Chapter 7

Arranging a Good Day for Young Children: Daily routines and a supportive classroom environment

Daily Routines

The backbone of the program

Divide the day into different sections

Arriving

Departing

Eating

Diapering/Toileting

Washing Up

Resting

Clean-up

Transitions

Daily Routines

Children need routines for health and sense of stability

For infants and toddlers, routines are the curriculum

Respond sensitively during routines

Helps create a sense of security

Assists in bonding

Assists in feeling safe

Daily Routines

Avoid conflict around routines

Pick your battles wisely

Keep routines reasonable

Determine the most important thing to be learned from the routine

Work toward achieving that goal

Avoid “winning for its own sake”

Schedules

Consider “eating by choice”

Keep schedules predictable but flexible

Schedule must not short-change time for play

Schedule transition times

Transition Times

Time spent in moving from one activity to the next

Occupy a large part of activity time

Requires planning to reduce behaviors and anxiety

Transition Times

How to make them easier

Provide a realistic amount of time

Warn once in advance to allow children to finish

Transitions are not an option – don’t phrase in a question

Incorporate movement activities in transitions

Arrivals and Departures

Reduce separation anxiety

Strongest between ages 10-18 months

Can happen anytime beyond this age though

Introduce the child to school gradually

Short stay first day

Transitional object

Positive atmosphere

Arrivals and Departures

Invite families to school

Open House

½ children the first day; ½ children the second day

Send a personal letter

Home visit

Handle outbursts of emotion with care

Children deal with three feelings:

Grief

Fear

Anger

Schedules

Routines that Center Around Eating

Good nutrition is important

Less than 1% of children in the US consume the balanced diet recommended by USDA

10% of children 2-5 years and 15% of school age children overweight

Planning appealing and nutritious meal

Become familiar with USDA and ChooseMyPlateMaterials

Schedules

Routines that center around eating

Eating should be a pleasure but food should not be used as a reward

Eating together should convey a sense of happy family life to the children

Eating should help a child be independent

Eating can be a learning experience

Be aware of allergies and other food restrictions

Be aware of choking

Schedules

Diapering and Toilet Learning

Centers must have clear policies

Teachers and families must work together

Taking children to the toilet

Always wash hands!

Handle mishaps appropriately

Schedules

Nap Time

Regularize the routine

Allow the children to get up as they wake up

An hour or so works for most children – not including the time it takes to settle down

All children should lie down and rest but not forced to sleep

Arranging a Supportive Educational Environment

The Reggio Approach: Environment as Teacher

Environment conveys respect for the child

Environment facilitates learning

Environment should be:

Inviting

Stimulating

Beautiful

Carefully considered with attention to detail

Arranging a Supportive Educational Environment

The classroom environment should support all five selves

The emotional self

Environment should show children they are valued and cared for

Emotional climate affects everything in the classroom

The physical self

Environment must have space for children to move their bodies

Opportunities and materials for fine-motor activities

Arranging a Supportive Educational Environment

The classroom environment should support all five selves

The social self

Space for large-group gatherings and discourse

Spaces that foster socialization

The cognitive self

Defined learning centers

Block center

Dramatic play

Literacy center

Science and math center

Arranging a Supportive Educational Environment

The classroom environment should support all five selves

The creative self

Environment should support the “Hundred Languages of Children.”

Art Studio or “Atelier” in the school is ideal

Well-stocked art center in classroom with all sorts of expressive materials and equipment

Teachers should be creative in making materials and finding free and recyclable items (see Appendix D)