Handling Daily Routines

1
Chapter 16

• Handling Daily Routines

2
Terms to Know

• Routines
• Pica
• Dawdling
• Transitions
• Auditory signals

3
The Daily Schedule

• Opportunities for children to develop
  independence
• Length of the program and time children arrive
  play vital role in scheduling
• Well planned schedules help prevent conflicts
• Should meet the needs of the children
• Consider health and safety
• Children should feel comfortable and secure

4
Arrival Routines

• Consistent so kids know what to expect
• Store garments and belongings first
• Recognize and respond to individual needs
• Esp when children must leave parents

5
Large Group Activities

• Group time, story time, or circle time
• Use to discuss weather and calendar, stories,
  fingerplays, and songs
• Have this time when children are rested and well
  nourished.
• Children sit near the teacher
• Perhaps on a carpet square
• Capture the childrens attention!

6
Small Group Activities

• 10-15 minutes
• 4-6 children per group, typically with similar
  interests and abilities
• Purpose is to teach a specific concept such as
  colors, numbers, shapes or sizes

7
Self Selected Activities

• Largest block of time
• Commonly referred to as centers or free play
• Indoors or outdoors
• Engage in conversations with the children, ask
  questions and assess learning

8
Meals and Snacks

• A half day or 2 hour program usually provides a
  15 minute snack
• Lunch is provided in full day centers, usually 30
  minutes
• The age and number of children may change the
  time allotment

9
Nap Time

• Follow state regulations
• Full day programs usually conduct after lunch
• 1-2 hours

10
Daily Routines

• Dressing
• Undressing
• Eating
• Napping
• Toileting
• Clean up

11
Dressing and Undressing

• Encourage children to dress and undress
  independently as much as possible
• Put on coats, hats, gloves, after toileting
• Praise them for their accomplishments
• Make sure they take responsibility for their
  belongings, esp coats
• Label lockers so that children can find their
  things
• Maybe give 2-3 year olds symbols to recognize

12
Suggestions for Parents

• Keep an extra set of clothing for your child at
  their school
• In case of emergency, falls, spills, toileting
  training accidents
• Attach labels inside your childs clothing
• Select clothing with large buttons, zips, or
  snaps for ease
• Boots and shoes should fit properly
• Shoe laces should not be too long
• Consider elastic waists for toilet learning

13
Demonstrating

• Buttoning, zipping, pulling on boots, tying
  shoes, putting on gloves should all be
  demonstrated to kids
• At childrens eye level
• Shoeslaces- bunny ears, double knots
• Boots- place a plastic bag on childs foot if
  shoes are too tight so that feet slide in
• Coats- lay coat on the floor, kneel and place
  arms in sleeves, then stand and raise over head
  see picture on page 242

14
Eating

• Most difficult is to provide nutrition that
  children enjoy the taste of..
• Practice table manners
• Practice eating with hands, then spoons, then
  forks, then knifes
• Clean up

15
Infants

• Definate likes and dislikes
• Sippy cups
• Interest in eating decreases when they are more
  interested in moving around
• Finger foods are good for small motor skills and
  hand eye coordination
• Spoons are introduced between 15-18 months

16
2 Year Olds

• Work with cups and spoons
• Child sized
• Encourage children to fill their own cups
• Watch carefully and provide support

17
3 Year Olds

• Distinct food preferences
• Your attitude can help children accept new foods
• Some children refuse to eat veggies with their
  family and will eat them around peers
• Can assist with meal time
• Can set the table
• Use placemat with materials outlined
• Shallow bowls to see what is inside
• Weighted cups to prevent spills
• Have children serve themselves
• Keep a wet sponge handy for spills

18
4 and 5 Year Olds

• Set the table
• Serve
• Assist with after meal clean up
• Enjoy talking
• Reminders not to talk with food in mouth

19
Rules

• Taste all foods before asking for seconds of
  foods or milk
• Remain at the table until everyone has finished
• Wipe up your own spills
• Eat only food from your plate
• Say thank you to someone who has served or passed
  you food
• Say please when asking for food to be served or
  passed to you

20
Eating Problems

• Food refusal can be caused by lack of interest,
  lack of exercise or illness. Do not provide
  snacks if children do not eat at mealtime. Find
  out what they eat at home, avoid pushing them to
  eat.
• Pica craving for non food items, such as paper,
  soap, rags, toys.. Seek a medical professional
  to determine vitamin or mineral deficiency
• Dawdling children who eat one or two bites while
  the rest of the class is finished. Attempt to
  gain attention
• Vomiting if it occurs regularly the child may be
  inducingdiscuss with parents, do not provide
  extra attention

21
Nap Time Rituals

• Story
• Soft music
• Children become irritable without adequate rest
• Take care of all needs prior to napping so that
  children do not whine.
• Blankets and stuffed toys
• Use toilet and wash hands, face, brush teeth
• Provide books if needed

22
Toilet Learning Timetable

• Each child is different
• Cannot be taught to perform functions until
  central nervous system is ready
• Usually occurs after age 2
• Emotional stresses can distract from potty
  training
• New baby
• Illness
• Weather changes

23
Guidance

• Do not shame or scold
• Encourage and praise
• Provide step stools, targets, or potty chairs
• Use easy to manage clothing
• Watch for wiggling, cross legs, etc..

24
Cleanup

• Learn to be responsible for their belongings and
  the materials of the class
• Scolding and nagging is ineffective
• Try suggestions or reminders
• Help me put the blocks away
• Show me where the puzzles are stored
• You worked hard on your block structure, now tell
  ____ how to put away the blocks

25
Transitions

• Changing from one activity to another
• Provide a five minute warning
• Four methods
• Concrete objects
• Visual signals
• Novelty
• Auditory signals

26
Concrete Objects

• Move items from one place to another
• Put your art in your cubby
• Move from art to new activity
• Hang up your coat
• From outdoor to indoor activity
• Take this play doh to the art table
• Starting art activity
• Put these washcloths on the bathroom hook
• Signals the end of cleanup

27
Visual Signals

• Picture of lunchtime
• Hold up a book for story time
• Put on coat and wait at door for children to see
  and follow

28
Novelty

• Unusual new actions or devices that move children
  from one activity to another
• Locomotion
• Pretend you are an elephant and walk from one
  center to the next
• Transportation
• You are a plane, bus, jet, or car
• Identification games
• Who is wearing red? You may go wash your hands
  for lunch

29
Auditory Signals

• Bell
• Timer
• tambourine
• Piano
• Signals for children to change activities
• Five minute warning timers