4. ROUTINES

A sense of routine or knowing that there is an order and predictability to events is extremely important to young children as they form their ideas about the world and how they can operate within it.

Teachers must ensure their daily routine includes plenty of time for free exploration where children can explore the interest areas, participate in meaningful investigations, and interact with adults and peers. Other considerations are the balance between adult-initiated and child-initiated times, active and quiet times, and indoor and outdoor periods.

Routines for infants and young toddlers must be flexible so that teachers can meet the individual needs of each child. The care giving routines (feeding, diapering, toilet training/toilet learning, washing/bathing/grooming, dressing, and napping/sleeping) are part of “curriculum” because they are connected to attachment and relationship building. The book Infants, Toddlers, and Caregivers, by Janet Gonzalez-Mena and Dianne Widmeyer Eyer, is a good resource for infant and toddler teachers on using care giving routines as a curriculum.

Older children follow established routines and a daily schedule that includes some group times. Schedules must be posted outside each classroom door for families and visitors to see.

1. Arrival

After signing the child in, the parent/guardian connects with the teacher to share useful information about the child's day. Children are sometimes combined for the first hour (7:30-8:30) as ratios allow.

2. Good-byes

The child and parent/guardian participate in their “good-bye” separation ritual. The teacher helps the child get involved in favorite classroom activities. The parent/guardian is welcome to call or come by later in the day to see how the child is doing.

3. Free Explorations

There is plenty of time during the day for the child to explore the environment, the classroom materials, and to interact with others. Teachers are available to ensure success for individuals, spark interest, reinforce creativity, and promote inquiry. The teacher observes to learn about the child's interests and abilities. Observation becomes the foundation for the development of assessments portfolios, and for future planning.

4. Transitions

One transition is clean-up. The child participates, at some level appropriate to their development, in putting materials away after use and "tidying up" the room. Many shelves and containers have picture labels so children can help put their toys away and all children seem to love helping to wash the tables. Teachers provide just enough assistance so children can succeed at helping. Other transitions include dressing to go outside, preparing for lunch and nap, and getting ready to go home at the end of the day. Songs and chants are particularly helpful in motivating children through any transition during the day. All transitions are planned to prevent children from waiting in groups or lines for a long period of time.

5. Feeding/Eating

Babies are fed when they are hungry, not according to a preplanned schedule. A mid- morning and afternoon snack is provided to children by the school. Bag lunches and infant foods are parent/guardian provided. See the Policy on Mealtime guidelines & Routines for more information.

6. Sleeping/Resting

The younger the child, the more individualized the schedule for sleeping. Infants are allowed to sleep when they feel the need, while teachers play with those who are awake. Important health and safety precautions related to sleeping position for infants are maintained. For toddlers and preschool- age children a quiet time is scheduled after lunch. At quiet time, children lie on a cot or mat and look at picture books. Some children fall asleep and are allowed to sleep until the end of the nap period. The teachers are available to "rub backs" and generally maintain the restful atmosphere. Children who do not sleep after thirty minutes and children who awaken are permitted to have quiet time through the use of equipment or activities that will not disturb other children. See the Policy on Sleeping & Rest times for more information.

7. Diapering/ Toileting

Children in diapers are checked regularly for wet or soiled diapers and are changed as often as necessary. Changing a diaper or helping a child use the toilet can be much more than a simple mechanical task. Before lifting her, teachers talk to an alert young infant saying, “Let’s change your diaper so you’ll be comfortable” while always observing safety practices, such as never leaving a child on the changing table unattended. They might play “Where Is Your Tummy?” as the child’s diaper is being changed. The teacher will look for signs that indicate a toddler is getting ready to be a toilet-user and encourage perseverance and self-confidence. “Accidents happen. Let’s find some extra clothes.” Older children are given independent use of the toilet, as needed, but additional trips to the bathroom are scheduled for hand washing and time to use the toilet. See the Policy on Diapering & Toileting for more information.

8. Outdoors

Children, even young infants, go outdoors every day, in a variety of weather conditions. Having appropriate outdoor clothing to match the condition allows children to fully enjoy and explore while outdoors. Infants are given the opportunity to sleep, watch and observe other children, engage with nature and their surroundings all while enjoying the fresh air. As children develop and increase their mobility, they have additional and different opportunities to explore the outdoors, exercise their large muscles, use the outdoor equipment and play areas and take short walking trips to explore and play at a variety of designated nearby green spaces called “The Beyond”. An occasional extended walk or field trip to interesting locations away from the center may also be planned. See the Policy on Outdoor Play & Field Trips for more information.

9. Physical Activity¹⁶

Teachers plan and model regular physical activity with children. Teachers also plan to limit sedentary activity. The CDC recommends that Preschool Aged Children 3 years to 5 years should be physically active throughout the day for growth and development. The CDL schedules allow for each classroom to have access to outdoor spaces for a minimum of 45 minutes in both the morning schedule and in the afternoon schedule. The toddler and preschool classes open their rooms on the playground, weather permitting, every day. Individual classrooms may extend their outside time through coordinating with other classrooms to ensure the playground does not get too crowded or may choose to go to one of the pre-approved green spaces within walking distance of the school (also referred to as “The Beyond”). Activities suggested below all help with muscle strength, coordination, bone strength, and heart health. Physical activity may include (but is not limited to) a combination of the following child led and teacher directed activities:

• Outdoor playground large motor play with rotating equipment such as bikes, balls, digging, climbing, jumping, etc.
• Indoor large motor playtime in the neighborhood center, music and yoga classes
• Variable sitting and standing options during indoor classroom time
• Walking, running, climbing and jumping to, from and in the beyond (as defined by our field trip map) or walking and climbing stairs in Nancy Nicholas Hall or other indoor campus buildings

10. Small Groups (including 4K)

Infants and young toddlers do not typically function as a group, but older toddlers and preschool age children do benefit from small group learning experiences. “Small groups” are times when a smaller number (4-10 children) participate, at the same time, in a teacher- initiated and teacher- guided activity. Small groups typically last from 10-20 minutes, depending on developmental levels of the children. The planned activity is specific to the developmental needs and interests of the children in the smaller group.

A special feature of the 4K room is the 4-K small group work for children who are at least four years old on or before Sept. 1st (these are the children who would be age eligible to attend public school kindergarten the following fall). These 4-year-olds build on attention span and self-regulation to develop successful small group participation skills that will help them prepare for 5K. Grouping children in this way allows teachers to plan more focused inquiries with more depth in learning concepts that are developmentally appropriate to 4-5 years old.

11. Large groups

Infants and young toddlers do not typically function as a group, but older toddlers and preschool age children do benefit from large group learning experiences. “Large groups” are times where the entire class participates at the same time in a teacher-initiated and teacher-guided activity. Large group times typically last from 10-20 minutes, depending on developmental levels of the children. Large group stories, investigations, songs, puppet shows, "draw and tell" activities, guest speakers, circle games, and movement activities are examples of large group activities. Large group activities give the children an opportunity to develop skills such as listening, taking turns and following directions. Skillful teachers use many and varied group management techniques to keep the attention of the group and to create a positive feeling of togetherness. Things to consider when conducting a large group:

• Transitioning in: how is a child going to move into the activity without long periods of waiting?
• Introduction: How is the child going to understand what to do?
• Activity: Is it developmentally appropriate? How can each child participate? Are there different ways children with different abilities can participate?
• Transitioning out: How does the child move on to the next activity?