Routines in early learning environments play a significant role in fostering a structured and predictable atmosphere where young children feel safe, supported, and ready to learn. These routines provide children with a sense of security, consistency, and self-regulation, helping to create a foundation for their emotional and cognitive development. In early childhood education, routines can take many forms, from daily schedules to classroom practices, and are crucial for effective teaching and learning.
The Importance of Routines
Routines offer numerous benefits for children, particularly those in the early stages of development. According to Pica (2011), children in early childhood settings thrive on routine because it provides them with a framework that they can rely on, helping to reduce anxiety and foster a sense of control. Routine gives children the opportunity to understand what is expected of them, which contributes to their social, emotional, and cognitive growth.
1. Emotional Security: Familiar routines provide children with predictability, which can reduce stress and increase feelings of security. When children know what to expect throughout the day, it helps them feel more in control and less anxious about their environment. For example, a regular morning routine of greeting, circle time, and then transitioning to playtime creates a rhythm that children can anticipate.
2. Learning Opportunities: Structured routines also enhance learning by allowing children to practice and refine essential skills such as self-regulation, turn-taking, and communication. Daily routines like snack time or clean-up time help children practice social behaviors, follow directions, and work collaboratively. These are not just "breaks" from learning but essential parts of a child’s education. As stated by Bodrova and Leong (2007), these activities help children develop executive functions, such as planning and problem-solving, which are critical for later academic success.
Types of Routines in Early Learning
In early learning environments, routines can be categorized into several types:
1. Transitional Routines: These routines help children move smoothly from one activity to another, such as transitioning from indoor play to outdoor play. Strategies like using songs or cues, as suggested by Ginsburg (2007), can signal transitions and help children understand the change, reducing resistance or confusion.
2. Self-Care Routines: Simple activities like washing hands, getting ready for lunch, or putting away personal belongings are opportunities for developing independence. These routines promote self-sufficiency and confidence in young children, encouraging them to take responsibility for themselves and their environment.
3. Social Routines: Routines such as greetings, sharing, and cooperative games help develop social skills. According to Kostelnik, Soderman, and Whiren (2015), these routines teach children empathy, respect, and cooperation, key elements for successful interactions both in the classroom and beyond.
Supporting Routines with Flexible Approaches
While routines are important, flexibility is equally crucial. Every child is unique, and early learning environments must be adaptable to meet individual needs. In fact, MacNaughton and Williams (2009) stress that effective routines allow for flexibility in response to children's emotional or developmental needs. For instance, if a child is upset, a caregiver may need to adjust the schedule to provide comfort or extra support, which helps in building emotional resilience.
It is in our hands to provide children the right to engage in a flexible yet pridicable routine.
Routines in early learning environments are more than just a series of repeated activities. They are integral to a child’s development, offering opportunities to build social, emotional, and cognitive skills. By providing a predictable structure while allowing room for flexibility, educators create an environment where young children feel safe, valued, and ready to learn. Effective use of routines lays the foundation for lifelong learning and emotional well-being.
Written by Janine Kelly
References
- Bodrova, E., & Leong, D. J. (2007). Tools of the mind: The Vygotskian approach to early childhood education. Pearson/Merrill/Prentice Hall.
- Ginsburg, K. R. (2007). The importance of play in promoting healthy child development and maintaining strong parent-child bonds. Pediatrics, 119(1), 182-191.
- Kostelnik, M. J., Soderman, A. K., & Whiren, A. P. (2015). Developmentally Appropriate Curriculum: Best Practices in Early Childhood Education (7th ed.). Pearson.
- MacNaughton, G., & Williams, G. (2009). Techniques for teaching young children: Choices for theory and practice. Pearson.
- Pica, R. (2011). Moving and learning across the curriculum: More than 300 activities and games to make learning fun. Pearson.