Chapter 17 Handling Daily Routines Handling Daily Routines

Chapter 17 Handling Daily Routines

Handling Daily Routines q In this chapter, you will learn about § the daily schedule § daily routines § transitions

Objectives q Explain the importance of a daily schedule. q Guide children successfully through the daily routines of dressing and undressing, eating, napping, toileting, and cleanup. q Explain the use of transition techniques to move smoothly from one activity to another.

Terms to Know q routines q pica q dawdling q transitions q auditory signals

The Daily Schedule q A well-planned schedule § § provides the framework for the day’s activities helps prevent conflicts meets the children's needs includes large blocks of open time for selfselection activities § depends on the pace each child can handle

Arrival Routines q Arrival should follow a regular routine. q Begin with the greeting of each child. q Some children react differently to their parents’ departure.

Large Group Activities q This time is often used for stories, songs, finger plays, and discussions. q Schedule these activities when children are well -rested and nourished, such as mid-morning. q This should take place in an area where there are few distractions. q A key to success is being organized and ready.

Small Group Activities q May be scheduled for 10 to 15 minutes q Typically 4– 6 children have one-on-ones with a teacher or aide q Used to teach concepts such as colors, numbers, shapes, or sizes

Self-Selected Activities q The largest block of time should be selfselected activities. q Larger blocks of time help lengthen the children’s attention spans.

Meals and Snacks q Half-day programs usually provide 15 -minute snacks. q Lunch is usually provided by full-day programs. q The amount of time varies with the age of children.

Nap Time q Most states require full-day programs to have a nap time. q It is usually scheduled after lunch. q Allow one to two hours for this activity.

Daily Routines q Dressing and undressing q Eating q Napping q Toileting q Cleanup

Dressing and Undressing q Encourage children to dress and undress themselves as much as possible. q Children should be responsible for hanging up their coats. q Label lockers so children can find their own spaces. q Buttoning, zipping, pulling on boots, tying shoes, and putting fingers in gloves are all actions that can be demonstrated.

Eating q A main concern is providing nutritious meals children will like. q You want the children to enjoy eating and practicing their table manners. q Children’s appetites are influenced by illness, stage of development, physical activity, and a body’s nutritional needs.

Eating q Limits for meals may include the following: § Taste all foods before asking for seconds of food or milk. § Remain at the table until everyone has finished. § Wipe up your own spills. § Eat only food from your own plate. § Say thank you after someone has passed or served you food. § Say please when asking to have food passed or served to you.

Eating q Eating problems § Food refusal problems are related to lack of interest in food. § Pica: craving for nonfood items § Dawdling: eating slowly or having a lack of interest in food § Young children are able to induce vomiting.

Napping q Most states require that preschool children nap at least one hour. q Most child care centers have a set nap time. q The children are usually awake at the end of this time. q If they need to be awakened every day, discuss sleeping habits with the parents. q Schedule quiet activities prior to nap time. q Require nap time to be quiet.

Toileting q Toileting needs of infants are met through the use of diapers. q Some children use the toilet as early as two years. q Never force children to use the toilet until they are ready. q Remember accidents are common and children should not be shamed when they occur. q Some children provide cues when they need to use the restroom like wiggling or crossing legs.

Cleanup q Children learn to be responsible for themselves, their belongings, and classroom materials. q Try to maintain a positive attitude during cleanup. q Begin by setting firm ground rules and then follow through. q Foster independence by visually assisting children in seeing where materials and equipment belong. q Praise efforts.

Transitions q Concrete objects q Visual signs q Novelty q Auditory signals

Concrete Objects q Involves children moving an item from one place to another § Example: “Leon, please put your picture in your cubby. ” This will direct Leon from an art activity to a new activity.

Visual Signals q This method involves informing children of a change through signals they can see. § Example: Show a picture of lunchtime, and the children will move to the lunch tables.

Novelty q Involves the use of unusual new actions or devices to move the children from one activity to another § Children can skip, march, or walk backwards § Children can move like planes, trains, buses, or cars § Identification games can be used for transitions Example: If you are wearing red, you may line up.

Auditory Signals q Auditory signals: inform the children of change through the use of a sound q May be developed for individuals q Also useful for providing warnings § Cleanup § Lunch

Summary q Daily routines and schedules provide structure for each day. q Schedules need to be planned to meet the children’s physical and psychological needs. q It is important to learn positive guidance strategies to help children learn responsibility.

Review q Discuss the benefits of large blocks of time for self-selected activities.

Review q Discuss the typical arrival routine.

Articles q What Works Briefs § #3 Helping Children Understand Routines and Behaviors § #4 Helping Children Make Transitions Between Activities.

The authors want to recognize Bethany L. Baughman for her contributions to this project.