Training and Technical Assistance Center

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