Key Element: Routines
A consistent schedule of daily routines offers the child a sense of security through the ability to predict, which, in turn, establishes trust, the fundamental building block of relationships. Together, relationships and routines provide an essential basis for the design of the environment, parent/teacher partnerships, curriculum development and assessment of learning outcomes. Transitions should be minimized and consistent warning provided in order to insure children can anticipate what happens next and prepare accordingly. Likewise, there should be ample time throughout the day devoted to investigations, explorations, projects and interactions with both peers and adults.
The hot spots represented on the panoramic tour represent a sample of this particular Key Element. Explore the Video Clips and Slideshow in this section to learn more.
- Routines: Sara- A Teacher’s Perspective on Routines
- Routines: Laura- A Teacher’s Perspective on Routines
- Routines: Intentional Teaching Related to Routines
Routines - A familiar sequence to the day that allows the child to predict events, anticipate transitions and develop a sense of trust.
- MiraCosta Sample Child Development Center Classroom Routines (42k PDF)
- MiraCosta Sample Snack Time Menu (30k PDF)
- MiraCosta Sample Spinach Pineapple Smoothie Recipe (184k PDF)
- MiraCosta Sample Group Time Cue Cards (151k PDF)
- MiraCosta Sample Dish Hand Washing Guidelines (539k PDF)
- Powerful Interactions Begin with You (4.1MB PDF)
- Resources for Teaching and Learning through Routines and Transitions (1.66 MB PDF)
- Planning Transitions to Prevent Challenging Behaviors. Beyond the Journal – Young Children on the Web. Hemmeter, et al. 2008 (768k PDF)
- Picturing Good Practice -- Take a Look! Visual Supports for Learning (7.6 MB PDF)
- What Works Briefs Series, Center for Social and Emotional Foundations for Early Learning (CSEFEL):
- Brief 3 - Helping Children Understand Routines and Classroom Schedules by M. M. Ostrosky, E. Y. Jung, M. L. Hemmeter, D. Thomas (256k PDF)
- Brief 4 - Helping Children Make Transitions between Activities by M. M. Ostrosky, E. Y. Jung, M. L. Hemmeter (253k PDF)
- Brief 5 - Using Classroom Activities and Routines as Opportunities to Support Peer Interaction by T. Bovey, P. Strain(259k PDF)
- Brief 6 - Using Environmental Strategies to Promote Positive Social Interactions by T. Bovey, P. Strain (199k PDF)
- Brief 7 - Helping Children Learn to Manage Their Own Behavior by L. Fox, S. Garrison (924k PDF)
- The Intentional Teacher, Choosing the Best Strategies for Young Children’s Learning (revised edition 2014) by Ann S. Epstein
- Routines & Transitions—A Guide for Early Childhood Professionals by Nicole Malenfant
- Transition Magician: Strategies for Guiding Young Children in Early Childhood Programs by Nola Larson, Mary Henthorne and Barbara Plum
Many strategies and elements included throughout this site are applicable to all students and their families. Additional information/resources related to students with disabilities and family engagement can be found within the HQELE Online Tool Overview and MiraCosta Child Development Center Overview (Download/Reference Sections).
*These slideshow images are being used with explicit permission from MiraCosta College and their families for the sole purpose of the HQELE professional development online tool. All images remain the property of the California Department of Education, Special Education Division, SEEDS Project, A Special Project of the Sacramento County Office of Education and may not be published, exhibited, broadcast, posted on the Internet, sold, traded, shared, or used in any way not specified without the written permission of CDE- SEEDS Project.