1. Handling Daily Routines
Chapter 17
Handling Daily Routines

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

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

4. Terms to Know
routines
pica
dawdling
transitions
auditory signals

5. The Daily Schedule 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 self-selection activities
depends on the pace each child can handle

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

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

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

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

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

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

12. Daily Routines Dressing and undressing Eating Napping Toileting
Cleanup

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

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

15. Eating 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.

16. Eating 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.

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

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

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

20. Transitions
Concrete objects
Visual signs
Novelty
Auditory signals

21. Concrete Objects
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.

22. Visual Signals
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.

23. Novelty
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.

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

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

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

27. Review
Discuss the typical arrival routine.

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

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