Guiding Routines

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It's the Little Things

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Guiding Routines

  1. 1. Guiding Routines and Group Activities It’s the Little Thigs
  2. 2. Unit Overview and Objectives <ul><li>This unit will help you to: </li></ul><ul><ul><li>Understand the general principles related to handling daily routines in a healthy way </li></ul></ul><ul><ul><li>Acquaint you with the elements of a good, full-day schedule </li></ul></ul><ul><ul><li>Provide strategies for carrying through smooth transitions </li></ul></ul><ul><ul><li>Learn to be sensitive when handling parent-child separation </li></ul></ul><ul><ul><li>Learn about sound nutritional planning that incorporates family values </li></ul></ul><ul><ul><li>Learn about what constitutes wholesome attitudes toward toileting and napping </li></ul></ul>
  3. 3. Developmentally Appropriate Practice <ul><li>“ 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” </li></ul><ul><ul><li>Developmentally Appropriate Practice, Bredekamp & Copple, 1997, p. 19 </li></ul></ul>
  4. 4. Arrival and Departure <ul><li>When they are dropped off at school, children are not always ready for their parents to leave. </li></ul><ul><li>Factors affecting the ease of arrival at school can include: </li></ul><ul><ul><li>The child’s general enjoyment of school </li></ul></ul><ul><ul><li>The security of the child’s attachments </li></ul></ul><ul><ul><li>Separation anxiety </li></ul></ul><ul><ul><li>Stranger anxiety </li></ul></ul>
  5. 5. 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?
  6. 6. The New Kid on the Block <ul><li>The first few days can be disconcerting and scary for children (and parents!) new to the program. Here a few good tips </li></ul><ul><ul><li>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 </li></ul></ul><ul><ul><li>Try to have one designated teacher to be available to welcome and spend time with a new child </li></ul></ul><ul><ul><li>Use other, more “experienced” children to help ease the child into a new program </li></ul></ul>
  7. 7. Departures <ul><li>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. </li></ul><ul><li>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. </li></ul>
  8. 8. Meals and Eating <ul><li>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 </li></ul><ul><li>Nutrition Guide for your Child at Keep Kids Healthy </li></ul>
  9. 9. What to Serve so They Will Eat! <ul><li>Provide variety </li></ul><ul><li>Take advantage of seasonal foods </li></ul><ul><li>Keep it simple! </li></ul><ul><li>Introduce slowly </li></ul><ul><li>Limit sugar </li></ul><ul><li>Provide healthy snacks </li></ul><ul><li>Timing is everything </li></ul><ul><li>Give “fun” names </li></ul><ul><li>Vary the location of eating </li></ul><ul><li>Sensitivity to cultural food preferences </li></ul>
  10. 10. Encouraging Healthy Eating <ul><li>Relaxed atmosphere </li></ul><ul><li>Good role modeling </li></ul><ul><li>Never force, encourage! </li></ul><ul><li>Allow as much independence as possible </li></ul><ul><li>Be aware of choking </li></ul><ul><li>Be alert to food preferences and aversion. The early ears are a particularly sensitive period in the formation of food likes and dislikes </li></ul>
  11. 11. Food Assistance Programs <ul><li>Follow the links to see the availability of such programs </li></ul><ul><li>CCAFP </li></ul><ul><li>Women, Infants and Children </li></ul>
  12. 12. Other Routines <ul><li>Diapering and toileting </li></ul><ul><ul><li>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! </li></ul></ul><ul><ul><li>Potty Training for Children </li></ul></ul>
  13. 14. <ul><li>Napping and sleeping </li></ul><ul><ul><li>Infants </li></ul></ul><ul><ul><ul><li>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! </li></ul></ul></ul><ul><ul><ul><li>“ Back-to-sleep” campaign </li></ul></ul></ul><ul><ul><li>Non-nappers </li></ul></ul><ul><ul><ul><li>Some children just don’t nap for whatever reason! Provide a variety of alternatives for these children </li></ul></ul></ul>
  14. 15. Napping Guidelines <ul><li>Predictability </li></ul><ul><li>Soothing, low-key environment </li></ul><ul><li>Lights dimmed </li></ul><ul><li>Back rubbing </li></ul><ul><li>Classical music </li></ul><ul><li>Allow time to wake up </li></ul>
  15. 16. Group Behavior <ul><li>Various factors may be at play that affect group behavior-either negatively or positively </li></ul><ul><ul><li>The physical environment </li></ul></ul><ul><ul><li>Adult expectations-are they appropriate for the age group? </li></ul></ul><ul><ul><li>Rules and behavioral expectations clearly outlined and consistent across the board? </li></ul></ul>
  16. 17. The Daily Schedule <ul><li>Must be a logical flow and rhythm to the sequence of daily activities that relates to the developmental level of the child. </li></ul><ul><li>During arrival and departure, it is best to provide activities that are simple and easy to clean up </li></ul>
  17. 18. Time Blocks <ul><li>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 </li></ul><ul><li>Meals should be comfortable and relaxed with pleasant conversation </li></ul><ul><li>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 </li></ul>
  18. 19. Transitions <ul><li>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. </li></ul><ul><li>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. </li></ul><ul><li>Remember to plan for transition…children spend an incredible amount of time in transitions, as much as 20-35%! </li></ul>
  19. 20. Unusual Situations <ul><li>Planned </li></ul><ul><ul><li>Field trips </li></ul></ul><ul><ul><li>Special occasions (birthdays, sharing feasts, etc.) </li></ul></ul><ul><li>Unplanned </li></ul><ul><ul><li>Fire drills </li></ul></ul><ul><ul><li>Serious accidents </li></ul></ul><ul><ul><li>Emergencies </li></ul></ul>
  20. 21. <ul><li>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 </li></ul>

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