Guiding Routines and Guiding Routines and Group ActivitiesGroup Activities

Guiding Routines and Guiding Routines and Group ActivitiesGroup Activities

It’s the Little ThigsIt’s the Little Thigs

Unit Overview and Objectives

• This unit will help you to:– Understand the general principles related to

handling daily routines in a healthy way– Acquaint you with the elements of a good, full-day

schedule– Provide strategies for carrying through smooth

transitions– Learn to be sensitive when handling parent-child

separation– Learn about sound nutritional planning that

incorporates family values– Learn about what constitutes wholesome attitudes

toward toileting and napping

Developmentally Appropriate Practice

• “Teachers set clear, consistent, and failr limits for children's behavior and hold chidlren accountable to standards of acceptable behavior. To the extent that chidren are able, teachers engage then in developing rules and procedures for behavior of class members”

– Developmentally Appropriate Practice, Bredekamp & Copple, 1997, p. 19

Arrival and Departure• When they are dropped off at school,

children are not always ready for their parents to leave.

• Factors affecting the ease of arrival at school can include:– The child’s general enjoyment of school– The security of the child’s attachments– Separation anxiety– Stranger anxiety

In any program, it is important for a child and her family to feel welcomed individually. Imagine going to a restaurant and not having anyone acknowledge the fact that you have arrived. Do they even know I’m here?

Additionally, it is important for the parent to feel acknowledged. A warm, welcoming “hello, how was your morning?” can do wonders for the quality of the separation

Make sure parent say goodbye to their children. Although it might be easier in the short term for parents to “sneak out”, it always backfires. Imagine going to a party with your significant other. You feel fine as long as they are there, then you look up and they’re gone! How do you feel?

The New Kid on the Block

• The first few days can be disconcerting and scary for children (and parents!) new to the program. Here a few good tips– Gradually acclimate the child to the program by

having the child visit before being dropped off. If this isn’t possible, urge the family to arrive a little earlier than usual to help the child settle in

– Try to have one designated teacher to be available to welcome and spend time with a new child

– Use other, more “experienced” children to help ease the child into a new program

Departures• It is important for teachers to take the time to

share tidbits of information about how the child’s day went. We provide a “car talk” board by the sign in and out sheets that tell parents what we did that day. This gives the parent specifics to talk about with their child on the way home.

• Reassure parents that chidlren often are reluctant to leave school at the end of the day. This is normal. It doesn’t mean their child doesn’t like them.

Meals and Eating• When chidren spend the majority of

their day in an early childhood program, it is important that the meals and snacks they eat at school contribute to their overall nutritional intake. Take a look at the website below on nutritional guidelines for infants, toddlers, and preschool aged children

• Nutrition Guide for your Child at Keep Kids Healthy

What to Serve so They Will Eat!

• Provide variety• Take advantage of seasonal

foods• Keep it simple!• Introduce slowly• Limit sugar• Provide healthy snacks• Timing is everything• Give “fun” names• Vary the location of eating• Sensitivity to cultural food

preferences

Encouraging Healthy Eating

• Relaxed atmosphere• Good role modeling• Never force, encourage!• Allow as much

independence as possible• Be aware of choking• Be alert to food

preferences and aversion. The early ears are a particularly sensitive period in the formation of food likes and dislikes

Food Assistance Programs

• Follow the links to see the availability of such programs

• CCAFP• Women, Infants and Children

Other Routines• Diapering and toileting

– This can be a very sensitive subject for many parents. Remember to make it as easy and relaxed time as possible. Children will toilet train when ready! There will probably be accidents as well, be prepared!

– Potty Training for Children

• Napping and sleeping– Infants

• Infants should sleep on their own individual schedule, rather than an imposed schedule. Some babies are very regular in their sleeping patterns, others not so much. Get to know their temperament!

• “Back-to-sleep” campaign

– Non-nappers• Some children just don’t nap for whatever

reason! Provide a variety of alternatives for these children

Napping Guidelines• Predictability• Soothing, low-key environment• Lights dimmed• Back rubbing• Classical music• Allow time to wake up

Group Behavior• Various factors may be at play that

affect group behavior-either negatively or positively– The physical environment– Adult expectations-are they appropriate for

the age group?– Rules and behavioral expectations clearly

outlined and consistent across the board?

The Daily Schedule• Must be a logical flow and rhythm

to the sequence of daily activities that relates to the developmental level of the child.

• During arrival and departure, it is best to provide activities that are simple and easy to clean up

Time Blocks• A good part of the daily schedule will be

devoted to time blocks in which children can self-select activities as well as routine activities

• Meals should be comfortable and relaxed with pleasant conversation

• Large group times need to be an appropriate length of time for the age group. Be aware of where chidren are seated so that all can participate

Transitions• Take it from a seasoned teacher-transitions

can be one of the most stressful times of the day for both teachers and children! This is where predictable schedules are imperative…children need to know what comes next in their day, just as adults do.

• Give warnings when activities are ending; position teachers in key places (circle time, bathroom, sinks, etc) so children have an anchor; try to give warnings in small groups.

• Remember to plan for transition…children spend an incredible amount of time in transitions, as much as 20-35%!

Unusual Situations• Planned

– Field trips– Special occasions (birthdays, sharing

feasts, etc.)

• Unplanned– Fire drills– Serious accidents– Emergencies

• Children thrive in a predictable and well ordered environment where such things as arrival and departures, mealtimes, nap times, and toileting are dealt with consistently with all caregivers, both parents and professionals